1. . Prepare specialized and qualified cadres to teach in kindergartens using the latest scientific methods.
   2. Clarify knowledge related to children’s development and needs.
   3. Identify knowledge related to planning and designing the learning environment.
   4. Identify methods for assessing children’s learning.
   5. Reflect, evaluate, and analyze practices.
   6. Analyze the basic education curriculum from first to fourth grade.
   7. Planning, teaching, and evaluation.
   8. Apply a learner-centered learning approach.
   9. Design a safe learning environment.
   10. Implement research that contributes to improving teaching and learning.
   11. Build partnerships with parents and the local community.
   12. Meet professional standards for new teachers and achieve readiness and competence for teaching.

   13. Establish an educational philosophy that aligns with national

• The program attracts diverse groups working in several fields, particularly in the central and southern West Bank. Perhaps the most important of these are:
  1. High school graduates who wish to specialize in a unique and new specialization, the kindergarten program.
  2. New teachers in the Ministry of Education, as the program is suitable for them within the Ministry’s implementation plan.
  3. Employees in governmental, private, and non-governmental rehabilitation institutions and programs who wish to specialize in kindergarten.
  4. Kindergarten teachers.
  5. Kindergarten teachers in special classes in regular schools.
  6. Kindergarten teachers in education directorates as specialists.
  7. Kindergarten teachers in private and governmental kindergartens.

The graduate’s ability to adapt to challenging educational environments in light of the occupation’s violations, transforming them, as much as possible, into safe environments.

2. Given the unique circumstances of the Palestinian people, the program seeks to equip graduates with the necessary knowledge of educational curricula at the lower primary level, particularly those focused on individualized instruction, selective learning, and technology-enhanced synchronous and asynchronous learning.
3. Introduce graduates to all alternative/realistic assessment methods, in addition to traditional assessment. It also introduces graduates to electronic and digital assessment tools and applications, as well as artificial intelligence applications in this area.
4. Employ teaching and technological strategies that suit students’ characteristics and abilities, including digital and artificial intelligence applications.
5. Provide graduates with social skills that enable them to communicate effectively with students’ families and local community institutions.
6. Equip graduates with a high level of knowledge and various skills in the field of education, various academic learning difficulties, and familiarize them with programs for the gifted and slow learners, among others.

• Employ educational, life, and technological skills during teaching.
• Use modern teaching methods based on active learning, meaningful learning, and the use of multi-sensory strategies.
• Prepare individual educational plans and individual learning plans that align with modern educational trends.
• Develop diagnostic scales with high validity, reliability, difficulty, and discrimination coefficients.
• Use emerging information and communication technology in the teaching-learning process.
• Manage classrooms in a way that enhances learning, motivates students, and encourages them to learn and participate actively.
• Address students’ learning and behavioral problems and find appropriate solutions.
• Thorough knowledge of all concepts and theories related to kindergarten specialization, as well as the theories of teaching and learning, and the scientific fields necessary for professional preparation.
• Thorough knowledge of the procedures and methods used in teaching and learning kindergarten children, including the latest educational and psychological developments and modern research related to classroom management and teaching methods for children.
• Familiarity with the latest research developments related to finding solutions to childhood problems and issues, as well as emerging and diverse educational issues.
• Critique the scientific content and ideas contained in concepts to identify strengths and weaknesses, analyze them, and use them to propose classroom solutions and make decisions.
• Study some simple and complex childhood problems after conducting investigations and provide creative solutions to the problems presented using various forms of information technology, theoretical knowledge, and practical experience.
• Apply knowledge, theories, and foundations of professional skills and competencies for kindergarten teachers.
• Communicate effectively with others using technological communication methods, both verbally and in writing.
• Use information and communications technology to obtain up-to-date information in the field of kindergarten.
• Use computational methods to process information related to early childhood.
• Use computer skills to implement course requirements.
• Practice effective teamwork and leadership.
• Act in a manner that reflects collective and professional responsibility.
•  

Students graduating from this major work in a variety of fields, particularly in the central and southern West Bank. Perhaps the most important of these are high school graduates who wish to pursue an educational major that includes modern courses. This is in addition to those with purely academic specializations without any educational qualifications. This major gives graduates the opportunity to work as teachers, managers, supervisors, software developers, and other opportunities.

