https://so06.tci-thaijo.org/index.php/edu-rmu <p>&nbsp;</p> <div id="vg_gray_ov" style="position: fixed; width: 100%; height: 100%; inset: 0px; display: none; background-color: rgba(0, 0, 0, 0.3); z-index: 9999999; cursor: pointer;">&nbsp;</div> <div id="vg_gray_ov" style="position: fixed; width: 100%; height: 100%; inset: 0px; display: none; background-color: rgba(0, 0, 0, 0.3); z-index: 9999999; cursor: pointer;">&nbsp;</div> <div id="vg_gray_ov" style="position: fixed; width: 100%; height: 100%; inset: 0px; display: none; background-color: rgba(0, 0, 0, 0.3); z-index: 9999999; cursor: pointer;">&nbsp;</div> คณะครุศาสตร์ มหาวิทยาลัยราชภัฏมหาสารคาม en-US Journal of Education Rajabhat Maha Sarakham University 3027-8767 <p><strong>ข้อกำหนดเบื้องต้นที่ผู้นิพนธ์(ผู้ส่งบทความ) ควรทราบ</strong></p> <p>1. ผู้นิพนธ์ที่ประสงค์จะลงตีพิมพ์บทความกับวารสาร ตั้งแต่เดือนมกราคม 2563 เป็นต้นไป ให้ใช้รูปแบบใหม่ (Template 2563) โดยสามารถดูตัวอย่างได้ที่เมนู GUIDELINES<br>2. จะตีพิมพ์และเผยแพร่ได้ ต้องผ่านการประเมินจากผู้ทรงคุณวุฒิ (Peer Review)<br>3. การประเมินบทความโดยผู้ทรงคุณวุฒิ (Peer Review) เป็นแบบ Double Blind<br>4. การอ้างอิงบทความใช้หลักเกณฑ์ APA (American Psychological Association) คลิก<br>5. บทความถูกปฏิเสธการตีพิมพ์ ไม่ผ่านการประเมิน ผู้นิพนธ์ขอยกเลิกเองหรือชำระเงินก่อนได้รับการอนุมัติ ทางวารสารไม่มีนโยบายการคืนเงิน</p> https://so06.tci-thaijo.org/index.php/edu-rmu/article/view/291318 <p>This research aimed to compare the problem-solving skills of early childhood children before and after participating in activities using a set of Unplugged Coding games. The target group of this research was male and female early childhood children aged 5-6 years, studying in Kindergarten 3, Semester 2, Academic Year 2567, at the Demonstration School of Maha Sarakham Rajabhat University, Talat Subdistrict, Mueang Maha Sarakham District, Maha Sarakham Province. A total of 18 children from Kindergarten 3/1 were selected using purposive sampling. The research tools used in this study included two sets of Unplugged Coding game activity plans with an average suitability value (x̅) of 4.67., and 2) A situational tests measuring problem-solving skills, with an Index of Content Validity (IOC) between 0.60-1.00. The difficulty index (p) ranged from 0.45 to 0.80, the discrimination index (r) ranged from 0.28 to 0.72, and the reliability of the entire instrument was 0.86. The statistical methods used for data analysis included the mean, standard deviation, and the t-test for dependent samples.</p> <p>The research results showed that: Early childhood children, after participating in activities using Unplugged Coding game activities, had significantly higher problem-solving skills than before participating in the Unplugged Coding games at the .05 level of significance. The average post-test score (x̅=16.83, S.D.=3.31) was higher than the pre-test score (x̅=12.05, S.D.=3.48).</p> Suchada Wangsitthidet Wilawan Khattachan Raktita Kuethan3 Copyright (c) 2026 Journal of Education Rajabhat Maha Sarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2026-04-12 2026-04-12 23 1 23 33 https://so06.tci-thaijo.org/index.php/edu-rmu/article/view/289336 <p> This article aims to review the concept of food literacy, examine factors influencing food literacy in early childhood, and propose strategies for promoting food literacy through families, schools, and public policies. Food literacy is a fundamental skill essential for early childhood development. The period between birth and six years of age represents a critical stage when children’s brains and overall development grow rapidly. Instilling knowledge and skills related to food selection, consumption, and awareness of nutritional value at this stage fosters healthy eating habits and promotes lifelong well-being. This article explains the concept, meaning, and importance of food literacy, analyzes its influencing factors—biological, psychological, social, cultural, economic, and environmental—and proposes strategies for promoting food literacy through learning in families, schools, and communities under supportive public health and nutrition policies. Developing food literacy in young children not only helps prevent malnutrition and chronic diseases but also lays the foundation for them to grow into healthy, capable adults and valuable human capital contributing to sustainable national development.</p> Runglawan Laumka Suchada Wangsitthidet Peeraporn Rattanakiat Kwang Phirom Copyright (c) 2026 Journal of Education Rajabhat Maha Sarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2026-04-12 2026-04-12 23 1 1 22