Traditional and modern teaching methods and approaches and their relationship to cognitive development in kindergartens from the perspective of kindergarten teachers in the municipality of Jarma

Abstract

The study addressed the reality of traditional and modern teaching methods in kindergartens and their relationship to children's cognitive development in the Jarma Municipality, specifically the Jarma and Tosh districts. It aimed to identify the adopted methods, the problems facing teachers, and the possibility of introducing more advanced methods. The study was conducted during the 2025 academic year using a descriptive-analytical approach.
A questionnaire was distributed to 40 teachers, and the data were statistically analyzed using mean, standard deviation, and percentages. The results showed that the majority of teachers were between 35 and 45 years old, and most of them held a teaching diploma and had varying degrees of experience. It became clear that kindergartens rely heavily on traditional methods, with little use of modern technology due to limited resources. Some educational tools, such as cubes, are available, but stimulating books and stories are lacking. Despite the teachers' high qualifications, only a small percentage (27%) use modern methods. The lack of training courses also emerged as a major challenge.