The Development of Experience Organization through a Guided Play Model Incorporating Thinking Routines and Purposeful Teaching to Foster Knowledge-Seeking Skills in Year 3 Early Childhood

Abstract

The objectives of this Research and Development (R&D) were to: (1) Create and evaluate the efficiency of guided play learning experiences model using thinking routine and intentional teaching approaches to enhance inquiry skills of kindergarteners, following the 80/80 efficiency criteria; (2) Investigate the comparative results of kindergarteners’ inquiry skills between before and after applying a guided play learning experiences model with thinking routine and intentional teaching approaches; (3) Study the students’ satisfaction towards the guided play learning experiences model using thinking routine and intentional teaching approaches. The research methodology comprises three approaches as follows: First, create and evaluate the efficiency of a guided play learning experiences model using thinking routines and intentional teaching approaches. Three experts evaluated the appropriateness. It was tested with kindergarten 3, semester 2, academic year 2024, at Wat Wang Wan School, Phitsanulok Primary Educational Service Area Office 3 to consider the appropriateness of the language, content and time used. Then, it was improved and tested with 9 students to evaluate the efficiency of the learning experience, following the 80/80 criteria. Second, investigate the comparative results of kindergarteners’ inquiry skills between before and after the learning experiences. The sample was 11 students in kindergarten 3, Semester 2, Academic Year 2024 at Wat Hang Lai School, obtained by purposive sampling, One Group Pretest-Posttest Design. The instruments used were an inquiry skills assessment. The statistics used in data analysis included means, standard deviations, percentages, Wilcoxon signed rank test, and E_1∕E_2 test.