การพัฒนาทักษะทางภาษาของเด็กปฐมวัยด้วยกิจกรรมการเรียนรู้แบบร่วมมือ ของผู้ปกครอง โรงเรียนตำรวจตระเวนชายแดน เขตจังหวัดเลย

Abstract

The research aimed to compare the language skills of early childhood children
before and after the collaborative activities with the involvement of parents and to study
the perception of parents in learning support of early childhood children. The sample was
early childhood children and parents associated with the Police Patrol School in Loei,
obtained by purposive sampling. The instruments used in this research were
the experimental instrument, cooperative learning, and the instruments for collecting data
were the test of language skills of early childhood children and the questionnaire to
evaluate the perception of parents regarding the learning support of early childhood
children. The data were analyzed by descriptive statistics using mean and percentage.
The results showed that the overall averages of language skills of early childhood children
post intervention were higher than pre-experiment. This showed that the activities that
promoted the learning language skills for children with the involvement of parents
in doing activities stimulated learning by interacting with the instruction media
and individuals. The change of average can be classified as follows: listening part was
changed mostly for the schools A and B (D
= 3.14, 22.90 percent) The tollowed by school
C (D
= 2.45, 20.43 percent), school E (D
= 2.42, 20.25 percent), and school D and school
E (D
= 2.00, 17.86 percent) respectively. Speaking part was changed mostly for school
C (D
= 5.27, 43.96 percent), tollowed by was school A and B (D
= 3.64, 26.55 percent),
school E (D
= 3.41, 28.54 percent) and school D (D
= 3.40, 30.36 percent), respectively.
Next, the reading part was changed mostly for school A and B (D
= 3.29, 24.00 percent)

followed by school E (D
= 2.50, 20.92 percent), school D (D
= 2.40, 21.42 percent), and
school C (D
= 0.86, 7.17 percent), respectively. The writing part was changed mostly for
school A and B (D
= 3.64, 26.55 percent), followed by school E (D
= 3.62, 30.29 percent),
school C (D
= 3.41, 28.44 percent), and school D (D
= 3.40, 30.36 percent), respectively.
Overall, the results showed that most parents could understand the learning support for
early childhood children at the high level (μ = 0.95, σ = 9.36). This Suggests that
cooperative learning with parents’ participation could lead to the understanding of the
parents toward the learning encouragement of early childhood children.