الفهرس 
متطلبات نمو الطفل فى ضوء تحديات مجتمع مابعد الحداثهيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The kindergarten should be imposed by the social changes, economic and educational in modern societies and is therefore considered that stage, the stage of educational purposeful and not a luxury, cultural patterns, special children, a stage of a real philosophy of education and its educational goals and programs and its parameters, tools and their buildings and equipment that respond to the vitality of the child and his activity and the characteristics of growth in those age group.
Child-rearing is no longer just a personal endeavor of the parents or just a means of gaining attempt and error, but have become child-rearing in the current knowledge and art.
And the kindergarten stage of educational and targeted educational no less important than other educational levels, educational stage is distinct and stand-alone and has a philosophy of educational and behavioral goals and educational programs clear, and its parameters childhood specialists raise all its dimensions and informed awareness.
It requires the child-rearing and good development of that there is a close cooperation relationship between the family and the kindergarten and the community, and cooperation to ensure unity of effort in the educational return of children to improve, and this post check to kindergarten as well as enlightenment views of parents, to be the decision-making educational intact.
First: the problem of the study:
The study of childhood and the attention of the most important criteria by which to measure the progress of society and its development, periods. Childhood of the most important and most dangerous stages of growth in human life is put in the foundations and pillars that are held by the individual personality in many different aspects, and play education in which a prominent role.
Became a kindergarten social institution involving the family and society in all its organs to bear the responsibility for the socialization of children and prepare them to face life, and in order to achieve the kindergarten and social function in order to assist in building a child’s personality, aspects of social, mental, psychological and physical to be able to meet the challenges of the future.
In light of this we find confirmed what the studies of this, in the study O, Connell A 2005 ”” between where the kindergarten began to show signs of cooperation and more prevalent than in the past, the study included over stimulate the children to enter kindergarten, which refers to methods of communication between the kindergarten, parents and the study confirmed the keenness of the National Union of Parents and Teachers NpTA and the Commission national early education of the importance of interaction between family and kindergarten and the community in the early stages and followed by participation in other phases, which result in a clear superiority of children through those links, as well as a responsibility on educational institutions to invite parents to participate through a variety of activities that help to strengthen ties by building trust between them and to identify some of the obstacles that limit the participation and interaction and cooperation between them trying to remedy.
A study ”Cronbach 2004” that the direct and indirect role basis to achieve success in education and through the preparation of children to adapt and succeed in kindergarten through cognitive development and emotional, psychological, social, and do kindergarten these posts through the Open Day and annual events and volunteer work and other that helps attract parents to participate in the largest with them.
It also summarized the ”Rania Abdel Moez 2004” study in the development of proposals that will help in overcoming the obstacles that prevent the partnership between family and kindergarten in the provision of Musharraf, a social for all kindergarten assists the teacher in their work and meet with Parents, reduce claims through voluntary contributions, educate and increase awareness of women managers the flexibility to deal with parents, as well as those who implement what is to be made of the decisions through meetings and bulletins by the ministry for parents to introduce them to the nature of the phase before entering the child’s kindergarten, has completed the study developed a comprehensive view of proposals activate the relationship between family and kindergarten, which helps the development of educational work in childhood early.
The study of John Dun Ford, Paulsher. (1990) to the need for educational institutions to support the family and parents for education efforts, and achieving educational goals, and help them in the face of difficulties due to circumstances, household, and thus cooperate to overcome them, or they occur due to the adaptation of the pupil with the school and teaching methods, or they arise from lack of funding government to these institutions, and all of that requires the need for cooperation and understanding, and exchange of views to address them.
Seen U.S. citizens to participate look deeper and larger than the issue of exchange of views and ideas about school and work and activities, and to ensure the success of community participation, the Ministry of Education She also noted study (Wafaa Abdel Fattah Mahmoud 2009) the importance of community participation in the development of public education and address many of the problems.
If the Egyptian efforts to achieve community participation suffer from their inability to start to spread the spirit of renewal and negative, and the fear of win or lose without sheep, the United States of America has expanded its deployment of its concept to be more positive, only the study Furlow, Elain) 1999) have been build a network of private information to support this policy, a network FEN to provide the family information to enable the schools in the United States of America to develop the link between the school and the community, and provides assistance to the management of local school, and that providing them with information on education, from kindergarten to university, in addition to expert assistance in the field of childhood development, it aims to develop a sense of schools have increased association with the community, and parents develop a sense of their connection in school, and provide information to the experts in the field of child development.
