DEVELOPING BASIC MATHEMATICS SKILLS BY USING A SET OF EXPERIENTIAL ACTIVITIES OF DEVELOPING BASIC MATHEMATICS SKILLS FOR EARLY CHILDHOOD, A SET TO PREPARE CHILDREN TO LEARN MATHS Research Article

Abstract

       The purposes of this research were 1) to create and develop a set of experiential activities of developing basic mathematics skills for early childhood, a set to prepare children to learn maths to be effective according to the 80/80 criteria, 2) to compare the basic mathematics skills for early childhood before and after the experience by using a set of experiential activities of developing basic mathematics skills for early childhood, a set to prepare children to learn maths. The sample group consisted of 31 early childhood aged 3 years, Class 2, 1^st semester of the academic year 2019, Child Development Center, PhoKaoTon Subdistrict Administrative Organization, Lopburi which was obtained from a random group. The research tools consisted of 1) a set of experiential activities of developing basic mathematics skills for early childhood, a set to prepare children to learn maths, It consisted of 8 activity sets, 2) a manual for using a set of experiential activities of developing basic mathematics skills for early childhood, a set to prepare children to learn maths, 3) assessment form for basic mathematics skills for early childhood. The statistics used to analyze the data were percentage, mean, standard deviation, and t-test Dependent.

The results of the study found that :

1. A set of experiential activities of developing basic mathematics skills for early childhood, a set to prepare children to learn maths. The activity set had a field trial efficiency of 84.13/83.20, which was higher than the specified standard.


2. The average score after the experience was organized by a set of experiential activities of developing basic mathematics skills for early childhood, a set to prepare children to learn maths was 8.38 points, which was higher than before the experience was 3.64 points. It was concluded that children had higher scores on assessing basic mathematics skills after the experience than before by using a set of experiential activities of developing basic mathematics skills for early childhood, a set to prepare children to learn maths with statistical significance at the .05 level, which was in accordance with the set hypothesis.