The Results of Knowledge Vocabulary by Singing Activities with Picture Card for young Children Hong Saeng Early Childhood Development Center under the Education Division Hong Saeng Sub-District Municipality Luang Nok Tha District Yasothon

Abstract

This research consists purposes were 1. to investigate the impact of planning an English singing exercise using picture cards on young children's vocabulary levels and 2. to assess early childhood children's vocabulary before and after engaging in a picture card English singing exercise. This study employed a quantitative research design. The research instruments consisted of Eight lesson plans for English-song activities accompanied by picture cards, a 20-item English vocabulary knowledge test for preschool children and a behavior observation checklist for preschool children. The sample group comprised 15 preschool children aged 3–4 years enrolled in Kindergarten 1 at Ban Hong Saeng Child Development Center, under the Education Division of Hong Saeng Sub-district Municipality Ling Nok Tha District Yasothon Province, during the second semester of the 2024 academic year. Cluster sampling was applied. Data collected from these instruments were analyzed using descriptive statistics percentage, mean and standard deviation and comparisons were made using the t-test. 1) Research Findings Vocabulary Knowledge of Preschool Children Before and After the English-Song with Picture-Card Activities 1.1) Listening: Before the activities, the mean score was at a low level (x̅ = 13.40, S.D. = 3.27), whereas after the activities, the mean score was at a high level (x̅ = 22.47, S.D. = 4.61) 1.2) Pronunciation: Before the activities, the mean score was at a low level (x̅ = 13.30, S.D. = 6.78), whereas after the activities, the mean score was at a high level (x̅ = 22.87, S.D. = 4.84) and 2) Comparison of Vocabulary Knowledge Before and After the Activities 2.1) Listening: The mean score increased from (x̅ = 13.40S.D. = 3.27) before the activities to (x̅ = 22.47, S.D. = 4.61) after the activities and 2.2) Pronunciation The mean score increased from (x̅ = 13.30, S.D. = 3.51) before the activities to (x̅ = 22.87, S.D. = 4.84) after the activities. These differences were statistically significant at the .05 level.