1. The student must have a high school diploma or any intermediate diploma related to the major.
2. The applicant must successfully pass an interview with the program committee.
3. The program committee must approve if the number of applicants exceeds the program’s capacity.

First-year program

Second semester			First semester
Credit	Course Number	Course Name	Credit	Course Number	Course Name
3		Computer and Programming Basics	3		Introduction to Kindergarten
3		Introduction to Psychology	3		Introduction to Sociology
3		The Palestinian Issue	3		Arabic Language Skills 1
3		English Language Skills 2	3		English Language Skills 1
3		Arabic Communication Skills	3		Islamic Culture
1		Physical Education	1		Community Service
16	Total		16	Total

Second year program

Second semester			First semester
Credit	Course Number	Course Name	Credit	Course Number	Course Name
3		Educational Psychology	3		Teaching Children Literacy
3		Design and Production of Educational Media	3		Developmental Psychology
3		Classroom Management and Communication	3		Free Course
3		Educational Research Methods	3		Play Psychology
3		Modern Trends in Kindergarten	3		School Administration
3		College Elective Requirement	1		Critical Thinking Skills
18	Total		16	Total

 

Third year program

Second semester			First semester
Credit	Course Number	Course Name	Credit	Course Number	Course Name
3		Social Sciences and Their Teaching Methods	3		General Teaching Methods
3		College Elective Requirement 2	3		Physical Education and Teaching Methods
3		Educational Technology	3		Art Education and Teaching Methods
3		Free Course	3		University Elective
3		Major Elective Requirement	3		Drama in Education
3		Practical Education (2)	3		Practical Education (1)
18	Total		18	Total

Fourth year program

Second semester			First semester
Credit	Course Number	Course Name	Credit	Course Number	Course Name
3		Science and Health and Their Teaching Methods	3		Elective Major Requirement
3		Mathematics and Their Teaching Methods	3		Children’s Literature
3		Learning Difficulties	3		Research Methods and Design in Kindergarten
3		College Elective	3		Measurement and Evaluation
3		Graduation Project	3		Behavioral Modification
15	Total		15	Total

First: Compulsory University Requirements

Arabic Language Skills 1 (110101)

This course aims to develop basic language skills: reading, speaking, listening, and writing. It facilitates linguistic communication and aims to enlighten students and provide the essential elements for success. It introduces students to linguistic levels, familiarizes them with the eloquence of the Qur’anic text, and appreciates literary texts, both ancient and modern, in both poetry and prose. It also introduces students to the arts of essays and biography.

Communication Skills in Arabic (110112)

This course aims to provide students with a simplified understanding of the concept of communication, its components, and objectives, introducing them to the importance of communication in our professional and professional lives. It aims to teach students Arabic communication skills at the listening, speaking, writing, and reading levels through classroom practice on oral communication skills, such as questioning, presentation, public speaking, listening, personal communication, and speaking skills, including personal interviews, problem-solving, discussions, and other skills, to develop students’ oral interpersonal skills. The focus is also on training students in classroom writing skills with a functional orientation, such as summarizing, writing reports, meeting minutes, and others, as these are among the basic skills emphasized at this level. This is to enable students to develop the correct functional writing skills required for various disciplines and jobs. This course also aims to equip students with text analysis and reading comprehension skills by appreciating the rhetorical and stylistic beauty found in literary and other texts. This is achieved by practicing dissecting selected examples of these texts, and by promoting self-learning and collaborative learning in an educational environment that develops students’ creativity, dialogue, and creative thinking. It also fosters oral and written expression methods, with the goal of providing students with the practical knowledge required for various aspects of their diverse professional lives, based on sound foundations.

Arabic Language Remedial (110100)

This course aims to improve students’ basic language skills—reading, speaking, listening, and writing—through selected prose and poetry texts, lessons in grammar, morphology, spelling, and rhetoric, and an introduction to ancient and modern Arabic dictionaries and how to use them. This knowledge and language skills are then applied to reading, oral expression, and writing.

