Organizing Learning Experiences Based on the Forest School Concept to Develop Social Skills in Self-Management in Early Childhood

Abstract

This study aimed to develop social skills in self-management of early childhood through the Forest School experiential learning approach. The research sample comprised 10 children aged 4-6 years old who were enrolled in Kindergarten 2 and 3 during the first semester of the 2024 academic year at Ban Nong Khon School, under the Amnat Charoen Primary Educational Service Area Office. The research instruments included:
1) an experiential learning plan based on the Forest School approach; 2) an observational checklist for assessing social skills in self-management; and 3) a behavior recording form for documenting social skills in self-management. The data was analyzed using percentages and mean. The research was conducted through two action research cycles,

              The research findings were as follows: 1) In the first cycle, the average score of social skills in self-management of early childhood was 60.90 out of 108, representing 56.38%. There were 3 children met
the criteria and 7 children did not meet the criteria. 2) In the second cycle, the average score of social skills in self-management of early childhood was increased to 82.40 out of 108, equivalent to 76.29%. There were all 10 children met the criteria. The results indicated that the average score was higher than the first round and all participants met the criteria.