MODEL OF ORGANIZING EXPERIENCE TO ENHANCE EARLY CHILDREN’S EXECUTIVE FUNCTIONS SKILLS IN CHAIYAPHUM PROVINCE
Article Sidebar
Main Article Content
Abstract
The objectives were: 1) To study the current condition, desirable conditions and needs to organize experience to enhance early children’s executive functions skills, 2) To develop model of organizing experience to enhance early children’s executive functions skills, 3) To study the results of using of model of organizing experience to enhance early children’s executive functions skills, and 4) To evaluate model of organizing experience to enhance early children’s executive functions skills. The sample included 135 early childhood teachers and 25 early childhood children, Chaiyaphum Provincial Local Government Promotion Office. The tools included: 1) Current condition questionnaire, 2) Draft assessment of model of organizing experience, 3) Knowledge assessment of organizing experience, 4) Skill assessment of organizing experience, 5) Early Childhood Brain Skills Assessment, 6) Satisfaction assessment of organizing experience, and 7) Quality assessment of organizing experience. The statistics included percentage, mean, standard deviation. Results:
1. The current condition of organizing experiences to strengthen brain skills is moderate, desirable condition is at the highest level. There is an overall needs of 0.46.
2. The model of organizing experience to enhance early children’s executive functions skills consists of 6 elements: principles, objective, activity process, learning resources, model evaluation, and support system as a whole are the most appropriate.
3. Results of the trial found that 1) Test scores measure knowledge in organizing experiences for early childhood The average pre-training test score was 20.70 points, and the average post-training test score was 29.13 points, accounting for 28.11 percent progress, Skills of organizing experience to enhance early children’s executive functions skills was a high level, and Satisfaction of organizing experience to enhance early children’s executive functions skills was the highest overall. 2) Early childhood children have good brain skills overall, with the development of brain skills increasing accordingly.
4. The quality of model of organizing experience to enhance early children’s executive functions skills was at the highest level.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Arawan, P. (1999). Classroom Research. Bangkok: Dokya Academic Publishing.
Boontieng, O. (2019). The results of integrating executive function (EF) skills for teachers of young children in Kamphaeng Phet Province. Phetchaburi Rajabhat University Academic Journal, 9(1), 221–229.
Chanamarn, L. (2020). Development of an active learning model to enhance the ability to design learning experiences for early childhood education (Doctoral dissertation). Chonburi: Burapha University.
Chukliang, K., et al. (2020). The development of executive function skills for a successful life (EF) for early childhood through STEM-based learning experiences on traditional Thai desserts from four regions. Bangkok: Suan Dusit University.
Chumchit, Y. (2015). The essence of being a teacher (6th ed.). Bangkok: Odeon Store.
Crowe, D. M. (2000). Roma in Eastern Europe: The wall in the Czech Republic. In M. A. O'Meara (Ed.), History behind the headlines: The origins of conflicts worldwide. New York: Gale.
Dewey, J. (1986). Experience and education. The Educational Forum, 50(3), 241–252.
Dick, W., & Carey, L. (1996). The systematic design of instruction (4th ed.). New York: Longman.
Downing, J., & Thackray, D. (1971). Reading readiness. London: University of London Press.
Jamroeman, U. (2001). How to implement quality assurance in schools. Bangkok: Kurusapa Ladprao Publishing.
Jankajorn, K. (2017). The development of a self-assessment tool for executive brain function management for upper secondary school students under the Bangkok Secondary Educational Service Area Office. Journal of Research and Cognitive Science, 15(2), 25–36.
Khammani, T. (2008). The art of teaching: Knowledge for effective learning processes. Bangkok: Chulalongkorn University Press.
Lertpanya, M. (2019). Development of learning experience models based on brain-based learning theory and problem-based learning to promote creativity in kindergarten level 1 children. In Proceedings of the 6th National Academic Conference of Nakhon Ratchasima College, 2019, March: "Aging Society: Opportunities and Challenges for Higher Education". Bangkok: Watthana Phanit Publishing.
Ministry of Education. (2016). National standards for early childhood development centers. Bangkok: Bureau of Educational Standards and Learning Development, Ministry of Education.
Ministry of Education. (2017). Early childhood education curriculum, 2017. Bangkok: Cooperative League of Thailand Press.
Rangsiyanon, K. (2019). The development of a model for enhancing executive function skills in early childhood using participatory processes in Suan Dusit University’s school network. Bangkok: Suan Dusit University.
