Proficiency Package - I See, Hear, and Learn Program

It is the package that presents the program and introduces the curriculum to interested individuals outside of schools and language learning centers, including academics, teachers, educators, and those interested in the Arabic language, as it contains books, posters, and educational materials.

Contents of the Excellence Package

1 book from the teacher's guide (theory, application and evaluation)

It contains an explanation of the scientific theory upon which the program is based, and the mechanism of application and evaluation.

1 from the book "Dictionary of Links (for Phonemes)"

Designed for teachers with child-friendly illustrations to make connections, it includes (332 picture words).

1 from the children's activity book (cut, color, match)

It contains individual worksheets for practicing the program's core skills.

1. The Learner's Book

It is a child-specific activity book that explains the skill and helps the teacher present the required material to the child.

10 interactive boards + 120 accompanying cards

Boards to enrich educational corners for practicing skills in an attractive and fun way, as if it were a game board.

9 assorted signage and badges with 39 associated cards

Tools for group use are employed to help present the various concepts in the program.

An educational program to build the linguistic foundation and teach its skills, approved by the Ministry of Education in the Kingdom of Saudi Arabia as an enrichment program for kindergarten children aged 3-5 years, and also suitable for them in the primary stage aged 6-8 years. It helps in individual educational sessions for children who have language delays or weaknesses.

It comprehensively covers the phonemic and phonological awareness skills for language preparation. It is a flexible, clear, and easy-to-implement program that educators can apply with their children at different times, and its activities and games can be distributed over different periods in the children's schedule.

The program is unique in its presentation of language skills through fun, sensory methods and activities that do not put the child under pressure to learn.

The purpose of the program

The purpose of the “I hear, I see, I learn” program is to ensure that children do not fall behind in early learning, that they are highly prepared to learn to read, and that they gain immunity from language delay problems or reading learning difficulties. This is because it focuses on providing the teacher and the learner with information and practical activities to help achieve, develop, and accelerate reading readiness.

Research basis

It was tested more than once on children from kindergarten to the third grade of primary school, and its effectiveness was demonstrated by comparing the pre-test and post-test results on the children. Based on these results, the activities and tools were developed and the standards were set. There is a clear interest in making the program practical and present it in a fun and cheerful way that suits young ages and builds a positive attitude towards the Arabic language.

High quality

The color, material, games, pictures, production, and presentation method of the "I Hear, I See, I Learn" program make it a competitor to what children love in foreign programs that they are exposed to, which attract attention and which they lack in Arabic programs, making them accept it.

Comprehensiveness and integration

An integrated reading readiness program that fills the gaps in traditional language development programs, and ensures a gradual transition between reading readiness skills in the pre-alphabetic stage, and mastering its basic pillars according to standard controls, to solve the problem of weak Arabic among our children, so that Arabic shines in the most beautiful form that befits it and makes young people want to learn it.

Abundance and diversity

The "I Hear, I See, I Learn" program is distinguished by its abundance, variety, quality, and readily available tools, saving teachers the trouble of searching and selecting materials, as well as saving time and effort and ensuring children's engagement and seriousness in carrying out the activities. "We present information through pictures and colors," "We blend worksheets with fun and enjoyment," and "With joy, we build a vocabulary of over 3,000 Arabic words."

First step

Reading readiness, which lays the foundation for building language skills and phonemic awareness and paves the way for reading, especially since it is supported by activities that make the learner live a beautiful experience with Arabic sounds and words, and the words become familiar to him, and then fluency and linguistic fluency are achieved. Before all that, it is a preventive program against reading learning difficulties, as it focuses on developing the linguistic and cognitive skills of the pre-alphabetic stage.

Judges' opinions

Prof. Dr. Mahmoud Ahmed Omar - Bachelor of Science and Education, Ain Shams University, 1969

A rigorous and meticulous scientific approach was adopted in developing this curriculum. It relies on a rich and modern theoretical framework, as well as a pre- and post-testing method for assessing cognitive skills, objectives, and aptitudes (comprehension, phonemic awareness, phonological awareness, and Arabic language awareness). The curriculum measures these skills and objectives on a sample of Saudi children, and the results confirm the quality and validity of its design, including its activities, discussions, and active participation from the children. Appropriate methods are also used to evaluate the program's outcomes. Thus, this curriculum fosters cognitive, skill-based, and emotional development, enabling children to feel happy and confident and to acquire the foundational skills for decision-making at this early age.

Prof. Dr. Suhair Ahmed Mahfouz - Bachelor of Science and Education, Ain Shams University, 1971

The curriculum represents a promising and positive shift in developing reading readiness skills, in contrast to the traditional method based on memorization and rote learning, which may hasten the loss of the joy and enjoyment of learning.

Prof. Dr. Ghaleb Muhammad Al-Hayari - Faculty Member, College of Special Education, Hashemite University, Jordan

Such programs are what our Arabic library needs in order to create a generation of readers and to reduce the number of those diagnosed with academic problems, especially learning difficulties. This tremendous work and commendable effort, I hope, will be a help to teachers and parents in assisting and developing their children. It is a good example that can be used in teaching students and benefiting kindergarten teachers.

