الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current Thesis aimed to present the conceptual and philosophical framework of creative education and its aspects in kindergarten children at the preschool stage. It also aimed to identify the requirements for developing these aspects by examining the expected roles of kindergarten teachers in fostering these aspects. Additionally, the study sought to determine the teachers’ perspectives on the actual roles they perform and how to achieve the requirements of creative education in kindergartens in the future. The study revealed the existing conditions for developing the aspects of creative education in kindergarten children.
The researcher adopted the descriptive method as the appropriate approach for this Thesis. She developed a field thesis tool in the form of a questionnaire, which was administered to a sample of 600 kindergarten teachers, supervisors, and school administrators in Sohag, Akhmim, Al-Maragha, Tahta, Tima, and Al-Manashah educational administrations in Sohag Governorate. The questionnaire aimed to explore their opinions on the current status of the requirements for developing the aspects of creative education in kindergarten children.
After presenting the results of the field thesis and discussing the collected data through the questionnaire, the following findings emerged:
The sample’s estimates regarding the first axis, related to the goals of kindergarten education, showed an average response of (90.0), indicating a high level of awareness of the importance of kindergarten goals in developing the aspects of creative education and considering the characteristics and traits of the creative child.
Regarding the second axis, related to the roles of teachers in developing the aspects of creative education, the average response was (94.0), indicating a high level of awareness of the importance of the teacher’s role in fostering the aspects of creative education. The teacher plays a guiding, directing, discovering, and evaluating role for the creative child.
The sample’s estimates regarding the third axis, related to the curriculum requirements, showed an average response of (90.0), indicating a high level of awareness of the importance of the curriculum and its distinctive specifications and requirements that are suitable for the creative child.
Concerning the fourth axis, related to the educational climate requirements, the average response was (96.0), indicating a high level of awareness of the role of the educational climate in creating an educational environment and atmosphere that stimulates creativity through various and diverse stimuli.
The sample’s estimates regarding the fifth axis, related to kindergarten administration requirements, showed an average response of (97.0), indicating a high level of awareness of the role of kindergarten administration in providing appropriate physical resources, such as buildings, tools, technological devices, and all necessary requirements for fostering creativity.
Regarding the sixth axis, related to technology requirements, the average response was (87.0), indicating a high level of awareness of the importance of having technology within kindergartens, including devices, information, and programs that children can be trained on, providing them with opportunities to produce creative projects.
The researcher concluded the Thesis by proposing a conceptual framework for the requirements of developing the aspects of creative education in kindergarten children.
Keywords: requirements, creative education, kindergarten child.