The Development of a Creative Problem Solving Experience Model According to the Brain Based Concept for Kindergarten of Roi Et Town Municipality Kindergarten School

Abstract

The purpose of this research is to develop a creative problem solving experience model according to the brain based learning for kindergarten of Roi-Et Town Municipality Kindergarten School by research and development in 4 steps, namely : Step 1, to study and analyze basic data to form a guidelinefor determining the definition, ability, indicative behavior and a guidelinefor developing the ability toa creative problem solving according tothe brain based learning for kindergarten; Step 2, to develop a creative problem solving experience model according to the brain based learning for kindergartento definetheconceptual framework, structure,experience management model and implementing tools from the related documents and research and verify the suitability of the model by theexperts, thenconducta pilot studyof the possibilitiesof thecreative problem solvingexperience model according to the brain based learning before testing its feasibility; Step 3, to experiment using thecreative problem solvingexperience modelaccording tothe brain based learning for kindergarten, by applying a research plan to determine the control group with before and after testing on an uninterrupted time series design basis. The sample groups consist of 3 kindergarten teachers and 74 
kindergartenchildrenfrom Roi EtTown MunicipalityKindergartenSchool during 12 weeks period; and Step 4, toevaluate the effectiveness of the creative problem solving experience model according to the brain based learning for kindergarten by analyzing quantitative data with the percentage, mean, standard deviation and qualitative data by analyzing the content, the tools used in the research consisted of 1) tools for organizing experiences, i.e. the creative problem solving experience model according to the brain based learning and 2) the assessment tools divided into what belong to theteacher, i.e. theknowledgeand understandingassessment form of thekindergartenteacher inrespect of the experience model, the assessment form for writing capacity on experience management plan and the assessment form for the ability to organize experiences, what belong to the kindergarten children, i.e. the ability testing form, the behavior observation form and the assessment form for the creative problem solving ability of the kindergarten children.
Research findings :
1. The kindergarten children who have been provided with experiences in respect of the creative problem solving experience model according to the brain based concept for kindergarten have the ability to solve problems creatively after the experience arrangement higher than before the experience arrangement with statistical significance level of .05.
2. The kindergarten children who have been provided with experiences in respect of the creative problem solving experience model according to the brain based concept for kindergarten have the ability to solve problems creatively after the experience management higher than the kindergarten children who did not receive the experience management with the statistical significance level of .05.
3. The kindergarten children who have their experiences managed in respect of the creative  problem solving experience model according to the brain based concept for kindergarten have the ability tosolve problems creatively during the4 phases, i.e. beforetheexperience management, after  the first experience management, after the second experience management and after the follow-up  period of theresultof experience management, withhigher development progressively and with the persistence of ability behavior to solve problems creatively in the follow-up period of the result of  the experience management and it is found out that the kindergarten children develop their own imagination, creativity, reasoning in bringing knowledge, skill and experience based on the developmental level to solve the problem creatively.
The kindergarten teachers have the better knowledge of the experience pattern, have the
ability to write the experience management plan and have the better ability to manage experiences
according totheexperience model developed bytheresearcherand havetherightand betterattitude
onthe experience model due tothe fact that it is a clear experience pattern by whichanexperience
management process, environment and assessment shall be implemented according to the actual  conditions.