Prof. Dr. Haifa Al-Ruqi - Faculty Member at King Abdulaziz University in Jeddah

One of the most important features of the “I Hear, I See, I Learn” program is that it is based on research. The program targets children in early childhood, which is one of the most important age stages in linguistic and cognitive development. The program’s design and targeting of language skills are compatible with the age characteristics of children at this stage. The program is also characterized by its flexibility, ease of application, and inclusion of many tools, cards, and worksheets that make it easier for educators and teachers to implement the program.

Teachers' opinions

Some comments from clients, teachers, and educational supervisors who have implemented it in practice.

Sajaa Sulaiman Hamad Al-Juaithin - Teacher

My experience: I have been doing this method since I became a teacher. Honestly, I didn’t know it was a program. What was required of me at this stage was for the child to distinguish the sounds of the letters and how to write them.

My children, thank God, have mastered this skill with high efficiency.

- I moved on to the sounds of the letters with the vowels and the lengthening.

Then I started analyzing the word. I told them that the word is made up of several sounds, so we began analyzing their names. And so with all the children.

After I felt that my children had mastered it, I moved on to the stage of forming words by combining letters to form words.

The children have started spelling out words.

– Our development involved using the skill of manipulating the sounds of the word (bell/guard).

After they distinguished the words, it developed and I started to introduce connecting letters.

- After that I started to construct a simple sentence (lettuce in a dish).

- At the end of the year, I introduced the definite article and some of the children surprised me by showing that they had developed and started writing short sentences. Thank God, the children were proficient in all the skills literally. The year ended and I was very happy, and all the children were passionate about Arabic. The mothers noticed this development, and now I know that the one who taught me the method seems to have been familiar with the (I hear, I see, I learn) program. Since I am now a supervisor, I will urge the teachers to follow the method.

Al-Anoud Al-Hashar - Teacher

From my experience with the (Hear..See..Learn) program, it has been very helpful to me in education.

What is required of me at this stage is for the child to distinguish the sounds of the letters and their writing. My children, thank God, have mastered this skill with high efficiency, so I used the (Hear..See..Learn) program with them to develop their skills.

After they distinguished the sound of the letter, I asked them to distinguish between the sounds that a single letter makes (damma - fatha - kasra). The children began to expand more, but I did not delve into it further; they only distinguished it phonetically.

Then I started analyzing the word. I told them that the word consists of several sounds, so we began analyzing their names, (Kh-A-L-D) and so on with all the children.

I gave them words that combine the letters we had previously learned, such as (bridge) (J-S-R).

The children have started spelling out words.

– Our development involved using the skill of manipulating the sounds of the word (drum/rope)

I'm so happy that the children are now enjoying their Arabic class. I've come to love teaching them because I've seen their enthusiasm and responsiveness. The most important thing I've focused on is taking individual differences into account. Thank God, the mothers have noticed this improvement.

Ms. Mona Assem, Director of Labna Early Childhood Kindergarten - Egypt

From my position as a kindergarten manager who strives to preserve the children’s identity and tries hard to find a program that prepares them to learn the Arabic language in a correct and interesting way, I have found what I was looking for in this program, which I consider a miracle of this time. I do not exaggerate if I say that there is not a single program in the private educational field for kindergartens that presents the Arabic language in a professional manner that befits its status, and presents it in an interesting way that is in line with the requirements and challenges of our time.

The "I Hear, I See, I Learn" program and the Phonemati application represent a significant turning point for all researchers, teachers, and those interested in teaching Arabic to kindergarten children. The program is comprehensive, engaging, and perfectly suited to the interests and characteristics of this age group. It is easy to implement, has a rapid impact, is well-designed, based on the latest theories of language learning and phonetics, is practical, includes fun teaching tools, provides assessment criteria, and, most importantly, is appealing to children.

The fact that all these features are combined in one program is truly miraculous. May God grant Dr. Wafaa success, bless her efforts, open doors for her, and make her contributions beneficial to us, and may He never deprive us of her continued generosity.

female teacher

The program connected children to the language very well and made Arabic language activities enjoyable for them.

female teacher

The program is fantastic, and the most important thing is the consistency in its application, which led to faster results. The variety of activities is very appealing to children.

female teacher

Organized for the teacher in preparation and easy to measure, frankly a comprehensive and enriching program.

Kindergarten

I'm a kindergarten teacher with 14 years of experience, and this is the first time I've found a program of this quality.

female teacher

This program is a tremendous effort that makes me feel secure as a teacher amidst the confusion and differing educational approaches to language learning. May God reward you.

PhD student

It is one of the best and first programs in the Arab world, and it is precise in teaching children basic reading skills. In this way, the child acquires the language correctly.

Supervisor

A truly remarkable and blessed effort. Serving the language of the Quran is an invaluable service, and this institutional work is based on solid research. I expect it to win an international or local award soon.

Jumana Al-Madhani

Thank you for the dictionary; the language used in the guide is easy and clear. The connection theory helped the children feel happy and proud.

female teacher

It was very special to me because it took into account all the different intelligences in the class, and when I tried the program on a two-year class, they were all very impressed by the variety of tools and eager for more.

Parent

It is one of the best and first programs in the Arab world, and it is precise in teaching children basic reading skills. In this way, the child acquires the language correctly.

With creative methods, we present Arab authenticity in an unconventional format.

So that the child loves Arabic and learns it joyfully, and continues to love it and discover its beauty until he masters it.