National identity building through early childhood education in Jordan

The study aimed to investigate and analyze how early childhood education programs and materials in Jordan contribute to the development and reinforcement of national identity among preschoolers in schools of Irbid district education directorate. The study employed a quantitative approach. The sample consists of 83 preschool teachers who are currently teaching their children at the schools of Irbid District Education Directorate in Jordan. This includes both public and private institutions, across urban and rural areas, generally covering children between the ages of 4 and 6 years, as this is the typical age range for preschool in Jordan. The stratified sampling method was used to choose the participants. The study applied Benedict Anderson’s theory of “Imagined Communities” by Anderson in 1983. The findings showed that the impact of national identity building on early childhood education in the schools of Irbid District Education Directorate in Jordan is positive and significant. Early childhood education curricula in Irbid significantly emphasized national identity by integrating lessons, stories, and activities centered on Jordanian traditions, such as hospitality, respect for elders, and family values, helping children develop pride in their heritage. The study concluded that the early childhood education programs and materials provided by the Irbid Regional Education Directorate provide a foundational platform for fostering a sense of national identity among Jordanian preschoolers. It is recommended that decision makers and teachers continue to integrate culturally relevant values, traditions, and symbols into the curriculum for early childhood to strengthen children’s sense of national affiliation.