Instructional illustrations in children's learning between normative and realism: An evaluation study.

Many studies indicate the importance of including the instructional illustrations (pictures, drawings, concrete objects …etc.) in childhood education learning materials and employing them in a way that suits the psychological and cognitive levels of young children. In this context, the current study aimed to develop a list of standards to be considered and adopted in designing instructional illustrations, and to reveal the perceptions of childhood teachers about the extent to which these standards are considered in instructional illustrations used in children's learning materials. The participants were childhood education teachers in the Jordanian region of Irbid, who were randomly selected. Two hundred thirty-four teachers completed the questionnaire online. The scale consisted of a total of 34 items distributed over four dimensions. The results showed that the scores of teachers' estimation about employing design standards in the instructional illustrations used in childhood education came at low levels, ranging from average to low, and did not reach high ratings. The study also revealed that there is an impact attributed to teaching experience on teachers' perceptions about the extent to which these standards are employed in instructional illustrations, while there is no impact of gender, academic qualification, or the classes taught by the teachers.

Role of female teachers of childhood education in directing children towards effective use of smart devices.

This study endeavors to investigate the role of female teachers of childhood education in directing children towards the effective use of smart devices in developing their learning experiences. The sample of the study consisted of 83 female teachers in the northern region of Jordan, who were selected using the available sampling method. To achieve the aim of the study, a semi-structured interview was prepared and its validity and consistency were verified. The results shown that childhood education female teachers achieved advanced roles in directing children towards the effective use of smart devices, where effective direction towards the use of smart devices was represented in: directing children to self-organize their learning during using smart devices, directing children to acquire digital social interaction skills and directing them to learn innovation during using smart devices, with the importance of directing them to avoid the harms of using smart devices through preventive guidance. Moreover, the findings of the study revealed the importance of directing children to participate in various digital activities, as well as directing them to learn through digital applications that are purposeful and suitable to their mental capabilities. Based on the research findings, the study presented a number of relevant recommendations.