The Effect of Dialogue Strategy on Acquiring Sustainable Development Concepts and Developing Some Life Skills Among Kindergarten Children
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Abstract
The current research aims to explore the impact of employing the dialogue strategy as an organized pedagogical approach in helping kindergarten children acquire sustainable development concepts across their environmental, social, and economic dimensions. It also seeks to measure the effectiveness of this strategy in developing a set of core life skills, such as problem-solving, communication, and cooperation. The research problem stems from a cognitive gap regarding the mechanisms for simplifying and presenting abstract concepts like sustainable development to this age group, and the scarcity of studies that directly link a specific educational strategy—such as dialogue—to achieving these dual objectives (knowledge and skills). To achieve the research objectives, the researchers formulated two hypotheses: 1-There is no statistically significant difference at the (0.05) level between the mean scores of the experimental group children, who learned using the dialogue strategy, and the mean scores of the control group children, who learned via the traditional method, in the post-test concerning the acquisition of sustainable development concepts and the development of certain life skills. 2-There is no statistically significant difference at the (0.05) level between the mean scores of the experimental group children in the pre-test and their mean scores in the post-test using the dialogue strategy. The researchers adopted an experimental methodology based on a two-group design (experimental and control). The results showed statistically significant differences in favor of the experimental group. The research sample consisted of (60) male and female children, divided into (30) in the experimental group and (30) in the control group. Equivalence between the two groups was established for variables such as (age, gender, and baseline levels of the targeted concepts and skills). Furthermore, the necessary educational plans were developed, totaling (6) plans per group, which were presented to a committee of specialized experts to ensure their validity. A measurement tool for sustainable development concepts, consisting of a set of images and observation cards for life skills, was also developed.
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