The current research aims to identify the role of kindergarten teachers in developing awareness of the other among kindergarten children and the obstacles to this from their point of view, as well as to investigate the impact of variables: (years of experience, scientific qualification, age group they teach them and specialization) at the degree of appreciation of kindergarten teachers for their role in developing awareness of the other among kindergarten children and revealing the various methods used by them, and revealing the dimensions of awareness of the other that must be developed In order to achieve this, the first two questionnaires were prepared to measure the role of the teacher in developing awareness of the other consisting of (28) words divided into four axes: (respect for the other - feeling the other - accepting the other - the right of the other) and the second resolution to measure the level of the disabled 18 words distributed in four axes (parents - child - kindergarten - teacher), and after verifying their sincerity and stability distributed to the sample of the study consisting of (60) teacher kindergarten, the research was used The descriptive approach to suit the nature of the research, and after conducting appropriate statistical analyses, the results showed that the degree of appreciation of kindergarten teachers for their role in developing awareness of the other in kindergarten children was (high) on the tool as a whole and the level of disabilities was low on the tool as a whole, and did not show statistically significant differences due to the variable years of experience and scientific qualification and the age group they teach and specialize in, and in the light of these results I recommend research with many recommendations, the most important of which is the need to pay attention to the awareness of the child in others to contribute to the upbringing of the child , to raise together psychologically and socially.