English Language Skills 1 (120101)

It is an up-to-date interactive blended English course which has been specially prepared for Higher Educational Institutions in Palestine. This course systematically develops competence in key English language skills and subskills (listening, speaking, reading and writing, vocabulary, grammar, language use, pronunciation etc.). This course also engages students as the center of the learning process, and empowers them with the essential skills to become confident users of English in real life situations. Studying this course will enable students in higher educational institutions to be competent in practicing the four language skills and expand their horizons through learning new vocabulary related to the subjects of their interests including comprehension, syntax and lexicon. It will help students to enjoy learning English smoothly. It is also based on a blended learning approach that provides online Modules and face-to-face classroom lessons. Online Modules provide English-language building blocks for comprehensive training in all skills. This course offers a diverse range of learning resources and delivery styles, including practice lessons, tutorials and ongoing assessments.  These are designed to assist the learner in building confidence in his/her English language, and form a balance of all four language skills – using print and digital resources

English Language Skills 2 (120102)

This is a required course for all university students. The course integrates the four language skills. It first accommodates college learners to the listening skills that enable them to follow simple directions and understand simplified spoken information. It also assists learners to grasp the conversation skills that enable them to properly ask for clarification from the instructor, closely engage in discussion groups, and successfully deliver a good presentation. Simultaneously, the course aims to develop the student’s ability to use the strategies of reading comprehension such as screening (making predictions based on the title of the text), skimming for main ideas, scanning for details and meaning elicitation. The course is also intended to upgrade students’ writing skills not only at the sentence level but also at the paragraph level as well.

English Language Remedial (120100)

This is a non-credit course (zero credit hour) given for students in their first year of study who failed the placement exam. It is a prerequisite for E1. It focuses mainly on the language learning skills: listening, speaking, reading and writing. The course is intended to equip the students with basic skills necessary for successful communication in both oral and written forms of the language. In addition to grammar and how to use vocabulary in a meaningful context.

Computer and Programming Basics (410131)

This course introduces students to the field of information technology and the core concepts related to computers. Topics covered in this course include: First, New technologies and importance of computers, their functions and capabilities. Second, autonomy of a personal computer in details, its associated software and applications, and their usage. Security issues will also be discussed throughout this course. Moreover, this course will cover the basics of using some software from Microsoft office packages such as word, excel and PowerPoint. Finally, students will have the opportunity to gain a set of skills that revolve and circulate around giving presentations according to proper standards. In addition, the course covers the problem-solving techniques and its representation using Flow-charts, as well as the fundamentals of programming using C++.

Islamic Culture (151102)

This course explores the concept of culture, its sources, cultural invasion, cultural security, and cultural jihad. It introduces students to contemporary Islamic thought, doctrine and its effects, the objectives of Islamic law, the status of the Sunnah in Islamic legislation, the challenges facing Islamic culture and ways to address them, Muslim scholars and their role in Islamic life, and aspects of the scientific miracles in the Holy Quran.

The Palestinian Issue (113200)

This course aims to broaden students’ understanding of the Palestinian issue by introducing them to the causes and factors that led to its emergence and then developing it to the present day. It also develops their ability to understand the various aspects of the issue, the local, regional, and global factors of influence, and peaceful solution proposals. This course includes a set of chapters that enhance students’ political culture, enabling them to delve deeper into their cause by learning about the Palestinian issue geographically and politically, focusing on the geography and history of Palestine, and exploring all political events—both local and international—up to the present day.

Physical Education (112101)

A course that focuses on physical education, including its most important components, including physical fitness and how to develop it. It also addresses nutritional elements and important eating habits, in addition to the nature of sports culture.

 

Critical Thinking Skills (410211)

This course aims to introduce students to critical thinking skills, their characteristics, and their importance in making judgments and decisions based on scientific and logical foundations. This course also equips students with problem-solving skills using critical and creative higher-order thinking methods, relying on accurate facts. This course begins with problem definition skills, information gathering methods, and research using advanced professional and technological methods. It also involves finding logical and reasonable solutions, examining their validity and realism in various contexts. Scientific debates on topics related to the labor market and daily life are used as one of the main learning tools in the course. Furthermore, the course relies on discussing real challenges (case studies) from everyday life, specifically from different local and global labor market environments, and employing critical thinking and problem-solving tools and skills during the discussion.

