PROMOTING APPROPRIATE ASSERTIVE BEHAIOR AMONG STUDENT TEACHERS IN EARLY CHILDHOOD EDUCATION THROUNG MOVEMENT AND RHYTHM ACTIVITIES USING THE HIGH SCOPE TEACHING APPROACH

Abstract

This research aimed to 1) promote appropriate assertive behavior of early childhood education student teachers with movement and rhythm activities using the High Scope teaching approach, and 2) compare appropriate assertive behavior of early childhood education student teachers with movement and rhythm activities using the High Scope teaching approach. The sample group used in the study was 25 second-year early childhood education student teachers, first semester, academic year 2024, Faculty of Education, Thepsatri Rajabhat University. The instruments used included 1) lesson plans (TQF 3, subject: Rhythm, and Movement for Early Childhood) and the High Scope teaching approach, totaling 10 plans; 2) 5 movement and rhythm activity tests; 3) an assessment of appropriate assertive behavior, a 5-item checklist with 15 points. The statistics used were mean, standard deviation, and t-test.

            The research results found that 1) Early childhood education students who received activities to promote appropriate assertive behavior of early childhood education students with movement and rhythm activities using the High Scope teaching approach had more appropriate assertive behavior. 2) Comparing the difference in scores of appropriate assertive behavior of early childhood education students with movement and rhythm activities using the High Scope teaching approach, after the activities, the scores were higher than before the activities with statistical significance at the .05 level.

Keywords: Assertive behavior; Movement and rhythm activities; High Scope teaching methods