The Current Implementation of the Inquiry Strategy in the National Early Childhood Curriculum
(A descriptive study of teachers’ opinions)
Abstract
This study aims to investigate the current implementation of the inquiry-based learning strategy within the national early childhood curriculum in Saudi Arabia, as perceived by kindergarten teachers in Al-Dawadmi Governorate. It also explores the major challenges that hinder its activation and proposes ways to enhance its effectiveness in improving educational practices. The researcher adopted a descriptive-analytical approach and used a scientifically validated questionnaire to examine three key areas: implementation status, obstacles, and developmental suggestions. The sample consisted of 138 teachers, and the data were analyzed using SPSS v28. The findings revealed that the application level of the inquiry strategy was moderate (mean = 3.37), with notable collaboration among teachers in sharing relevant experiences. Significant obstacles included limited time, lack of educational resources, and insufficient specialized training. Additionally, statistically significant differences were found based on demographic variables such as academic qualification, number of training courses, and frequency of using inquiry strategies. The study recommends strengthening professional training programs, providing supportive classroom environments, and fostering school-family-community partnerships to promote inquiry-based learning and boost children’s motivation to learn.
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