Dramatizing the curriculum in nurseries from Teachers' viewpoint in Riyadh

Abstract

This paper aimed to highlight the importance and skills of dramatizing kindergarten curricula, in addition to theoretical planning and practical application. The descriptive approach was used and a questionnaire as the tool of the study among a random sample consisting of (44) teachers. The Study variables are: type of kindergarten, years of experience, major, and theatre training courses. The main findings include: kindergarten teachers in Riyadh think that curriculum dramatization has a great importance in kindergarten. Kindergarten teachers in Riyadh believe that skills of curriculum dramatization are achieved to some extent in kindergartens. Kindergarten teachers in Riyadh think that the theoretical planning and practical application of curriculum dramatization are achieved in kindergartens. The study variables (type of kindergarten, major, theatre training courses) showed no statically significant differences, yet (years of experience) showed statistically significant differences in favor for teachers with 5-10 years of experience. The study recommended enhancing kindergarten teachers' awareness of the importance of curriculum dramatization in kindergarten, conducting forums and workshops on curriculum dramatization to increase kindergarten teachers' abilities of using it as a teaching method.