การพัฒนาชุดฝึกอบรมเพื่อส่งเสริมความสามารถของครูปฐมวัยในการออกแบบกิจกรรม การเรียนการสอนที่ส่งเสริมทักษะการคิดของเด็กปฐมวัยในศตวรรษที่ 21

Abstract

The purposes of this research were to: 1) examine conditions, obstacles and needs of early childhood teachers in designing classroom activities for promoting thinking skills of early childhood in the 21st century, 2) develop a training package for enhancing abilities of early childhood teachers in designing classroom activities for promoting thinking skills of early childhood in the 21st century, and 3) to compare knowledge and abilities of early childhood teachers before and after the intervention.The sampling groups, obtained through purposive sampling, involved 1)22 early childhood teachers from schools in Huai Koeng Pa Kho Group and Mueang Kumphawapi District Group under Udon Thani Primary Educational Service Area Office 2, in the academic year 2019; and 2) 15 early childhood teachers, who volunteered to participate in the research, from Ban Pa Kho School, Ban Bung Mak Lan School, Ban Dong Noi School, and Anuban Kumphawapi School under Udon Thani Primary Educational Service Area Office 2. The research tools were a training package, a test, interview forms, and evaluation forms. The data were analyzed qualitatively using content analysis. Percentage, mean, standard deviation, and Non-Parametric Statistics: The Wilcoxon Matches Pairs Signed-Rank Test were also employed. The findings were as follows: 1.The overall obstacles and needs of early childhood teachers in designing classroom activities for promoting thinking skills of early childhood in the 21st century, were at a low level (= 2.35). In contrast, the overall mean of the needs for the development of training sessions to improve early childhood teachers’ abilities to design classroom activities for promoting thinking skills of children in the 21st century was at a high level (= 4.44). 2. The developed training package had the efficiency of 79.00/81.33, which was higher than the defined criteria of 75/75. 3. The results from comparing early childhood teachers’ knowledge and abilities before and after the intervention revealed that after the intervention, early childhood teachers’knowledge and abilities in designing classroom activities for promoting thinking skills of children in the 21st century were higher than those of before the intervention at the .01 level of significance.