(2375) THE EFFECT OF THE EXECUTIVE FUNCTION GUIDELINE FOR WRITING LEARNING EXPERIENCE PLANS ON THE PRESCHOOL TEACHERS' TEACHING SKILLS: A CASE STUDY OF THE KINDERGARTENS IN BANGKOK

摘要

Executive function (EF), a set of higher-order thinking skills that help us to logically think before act, make good decisions, solve problems, and regulate emotions and behaviors, is required to success in the 21 st century. The subcomponents of the EF include inhibition, shifting, working memory, emotional control, and plan/organize [1]. Relevant research showed that EF, correlated with prefrontal activities, was needed in daily life, especially for self-regulation, social cognition, and emotional and behavioral management [2] [3]. In other words, EF skills have an influence on human development [4]. The objectives of this study were (1) to investigate the effects of the EF Guideline Program on the teachers' knowledge of the EF skills, (2) to investigate the effects of the EF Guideline Program on the teachers' self-efficacy toward their ability to promote EF skills in children, (3) to investigate the effects of the EF Guideline Program on the teachers' skills in writing the learning experience plan, and (4) to study the effects of the EF Guideline Program on the teachers' skills in implementing the learning experience plan after participating in the EF Guideline Program. The sample of this study was 8 teachers teaching in the 4 to 6 year-old classroom in 4 kindergartens located in Bangkok, using purposive simple sampling. Mixed methods research was designed for this study. For the quantitative data analysis, a non parametric statistics was performed, using the Wilcoxon matched pairs signed rank test, to examine the teachers' scores on the knowledge of the EF skills, the self- efficacy, and the skills in writing the learning experience plans before and after participating in the EF Guideline Program. For qualitative data analysis, interview and observation was utilized to collect the data. Then, content analysis was utilized to evaluate the teachers' performance. The results showed that after participating in the EF Guideline Program, the scores of the teachers on the knowledge of the EF skills and skills in writing the learning experience plan were significantly higher, comparing to the pretest scores (Z =.041, Z=.012 p < .05). Moreover, the results from content analysis indicated two themes; the abilities to implement the learning experience plan and the abilities to reflect on their own performance. The results indicated that the EF Guideline Program had an impact on the teachers' knowledge of the EF skills, the teachers' self efficacy, teachers' skills in writing the learning experience plan and the teachers' skills in implementing the learning experience plans. The discussion, limitations, implications, and suggestions for future research will be presented.