The current research aimed to Knowing the reality of kindergarten teachers' practice of teaching strategies and classroom management in the new curriculum (2.0) in light of the criteria for selecting them in Sharkia Governorate, and to achieve the goal of the research, the descriptive approach was used to reach the results of the research and the research sample consisted of (168) teachers, and the research tools were determined in the scale of the degree of practice of kindergarten teachers for classroom management strategies in the new curriculum 2.0, (prepared by the researcher) The criterion for selecting classroom management strategies contained in the new curriculum 2.0 in the kindergarten stage ( The results resulted in an increase in the percentage of teachers practicing the following teaching and classroom management strategies (counting aloud, raising hands, integrative cooperative learning, the next colleague, sticking names, writing in the air, vocabulary and word network, attention signal, shaking hands, sharing and clapping together, and brainstorming, and that Arab kindergartens used more strategies than kindergartens languages/experimental, and in kindergartens in villages more strategies were used than kindergartens in cities, and that Kindergartens with available capabilities used more strategies than those kindergartens with limited or weak capabilities, and that more experienced teachers used teaching and classroom management strategies more than those with less experience, and the more the teacher graded the educational level and qualification, led to an increase in her practice of teaching and classroom management strategies, and there are differences in the degree of use of criteria in choosing classroom management strategies according to the type of kindergarten in favor of the Arab kindergarten compared to kindergarten languages, and there are differences in the degree of use of criteria for selecting strategies based on the teacher's skills. And its experiences in favor of kindergartens in villages, and there are differences in the degree of use of standards in the selection of classroom management strategies according to the potential of kindergarten in favor of kindergarten with available potential, as well as differences in the degree of use of standards in the selection of classroom management strategies according to the number of years of work experience for kindergarten teachers in favor of the most experienced years, and there are differences in the degree of use of standards in the selection of classroom management strategies according to the educational level of teachers in favor of the high level of education.