Development of Manual of life skill experience for Earlychildhood Teachers at Municipal 3 School (Intharamphan Bunprakhong Pittayakhom School) in Kamphaeng Phet Province

Abstract

The purpose of the study were to study the conditions of problem and the need to develop, implement and evaluate the appropriate of the manual of life skill experience for Teachers at Municipal 3 School (Intharamphan Bunprakhong Pittayakhom School) in Kamphaeng Phet Province.  There were 6 steps of studying: (1) to study the relevance of the manual for early childhood teachers.  (2) to develop a life skills experience management manual for early childhood teachers by studying concepts, theories and related documents, drafting of manuals and quality checking by 5 experts, and improving the trial manual.  (3) to try out  the manual with 20 simples of early childhood teachers and follow up the quality.  (4)  to improve it to be an effective manual.  (5) to recheck the quality by other early childhood teachers utilizing it for 3 times with 3 groups.  (6) to improve it to obtain the finalized manual.

            The findings revealed that                                                       

• The problems in organizing life skills experience were divided into 3 areas:  1) the lack of

Knowledge in life skill  of early childhood children.  2) Early childhood teachers were unable to classify life skills in each area. Moreover, it is not possible to clearly define the key components of each life skill clearly and comprehensive that distorted the interpretation of early childhood teachers.  3) the lack of space in exchange for learning about issues related to the development of life skills experience management for preschool children such as teachers or administrators who lack interaction and lacking opportunities to exchange knowledge and experiences what making the role of a teacher for pupils not yet work as a group or as a team

• The early childhood teachers evaluated themselves that they improved their knowledge after

using the draft manual at 0.01 level significant.  Their attitude was at good level. They assessed the quality of the manual at a high level  (  = 4.19).  After a workshop, they evaluated the manual at high level (  = 3.92).  Early childhood teachers were aware of the life skills experience at the high level (  4.26).

1. The result of verifying the quality of manual by another early childhood teachers:

                 (1)  The two initial assessments were at high level  ( = 3.94 and 4.23); the third was at the highest level (  = 4.95)

                 (2)  The final assessment confirmed the quality of the manual by the early childhood teachers who utilized themselves was at high level (  = 4.39)