Measuring The Impact Of Technological Activities On Developing Mathematical Concepts Among Kindergarten Children In The Kingdom Of Saudi Arabia

Abstract

The paper aimed to identify the impact of the use of technological activities in the kindergarten stage, and its impact on the cognitive development of the child. Bloom's cognitive levels (remembering - understanding - application) were used to measure the cognitive development of kindergarten children. To achieve the goal of the research, the experimental approach based on the semi-experimental design was used with two groups, the control and the experimental, where the research sample consisted of 50 male and female students distributed over the two groups, the experimental group consisted of (25) male and female students, and the control group consisted of (25) male and female students. Application of the test on the experimental and control groups before and after the research experiment. The results of the research showed that there is a statistically significant difference between the mean scores of the students of the experimental and control groups in the post-application of the mathematical skills test in favor of the students of the experimental group. This confirms the effectiveness of electronic activities in the cognitive development of kindergarten children towards mathematics. The research also presented some recommendations related to the need to pay attention to mathematics teachers and encourage them to employ the strategy of electronic activities in the field of teaching and learning mathematics, and the need to include electronic activities to develop the skills of mathematics curricula in the different educational stages.