DEVELOPMENT OF GUIDED PLAY LEARNING EXPERIENCES MODEL USING THINGKING ROUTINE AND INTENTIONAL TEACHING APPROACHES TO PROMOTE INQUIRY SKILLS OF KINDERGARTENERS

Abstract

The purpose of this research article was to develop a guided play experience model based on thinking routines and intentional teaching approaches to promote inquiry skills of kindergarteners. The subjects used in the study were 20 boys and girls, aged between 5 - 6 years old. They were studying in kindergarten level 3 schools in district of Pathum Thani province. This study was a research and development. The study procedures were into 2 phases. Phase 1 studying and analyzing the basic data to develop a model which consisted of studying the related documents and determination of inquiry skills. Phase 2 constructing and evaluating the guided play learning experiences model. The sample was 5 experts selected using Purposive Selection in curriculum and instruction field; and an early childhood education field. The research instrument was the consistency index evaluation form. Data were analyzed by using arithematics mean and standard deviation. The research finding showed that the guided play experience model which was developed by using the concept of thinking routines comprised of principles, objectives, 4 steps of teaching as preparation 1) Step 1: Think Brainstorm 2) Step 2: Think, Touch, Recognize 3) Step 3: Think, Play, Create, 4) Step 4: Visualize. The appropriateness of consistency index for guided play learning experiences model was at the highest level   (  = 4.60, SD = 0.52). The results of expert opinion and pilot study indicated a guided play experience model based on thinking routines and intentional teaching approaches combined with purposeful teaching can be used to organize experiences that lead to encouragement. Kindergarten children are capable of observing, questioning, exploring, and communicating appropriately for the benefit of the Kindergarteners.