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|dc.description.abstract||Introduction: Learning environment is an important factor in the development of preschool children. However, those who have different learning styles and sensory behaviors might not reach the same achievements in the same learning environments. The objective of this study aimed to develop a guideline program that considers learning environments, and explores learning styles, sensory behaviors, and learning environments of preschool children in a community child development center. Methods: This study had a mixed method research design. The research instrument comprised a learning style and sensory behavior checklist. Two phases of data collection included a guideline development by considering learning environments, and a pilot study to explore the learning styles, sensory behaviors, and learning environments of preschool children in a community child development center. The participants consisted of 72 preschool children, 9 teachers, and 14 occupational therapists. Results: The guideline program arranged 18 groups of learning environments by analyzing the learning styles and sensory behaviors of preschool children, and presented two aspects including learning environments as facilitators and barriers. The majority of preschool children were visual (72.22%) and auditory learners (27.78%) in the first learning style, with no kinesthetic learners. In terms of sensory behaviors, most of the preschool children presented sensory behaviors of positive visual (PV) stimulation. In terms of learning environments, the results indicated that visual learners with positive auditory (VL-PA) stimulation were in the learning environment group, which showed the highest percentage of preschool children in this study. Conclusion: The web-based guideline that considered learning environments for preschool children was analyzed by the learning styles and sensory behaviors of the children. It could be used as a tool for collaboration between preschool educators and healthcare providers, who plan learning activities and sensory-based play that promote the development of children.||en_US|
|dc.title||Learning Environments of Preschool Children Who Have Different Learning Styles and Sensory Behaviors||en_US|
|article.title.sourcetitle||Child Care in Practice||en_US|
|article.stream.affiliations||Chiang Mai University||en_US|
|Appears in Collections:||CMUL: Journal Articles|
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