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 Area Office 3

Abstract

This study aimed to: 1) enhance teachers’ knowledge and understanding of organizing learning experiences to develop young children’s fine motor skills through creative art activities; 2) improve teachers’ skills in organizing learning experiences; 3) examine teachers’ satisfaction with the organization of learning experiences; and 4) investigate young children’s satisfaction with learning experiences involving creative art activities. The study employed an action research approach based on Kemmis and McTaggart’s framework. It was conducted in two cycles, each comprising four stages: planning, action, observation, and reflection. The participants included five early childhood teachers from the Lao Nong Lek Educational Quality Development Center and three key informants. Workshops and internal instructional supervision were used to support teacher development. Research instruments included a knowledge test, interview forms, lesson plan assessment forms, teacher competency assessment forms, observation forms, a satisfaction questionnaire, and meeting records. Data were analyzed using percentages, means, standard deviations, and content analysis.
The findings were as follows:
1. All five teachers demonstrated improved knowledge and understanding after the first cycle, with an average improvement of 35.00%. Teachers 1, 3, and 4 showed the greatest improvement, each achieving 40.00%.
2. In the first cycle, the teachers’ ability to organize learning experiences had a mean score of 3.27. Three teachers met the assessment criteria, while two required further development. Following individualized supervision and coaching in the second cycle, all five teachers met the established criteria for organizing learning experiences.
3. Overall teacher satisfaction was at the highest level, with the application of acquired knowledge receiving the highest mean score.
4. Young children’s satisfaction with the learning experiences was at a moderate level in the first cycle and a high level in the second cycle, following improvements to the activities based on supervisory feedback.