Through this researcher believes that there is a document criteria for activating the role of community participation in schools and that the problem stems from the current study that although the developed countries to activate the roles of science and community participation in the levels of education starting from kindergarten to university. However, we are still in the Egyptian world do not apply this strategy in schools. There are some schools are already implemented community involvement, but there are also a lot of schools do not apply.
The current study seeks to activate the role of community participation and private schools in kindergarten because they are considered the basic stage of education and the extent of its impact on the growth of the child to keep up with innovations post-modern society.
So seeking a researcher in this study for the application of community participation between (Kindergarten, family, community) to achieve the development of aspects of child growth (mental cognitive, linguistic, social, motor).
Which helps the child to live with in the modern society of modernity and knowledge to suit the stage of age, this is a problem in the study to determine: -
(The role of community participation in the development of pre-school children in the community of post-modernism)
Second: questions of the study
And formulated the problem of the study in the next major question:
How can community participation to have an active role in the development of pre-school children in a postmodern society?
The ramifications of this question some of the following sub-questions:
1-What are the requirements postmodern society?
2-What are the growth requirements kindergarten children in a postmodern society?
3-What theoretical framework for community participation in kindergarten?
4-What is the impact of community participation in the provision requirements of kindergarten children in a postmodern society?
5-What are the difficulties that hinder community participation in achieving its goals for the development of kindergarten children in a postmodern society?
6-What perception proposed to activate the role of community participation for the development of kindergarten children to meet the requirements of a postmodern society?
Third: The objectives of the study:
This study aims to:
• Identify requirements postmodern society.
• Identify the requirements of the child’s development in kindergarten to keep pace with a postmodern society.
• recognize the contributions of community participation for the development of kindergarten children to cope with a postmodern society.
• Identify the difficulties that hinder community participation in achieving its goals for the development of kindergarten children in a postmodern society.
• Provide some proposals to activate the role of community participation for the development of kindergarten children to meet the requirements of a postmodern society.
Fourth: The importance of the study:
1-derives its importance in the study because they represent a subject on a large degree of the importance of community participation as they have a great role in achieving growth and meet the requirements of children to keep pace with innovations of the times.
2-it deals with kindergarten and longer childhood fundamental growth phase and become this stage of the topics that have received global attention as a result of the efforts and scientific developments in this area.
3-it works Kngveh feedback can in the light of the outcome of the results of the review in how the entire process of planning for kindergarten.
4-designate beneficiaries such as the developers kindergarten or policy makers and decisions makers in order to benefit from the construction of educational policy in the future as well as intellectuals and graduate students.
Fifth: The Way of the study:
Were selected methodology used in this study is descriptive method of comparative has been chosen this approach because of its relevance to the nature of this study, which relies on gathering facts and organizing in the application and activate the activities of community participation in nursery schools and achieved the requirements of the community of postmodernism in the growth of kindergarten children between applied to kindergartens and other community participation do not apply.
Sixth: The study sample:
Type of sample:
Intentional: a sample of children was selected specifically and deliberately from their parents who have children in the school boards of trustees kindergarten.
Number of Sample:
Exploratory sample
50 samples from exploratory children kindergarten, 50 samples from parents of prospective children, 50 samples from exploratory parameters kindergarten children.
The core sample
80 children from the kindergarten stage of males and females.
80 parents of these children who are involved in the boards of trustees of schools kindergartens.
50 parameter for these children in nursery schools.
30 managers of ”agents, administrators, specialists,” to nursery schools which were selected a sample of children and the parameters of it.
And thus becomes the study sample
a sample of actual applied by the tools of the study, after excluding some surveys that do not dictate the form in full members of the sample, and also some of the questionnaires that are not keen of the sample to be delivered to the researcher.
Homogeneity of the sample:
Schools belonging to the educational quality of community participation has already been applied and the other does not apply.
Children from the age of ”5 6” years of male and female.
Parents of children who are on community participation and communication and cooperation with kindergarten and constantly involved in the boards of trustees kindergarten.
Children’s natural development of all aspects in the achievement of their own file in the kindergarten.
Parameters of these children in the chapter on them in kindergarten.
