Developmental Learning Difficulties in Kindergarten Children

Abstract

The researchers adopted the descriptive method to achieve the study's objective, as it enables accurate identification of facts and related circumstances. The study population consisted of all kindergarten teachers in Misrata (97 teachers), with a selected sample of 40. A standardized scale developed by Adel Abdullah in 2006 for the Egyptian context was used, and its validity and reliability (coefficient = 0.72) were confirmed. Statistical tools such as weighted means and percentages were employed. The findings showed that only 6 items were met, mostly related to attention difficulties, followed by perception, thinking, and language difficulties. Memory and visual-motor coordination difficulties were found to be less prevalent. This indicates that attention difficulties are the most prominent developmental learning difficulties among kindergarten children.