Cross Cultural Indicators of Independent Learning in Young Children: A Jordanian Case

• Qais Almeqdad ^[1] ; Firas Al-Hamouri ^[2] ; Rafe,a A. Zghoul ^[2] ; Ayoub Al-Rousan ^[3] ; David Whitebread ^[4]
  1. [1] Zayed University

     Zayed University

     Emiratos Árabes Unidos

     
  2. [2] Yarmouk University

     Yarmouk University

     Jordania

     
  3. [3] Hashemite University

     Hashemite University

     Jordania

     
  4. [4] University of Cambridge

     University of Cambridge

     Cambridge District, Reino Unido

     

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• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Vol. 19, 2016, 11 págs.
• Idioma: inglés
• DOI: 10.1017/sjp.2016.35
• Enlaces
  • Texto completo
• Resumen

  • This study attempts to explore the level of Independent Learning (IL) amongst a sample of Jordanian preschoolers. Behaviors of sixty preschool children aged 5–6 years old were observed and rated by their teachers against an Arabic version of the Children’s Independent Learning Development (CHILD 3–5) observational instrument to explore the independent learning among young children according to their gender, engagement level, parental education and the size of their families. The results illustrated that preschoolers may show some aspects of behaviors particularly those related to pro-social and cognitive areas. It also indicated that children from high educated environments demonstrated IL behaviors more than those coming from low educated environments. Finally, children coming from larger family size showed less IL behaviors than those coming from smaller ones. Results and implications are discussed.

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