Managers for the schools of these children in kindergartens.
Spatial boundaries of the sample:
The researcher visited the various schools of kindergarten in the province of Qaliubiya, but have been identified and selected 4 schools for the selection of the sample and the application of the field work, namely:
School, Dr. Ahmed Zewail experimental languages Benha.
Mustafa Kamel School pilot languages Benha.
School Marsafa number ”1” Kindergarten Village Marsafa.
School Marsafa number ”2” Kindergarten Village Marsafa.
Been selected schools based on the availability of the sample set for the study and its proximity to the researcher and facilitate the tasks of scientific research have and diversity among the schools that did and applied activities of community participation and other do not care so to reach the reach both of them in the application and activate community participation.
Time limits for a sample:
The researcher Baltaref first on the sample and study tools to clarify them in a two-week period before the application.
Researcher visited the children in the sample time to time, for long and they also engaged people on the researcher in a two-week period.
The actual application of the field work for the study on 02/11/2012 and ended on 20/4/2012 The researcher has application at the beginning of the second half of the school year due to the stability of children in their growth, behaviors, and familiar with the atmosphere of the kindergarten.
Then the researcher after completion of the application period to visit a sample of children again after about 15 days to follow up and observe the level of children is also to make sure that children continue to the level of growth and stability to this form of growth and development which appeared to the researcher at the period of application the actual.
Hence, the time period for the application of the study lasted 3 months.
Seventh: The tools of the study:
A questionnaire and the reality of community participation in schools, kindergartens Balqlliopip.
”Applies to teachers and managers,” prepared by the researcher
2 questionnaire and the reality of community participation in schools, kindergartens Balqlliopip. ”Applied to the parents” prepared by the researcher
Note 3 form for the growth of kindergarten children in the community of post-modernity.
”Applied to children of 5- 6 years,” prepared by the researcher
Eighth: The results of the study:
1- forms of community participation and their role in kindergarten:
There are many forms of community participation in schools, kindergartens in many different forms of family and the kindergarten and the community, through the study sample responses from teachers and parents of the children.
Through the parameters were forms of community participation as follows:
1-The guardian invited to visit during his kindergarten.
2-continues the growth of the level of guardian of the child in the kindergarten.
3-communicate with the community school’s administration regarding the development of children.
4-relation to guardian kindergarten and shared in matters of child.
5-participate in the implementation of guardian in activities which develop the child.
6-continues with the University for professional development for teachers,
7-The guardian visited the nursery on a regular basis.
8-shown guardian and his views with respect to the kindergarten of the things boards of trustees.
9-involved some members of the community concerned kindergarten parents in the celebrations of the kindergarten.
10 -Benefit of other institutions of society in the development of community participation.
11- Respond to the child’s family to the forms of participation in the kindergarten with its various activities.
Supports
12- guardian kindergarten programs.
13- The guardian to finance some of the activities of the kindergarten.
14- The contribution of business to finance the activities of the kindergarten.
from the parents of the children during the sample Vtaddt forms of community participation, which were as follows:
1-parameter involve parents in children’s activities.
2-continues its vision and mission in the development of the child to the community and the family.
3-Kindergarten Parents continue more than a means of communication.
4-participate its potential to serve the community in various developmental aspects of the child ”recreational, educational, social, cultural, media.
Management
5-Invites kindergarten parents to attend the concerts and special events with their children’s kindergarten.
6-Is keen to involve the guardian of the child in determining the vision and mission of the kindergarten.
7-provide kindergarten services and social activities for children and their families.
8-Will continue with others to support the construction and equipment kindergarten.
The K-9 work bulletins and periodicals to display seen on the outside community in order to increase the quality of education.
10-The Council of the activities of parents and teachers are important for the child to serve the community.
11- Involve the outside community of specialists in the field in solving the problems of kindergarten.
12-Held meetings with the institutions of the outside community.
13- shares with some of the activities of NGOs and the media is important for child development.
14- Will continue with some of the NGOs on the development of the child.
15- System applied to attend the Open Day Parents with their children throughout the day.
2- the contributions of community participation in achieving the requirements of the post-modern society in kindergarten:
The application of community participation in schools and kindergartens unparalleled views and develop the multiple forms contribute to the provision and the achievement of the requirements for the development of kindergarten children in the community of post-modernity and through the parameters appeared as follows:
1-family participating in the creation of the Child and its cooperation with the society around him.
