Early Literacy Model in a Saudi Arabian Preschool: Implementation in a Different Cultural Context

Abstract

In Saudi Arabia, as

Evaluating the Issues Facing Investment in (RAHA WA MARAH) Nursery school in Saudi Arabia: تقييم المشاكل التي تواجه الاستثمار في مدرسة (روح ومرح) للحضانة في المملكة العربية السعودية

“…However, they showed interest in extra-curricular activities like playing games. When they were older, the preschool system did not have any significant positive effect on their IQ level and personality skills development (Othman et al, 2015). Alternatively, Fantuzzo et al (2007) believe that while preschool education plays a significant role in school readiness, there are other factors that come into play in determining a child's attitude to school prior to kindergarten.…”

The impact of digital technology on children’s transition from kindergarten to primary school: Bringing concepts from international research and practice to Saudi Arabia

“…Peters, Hartley, Rogers, Smith, and Carr (2009) stress that both ECE and primary education teachers need to be committed to collaboration with each other to ensure the successful transition of children, but their differing expectations and dissatisfaction with the present arrangements are major challenges in the transition of children from ECE to primary education. Al-Othman, Gregory, Jessel, and Khalil (2015) state that childhood education in Saudi Arabia is still in the expansion phase, as with most other Asian and Middle Eastern countries. One of the most pressing issues in these countries is the challenge of recognising the importance of children's transition from ECE to primary school.…”

Preschool strategies among the Saudi middle classes: mobilising capitals, negotiating cultural arbitraries and anticipating change

“…(Walaa) What is emerging from our findings is a pattern of decisions made on a market targeting wealthy informed choosers of a particular type. While the admission priority in public preschools is given to children of working mothers (Al-Othman et al 2015), who have little choice but to accept the nearest establishment to their workplace, the mothers investing in private pre-primary education mobilise far more symbolic and material resources in the formulation of choices for their children. We now turn to the most significant of these resources and to how they are conveyed in a cultural context where dominant norms expect non-working mothers to take charge of early childhood education at home.…”

“…Yet a positive impact of the recent movement in the country to encourage early years learning is being acknowledged by a number of studies (Gahwaji 2013;Alharthi 2014;Adihaish 2014;Al-Othman et al 2015;Al-Mogbel 2014;Alqassem, Dashash, and Alzahrani 2016;Aljabreen and Lash 2016).…”