Development of Learning Experience Model to Encourage Early Childhood Life Skills in Disruption
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Abstract
This research aimed to: (1) study the fundamental data and components of life skills for early childhood in disruption, (2) develop a model for organizing learning experiences that promote life skills for early childhood in disruption, and (3) examine the outcomes of developing life skills for early childhood using the development model. The research utilized research and development (R&D) methodology, conducted into three phases composing of: 1) studying fundamental data and components of life skills, 2) developing a learning experience model to promote life skills, and 3) implementing and testing the model. The target group contained 20 kindergarten students (K3). Participants were selected using purposive sampling. The research instruments included the learning experience plan and the life skill assessment tool for. Data were analyzed using percentage, mean ( ), and standard deviation (S.D.). This research resulted as the followings;
- The fundamental data and components of life skills for early childhood in disruption. Four core skills were identified: (1) Self-Help Skills (S), (2) Emotional Control Skills (E), (3) Social Skills (S), and
(4) Problem Solving Skills (P). The overall suitability of the life skills components was at the highest level (= 4.65, S.D. = 0.16).
- The developed learning experience model comprises five components: (1) principles, concepts, and theories; (2) objectives; (3) content; (4) a four-step learning process: Step 1 - Engagement (E), Step 2 - Activities (A), Step 3 - Check-in (C), and Step 4 - Reflection (R); and (5) assessment and evaluation of development. The overall suitability of the model was rated at the highest level (
- The result of life skills development using the model covering 4 core skills, 9 indicators, and 23 observable behaviors—were at a good level overall (
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