 

Second: College Requirements (Compulsory)

Introduction to Sociology (130101):

This course aims to clarify the foundations of social thought that paved the way for the emergence of modern sociology. It highlights the contributions of distinguished scholars such as the Arab scholar Ibn Khaldun, Al-Farabi, Auguste Comte, Émile Durkheim, Herbert Spencer, and others. It helps students distinguish between sociology and other social sciences and focuses on the study of social phenomena, social processes, social relationships and systems, as well as the role of sociology in our daily lives.

Introduction to Psychology (132101):

This course covers the history of psychology, its fields, schools, branches, and research methods. It explores basic psychological concepts, the most important psychological schools and their principles, the most important personality traits, and related phenomena such as motivation, emotion, learning, memory, intelligence, thinking, emotions, and other topics in general psychology. It focuses on the contrast or compatibility between theory and concrete reality.

Measurement and Evaluation (140400):

This course introduces students to the concept of measurement and evaluation, measurement and evaluation tools and their types, data collection and analysis, test construction, specification tables, measurement levels, Bloom’s levels, unit analysis, hypotheses writing, and statistical processing.

Third: College Courses (Elective)

Introduction to Social Work (131101):

This course aims to introduce social work as a modern humanitarian profession, based on its emergence within the historical development of social care. There is a focus on service principles, interview methods, and the foundations upon which the profession is based in dealing with social issues and people.

Psychological Problems (132401):

This course aims to discuss psychological phenomena and problems in childhood and adolescence, in terms of their causes, prevention methods, and counseling approaches to treatment. The course also focuses on some of the specificities of these phenomena in Palestinian Arab society. This course divides psychological problems into those related to immature behavior, such as poor attention and daydreaming; behavior related to insecurity, such as anxiety and depression; and behavior related to habit disorders and social problems, such as temper tantrums, with practical applications for selected cases.

Introduction to Sociology (130101):

This course aims to clarify the foundations of social thought that paved the way for the emergence of modern sociology. It highlights the contributions of distinguished scholars such as the Arab scholar Ibn Khaldun, Al-Farabi, Auguste Comte, Émile Durkheim, Herbert Spencer, and others. It helps students distinguish between sociology and other social sciences and focuses on the study of social phenomena, social processes, social relationships and systems, as well as the role of sociology in our daily lives.

Introduction to Psychology (132101):

This course covers the history of psychology, its fields, schools, branches, and research methods. It explores basic psychological concepts, the most important psychological schools and their principles, the most important personality traits, and related phenomena such as motivation, emotion, learning, memory, intelligence, thinking, emotions, and other topics in general psychology. It focuses on the contrast or compatibility between theory and concrete reality.

Measurement and Evaluation (140400):

This course introduces students to the concept of measurement and evaluation, measurement and evaluation tools and their types, data collection and analysis, test construction, specification tables, measurement levels, Bloom’s levels, unit analysis, hypotheses writing, and statistical processing.

Third: College Courses (Elective)

Introduction to Social Work (131101):

This course aims to introduce social work as a modern humanitarian profession, based on its emergence within the historical development of social care. There is a focus on service principles, interview methods, and the foundations upon which the profession is based in dealing with social issues and people.

Psychological Problems (132401):

This course aims to discuss psychological phenomena and problems in childhood and adolescence, in terms of their causes, prevention methods, and counseling approaches to treatment. The course also focuses on some of the specificities of these phenomena in Palestinian Arab society. This course divides psychological problems into those related to immature behavior, such as poor attention span and daydreaming; behavior associated with insecurity, such as anxiety and depression; and behavior associated with habitual disorder and social problems, such as temper tantrums. This course also covers selected case studies.

Introduction to Education (0140100):

The course examines the concepts and meanings of education, its purposes, functions, importance, sequence, and historical development. It also explores the most important educational theories and philosophies defining the educational process and their relevance to social, political, and psychological realities, including emotional dimensions related to human perception. It also links these dimensions to educational aspects, with the aim of establishing the foundations of educational and social culture and their suitability for developing educational reality with its economic development dimensions. The course also devotes extensive space to educational foundations, including teaching methods and means appropriate for societies with diverse cultures and the extent of development of the educational environment in all its aspects, such as school and family cooperation, and their impact on the educational process, both globally and nationally.

