explore the degree of parents' practicing of pre-reading, writing and emotional readiness skills with their preschool children from the perspectives of parents themselves

This study aimed to explore the degree of parents' practicing of pre-reading, writing and emotional readiness skills with their preschool children from the perspectives of parents themselves. To achieve this objective, a questionnaire that contains (35) items distributed among three domains was built. The questionnaire was constructed as follows: reading readiness skills (18) items, writing readiness skills (9) items, and emotional readiness skills (8) items. After the validity and reliability of the questionnaire were examined, it was distributed among the sample of the study which was selected intentionally and consisted of (67) parents representing (70.52) of the parents of preschool children studying in a kindergarten that was selected randomly from (20) of the kindergartens in the city of Mafraq. The results of the study indicated that the degree of parents' practicing of pre-reading, writing and emotional readiness skills was moderate. Also, the results revealed that there were no statistically significant differences in the degree of parents' practicing of pre-reading, writing and emotional readiness skills due to parents' gender and academic qualification except in the writing