الفهرس 
الإطار النظري للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The summary of the Study
The study consist’s of five chapters, the first chapter presents an introduction to the study, and the second deals with the theoretical framework, while the third deals with the previous studies, and the fourth presents the study curriculum and the conduct, finally the fifth chapter deals with the results of the study and its interpretation down to references and appendix.
The significance of the study: The current study gets its importance from the topic that it addresses to name explain is the development of positive thinking abilities of the kindergarten child and the identification of the positive thinking relationship with some psychological and demographic variables of the kindergarten child.
Based on the above, the importance of the study can be summarized in the following points :
Theoretical significance:
1)- It stems from the importance of the age stage in which the study is conducted, which is the kindergarten stage, which scholars and researchers have indicated - regardless of their orientations - its great importance in connection to the life of the individual, and its danger in the formation of his personality.
2)-The study acquires its importance through the relationship of trying to uncover between positive thinking, self-esteem and optimism as psychological variables for a kindergarten child, as well as revealing the relationship between positive thinking and the child’s birth order (first - second - third) and the parents academic degree (high - medium) as demographic variables.
Applied importance:
1)-This study introduces new measures represented in the positive thinking scale for kindergarten children.
2)-To benefit from the results of the current study in preparing and designing more programs to develop positive thinking capabilities.
3- The results of this study help researchers to conduct more studies on positive thinking.
the Problem of the study:
Having positive thinking abilities are important to provide the child with the tools he needs in an age full of rapid and successive changes, enable him to deal effectively with any kind of changes in the future, and to properly process the information he receives, especially since childhood is one of the most basic stages in a person’s life , In which the foundations of his personality are laid, and the most important general features of this personality are determined in terms of whether or not, so kindergarten children need to obtain psychological services and programs that help them feel satisfied, with the ability to interact properly within their community.
Accordingly, the researcher finds the necessity to conduct the current study to provide children with positive thinking capabilities and to know connection between positive thinking and each of (self-esteem - optimism) as psychological variables and between positive thinking and some demographic variables (gender - the child’s birth order - the academic degree of parents)
Because of that the study problem is determined in the following questions:
1)-To what extent do the kindergarten child has positive thinking abilities?
2)- What is the impact of the program provided to develop positive thinking abilities for kindergarten children?
3)- Is there a connection between positive thinking abilities and optimistic behavior in a kindergarten child?
4)- Is there a connection between positive thinking abilities and the self-esteem of a kindergarten child?
5)- Is There a connection between positive thinking and the parental acceptance and rejection variable for a kindergarten child ?
6)- Is there a connection between the positive thinking of a kindergarten child and some demographic variables?
A)- Are there differences between the scores of children on the positive thinking scale among children according to the gender variable (male – female(?
B)- Are there differences between the scores of children on the positive thinking scale for kindergarten children according to the child’s birth order variable (first - second – third)?
C ) -Are there differences between the scores of children on the positive thinking scale for kindergarten children according to the academic degree variable of the parents (high - medium?(
The objectives of the study: The objectives of the current study are as following:-
1- Monitoring the nature of positive thinking abilities of kindergarten children( positive visualizations - positive expectations - decision-making) for the kindergarten child to identify the difference between the pre and post applications and the impact of the program.
2- Study a connection of positive thinking in children at this stage with some psychological variables such as (optimism - self-esteem) and some demographic variables (gender - the child’s birth order - the parents’ academic degree).
The hypotheses of the study :
1) - There are differences between the scores of children on the positive thinking scale in pre-measurement and post-measurement.
2)- There is a connection between positive thinking and the optimistic behavior variable of a kindergarten child.
3)- There is a connection between positive thinking and the self-esteem variable of a kindergarten child.-
4)- There is a connection between positive thinking and the parental acceptance and rejection variable for a kindergarten child .
5)- There is a connection between positive thinking and some demographic variables, and a branch of this hypotheses is:
A) - There are differences in positive thinking ratio kindergarten children according to the gender variable (male – female)
C) - There is differences in positive thinking ratio kindergarten children according to the academic degree of the parents (high - medium)
The limits of study: The interest in the current study is determined by the following
The sample of study: It consists of a group of (30) children (boys- girls) in the second level of kindergarten, whose ages range from (5-6) years old.
Spatial limits: The sample was selected, and the current research applied in the Shubra Official Language School, affiliated to the Rowd Al-Farag Educational Administration in Cairo Governorate.
Time limits: The current study was applied during the first semester of the academic year (2019-2020) for a period of 3 months, at the rate of (5) five days a week.
The method used: the descriptive, comparative, relational approach.
Procedures of the study:
The study was conducted in several steps as following:
1)-study of theoretical study hypotheses on the subject of the study.
2)-Review the previous studies related to the subject of the study.
3)-Preparing the training program and the criteria for the study.
4)-Selecting the study’s sample of children from the age group of 5-6) years at the Shubra Official Language School of the Rawd Al-Farag Educational Administration.
5) - Tribal measurement of children on the scale of Positive Thinking Abilities, the Optimistic Behavior Scale, the Self-Esteem Form, the Parental Acceptance and Rejection Scale.
6)-Apply the proposed program to the children’s group, then making the post measurement of the previous measures.
7)-Recording results and processing them through statistical methods and interpreting them.
8) - Provide recommendations and proposals according to the study results.
Study tools:
1) - A scale of positive thinking abilities illustrated for the kindergarten child (the researcher preparation)
2)-A scale of the optimistic behavior of the kindergarten child (the researcher preparation)
3)- self-esteem questionnaire (Prepared by: Zahra Mustafa)
4)-Parental Acceptance and Rejection Scale, prepared by (Mamdouha Salama)
5) – A training Program of developing positive thinking abilities for kindergarten children (researcher preparation)
Results of the study:
1- There are differences between the scores of the study children on the scale of positive thinking abilities in the pre-measurement and the post-measurement in favor of the post-measurement.
2- There is a connection between the scores of the children of the study on the scale of positive thinking abilities (positive self-talk - positive expectations - positive visualizations - decision-making) and their scores on the scale of optimistic behavior.
3- There is a connection between the scores of the study’s on the scale of positive thinking abilities (self-talk - positive expectations - positive visualizations - decision-making) and their scores on the self-esteem scale (self-image - self-confidence).
4 -There is a positive connection between the averages of the scores of the children on the scale of positive thinking abilities and their average scores on the scale of parental acceptance (warmth)
- 5- There is a negative connection between the scores of the study’s on the scale of positive thinking abilities (positive self-talk - positive expectations - positive visualizations - decision making) and their scores on the dimensions of the parental rejection scale (neglect - aggression - indefinite rejection).)
6-There is a connection between positive thinking abilities (self-talk - positive expectations - positive visualizations - decision-making) and between some demographic variables:
A ) -There are no differences between the scores of children (male - female) on the scale of positive thinking abilities according to the gender variable .
B) - There are differences between the scores of the children on the scale of the positive thinking abilities of the child according to the variable of the child’s birth order in favor of the first child.
D)-There are significant differences between the scores of children on the positive thinking scale for the child according to the variable of the parents ’academic degree in favor of higher academic degree