DEVELOPMENT OF EARLY CHILDHOOD CHILDREN'S RESPECTFUL MIND IN MULTICULTURAL CONTEXT การพัฒนาจิตรู้เคารพของเด็กปฐมวัยในบริบทพหุวัฒนธรรม

Abstract

This research aimed 1) to design early childhood children’s respectful mind in multicultural context learning experience plans, 2) to study early childhood children’s respectful mind behaviors in multicultural context, and 3) to study learning achievement about culture and tradition of early childhood in multicultural context. The target group was kindergarten students who studied at Mettachanupatum School, Lom Sak District, Petchaboon Province includes 27 students who are 18 Lomsak native students and 9 Hmong native students. The instruments used in this study consisted of 1) early childhood children’s respectful mind in multicultural context experience learning plans, 2) behavior assessment form of early childhood children’s respectful mind in multicultural, and 3) Learning achievement test form about culture and tradition of early childhood in multicultural context. The data was analyzed by percentage. The results found that:
1. There were four units of early childhood children’s respectful mind in multicultural context learning experience plans with the integration of six activities addressed in the curriculum. The four units consisted of unit 1: 5 plans of Prasart Poung Parade, unit 2: 5 plans of Pakhao Yong Custom, unit 3:
5 plans of Hmong New Year (1), and unit 4: 5 plans of Hmong New Year (2) for 4 weeks. Designing plans focus on student center learning and social interaction of students that based on Respectful mind of Howard Gardner. After using plans, found that each plans are appreciated for learning activities to develop respectful mind of students.
2. Respectful mind behavior of found that students understand in own culture and different culture. They’re early childhood children respected other one and accept in deference between individuals, include learning with other as well. The assessment score before using the plans was at 41.09% and after learned with those plans respectful mind behavior score was at 66.31%. The score was higher than pre-assessment at 25.22%. The respectful mind of early childhood children was developed as the purpose of this research.
3. Learning achievement about culture and tradition of early childhood children in multicultural context found that students understand in content of local custom in multicultural context on objectives each plans. All units scores were at the average of 79.76% which higher than the set criteria of 70.00%.