History of Arab and Islamic Civilization (0142210):

This course covers the definition of civilization, its origins, phases, and the factors that formed it. It also examines the conditions of the world and the Arabs before the Prophet’s mission. The course also discusses the origins of Islamic civilization, represented by the Holy Qur’an and the Sunnah, as well as its characteristics and the political, administrative, social, and economic systems it experienced. It also examines the influence of Islamic civilization on European civilization.

Appreciation of Arabic Literary Texts (0110103):

This course aims to study selected texts from the Holy Qur’an, classical and modern poetry, as well as texts from short stories, novels, and plays. It analyzes these texts to understand their artistic and intellectual dimensions, and introduces students to how to appreciate them and their importance in practical life.

Third: Major Requirements: (81) credit hours, divided as follows:

A- Compulsory Requirements: (75) credit hours, including the following subjects:

Introduction to Kindergarten: (3 credit hours)

The course aims to provide students with the concept and importance of early childhood curricula, their elements, the foundations of their construction, and the characteristics that distinguish them from regular school curricula. It also aims to provide students with the methods and models used in planning and implementing curricula.

 

Behavior Modification: (3 credit hours)

The course aims to identify children’s behavioral problems, the concept of behavior modification, its importance, objectives, characteristics, domains, steps, principles, and theories, and strategies for promoting positive behavior and modifying and controlling undesirable behaviors. It also aims to identify the causes of behavioral problems and ways to prevent them. The course will also explore the most effective programs for modifying problematic classroom behavior and how to develop a treatment plan.

Developmental Psychology: (3 credit hours)

The course aims to introduce the psychological theoretical foundations that characterize childhood, with a focus on the nature of specific problems that hinder comprehensive development during this important stage of human life.

Classroom Management and Communication: (3 credit hours)

The course aims to introduce students to the foundations and patterns of early childhood management, administrative communication skills, and the application of the principle of Total Quality Management (TQM), enabling students to employ these concepts and skills in teamwork.

Design and Production of Educational Media for Children: (3 credit hours)

The course aims to teach students how to use the materials, tools, programs, machines, devices, equipment, educational situations, and verbal language used by teachers in their teaching and students in their learning to gain educational experiences in all areas, in order to achieve the desired educational goals and achieve more effective and efficient learning.

Teaching Reading and Writing to Children: (3 credit hours)

The course aims to introduce students to how to teach reading and writing to children, linking this to the child’s linguistic development. It then reviews the factors that prepare and prepare children for reading and writing, along with the factors that hinder them. This is followed by a discussion of children’s reading skills, followed by methods of writing letters and connecting them. It then explores various reading teaching methods, selecting a suitable method and its stages, and applying this method practically by analyzing the underlying elements of the method.

Research Methods and Design in Kindergartens: (3 credit hours)

The course aims to provide students with a broad understanding of the application of qualitative applied research in the field of early childhood education (ECE) using quantitative, qualitative, and mixed-methods research designs. The course focuses on the various skills and stages of conducting educational research, particularly choosing a title, formulating a research question/hypothesis, reviewing the research literature, adhering to ethical standards, collecting, documenting, citing, analyzing, and interpreting data, and drafting concluding remarks, enabling students to write qualitative applied research reports and articles. The course also focuses on critical analysis of articles and research reports in international journals that use these methods to study fundamental issues in early childhood education. Students will receive training in several practical writing assignments, including a brief critical analysis of research studies on early childhood education issues and a proposal for conducting research in the student’s area of ​​interest. By preparing this proposal, students will practice all the skills and stages of preparing educational research and share them with their colleagues by submitting written and oral presentations of their research proposals.

Educational Psychology: (3 credit hours)

The course aims to introduce students to the concept of educational psychology, its topics, objectives, importance, and research methods. It also addresses development, its theories, principles, factors, aspects, and stages; learning, its concept and theories; intelligence, its concept and theories; the measurement of intelligence; good thinking and its patterns; thinking skills and critical thinking; and the role of the teacher in developing students’ thinking, problem-solving, and information processing.

