Abstract
This study aimed to identify the role of kindergarten administrations in reducing behavioral problems among preschool children in Aden Governorate and to examine the extent of their cooperation with families, from the perspectives of principals, deputy principals, and social workers, according to the variables of experience, educational qualification, and job position. The study sample consisted of 43 questionnaires distributed among public kindergarten administrations in Aden Governorate. A closed-ended questionnaire designed by the researcher was used, and the data were analyzed using the Statistical Package for the Social Sciences (SPSS).
The findings revealed that kindergarten administrations contribute to a very high degree to reducing behavioral problems through strengthening children’s social relationships, applying positive reinforcement, and providing a safe educational environment. Regarding the role of administrations in cooperation with families, all mean scores were rated at a very high level, reflecting strong and well-organized collaboration between kindergartens and families, as well as broad agreement among respondents on the importance and effectiveness of such cooperation. The most consistent and prevalent practices included communication with families to address negative behaviors and develop appropriate intervention plans, in addition to teaching children appropriate ways of interacting with family members.
The results also indicated that hyperactivity was the most common behavioral problem at a high level, followed by attention deficit at a moderate level, whereas aggressive behavior was reported at a low level. Furthermore, no statistically significant differences were found in the respondents’ responses attributable to the variables of experience, educational qualification, or job position.
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