DEVELOPMENT OF A PROVISION OF EXPERIENCE MODEL TO ENHANCE CREATIVE THINKING AND SOCIAL SKILLS IN EARLY CHILDHOOD USING THE REGGIO EMILIA AND MULTI-SENSORY APPROACH

Abstract

The purposes of this study were: 1) to develop a provision of experience
model to enhance early childhood children’s creative thinking and social skills
using the Reggio Emilia and multi-sensory approaches, 2) to investigate the results
of the provision-of-experience model by the following method: comparison of
creative thinking and social skills of early childhood children in the treatment group
between before and after gaining experience; comparison of creative thinking and
social skills of early childhood children of the two groups between treatment and
control after experience; comparison the creative thinking and social skills of early
childhood children of the treatment and control group : before provision of
experience, between provision of experience, after of provision of experience and
follow-up of the experience provision; and investigation of early childhood
children’s satisfaction with the experience provision according to the provision of
experience model. A sample of 20 second year kindergarten students at Ban Non
Kung School under the Office of Sakon Nakhon Educational Service Area 1 was
treatment group and 20 second year kindergarten students at Ban Chiang Sue
School under the same office was control group. Statistics used were mean,
standard deviation and t-tests for both dependent and independent samples.
Findings of the study disclosed as follows: The result of developing the experience
provision model derived a model which comprises significance and background,
basic ideas, principles, objectives, contents, provision of experience and
measurement and evaluation. The provision of experience were 5Ps process –
preparations, project, planning, practice and peroration. And The result of
investigate of the experience provision model revealed that the creative thinking
and social skills of early childhood children in the treatment group after being
provided with experience according to the experience provision model were higher
than those before. The creative thinking and social skills of early childhood children

in the treatment group higher than those in the control group at the significantly .05
level. The creative thinking and social skills of early childhood children of the
treatment group and control group in before provision of experience, between
provision of experience, after of provision of experience and follow-up of the
experience provision were significantly different at the .05 level. The early
childhood children were satisfied with the provision of experience according to the
model at high level.