الخلاصة:
The current study aimed to find out the extent to which spiritual and
aesthetic values are included in the educational pillars of the kindergarten
curriculum, and to highlight the extent of their importance and impact on
the personality of the child in early childhood, according to what
determines the educational, psychological and social goals.
To achieve the objectives of the study, the content analyses method
was used, and the model list tool of targeted spiritual and aesthetic values
was applied, which was built by the student and then presented to a group
of professors from different disciplines to see the extent of the clarity and
accuracy of the value formulation and its suitability with early childhood.
And after making sure of the validity and reliability of the tool, to find out
the availability of spiritual and aesthetic values or not in the study sample,
which was identified in the content of the books of the Smart Child
Kindergarten curriculum for the Ghardaia Development Foundation, the
study reached the following results:
The model list of spiritual and aesthetic values consisted of eleven
values, which were classified in two fields: the field of
spiritual values and the field of aesthetic values, and after analysis it
was found that there is a disparity in the distribution of these values in the
content of educational educational activities of the smart kindergarten
curriculum, as the highest frequency of aesthetic values was by a
percentage (74,48%) compared to spiritual values (25,52).
Among the results of the study also the variation in the ratios of
levels of emotional goals to values in the smart kindergarten curriculum,
where the level of response to it is the largest percentage (31%) in the
curriculum, followed by the level of reception by (27%), and the average
percentage was for the level of evaluation by (25%). Marking level had the
lowest percentage (16%).
In light of the previous results, the study recommended the
following:
Paying attention to the content of kindergarten curricula and
evaluating educational activities that establish spiritual and aesthetic
values, according to levels of emotional goals.
Highlighting the role of social educational institutions - the family
and kindergarten - in inculcating spiritual and aesthetic values in light of
modern educational educational methods and taking into account the
characteristics of early childhood development.
