THE DEVELOPMENT OF EXECUTIVE FUNCTIONS OF EARLY CHILDHOOD CHILDREN USING VEGETABLE GARDENING EXPERIENCE

Abstract

The objectives of this research were to 1) compare the executive functions of early childhood students after using vegetable gardening learning experience, and 2) study the satisfaction of early childhood students learning with vegetable gardening learning experience. Research design was pre-experimental design. The samples used in the research by cluster random sampling were 30 early childhood students of one classroom aged three to four in the second semester of academic year 2022 at Sarasas Witaed Nakhonratchasima School. The research instruments were the vegetable gardening experience plan, executive functions assessment form, and interview of satisfaction form. The statistic that used in research were the mean, standard deviation, t-test dependent sample, and content analysis.

The results showed that: 1) the executive functions of the early childhood students after being enrolled in a class where the vegetable gardening experimental management was adapted was significantly higher than before at a significance level of 0.05 and 2) the early childhood students were satisfied with the vegetable gardening experimental management by being happy, having fun, and exciting about the practice by themselves. They told the learning experience to the others and wanted to plant vegetables more.