The Developing Teachers' Skills in Organizing Learning Experiences to Enhance Fine Motor Skills of Early Childhood Children Through Creative Art Activities at Lao Nong Lek Educational Quality Development Center, Maha Sarakham Primary Educational Service A

Abstract

This research aimed to: (1) develop teachers’ knowledge and understanding in organizing learning experiences to enhance young children’s fine motor skills through creative art activities; (2) strengthen teachers’ skills in managing such learning experiences; (3) examine teachers’ satisfaction with the implementation process; and (4) study students’ satisfaction with the learning experiences designed to develop fine motor skills through creative art activities. The study employed an action research methodology. The participants included five teachers from the Laononglek Educational Quality Development Center and three experts. Research instruments consisted of a test, a competency evaluation form, a satisfaction questionnaire, and an interview form. Data were analyzed using mean and standard deviation.
The findings revealed that:
1. In Cycle 1, self-directed learning, workshops, task assignments, and supervision strategies were applied. The participants’ knowledge and understanding increased to a high level (35%), particularly participants 1, 3, and 4 who showed the greatest improvement (40%), while participants 2 and 5 required further development. The teachers’ ability to organize learning experiences was at a high level (x̄ = 3.27). Their strength was in hand and finger use (x̄ = 3.72), whereas improvement was needed in hand–eye–brain coordination (x̄ = 2.76). Overall satisfaction was at the highest level (x̄ = 4.75), especially regarding the application of knowledge (x̄ = 4.83).
2. In Cycle 2, development focused on addressing issues from the first cycle through supervision and individual mentoring. All participants successfully organized learning experiences through all steps accurately and effectively, showing greater confidence and high satisfaction.
In conclusion, both research cycles effectively enhanced teachers’ knowledge, understanding, and competence in organizing learning experiences to promote young children’s fine motor development through creative art activities. The first cycle built foundational knowledge, while the second provided in-depth improvement and problem-solving. As a result, all participants achieved the developmental objectives, though some areas still required further enhancement—such as the use of advanced technology and communication with parents.