2-Participate in the implementation of social programs in the local community such as participation in the festivals and concerts childhood.
3-participating interest in the family nursery care and children’s development.
4-Community participation is keen on activating the role of kindergarten for the dissemination of culture and the development of society.
5-Universities hold courses for the training of kindergarten teachers and their development professionally.
6-Cooperate family and civil society institutions with kindergarten in the development of self-learning method of the kindergarten children.
Exploit the potential of
7-Clubs and youth centers for recreation.
8-Cooperate with the family to give the kindergarten child interaction skills with the forms of modern technology in its own activities.
9-Boards of Trustees financial and moral support through participation and support educational programs in kindergarten.
10-The kindergarten children to watch some television programs for child and discussing it.
11-Calls for some writers interested in writing for Children to provide their stories in ways interesting to the child.
12-Community to participate in the provision of some of the activities that help children to acquire the electronic culture.
13-Cooperating institutions of civil society and the family to do in kindergarten with special programs to encourage the child to express his opinion.
14-Uses the Clergy to give the child’s religious and spiritual values.
15-Sports clubs provide the opportunity to participate in the kindergarten for the children of its various activities.
16-Civil society organizations involved in the establishment of some kindergarten art exhibitions and cultural characteristics of the children.
17-benefit from the contributions of partnership with civil society organizations in the provision of equipment and supplies kindergarten.
18- The family and the help of civil society organizations in the work of kindergarten activities that develop the child’s spirit of competition.
19-contribute to the activities of the family help the child to creativity and innovation in the kindergarten.
20- institutions concerned with children to adopt programs for the development of children’s talents and creativity.
21-contribute to the voluntary assistance provided by the institutions of civil society in the provision of kindergarten activities.
22-contribute to community participation in the processing of all staff teaching kindergarten.
23-museums open their doors to kindergarten children on the child to recognize his country and heritage.
24-involved with kindergartens kindergarten associations to get children to invest their free time in useful things such as ”reading in the library, play sports, drawing, listening to music.
25- help civil society organizations in the provision of library Kindergarten children.
26-contribute to the NGOs concerned with environmental protection in the preparation of trips to educate children about protection of the environment.
27-civil society organizations to help the kindergarten for the work of private cinema to display the children’s theater.
28-contribute to civil society organizations in the provision of rooms for recreational games for children.
29-help of community participation in the processing of a special computer lab and an independent kindergarten.
30-contribute to civil society organizations and some business by a factor of languages for children to master foreign languages.
The parents are aware of these contributions that you provide community participation in their children’s schools and were as follows:
1-promotes guardian communication and participation between the two.
2-involve the K-guardian communication and participation between the two.
3-helps guardian to contact them easily.
4-Submit kindergarten adequate attention to the thoughts and opinions of guardian of the child.
5-addresses the kindergarten parents on a regular basis on the achievements of the growth of their children.
6-Board of Trustees can solve problems for kindergarten and take the necessary decisions to do so.
7-sets targets suitable for meetings with the family.
8-advantage of all the possibilities and capabilities of the family in the development of children.
9-guide includes a guide for parents can improve the education of their children.
10-progress at each meeting you want to achieve new things already.
11-involve parents in the work of art exhibitions and cultural set up by the Greens.
12-times of the meetings of fit parents.
13-open meetings between the family and teachers and children on a regular basis.
14-employs its website to share with family and society.
15-The work of the nursery cultural seminars to train parents in methods of advanced education for their children.
3- difficulties that hinder community participation in schools, kindergartens, already facing community participation in schools, kindergartens some of the difficulties faced by the parameters, as follows:
A lack of interest in the business and owners of private companies in the support programs for children in kindergarten.
2-Non-existence of many voluntary programs support the kindergarten.
3-Non-continuous monitoring of the parents of the development of capacities of the child kindergarten.
4-Non-visit it constantly gone to kindergarten.
5-Non those around the child’s awareness of how the application of community participation.
6- lack of solidarity and unite the family and the community in overcoming some of the difficulties faced by kindergarten.
7-not feeling the guardian of the effort exerted by the kindergarten for the children.
8-lack of cooperation between NGOs kindergartens and kindergarten child.
