Personal Dimensions of Kindergarten Teachers and their Reflections on Teaching Art Education

The Research consisted of four chapters, the first of which included the research problem, its importance and the need for it. The goal was to identify the Personal Dimensions of Kindergarten Teachers and their Reflections on Teaching Art Education. The research boundaries were (2024-2025). The chapter concluded with a definition of terms, then the second chapter represented the theoretical framework, and was divided into three sections. The first was entitled the kindergarten stage and its impact on the development of the child’s future personality, the second section was entitled art education and the child, while the third research was entitled preparing art education teachers in kindergartens. Then the chapter concluded with indicators of the theoretical framework, and after that the third chapter came represented by the research procedures consisting of the research community and the sample, which numbered (17) models and was taken randomly. The research methodology was the survey methodology, and the research tool came in the form of a closed and open questionnaire, and it was subjected to validity and reliability to reach the statistical analysis of the sample. The last chapter, represented by the fourth chapter, included an analysis of the results, including: that most kindergarten teachers intervene with children's drawings, and then the conclusions, including: Most of the art education teachers in kindergartens are old, do not wear bright colors, and do not have academic degrees in the arts, which constitutes a lack of integration in the dimensions of their personalities. Finally, the research concluded with recommendations, suggestions, and a list of sources.