The Model Development of Organizing Learning Experiences Using Collaborative Thinking Process to Promote Creativity for Early Childhood

Abstract

This Research and Development aimed to 1) study model of organizing learning experiences using collaborative thinking process to promote creativity for early childhood 2) develop organizing learning experiences plan using collaborative thinking process to promote creativity for early childhood 3) study the results of using the organizing learning experiences plan using collaborative thinking process to promote creativity for early childhood 4) evaluate and authenticate model of organizing learning experiences using collaborative thinking process to promote creativity for early childhood.
The preliminary experimental plan was One Group Pretest – Posttest. Sample was Kindergarten 3 students in Bandonkhoi "Kongsomoatratbamrung" School, Phranakhon Si Ayutthaya Primary Educational Service Area Office 1, Office of the Basic Education Commission, Ministry of Education, who were studying during semester 2 in the academic year 2023 comprised of 15 students in the same classroom. The sample was selected by purposive sampling. The study employed a one-group pretest-posttest design. Data were analyzed using mean, standard deviation, and t-test.

The outcome revealed that the model of organizing learning experiences using collaborative thinking process consisted of 1. Input; included setting objectives, group thinking, content, communication and interaction 2. Process; included task assignment, discussion, collaborative thinking, thinking reflection, operation, presentation and summarization 3. Output; included learning achievement, creativity, and satisfaction 4. Feedback; included learning achievement score, 7 creativities thinking, and satisfaction level. The results of evaluating the appropriateness of the learning experience model using collaborative thinking process was at the most appropriate level (x ̅ = 4.64). The results of evaluating quality of organizing learning experiences plan were at the highest quality level (x ̅ = 4.53). The results of using organizing learning experiences plan revealed that the post-learning achievement score was higher than the pre-learning achievement score with the statistical significance at .05 level. The learning effectiveness index value was equal to 0.61 or 61 percent. The comparison between students using and non-using organizing learning experiences plan showed that the score of the students using organizing learning experiences plan were higher with the statistical significance at .05 level. The satisfaction of students using organizing learning experiences plan was at high satisfaction (x ̅ = 2.27). The results of evaluating quality of the learning experience model were at the most appropriate level (x ̅ = 4.48). The results of certification of learning experience model showed that it was appropriate for the research objectives and could be published in the academic community.

This learning experience model should be applied to develop creativity in early childhood in various contexts, with long-term effects studied. Further development to promote other essential skills for early childhood is also suggested.