9-family leave full responsibility for the kindergarten to follow the growth of their child.
10-are not contributing to youth centers and sports with the kindergarten for the development of the child.
11-non-cooperation, participation and interest among specialists in children in the kindergarten.
12-Non-accepted guardian involvement in the development of a kindergarten child.
13- difficult and there is constant monitoring of the supervising teachers in the kindergarten.
The difficulties that hinder community participation by parents were as follows:
1- lack of suitable meeting time of the Board of Trustees of the guardian.
2-Non-activating activities of the managers of the kindergarten.
3-Non-interest kindergarten visits of the child.
4-Non-full awareness of the managers of the importance of nursery schools community participation.
5-Non ability to access the Board of Trustees to resolve some problems in kindergarten.
6-does not care to intervene in local community affairs.
7-lack of interest in employee training and kindergarten parents to community participation.
8-lack of clarity of objectives specific to the Board of Trustees.
9-does not involve the guardian in overcoming the problems faced by some.
10-does not accept parameter guardian participation in the education of his child.
4-Some proposals that do community participation in schools, kindergartens: provided by the researcher and the sample study, ”teachers, parents” and were as follows:
1-to make parents aware of the level of their children.
2-Send summary reports for parents on the work of their children and the level of their educational progress and intellectual development.
3-are given the opportunity to guardian to express an opinion on the development of kindergarten and aspirations for the future.
4-implementation of activities continuously with prioritized in line with the growth of the child.
5-and a fixed date specified in the Boards of Trustees of the month to announce its guardian so he can attend.
6-issues a working group to achieve community participation in kindergarten.
7-seminars and courses continue to educate employees on how to apply in the kindergarten community participation.
8-was keen to provide a creative interactive environment to achieve learning fun kindergarten children.
9-seminars and lectures to educate parents, community participation.
10-set up a team of community participation is working to raise awareness through advertising, billboards and posters of Foreign Affairs.
11- work on creating an ongoing awareness programs for the family, school and community to strengthen the relationship between them to work on the development of community participation.
12- promote media awareness and concern for what children watch on television, whether at home or kindergarten.
13-the involvement of parents in work activities with the child of modern technological methods.
14-interactive cooperation between management and the kindergarten teacher and the chapter to follow up the budget for activities and equipment chapter.
15-work on family involvement for some services activities for kindergarten, commensurate with their potential.
16-respect the views of parents and their experiences when solving problems in their children’s kindergarten they have the right to participate in decision-making responsibility.
17-invited civil society organizations to support the educational process and work to reform and development.
18-concern for social cooperation evident between the family and kindergarten to determine their rights and obligations of all parties.
19-and the presence of an interactive program in which the family continues to contribute positively to the education and upbringing of their children in kindergarten.
20-reflect the school’s administration is a practical expression of the philosophy of sharing with family and community institutions and that by word and deed.
21-scientific conferences for the poll concerned about the activation of national standards for kindergarten in Egypt and attention to community participation in kindergarten and how to apply them already.
22-that is concerned with raising the child to exchange views and consult on the objectives of the kindergarten.
23-workshops of the masters of the general directors of kindergartens and early mentors and some parameters to identify the problems of kindergarten and the development of appropriate solutions.
24-Open Day for the consolidation of the relationship between family and kindergarten.
25-with the participation of civil society institutions in the establishment of cultural clubs for children and do constantly visit to see the books and stories, magazines and popular plays of the child.
26-to establish an account to community institutions, kindergartens and community participation to them and work to meet the needs and taking into account the educational process.
27-Work to attract business to participate in physical contributions that help to ensure the success of the educational process for kindergarten.
28-work to find an e-mail, ”email” Every guardian so easy to communicate with him.
29-work studies to find out the needs of civil society and to identify areas that can contribute to kindergarten.
30-private companies and businessmen and opinion makers that can be used in the activities of community participation.
31- invited NGOs and governmental kindergartens and work to engage and communicate with them to exchange views on education and child development.
Also confirmed the results of the current study, the importance of applying and activating activities of community participation in the kindergarten stage, because it shows more in the evolution of the growth of children in schools that have implemented the activities of community participation for children of other schools that do not apply community participation, the requirements of the growth of children kindergarten to society after achieved modernity schools that have implemented community participation from the rest of the schools that do not apply, they do not provide these requirements for the growth of our children.