Challenges and Contributing Factors in the Implementation of 7Q Storytelling for Early Childhood Learning Activities

Abstract

This qualitative study aimed to examine the implementation of the 7Q Storytelling approach in early childhood education, identifying the challenges, constraints, and factors influencing its successful application within Thai school contexts. Data were collected from 18 kindergarten and primary school teachers and 120 students ranging from early childhood to lower primary levels. Research instruments included activity observation records, semi-structured interviews, and open-ended questionnaires. The findings indicated that teachers’ overall understanding of the 7Q framework was at a moderate level (X̄ = 2.94, SD = 0.52), with the highest comprehension in the EQ dimension (X̄ = 3.31) and the lowest in AQ (X̄ = 2.65) and MQ (X̄ = 2.71). Key factors supporting successful implementation included administrative support (85.7%), parental involvement (68.2%), and continuous professional development opportunities for teachers. Major challenges involved limited instructional time, heavy workloads, and insufficient teaching materials or activity guides encompassing all seven Q dimensions. The study suggests several practical strategies for enhancing the effectiveness of 7Q Storytelling implementation. These include providing in-depth professional development to strengthen teachers’ conceptual and practical understanding of the 7Q framework, developing age-appropriate learning materials aligned with each Q component, establishing model learning environments for knowledge sharing among educators, and fostering collaborative partnerships among schools, families, and communities to integrate storytelling into children’s daily experiences. These strategies can serve as a sustainable framework for improving the quality of early childhood education and promoting holistic child development in alignment with 21st-century learning goals.