الفهرس 
الفصل الأول: الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Feeling the problem:-The sense of the problem emerged through the work of the researcher in the field of kindergartens, and observed during the presentation of the activities of environmental concepts of the child not understanding it well, and the lack of survival of the impact of learning them, which led her to experiment with environmental concepts based on the strategy of mental maps and its role in increasing the absorption of children and developing their different skills.
- The problem of study is determined by the low environmental concepts and self-management of the kindergarten child.
To address this problem, the current research is trying to answer the following key question:
What is the impact of the use of mental maps on the development of environmental concepts and self-management in a kindergarten child?
The main question is derived from the following questions:
1- What are the appropriate environmental concepts for a kindergarten child?
2- What impact does the use of mental maps have on the development of environmental concepts in a kindergarten child?
3- What is the impact of the use of mental maps on the development of environmental concepts of the kindergarten child?
4- What kind of arbitrary relationship between environmental concepts and self-management?
assignments of study:
1. There is a statistically significant difference (0.01) between the average grades of children of the experimental group and the officer in the remote application of environmental concept testing for the experimental group.
2. There is a statistically d difference at the indicative level (0.01) between the average grades of children of the experimental group in tribal and remote application in the test of environmental concepts in favour of remote application.
3. There is a statistically d difference at the indication level (0.01) between the average grades of children of the experimental group in the tribal and remote application of the self-management scale in favour of remote application.
4. There is a statistically d difference at the indicative level (0.01) between the average grades of children of the experimental group and the officer in the remote application of the self-management scale for the experimental group.
5. There is a statistically significant correlation (0.01) between the average score of children in the experimental group in the remote application of environmental concept testing and their scores in the self-management scale.
The objectives of the study:
The current study aimed at:
1- Identifying the environmental concepts appropriate for their development in the kindergarten child.
2- Measuring the impact of the use of mental maps in the development of environmental concepts in a kindergarten child.
3- Measuring the impact of the use of mental maps on the development of the skill of self-management of the kindergarten child.
The importance of study:
First: theoretical importance:
- Providing a theoretical framework that illustrates the relationship between the use of mental maps and the development of some environmental concepts and the skill of self-management of a kindergarten child, which may contribute to the development of the teaching of study readings.
- The results of the current study could be used to conduct future research in this area.
- Highlighting mental maps, and the possibility of using them to organize the educational level and develop the teaching of environmental concepts and self-management in kindergarten.
-The research opens up prospects for researchers to study the variables related to the use of mental maps in the teaching of environmental concepts and self-management in kindergarten.
Second: The applied importance of:
1- Applied importance for the child:
- Study offers kindergarten children activities that make learning more enjoyable, increase the positive ity of educated children in the educational process and provide them with an appropriate educational environment.
- The study provides kindergarten children with mental mapping strategy activities that make the child more understanding and understanding of some environmental concepts as they embody abstract concepts in a sensory-visual image that is beloved of the child at this particular age.
-The study with the Mental Maps Strategy helps children connect new concepts with what has been learned before to have an integrated knowledge structure for any concept. - The study offers the kindergarten child activities that make him more able to manage himself and take responsibility and make him an effective member of his group.
2-Applied importance for kindergarten teacher:
- The study provides a teacher’s guide (a range of educational activities) which helps him learn how to develop environmental concepts through the use of mental maps as a modern teaching strategy.
- The study provides a measure of self-management in its dimensions, which helps the teacher measure the skill of self-management in his children and the extent to which the strategy of mental maps affects them.
- Provide a test of illustrated environmental concepts as well as a measure of self-management and this helps him evaluate his children.
- The teacher also benefits in employing various educational means to serve the educational process through stories, coloring, painting, cutting, pasting and other educational means that are child-friendly.
3-The applied importance for kindergarten teachers:
- Drawing the attention of kindergarten educators to the introduction of educational methods that give an active and effective role to the learner in order to keep pace with the movement of educational modernization and development. The teacher’s guide provided by the current study may help teachers train when building their training programs, including teacher training in mental mapping strategy as a modern strategy and also attention to the self-management skills of a kindergarten child.
The curriculum of the study:
-The experimental approach: with regard to the experience and conduct of the study and the control of its variables.
