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The aim of this study is to know the extent to which the national interactive curriculum scheduled for governmental kindergartens in Jordan take into account the psychological, social, aesthetic and cognitive foundations are considered. The researchers used the analytical descriptive approach. The sample of the study consisted of all kindergarten teachers in the education districts of Central Badia Region. The sample comprised 118 teachers, during the second semester of the academic year (2017/2018). The study concluded that there are statistically significant differences between the average estimates of the sample on the field of psychological foundations and the total score according to the difference of scientific qualification for the benefit of higher studies. No difference was found on the extent of taking into account the national interactive curriculum scheduled for the governmental kindergartens in Jordan for the social, cognitive, psychological, aesthetic and total scores except for the domain of social foundations, according to the years of experience variable. To determine the source of these differences, Scheffe test was used. Finally, the researchers proposed some recommendations.	 	Key words: National Interactive curriculum, governmental kindergartens, psychological foundations, social foundations, aesthetic foundations, cognitive foundations.

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Teachers perspective on the extent to which the national interactive curriculum scheduled for governmental kindergartens in Jordan take into account the psychological, social, aesthetic and cognitive foundations