General Teaching Methods in Kindergarten: (3 credit hours)

The course aims to introduce students to a variety of dynamic and interactive teaching techniques, strategies, and methods appropriate for working with children. The course discusses fundamental and important beliefs and principles in early childhood education, as well as modern theoretical aspects and frameworks for teaching and learning in kindergarten. Students are engaged in practical/field activities, including observation, planning and preparing activities, participation, leading teaching/learning sessions and activities, role-playing, simulations, and evaluating children’s development and progress at this stage. The course seeks to develop students’ critical understanding skills and enhance their educational knowledge and experience, drawing on local and international experiences in early childhood education. The course focuses on developing teamwork skills, given their importance in building collaborative and supportive professional relationships and creating a friendly work environment.

Play Psychology: (3 credit hours)

The course aims to enhance students’ understanding of the appropriate educational environment for early childhood education, including its physical, psychological, and social components. The course also explores mechanisms for planning, organizing, and utilizing human and non-human resources, and their analysis to uncover methods and techniques that help build a supportive learning environment that meets the needs of early childhood students. It also provides an understanding of the principles, policies, and practices necessary to create a productive learning environment that promotes equality in the classroom through inclusive education. The primary focus of this course is achieving a comprehensive understanding of the current Palestinian school environment and how teachers can maximize the use of available educational resources.

Modern Trends in Kindergartens: (3 credit hours)

The course aims to introduce students to topics related to modern trends in childcare in kindergartens, socialization institutions, modern educational fields, modern trends in dealing with children, rules of reward and punishment, consideration of the opinions of educational scientists, some school issues, and how to approach them appropriately.

Mathematics and Teaching Methods: (3 credit hours)

The course aims to introduce students to the content, structure, and topics of mathematics in the primary stage, including: the science of sets and numbers, the four arithmetic operations on them, the rules of divisibility, multiples, denominators, factorization, bases, exponents, and the methods by which children learn mathematics in the primary stage. The course also describes the methods teachers use to teach children mathematics at this stage, and how mathematics can be integrated with other subjects taught in school, such as Arabic, science, social studies, and English.The course’s teaching and learning are based on active learning methods, teamwork, reciprocal learning, learning by doing, and scientific application, including a laboratory (math workshop). It also emphasizes holistic, integrated learning, which views the learner as a single, unified whole. Furthermore, the course’s teaching is based on inductive and deductive thinking, analogical reasoning, and problem-solving, using examples, problems, and mathematical applications included in mathematics textbooks for the lower primary stage.

School Administration: (3 credit hours)

The course aims to introduce students to the concept of management and its development, school management styles, and methods of interacting with all school personnel. Is management a science, an art, or a profession? It also addresses the decision-making process, modern school management, the importance of school construction and how to plan it, procedures for planning and constructing school buildings, various school facilities and their impact on educational outcomes, a comprehensive school survey, the educational program and its importance for school construction, school site selection, and the economic, social, and psychological dimensions of the school.

Science and Health and Teaching Methods: (3 credit hours)

The course aims to help student teachers develop knowledge and understanding of knowledge and skills, leading to positive attitudes toward science and the teaching process. This course introduces student teachers to the skills and methods of teaching various topics, such as the environment, the Earth, the four seasons, day and night, celestial bodies, energy and force, their forms and transformations, such as motion, electricity, magnetism, light, and sound. It also addresses some of the misconceptions that student teachers may hold about science concepts, and how to identify and address them among student teachers and students. The course also aims to enable student teachers to analyze sections of the science textbook, ensuring they acquire basic knowledge and skills and linking them to real-life situations for students. This leads to the development of positive attitudes toward science and the teaching process. During the course, student teachers are provided with guided tasks, such as preparing science lesson plans, planning classroom and semester lessons, reflective tasks, and tasks related to school training during the third level of practical education, which runs parallel to the course.

