The Role of Kindergarten Teachers in Reducing the Risks of Technological Poisoning for Kindergarten Children: A Field Study

Document Type : Original Article

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Faculty of Education - Sohag University

Abstract

The current research aims to reveal the role of kindergarten teachers in mitigating the risks of technological toxicity on young children. It presents a theoretical framework that includes an overview of technological toxicity, its dimensions, and its effects on kindergarten children, alongside the role of kindergarten teachers in minimizing these effects and the obstacles they face. The study uses a descriptive methodology and was conducted on a random sample of 192 kindergarten teachers in Sohag Governorate. The survey consisted of five dimensions divided into 58 items. The study found that the actual challenges faced by kindergarten teachers in reducing technological toxicity are significant, with an average rating of 2.61. The role of these teachers in reducing the health effects of technological toxicity was rated as moderate, with an average of 1.80, while their role in mitigating social effects was rated low, with an average of 1.66. Similarly, their role in reducing educational and behavioral effects scored low, with averages of 1.65 and 1.62, respectively. The study provides a set of recommendations to enhance and support the role of kindergarten teachers in reducing the various aspects of technological toxicity affecting young children.

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History

  • Receive Date: 19 November 2024
  • Revise Date: 23 November 2024
  • Accept Date: 08 December 2024

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