The Impact of Language Games Strategy on Developing Creative Imagination Skills of Kindergarten Children in Amman

Abstract

This study aimed to identify the impact of the strategy of language games in the development of the skills of creative imagination of kindergarten children (6-5 years) in the city of Amman. The study sample consisted of 50 boys and girls who were purposively selected and distributed into two groups: (25) children for the experimental group and 25 children for the control group. They were selected from kindergartens affiliated to the Directorate of Private Education in the city of Amman, in the school year 2016/2015. To achieve the objective of the researcher developed three research tools: List of creative imagination skills, educational guide for using the language games strategy and a test of creative imagination. All the tools were checked for their validity and reliability. The study results showed no statistically significant differences (α=0.05) between the performance of the experimental group and the control group in all the creative imagination skills (fluency, flexibility, originality) in favor of the experimental group which were taught using language games strategy. However, there were no statistically significant differences (α= 0.05) due to the variable gender (male, female) in (fluency, flexibility, originality). There were also no statistically significant differences at (α=0.05) due to the impact of the interaction between the strategy and gender in the total score of imagination skills. It was recommended using language games as a teaching technique in the development of imagination and creativity skills in the kindergarten stage.

Keywords: Language games strategy, Creative imagination skills, Kindergarten children.