Social Sciences and Teaching Methods: (3 credit hours)

The course aims to introduce students to the various basic concepts in all branches of the social sciences, including culture, education, citizenship, the concept of society, its components and roles, and human rights. It also addresses the Palestinian cause, the geography of Palestine, Jerusalem and holy sites, equality, justice, elections, and health and food security. The course also addresses learner-centered teaching strategies, the characteristics and competencies of social studies teachers, their sciences and competencies, the development of various plans and the formulation of objectives, and how to develop teachers’ national awareness and preserve their historical heritage, in light of historical and geographical events relevant to the stage.

Physical Education and Teaching Methods: (3 credit hours)

The course aims to introduce students to the various patterns of interaction within the classroom environment and the foundations upon which they are based. It also aims to provide effective, developmental interaction, while focusing on all classroom segments and how to engage them in classroom interaction, both educationally and socially, and cognitively. It also addresses teachers’ practical application and their role in activating this aspect.

Art Education and Teaching Methods: (3 credit hours)

The course aims to introduce students to art education as an important factor in shaping an individual’s personality. It also addresses art education in terms of the development of its concepts from the stages of imitating adults to the modern stage, which focuses on children’s art as an independent art form through which children express their independent world. The course also addresses the general aspects of children’s drawings and their relationship to the arts of ancient civilizations, modern art, and postmodern art. It explains the stages of development of artistic expression in children and their realities, and addresses the methods and approaches to teaching and evaluating art education, preparing an aware, experienced art teacher capable of undertaking this task. It also explores the psychology of children’s art and its stages, and the student learns about the elements of design, composition, techniques, and colors, all of which are applied through the completion of practical and artistic projects.

Educational Technology: (3 credit hours)

The course aims to introduce students to the mechanism of reading comprehension to develop learners’ thinking skills. It also introduces students to the theoretical background and trains them to understand texts at different levels of reading comprehension. It also focuses on how to develop mental abilities and skills in thinking, starting from the level requiring normal mental skills and abilities, moving on to the level requiring higher mental skills, and ending with the level requiring the highest mental skills. This includes conducting applications on various texts.

Learning Disabilities: (3 credit hours)

The course aims to introduce students to the concept of learning disabilities, their types, and learning disabilities in children, in terms of: diagnosing them, understanding their causes and treatment methods, and difficulties in reading, language learning, writing, arithmetic, and cognitive difficulties. The course presents educational programs specific to this category and the physical environment necessary for treatment.

Drama in Early Childhood Education: (3 credit hours)

This course reshapes adults’ perceptions of themselves and the children they interact with, and their educational orientations. It also covers a set of dramatic experiences directed at educators, enabling them to discover their own abilities and their importance in developing their self-expression and self-awareness, fostering their imagination, and understanding their physical, human, and social environment.

Practical Education (1): (3 credit hours)

This course is considered one of the core foundational courses in practical education, as it focuses on the theoretical aspect and the basic concepts of practical education; its philosophy, ethics, and standards of the teaching profession, and the role of all stakeholders. This course aims to prepare student teachers for various practical education courses before they head to training schools. This is done through university meetings in the first semester of the third year, with an average of 80 hours per semester. This course is linked to concurrent courses for comprehensive preparation.

Practical Education (2): (3 credit hours)

This course is a fundamental introduction to the transition from the theoretical framework of practical education to the practical application process. It is the first actual link between the student teacher, the mentor teacher, and their partners in practical education. In addition, the theoretical framework continues within the university. This course consists of two parts: a theoretical part within the university, consisting of study meetings with the academic supervisor and colleagues (16 teaching meetings) for one hour each week. The second practical part, in which the student moves to a training kindergarten to which he is assigned by the college for a period of no less than (80) hours. During this time, the student observes the environment within the kindergarten with the participation of a fellow student. It is offered in the second semester of the third year.

Educational Research Methods/Action Research: (3 credit hours)

The course aims to introduce students to the basic concepts of scientific research, explaining the various research methods, their origins and development, and defining them, as well as how to apply these methods and methods of gathering information to produce appropriate research for a relevant study topic. The course also introduces students to theoretical and practical information related to scientific research. The course covers how to identify a research topic, methods for collecting information, obtaining a sample, analyzing data, and documenting scientific research.