- Empirical descriptive approach: With regard to the theoretical study of the subject of research, describing the procedures followed for the preparation of tools, uploading and interpreting results and making recommendations and proposed research.
- The current study follows the descriptive approach used with regard to the theoretical study of the subject of research, describing the procedures followed to prepare the tools, downloading and interpreting the results, making recommendations and research proposed and the experimental method used in relation to the research experiment and conducting and adjusting its variables using the semi-experimental design with the experimental and controlled groups by applying tribal testing of environmental concepts and self-management scale and then teaching using the mental maps of the experimental group and teaching in the traditional way of the control group and then applying the tools of the Search for the two groups to see the differences between the two groups.
The limits of the study:
The current research was limited to:
Objective Boundaries: Environmental Concepts: organisms, light, environment, pollution, map, natural phenomena - dimensions of self-management appropriate for the development of the kindergarten child and include time management, emotion management, social relationship management, self-confidence, self-motivation using the mental map strategy.
Temporal Boundaries: The current research experience was applied in the second semester of the 2021 academic year.
Spatial Boundaries: The research was carried out at the Kasbah School of Basic Education, a school in Beni Suef governorate in The Samsta district, where the researcher’s work is based.
Human boundaries: Kg2 kindergarten children (60) children.
Measuring tools and educational materials:
- Measuring Tools:
1- Testing environmental concepts (prepared by the researcher).
2- The measure of self-management (prepared by the researcher).
Educational Materials:
1- List of environmental concepts to identify the environmental concepts suitable for kindergarten children in the second level (prepared by the researcher).
2- Teacher’s Guide to Teaching Children’s Environmental Concepts to Children (6-5 Years) using Mental Maps (Researcher Preparation).
Search terms:
Mind Maps:
Procedural definition: It is a way of arranging and representing information in the form or style closer to the mind, relying on the representation of everything surrounding the subject to be learned in structured forms and drawings that allow us to replace the words contained in the subject with symbols, shapes, colors and drawings indicating it, which may help to acquire environmental concepts for kindergarten children and bring information to the child, allowing the child speed of learning, understanding and assimilation.
Environmental Concepts:
Procedural Definition: are all terms that have to do with abstract objects and attitudes that exist in the child’s environment and are combined with common characteristics and are given by the child a name or symbol to deal with and use such as organisms (living and non-living), pollution, natural phenomena, environmental, and environmental problems.
self-management:
Procedural Definition: The researcher adopted the definition (Abdullah al-Muhairi, 2001, 10) ways and means that help one to take advantage of one’s time in achieving his goals and finding a balance in his life between duties, desires and goals. This definition was adopted because it includes all the homosexual methods used by the researcher to achieve her goals with the child by taking advantage of his abilities, abilities, skills and time available to him to accomplish the work assigned to him.
Research procedures:
1-See previous literature and studies to prepare the theoretical framework for research.
2- Prepare a list of the main and subsidiary dimensions of environmental concepts through the use of the following sources: Scientific books that alternated the concept of environmental concepts
-Previous studies and research in the field of environmental concepts.
-Experts specializing in the field of children’s curricula and teaching methods.
3- Presenting the list of environmental concepts to arbitrators in the field of curricula and methods of teaching the child in the form of questionnaire.
4- In the light of the arbitrators’ opinions, a list of environmental concepts has been finalized.
5- The preparation of research tools includes: environmental concept testing and self-management scale.
6- Presenting the study tools to the arbitrators to ensure the sincerity and stability of the study tools in their initial form.
7- Preparing the teacher’s guide to the development of environmental concepts using mental maps.
8- Present the guide to a group of arbitrators in the field of child-rearing, child psychology curricula to express an opinion about them and verify their suitability for application.
9- Amending the guide in accordance with the proposals and opinions of the arbitrators to reach the final picture.
10- selecting of a random sample of preschool children.
11- Applying study tools tribally to the experimental and controlling groups.
12- Teaching proposed and reconstructed environmental concepts using mental maps on children of the pilot group
13- Applying the study tools after-time to the experimental and controlling groups
14- Conduct appropriate statistical treatment to test the validity of the assignments and answer the study questions.
15- Interpreting the results, making recommendations and proposed research in the light of the results of the study.