Dimensions of Preventive Education in Early Childhood Curricula within the Framework of Technological Uses and Educational Activities for Children in the Kingdom of Saudi Arabia.

          The current research aimed to determine the dimensions of preventive education in early childhood curricula within the framework of technological uses and educational activities for children in the Kingdom of Saudi Arabia. To achieve this goal, an open-ended questionnaire was constructed, which included (4) main dimensions, and included (42) questions distributed in the cognitive and skills field. And emotional, The questionnaire was applied to (66) specialists in the field of early childhood in the Raniyah and Turbah governorates in the Makkah Al-Mukarramah region. A list of dimensions of preventive education was built in light of: the results of the questionnaire, early childhood literature, the results of previous studies, and a survey of the opinions of some experts. The list included (4) main dimensions, and included (196) sub-items distributed over the field: Cognitive, skillful, and emotional. This list was used as a tool to analyze the goals and content of early childhood curricula. The analysis tool included (1176) categories, to determine the “extent - form - and level” of addressing the goals and content of the dimensions of preventive education. The analysis tool was applied to a random sample of childhood curricula. The early ones included (6) books The research
 yielded results, the most important of which are:
- There is an occasional, unintended, slight and superficial treatment of the dimensions of preventive education in the early childhood books under analysis, as the content neglected to address the dimensions of preventive education to develop and educate the child about methods of prevention and maintaining his health and safety, and the form of the discussion was frank and at a concise level.
- The number of goals that dealt with preventive education reached (118) preventive goals, at a rate of (3.99%), which shows the weak handling of the dimensions of preventive education for children, and the number of paragraphs that dealt with preventive education reached (162) paragraphs in the books under analysis, at a rate of (2.51%). This is a very weak percentage, which forces planners and developers of early childhood curricula to pay attention to preventive education for children.
Early childhood curricula and activities do not include the dimensions of preventive education necessary for technological uses and educational activities for children in the Kingdom of Saudi Arabia.