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

Published online by Cambridge University Press:  10 June 2016

Qais Almeqdad ,
Firas Al-Hamouri ,
Rafe’a A. Zghoul ,
Ayoub Al-Rousan  and
David Whitebread
Qais Almeqdad*
Affiliation:
Zayed University (UAE)
Firas Al-Hamouri
Affiliation:
Yarmouk University (Jordan)
Rafe’a A. Zghoul
Affiliation:
Yarmouk University (Jordan)
Ayoub Al-Rousan
Affiliation:
The Hashemite University (Jordan)
David Whitebread
Affiliation:
University of Cambridge (UK)
*
*Correspondence concerning this article should be addressed to Qais Almeqdad. Associate Professor in Special Education. College of Education. Zayed University- Abu Dhabi (UAE). Phone: +971–25993340. E-mail: qais.almeqdad@zu.ac.ae
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Abstract

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.

Keywords

independent learningobservational methodyoung children
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 19 , 2016 , E34
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2016 

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