Developing Reflective Thinking Skills in Children from the Viewpoint of Kindergarten Teachers in Light of Islamic Educational Sources

The study aimed to develop reflective thinking skills in children from the viewpoint of kindergarten teachers in light of Islamic educational sources by the following: identifying the necessary skills for developing reflective thinking in children from the viewpoint of kindergarten teachers; uncovering the obstacles to developing reflective thinking skills in children from the teachers' point of view; and presenting proposed mechanisms to overcome these obstacles. The researcher employed the descriptive documentary method to explore the kindergarten stage, its objectives, the developmental characteristics of this stage, reflective thinking skills, and Islamic educational sources. Additionally, the researcher used the survey method to identify the skills and obstacles related to the development of reflective thinking in children from the viewpoint of kindergarten teachers. The primary research sample consisted of 357 female kindergarten teachers in the city of Riyadh, who were randomly selected. The application was applied to them in the third semester of the academic year 1446 AH. The study has come up with several findings, the most significant of which include the following: First, regarding practices that help develop reflective thinking skills in children, such as assigning tasks to children, storytelling, and focusing on drawing and fine arts. Second, concerning the obstacles that hinder the development of reflective thinking skills in children, these include offering ready-made solutions to situations children face, family conflicts that affect the child, and the poor educational resources and technologies available to the child. Third, regarding proposed mechanisms to overcome the obstacles hindering the development of reflective thinking skills in children, these include encouraging children to express their opinions, boosting their self-confidence, and taking into account individual differences among children, their mental levels, and their cognitive abilities.