Kindergarten Private schools were established concurrently with kindergarten education. At that time kindergartens in Oman did not have a cohesive, well-structured program as compared with the situation today. Different approaches were adopted/adapted. This was very much dependent upon the teacher and their level of competence and / or interests and resources available. There was a focus on teaching arithmetic, regardless of the actual needs and requirements of children to practice and learn through play. This situation existed from 1972 up to and including the late eighties Since that time, the Ministry of Education has addressed this need and has developed its own Kindergarten curriculum that meets the needs of the children and facilitates learning through play, role-play etc. The following is a list of procedures followed to date.   Procedures in relation to Kindergartens: Guidelines for Omani Private Schools The guidelines as issued by the Ministry of Education, with the aim of applying the Ministry’s conditions and specifications regarding school buildings, furniture and educational materials, were implemented by kindergartens. This has resulted in an environment that is learner-centered child-friendly and also stimulating for all the children. Establishing a Kindergarten Section in the Private Schools Department  Supervision of kindergartens was the responsibility of the Private Education Department Supervisory Section until 1998. After the restructuring of the Private Schools Department in 1998, a separate section was created whose sole responsibility was the supervision of kindergartens at both an administrative and technical levels. As a result of an increase in the number of kindergartens throughout the Sultanate of Oman a need arose to expand supervision to include regions outside Muscat. In the academic year 2003/2004, kindergarten supervisors were trained and deployed throughout the various different educational regions in the Sultanate of Oman. Development of kindergarten curriculum: The kindergarten curriculum, as applied in one of the GCC Countries was adapted to suit Omani conditions and address the needs of Omani children. The curriculum had six components, which are as follows: §         My Kindergarten §         My Safety and health §         People at work §         Transportation §         My Family §         My book §         Animal. §         My house §         Environment. §         My body §         My clothes. In the academic year 1993, another component was added, which was “Oman, My Country”. The aim was to familiarize children with their country and its culture as well as to develop positive attitudes towards their country’s images and features and to prepare them as good citizens. The Ministry of Education gave full support to the component “Oman, My Country” through the provision of facilities that made it interesting and fun for children to develop a sense of citizenship.