Promoting Positive Discipline in Early Childhood through Puppetry and Role-Playing Using Literature as a Base

Abstract

The objectives of this research were: 1) to enhance positive discipline in early childhood children through the use of a puppetry and role-playing set based on literature, and 2) to compare the positive discipline of children before and after participating in these activities. The target group consisted of 30 early childhood children, aged 5–6 years, at Ban Muang Khom School in Lopburi Province. The experimental instruments included 10 learning experience plans utilizing puppetry and role-playing based on literature, and a positive discipline assessment form designed as a checklist for behavioral recording. Data were analyzed using mean (), standard deviation (SD), and a t-test for dependent samples. The research results 1) revealed that the positive discipline scores of Kindergarten 3 children, following the implementation of puppetry and role-playing activities based on literature, showed significant improvement. Specifically, the pre-test mean score of ( =1.48, SD = 0.17) increased to a post-test mean score of ( = 2.63, SD = 0.38), and 2) demonstrating that the early childhood children who participated in these literature-based learning experiences achieved significantly higher levels of positive discipline after the experiment at the .05 level of statistical significance.

Keywords: Positive Discipline Enhancement, Early Childhood Children, Puppets, Role-Playing, Literature-Based