การพัฒนาชุดการจัดประสบการณ์เรียนรู้โดยใช้กิจกรรมกลุ่มร่วมกับกระบวนการแก้ปัญหาเชิงสร้างสรรค์ตามแนวคิดของทอแรนซ์ที่มีผลต่อความสามารถในการคิดแก้ปัญหา ความเชื่อมั่นในตนเองและทักษะทางสังคมของเด็กปฐมวัย

Abstract

The research aimed to 1) develop a learning experience package based on group activities with Torrance's creative problem-solving process for early childhood, 2) compare early childhood’s problem-solving ability before and after the intervention, 3) compare early childhood’s self-confidence before and after the intervention, 4) compare the social skills of early childhood before and after the intervention, and 5) compare the problem-solving skills, self-confidence, and social skills that were nurtured by the parents of early childhood before and after the intervention. The sample group, obtained through cluster random sampling, was 33 early childhood students aged 4-5 years studying in Kindergarten 2 at Naangmuangkham School under Sakon Nakhon Primary Educational Service Area Office 1 in the second semester of the academic year 2019. A class of students was selected using a simple random sampling from two classes with similar characteristics. The tools for data collection were a set of questionnaires and an assessment form for parents’ practices on child’s rearing. The statistics for data analysis were number, percentage, mean, and standard deviation, a t-test for Dependent Samples for testing mean difference, One-Way MANCOVA, and One-Way ANCOVA.

The results of the research were as follows:  1. The developed learning experience package had an effectiveness index of 0.81, indicating that the mean test scores of knowledge among all students were increased to 0.81, or 81 percent, and a coefficient of variation (CV) equal to 5.38.  2. The problem-solving thinking ability, self-confidence, and social skills of early childhood after the intervention were higher than those before the intervention at the .05 level of significance. 3. The early childhood with different parenting styles after the intervention demonstrated different problem-solving thinking ability, self-confidence, and social skills at the .01 level of significance.