EFFECTS OF CONTEMPLATIVE TEACHING SUPPLEMENTING WITH TALES ON SELF-DISCIPLINE AND SPEAKING SKILLS OF EARLY CHILDHOOD CHILDREN

Abstract

            The purposes of this research were (1) to study self-discipline of early childhood children who received contemplative teaching management with tales, (2) to develop language speaking skills of early childhood children who received contemplative teaching management with tales after learning to have an average score of more than 70% and more than 70% of total students passed the criteria. The target group consisted of 2-3 Kindergarten students, aged 4-5 years, 2nd semester of academic year 2020 at Ban Dongkhanthong School under Udon Thani Primary Educational Service Area Office 1, obtained by purposive sampling method, using classrooms as a unit with the total number of 2 rooms and 20 students. This research was one group posttest only design experimental research. The research instruments included: 1) 12 learning management plans, with 8 tales, including “The Tale of a Rich Man's Maidservant, Missed Socks, Good Person’s Tamarind, Owl Teacher’s Students, Who Broke the Vase, Satang and Puffer Fish and 3 Tittle Pigs,” 2) the speaking skills test of early childhood children consisted of 2 aspects, namely the vocabulary test and sentence speaking test. The statistics used in data analysis comprised basic statistics, mean, standard deviation and percentage. The research results were found that: 1. The study and observation of the desirable behaviors of early childhood children in all 5 aspects, with the total number of 20 people, or 100% of the total number of students. 2. The development of speaking ability of 20 early childhood children out of a full score of 25, the children had got an average value of 20.97 points ( X̅ =20.97, S.D.= 0.49) after the experience activities equal to 83.88 % and 20 students passed the criteria, or 100% of the total number of students.