The Effect of the Kindergarten Education Quality on Developing Creative Thinking of First Primary Grade Pupils in Private Schools of the Capital – Sana'a – Yemen

This research aimed to investigate the effect of the kindergarten level, (i.e., high, medium, low) on the development of creative thinking amongst first primary grade pupils in the capital Sana'a- Republic of Yemen. The sample consisted of (150) pupils (75 males and 75 females) from grade one of primary stage in 28 private schools in Sana’a. The sample was purposely chosen equally from high, medium, and low level achievers. A data collection tool was developed, and checked for validity, to survey the kindergartens. The researchers used Torrance's test (Form B) for creative thinking, after obtaining its reliability by test-retest method. After analyzing the data statistically, the results revealed that there were statistically significant differences between the average scores of children who finished kindergartens with a high level and the average scores of children who finished kindergartens with a medium level in the creative thinking in favor of the high level. Also there were statistically significant differences between the average scores of children who finished kindergartens with a high level and the average scores of children who finished kindergartens with a low level in the creative thinking in favor of the high level. There were also statistically significant differences between the average scores of children who finished kindergartens with a medium level and the average scores of children who finished kindergartens with a low level in the creative thinking in favor of the medium level. In addition, the results showed no statistically significant differences between the average scores of children depending on the interaction between kindergarten level (low, medium and high) and gender (male and female) variables in terms of their impact on creative thinking.