The Development of Storybooks for Enhancing Thai Vocabulary Learning in Early Childhood

Abstract

         This research aimed to (1) develop a storybook for promoting Thai vocabulary learning among early childhood students and to examine their satisfaction toward the developed storybook, and (2) compare the Thai vocabulary learning ability of early childhood students before and after using the storybook. The study employed a quasi-experimental research design using the One Group Pretest–Posttest Design. The sample consisted of 33 early childhood students aged 3–4 years who were studying at Jessada 6 Child Development Center, selected by purposive sampling. The research instruments included the storybook for promoting Thai vocabulary learning developed by the researcher and a test measuring Thai vocabulary learning ability. The experiment was conducted by organizing learning activities through four storybooks continuously over a period of four weeks. The data were analyzed using mean, standard deviation, and paired samples t-test.

         The results of the study revealed that (1) the developed storybook was appropriate for use in learning activities, and (2) the Thai vocabulary learning ability of early childhood students after the experiment was significantly higher than that before the experiment at the .05 level. These findings indicate that the use of systematically designed storybooks, along with continuous learning activities, can effectively enhance comprehension, retention, and application of vocabulary among early childhood students.