The Effectiveness of Three Types of Kindergarten Curricula in Promoting National Consciousness among the Jordanian Kindergarten Children
Mustafa F. AlKhawaldeh, Ali M. Ale'laimat, Nawaf S. Al-Zyoud, Mu'tasem M.al-Masa'deh

Abstract
This study aimed to investigate the effectiveness of three types of kindergarten curricula in promoting national consciousness among Jordanian kindergarten children. The Ex post facto research design employed where a comparison was conducted between three types of kindergarten curricula on a sample of 120 children. A national test was used where it was found that there were statistically significant differences between respondents’ national consciousness levels was attributed to the used curriculum while the modern comprehensive developmental curricula was the most effective curriculum for promoting national consciousness. Additionally, respondents who were enrolled in a kindergarten have higher national consciousness levels than those who did not enroll. It was found that there was no difference between respondents’ national consciousness levels that can be attributed to their gender. Furthermore, there has been no difference between respondents’ national consciousness levels which can be attributed to the interaction between respondents’ gender and type of curriculum.

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