The Development of Writing Skill of Early Childhood By using Modeling Dough-making Activity

Abstract

The purposes of this research were to develop writing skills of early childhood by using the modeling dough-making activity and to compare the writing skills of early childhood before and after the traditional dough-making activity. The target groups used in this research were 10 male and female early childhood aged between 3-4 years studying in the first semester of the academic year 2022 of Phomunphiaphao School. It was a selective selection of 1 classroom. The experimental duration was 8 weeks, 3 days a week, i.e. Monday, Wednesday and Friday, 30 minutes a day, from 9:00 a.m. to 9:30 a.m., 24 sessions. The research instruments consisted of 1) Plans for making dough activities according to the drawings. 2) Writing skill test of early childhood. Statistics used to analyze the data were content validity, IOC , mean and standard deviation, and hypothesis testing using  t-test for Dependent Samples. The result was found that: 1) The early childhood who received the traditional dough-making activity 24 times had better writing skills of early childhood. This was determined from the higher average scores on early childhood writing skills after the experiment; 2) Comparison of writing skills scores of early childhood children before and after the modeling activity. It was found that the mean scores before and after the experiment were significantly different at the .05 level. Before the experiment, the mean scores of early childhood writing skills were 24.90 and after the experiment, the mean scores of writing skills of children. Early childhood was equal to 46.50 , tending to score higher.