การจัดประสบการณ์การเรียนรู้ในการส่งเสริมทักษะชีวิตของเด็กปฐมวัย ของครูผู้สอนในโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษา ประถมศึกษาลำปาง เขต 1

Abstract

This independent study was aimed 1) to study the condition of the teachers’ experiential learning provision to enhance early childhood children’s life skills under the Lampang Primary Education Service Area Office 1 and 2) to study the problems and needs of the teachers’ experiential learning provision to enhance early childhood children’s life skills under the Lampang Primary Education Service Area Office 1. The population comprised 153 kindergarten years 1–3 teachers under the Lampang Primary Education Service Area Office 1. The instrument used for data collection was a questionnaire of the teachers’ experiential learning provision to enhance early childhood children’s life skills under the Lampang Primary Education Service Area Office 1. The data were analyzed by computing frequencies, means, standard deviations and percentages. Data were presented through tables with descriptions. The result found that: 1. The condition of the teachers’ experiential learning provision to enhance early childhood children’s life skills under the Lampang Primary Education Service Area Office 1 all five aspects overall were at the most level. When considering in detail found the organizing experiential learning provision and activities aspect and the assessing aspect at the most level.

In addition, the organizing experiential learning provision and activities aspect found that teachers organized experiential learning provision to enhance early childhood children’s life skills at the most level of 5 skills; Self-awareness, empathy, creative thinking, effective communication, and coping with emotion. 2. Regarding problems and needs of the teachers’ experiential learning provision to enhance early childhood children’s life skills under the Lampang Primary Education Service Area Office 1; most teachers had problems in organizing the environment, buildings, and learning resources and problems in the preparation, procurement and use of media and equipment from the most to the least showed as follow. Teachers, therefore, need to be allocated to support the budget for the preparation, procurement and use of media and equipment. Including the need for the environment, building, and learning resources to be diverse, suitable, safe and conducive to learning.