الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 260 |  |  |
| | | from | 260 | | |
Abstract
The number of age groups of children from one day to 5 years are almost reaching about 24.3% of the total population in Egypt and the number of children about 21.183.500. The child is the nucleus of the future and the basis of building a community, so it is essential that we meet their needs and care of them physically, psychologically, morally, educationally, socially, politically, and health and other forms of care required, so as to ensure their growth and development be established intact. The kindergarten stage is the important stages in a child’s life, where most children at this stage in kindergartens to complete the role with family in the upbringing of the child and to prepare them for admission to basic education through the development of the fields of education and physical and kinetic, emotional, social and moral for children and increase the skills of children linguistic and numerical the art and proper upbringing and help children achieve self and the formation of personal decency, capable of dealing with the community and the formation of human relationships with teachers and colleagues. Reports confirm both organization, UNESCO, UNICEF, only 18% equivalent to fifth of Egyptian children attending kindergarten, and this means that 82% of children they remain until the age entering primary school without go to kindergarten (UNICEF, 2013). Aim of the Study:
The aim of this study is to evaluate factors leading to maltreatment of pre-school children in governmental kindergarten.
Research Questions:
1. Do teachers in kindergarten are knowledge about pre –school children developmental characteristics?
2. What is the teacher’s attitude toward maltreatment of pre-school children in kindergarten? 3. How would be the physical, social, emotional, behavioral, and school functioning of pre-schoolchildren?
4. What are the environmental characteristics of kindergarten?
5. Are there relation between teacher attitude toward maltreatment and children maltreatment?
6. Are there relation between kindergarten environmental characteristics and children quality of life?
Research Settings:
The study conducted on pre-school children attending 72 governmental kindergartens situated within Cairo governorate at El Waily, East Nasr City, El Sahel and El Bassatin districts. Research Subjects:
A multi-stage random sample selected the sample size of the study: according to data provided from Ministry of Solidarity and Social Justice, Department of Family and Childhood Unit of Information and Documentation (2006). Cairo governorate is divided into four administrations (East compasses 9 districts, West 7 districts, North 7districts and South 12 districts). The investigator will choose 50 % kindergarten from each district with high density as follow: El Waily 30 kindergarten, East Nasr City 20, El Sahel 29 and El Bassatin 65.Then 50% of kindergarten and one class with the highest density will be chosen from each zone as follow W 15, E 9, N 15, and S33 = total 72 kindergartens.
The study was chosen at random multi stage, which included all teachers component numbering two hundred and who have been selected from the governmental kindergarten, as well as the previously mentioned study included parents of children located in kindergarten and their numbers was made up of one hundred and fifty.
Tools for data collection:
Two tools were used for this study. First Tool:
Self administered questionnaire to assess the following:
Part I:
a) Socio-demographic characteristics of the teacher working in governmental kindergarten.
b) Knowledge’s of teachers’ toward child maltreatment such as definition, types, consequences and risk factors of maltreatment.
Part II:
An attitude rating scale to assessment teachers’ attitude toward maltreatment.
Part III:
Knowledge’s of teachers about developmental characteristics of preschool children; included 4 parts divided to (Physical, mental, language developmental and emotional and social growth).
Part IV:
This part was used for identify preschool child behavior. This form of question was abstracted:
a) Socio-demographic characteristics of parent such as gender of child, ordinary of child in family, educational level of parent, occupation of parents, and income.
b) Child behavior checklist question about child behavior. Consist of 100 behaviors - problem items. it produces the following 7 scale score which represent common problems or symptoms or syndromes :emotionally reactive, anxious /depressed, somatic complaints, withdrawn, sleep problems, aggressive behavior, attention problems these are grouped into two factors, to provide internalizing and an externalizing score .the 67items that form the 7 syndromes and the 33 items that represent other problems .
Part V:
This part for assessing quality of life of preschool children, it contains four main qualities physical functioning, emotional, social, and school functioning .
Second Tools:
For assessing environmental characteristics of kindergarten comprised the following parts: 1. Physical setup: 7 items covering building, place, design, playground, classroom furniture, chairs, and blackboard dimension.
2. Kindergarten supplies: 7 items related to Water closest, Waste disposable, sewage disposal, canteen, food sanitation, ventilation and light.
The findings of the present study could be summarized as follows:
More than half of teachers had knowledge about developmental characteristics of preschool children. More than two thirds of teachers had poor awareness regarding child maltreatment. More than half of teachers had positive attitude toward child maltreatment. Less than one thirds of preschool children they have average physical, social, emotional and school functioning. More than one third they have no behavior problems. Less than half of environmental characteristics of kindergarten are good. It was found statistical significant between teacher knowledge toward child maltreatment and physical, social, school functioning of children, there is no statistical significant between attitude of teachers toward child maltreatment and well being of children, and it was highly statistical significant between environmental characteristics of children and quality of life of children The finding of the present study, suggested the following recommendations:
The authoritative people in Ministry of Solidarity and Social Justice, Department of Family and Childhood should:
1. Design and implement different educational programs for kindergarten teachers based on child needs regarding child maltreatment, methods of early detection of child at high risk child health and development.
2. Training course for teachers to sensitization about characteristics of growth and the needs of psychological and educational of preschool children.
3. Setting behavioral treatment programs for aggressive cases that they find in the kindergarten where they work.
4. Set up legislation under the terms of the license kindergarten building for confirmation kindergarten building that proportional class’s space and furnitures, class’s density, educational corners, activities, recreational methods. 5. There is a needs for community health nurse and physican for treatment children in emergency situation and for conducting health eduction programs.