الفهرس 
الفصل الأول الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Childhood is the most important stage in human life because of the flexibility, the ability to learn and the growth of skills and abilities. Children are the real wealth of the country. Therefore, countries spare no effort to monitor a large part of their budget for education, setting up facilities and preparing plans, and providing the appropriate environment for preserving their children as the human resources responsible for all forms of development.
The experiences of the developed nations around us have shown that societies do not need natural resources until they reach a comprehensive renaissance as much as they need innovators and geniuses. In any society, innovators represent the essence of this society with their own abilities and self-reliant ideas. They are the ones who take upon themselves the responsibility of economic, social and political construction. If societies seek to advance, they must first develop people with innovative abilities through deeper understanding and intensive studies of the individual personality. Petkrh, and secondly to stand beside them children who are at risk of needing those who extend them a helping hand.
Thinking is one of the highest levels of mental activity. It represents one of the higher mental cognitive activities that constitute an elegant aspect of the human personality that distinguishes it from other organisms. By thinking, one can face all the corresponding problems and find suitable solutions. It is characterized by the human being, as distinguished by God Almighty to other living things.
Creative thinking is a special task especially in the field of stimulating children’s motivation towards learning. Creative thinking works to call up new information and rare ideas. It is considered to be one of the best thought types. It is a mental phenomenon characterized by many characteristics. This requires highly efficient and effective mental capacities, especially in finding a solution or interpretation of a particular phenomenon.
The theory is based on 40 principles or strategies created by Henry Schiller after he noted that the inventions were based on certain principles. He studied two million inventions with the help of his government until he discovered that these inventions On forty principle and the formation of this theory.
This theory has many uses. It has been used in industry, commerce, economics, medicine, health and disease control. The future of this theory will be applied in various aspects of human activity, especially in the field of education.
Problem of the study:
You can formulate the problem of the present research on the following questions:
1. Are there differences in some aspects of creative thinking (fluency, flexibility, originality) among the experimental group and the control group after the program has been implemented?
2. Are there differences in some aspects of creative thinking (fluency, flexibility, originality) among members of the experimental group in the post-dimensional and sequential measurements?
Objectives of the study:
The study aims to:
Verify the effectiveness of a progra mbased on Therese theory in developing creative thinking among preschool children on the Egyptian sample.
The importance of the study:
A- Theoretical importance:
1. The study sheds light on the importance of creative thinking and its skills and keep up with the training on its development with the needs of modern times for preschool children.
2. The study shows the nature of creative thinking and its relationship with some other concepts.
3. The present study draws attention to the nature and diversity of creative thinking and the need to develop scientific methods.
4. Verifying the theory of Therese in the development of creative thinking on a sample of Egyptian society, is an addition to the psychological heritage.
B- B. Practical importance:
1. The results of the study benefit teachers and parents interested in programs of thinking and human development and develop mental aspects and skills to develop creative thinking for pre-school children.
2. The child or the teacher can use the full programs of Therese and training in the curriculum, workshops or individual work to develop the creative thinking of the pre-school child.
Hypotheses of the study:
1. There are statistically significant differences between the average grade of the experimental and control groups on the creative thinking scale in favor of the experimental group.
2. There are no statistically significant differences between the mean scores of the telemetry scores and the tracking on the creative thinking scale of the experimental group.
The limits of the study:
The current study is defined by the following limits:
(1) Human Boundaries: The sample of the study is selected in a pre-school way (Kindergarten) in Beni Suef.
(2) Time Limits: Study tools were implemented in the academic year 2017-2018.
(3) Spatial boundaries: pre-school children (kindergartens) in Beni Suef schools.
(4) Study variables:
- Independent variable: Theresa theory.
- The dependent variable: creative thinking among pre-school children.
(5) Study tools:
1) Wesler scale for the intelligence of pre-school and primary school children - third edition.
2) Socio-Economic Level Scale of the Egyptian Family.
3) Selection of Creative Thinking (Prepared by AB Torrance, translated by Mohammed Thabet Ali al-Din Hafnawi, 1982).
4) A program based on the theory of Therese to develop creative thinking (Prepared by: researcher).
Results:
The present study found the following results:
1) There are statistically significant differences between the average grade of the experimental and control groups on the creative thinking scale in favor of the experimental group.
2) There are no statistically significant differences between the mean scores of the telemetric and tracer scales on the creative thinking scale of the experimental group.