Abstract: The study aimed to examine the role of the kindergarten teacher in enhancing the child’s identity from the teachers’ perceptions. The sample consisted of 74 teachers chosen purposefully from the private kindergarten education sector collaborating with the Practical Education Program in the University of Jordan. The child identity enhancement data was collected through a questionnaire designed by the researcher based on the literature review and previous studies related to the subject. The instrument included three domains (Belonging, Being and Becoming) with a total of 41 items. The results of the study indicated that the teachers’ estimations of their roles in enhancing the children’s identities through the different classroom practices came high in all three domains (Belonging, Being and Becoming). Also, a further result of this study indicated that there were no significant statistical differences attributed to the kindergarten teachers ’academic qualifications, specializations and experiences.