الفهرس 
الإطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The kindergarten stage is one of the important and basic stages for the child, as it constitutes the basic lines of the child’s personality, interests, and inclinations, and opens up his abilities. Another accepts the idea of cooperation and participation and avoids selfishness and individualism.
where the Ministry of Education is witnessing a milestone in the history of education in Egypt, as the signal for the start of a radical change in our system has been launched, starting from the kindergarten stage until the secondary stage, so that the first features of this change begin from September 2018 AD by changing the curricula of kindergarten and the first grade of primary school while continuing to Change for the following grades until 2030.
(Ministry of Education, 2018: 5)
As a result of the presence of technology with its enormous capabilities to serve the educational process, there have been rapid and intense developments in teaching and learning strategies at all stages of the educational process from kindergarten to university education, which led to the emergence of innovative modern methods and strategies based on various technical tools, the most prominent of which is a concept that has spread recently in education, which is Inverted or inverted education
It is a form of blended education that employs modern technology intelligently to provide education that is appropriate to the requirements of learners in our current era.
(Jamal Muhammad, 2018: 204)
where the learners come to the classrooms and they are fully prepared to apply concepts, participate in classroom activities and solve problems instead of wasting time listening to the teacher’s explanation and make good use of the electronic learning environment and its organization supports this interactive model so that there are creativity in the teacher to find motivation and motivation among the learners to learn through Hence, it can be said that flipped education is the transfer of energy and effort from the teacher to the learner, and then benefit from educational tools to enhance the learning environment.
(Bergmann & Sams, 2014: 19)
Learning difficulties are considered one of the categories of special education, as it is marred by disagreement in terms of definition and reasons, as it is often described as invisible and there are many terms that dealt with educational literature related to learning difficulties, such as educational disability, cognitive deficiency, Attention deficit, brain injury, neuropsychiatric disorder. However, scholars agreed on the term learning difficulties
(Mr. Sherif, 2014: 210)
Pre-academic skills are of great importance as they are the basis of knowledge and the basis for acquiring knowledge and acquiring various skills and concepts in all subjects taught by the child, such as the principles of reading, writing, arithmetic, language and other basic skills necessary for academic learning and the development of these skills are among the basic conditions for achieving academic success. Deficiency in these skills is considered One of the most important indicators that a child is at risk of learning difficulties when joining primary school.
(Magda Abdel-Ghany, 48:2021)
Through the studies conducted in the field of learning difficulties, it was indicated that there is a close relationship between developmental learning difficulties and academic difficulties. Language) on which academic achievement depends, and it is one of the most important foundations on which the individual’s mental activity is based. Academic learning difficulties are the difficulties of school performance, which are represented in the difficulties of reading, writing, spelling and arithmetic.
(Fathi Mustafa, 2008: 29-31)
Research problem: -
The research problem is summarized in the following main question:
What is the effectiveness of the flipped learning strategy in improving some pre-academic skills for children with learning disabilities?
which are Several sub-questions branch out from the main question?
What are the characteristics of the flipped education strategy?
What are the characteristics of people with pre-academic learning difficulties?
What is the effect of using flipped learning on improving some pre-academic skills of children with learning disabilities?
Research aims: -
The research aims to develop some pre-academic skills of children with learning difficulties using the flipped learning strategy through: Developing some of the most common pre-academic skills in difficulty for kindergarten children with learning disabilities.
a)Preparing a program based on the use of the flipped learning strategy to develop some pre-school skills
b)The academics of kindergarten children with learning difficulties through the game archives program.
c)Measuring the effectiveness of the proposed program for developing some pre-academic skills for kindergarten children with learning difficulties.
Research importance: -
First: Theoretical importance: -
1-Directing the attention of kindergarten specialists to the importance of pre-academic skills, as they are among the prerequisites for achieving academic success
2-Paying attention to children with learning difficulties, which facilitates the diagnosis and treatment of these difficulties.
Second: the practical importance:
1-Developing some pre-academic skills for children with learning difficulties.
2-Preparing a program based on using the flipped learning strategy to develop some pre-academic skills for children with learning difficulties.
3-Developing some pre-academic skills for children with learning difficulties.
4-The research presents modern measures for some pre-academic skills of kindergarten children.
Search parameters: -
It is determined as follows: -
Human determinants
The research included a group of kindergarten children with pre-academic learning difficulties, their ages ranged from (5:6) years, in the second level of kindergarten.
Temporal and spatial determinants
The program is implemented through (8) weeks, with 4 activities per week, in the second stage of kindergarten for children with learning difficulties, in the Rural Child Kindergarten, at the Local Community Development Association in Tant Al-Jazira, Toukh Center, Qalyubia.
Methodological limitations
The current research uses the semi-experimental approach to determine the effectiveness of the inverted strategy program in developing some pre-academic skills for kindergarten children with academic learning difficulties.
The research sample: -
The research sample includes a group consisting of 10 children with pre-academic learning difficulties in the rural child kindergarten at the Local Community Development Association in Tant Al-Jazira, Toukh city, Qalyubia, in the age group from the age of (5: 6) years in the second level in kindergarten.
Research hypotheses: -
1- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (awareness and cognition of philology) among children with pre-academic learning difficulties in favor of the post measurement.”
2- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (recognizing letters) among children with pre-academic learning difficulties in favor of the post measurement.”
3- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (recognizing numbers) among children with pre-academic learning difficulties in favor of the post measurement.”
4- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (recognizing shapes) among children with pre-academic learning difficulties in favor of the post measurement.”
”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (recognizing colors) among children with learning difficulties before academic in favor of telemetry.”
5- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the pre-academic skills scale as a whole among children with pre-academic learning difficulties in favor of the post-measurement.”
6- ”There is an effectiveness of the inverted learning strategy in improving pre-academic skills of children with learning disabilities.”
Research tools and materials: -
1- A battery for diagnosing pre-academic learning difficulties (prepared by Adel Abdullah, 2006).
2- A list of some pre-academic skills of kindergarten children with learning difficulties (prepared by the researcher).
3- Measurement of some pre-academic skills (prepared by the researcher).
4- The flipped learning strategy program to improve some pre-academic skills of children with academic learning difficulties (prepared by the researcher).
Research results: -
1- The proposed program is effective in improving some pre-academic skills for children with learning difficulties 0
2- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (awareness and cognition of analytics) among children with pre-academic learning difficulties in favor of the post-measurement.”
3- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (recognizing letters) among children with pre-academic learning difficulties in favor of the post measurement.”
4- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (recognizing numbers) among children with learning difficulties before, in favor of the post measurement.”
5- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (recognizing shapes) among children with pre-academic learning difficulties in favor of the post measurement.”
6- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the skill (recognizing colors) among children with pre-academic learning difficulties in favor of the post measurement.”
7- ”There are statistically significant differences at the level of significance (0.05) between the mean scores of the pre and post measurements of the pre-academic skills scale as a whole among children with pre-academic learning difficulties in favor of the post-measurement.”
Research recommendations: -
1- Using the flipped learning strategy in teaching some pre-academic skills has an impact on developing motivation towards education.
2- Providing the enabling environment with the necessary capabilities for teaching according to the flipped education strategy 0
3- Designing educational environments that attract the attention of learners and increase their participation and their desire to seek knowledge
4- Searching for local community partners to support the implementation of the flipped education strategy
5- Providing the curriculum developers with a guide to using the flipped learning strategy in terms of procedures and activities that are taken into account when building pre-academic skills courses.