الفهرس 
الفصل الأول مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Scientific concepts are among the most important things that must be developed among gifted children at that stage to satisfy their curiosity and correct knowledge of the global phenomena around them and this is confirmed by many studies as they are not fixed but rather grow through their maturity and growth, and the child when he learns a scientific concept he learns the truth from The facts and knows its properties, then transfer what he learned and generalizes it to other new things belonging to the category of the concept, and gradually the concepts of the child grow and fall from the simple levels to the abstract levels, and therefore it is possible to activate and accelerate the growth of scientific concepts in gifted children at some point before The school through the various activities prepared for this purpose, and children should be given the opportunity to eat things to explore, ask the adults and link the cause to the result, create opportunities to solve problems facing them, teach topics about the safety of the earth and life on it, space science and living beings, and that these be Topics are directed to developing and enriching science programs for gifted children in kindergarten.
The importance of learning mathematical concepts in the kindergarten stage is due to the constructive recognition of the cumulative knowledge of children through their previous experiences and the nature of their surrounding environment, active interaction and effective learning by giving children opportunities for movement and play, expanding and acquiring their language, and rebuilding and continuing their mathematical understanding, and learning mathematical concepts will gain the child a solution skill Problems, gaining mathematical concepts in building a child’s self-confidence, learning the skill of classification on things related to his world and home, developing the child’s ability to logically rule things and classifying them into groups based on common characteristics, and reducing dispersion Ntbah children and strengthen memory, and strengthen the concept of number and the relationship between the groups through comparison and unilateral symmetry and conformity.
When the child is gifted and has high mental abilities, it is necessary to enrich his home with activities and tools that help him to explore the surrounding environment, which helps the development of concepts and perceptions he has through exploration and linking the cause to the result and then analyzing the results. Consistent with all of the above, the study problem can be identified in the following two main question:
The first main question: How effective is an enrichment program for developing some scientific and mathematical concepts among gifted children from which the following questions are branched:
1- Are there differences between the experimental group and the control group in the post measurement of scientific and mathematical concepts?
2- Are there differences between the pre and post measurements of the scientific and mathematical concepts of the experimental group?
3- Are there differences between the post and track measurements of the scientific and mathematical concepts of the experimental group?
The second main question: What is the effect of developing scientific and mathematical concepts for gifted kindergarten children in creative thinking? It is subdivided into the following sub-questions:
1- Are there differences between the experimental group and the control group in the post measurement of innovative thinking?
2- Are there differences between the pre and post measurements of the innovative thinking of the experimental group?
3- Are there differences between the post-trial and successive measurements of the innovative thinking of the experimental group?
Study Objectives:
The main objective of the current study is to develop some scientific and mathematical concepts among gifted children in kindergarten and to identify the impact of this on their creative thinking. Several sub-goals are branched from this goal:
1- Determine the appropriate scientific concepts for gifted kindergarten children.
2- Directing the attention of educators and those in the kindergarten stage to the importance of caring for educational games that are addressed by gifted children.
3- Providing a comprehensive activities program (puppet theater - storytelling - animation activities - songs - language skills - technical skills - multimedia - sports skills - games for jaws and fitting ...) and measuring the impact of this on creative thinking among gifted children.
Study Importance:
(A) Theoretical importance:
The theoretical importance of the study can be determined as follows:
• Enriching the Arab Library with a theoretical framework for scientific and mathematical concepts that helps in building enrichment programs for gifted kindergarten children.
• This study may provide those studying the innovation with more information on how to develop it.
(B) Applied importance:
The applied importance of the study can be determined as follows:
• Providing an enriching program for talented kindergarten children to develop scientific and mathematical concepts.
• The positive effects related to the development of scientific and mathematical concepts for gifted kindergarten children and their reflection on the development of their innovative thinking.
Study limits:
The results of the current study are determined by:
Study Sample:
The sample of the study included (20) boys and girls in kindergarten Jamal Abdel Nasser, children of the first and second levels in the age group (4-6) years, and they were divided into two experimental groups (one) children (5 males, 5 females) and the other control (10) Children (5 males, 5 females).
Study Tools:
1- Talent Detection Guide ’Teacher’s Portrait/Child Portrait/ Family Portrait’ by Salah Fouad Makawi (2009)
2- 2- General mental capacity test for a child from 7:5 years (Otis-Lennon) by Mustafa Mohamed Kamel (2001)
3- 3- The scale of innovative thinking using images by Fouad Abu Hattab (1988).
4- Scale of scientific concepts (by the researcher)
5- Mathematical Concepts Scale (by the researcher)
6- Enrichment program (by the researcher)
Statistical Methods:
The current study will use non-parametric statistical methods, namely, the Man Whitney test and the Wilcoxon test to indicate the differences between ranks means.
Study Results:
The results of the study indicated the presence of statistically significant differences between the mean scores of the experimental group and the control group in the post measurement of scientific and mathematical concepts for the benefit of the experimental group. The results also indicated the presence of statistically significant differences between the mean ranks of the degrees of the experimental group in the pre and post measurements in favor of the post measurement of the scientific concepts And mathematical, while there were no differences in the pre and post measurements of scientific and mathematical concepts for the control group, there were no statistically significant differences between the mean scores of the experimental group scores in the telemetric and consecutive measurements in scientific and mathematical concepts.
The results of the study also showed the presence of statistically significant differences between the mean levels of the experimental group and the control group in the dimensional measurement of creative thinking in favor of the experimental group. , While there were no differences in the pre- and post-measurements of innovative thinking for the control group, there were no statistically significant differences between the mean scores of the experimental group grades in the two-dimensional and consecutive measurements of innovative thinking.
where the results of the study were discussed and interpreted in the light of the theoretical framework, studies and research related to the subject of the study, and a set of recommendations and proposed research were presented that the study results resulted in the need for.