Children’s Literature: (3 credit hours)

The course aims to enable students to acquire an appropriate level of knowledge and attitudes related to children’s literature in terms of its concept, importance, functions, characteristics, and origins. It then discusses its various forms, including stories, poetry, and theater. It also provides students with the skills to analyze and critique books on children’s literature, and discusses the use of technology in children’s literature.

 

 

Graduation Project (Research Seminar): (3 credit hours)

The course aims to teach students to conduct research by addressing an educational field issue, reviewing the latest research on important educational issues in the field of early childhood education, reviewing the scientific methods used in such research, and utilizing the methodology of educational scientific research and the statistical treatments necessary for various types of research.

B- Elective Requirements: (6) credit hours, including the following courses:

Introduction to Special Education: (3 credit hours)

The course aims to introduce students to the concept of special education, its various fields, and individuals with disabilities. The course addresses the types of disabilities, their causes, characteristics, and the problems and obstacles facing individuals with special needs. The course also explores learning difficulties, language and speech disorders, behavioral disorders, and giftedness and excellence. In addition to identifying educational programs specific to each category, the course provides guidance for parents and teachers working with each category to identify effective methods for overcoming problems and obstacles, creating conditions that help them overcome their disabilities, and focusing on their positives and effectiveness, thus enabling this category to become an effective and constructive group. The reasons behind the interest in gifted and talented individuals and their inclusion among individuals with special needs will also be explained. The concept of integration, its importance, and its role in the treatment process for individuals with special needs will be explored, along with its importance from all aspects (mental, psychological, and social).

Kindergarten Curricula: (3 credit hours)

The course aims to provide students with the concept and importance of kindergarten curricula, their components, the foundations of their construction, and the characteristics that distinguish them from regular school curricula. It also aims to explain their relationship to learning experiences and the factors that must be taken into account when developing them to suit the early childhood stage. It also provides students with the methods and models used in planning and implementing curricula.

Psychological Issues in Early Childhood: (3 credit hours)

This course addresses important mental health issues related to children’s development and learning. Students are trained to predict and utilize observational skills to identify abnormal psychological and behavioral symptoms among children, and how to intervene to address, resolve, and prevent their exacerbation. Students are also trained to conduct surveys and discuss literature related to child psychology and well-being. The course engages students in observing and documenting children’s behavior and sharing their experiences with their peers. The course also aims to develop students’ skills and strategies for collaborating with parents and specialists, maintaining confidentiality, and fostering a supportive and appropriate kindergarten environment for children’s normal and healthy psychological development. The course addresses real-life cases and common psychological problems among Palestinian children living in conditions of conflict, protracted crises, stress, and pain, with a focus on general issues such as personality traits, emotional state, mental health problems, communication, and behavioral skills. The course discusses the development and implementation of intervention programs that help students overcome conflict situations.

Child Cognitive and Linguistic Development: (3 credit hours)

This course addresses concepts of linguistic and cognitive development, such as children’s mental abilities, intelligence, perception, thinking, information processing, problem-solving skills, and brain function, with a focus on cognitive theory in the use and application of intelligence tests. It also examines linguistic development and communication skills for young children from birth to age eight, the factors that influence linguistic development, learning styles and principles, and the basic language skills every child needs.

Critical and Creative Thinking: (3 credit hours)

The course reviews the basic concepts of critical and creative thinking, presents critical and creative thinking practices, and the characteristics required for a student to become a critical and creative thinker. The course addresses critical and creative thinking strategies and the applications associated with each. It also reviews applications of critical and creative thinking, such as decision-making, ethical thinking, and ethical decision-making.

Principles of the Psychology of Education and Learning: (3 credit hours)

This course explores the factors influencing learning and teaching, such as motivation, intelligence, critical thinking, problem-solving, innovation, and creativity. It addresses theories of cognitive, linguistic, social, and ethical development and their pedagogical applications in the teaching-learning process, both inside and outside the classroom. It also presents constructivism and other theories, clarifying the roles of both the teacher and the learner according to each theory. The course focuses on highlighting the teacher’s practical practices, enabling him to confront and solve problems based on purely scientific foundations.