LEARNING MANAGEMEMT OF INTELLIGEMCE QUOTIENT FOR EARLY CHILDHOOD CHILDREN IN BANGKOK PRIVATE SCHOOLS.

Abstract

This research had the objective to study and compare learning management to develop the intelligence quotient of early childhood in Bangkok private schools, to study the problems and suggestions for learning management that promote the intellectual intelligence quotient of early childhood teachers in Bangkok private schools.

          The sample group was from private schools in Bangkok. The key contributors were primary heads and primary school teachers working in Bangkok private schools. The sample group was obtained using simple random sampling to set the sample size of the sample from 480 schools. The research instruments used included questionnaires, interviews, data analysis, percentage, mean, standard deviation, t-test and F value using a packaged program.

The research results were as follows. 1) The private schools in Bangkok had to learn management to develop early childhood intelligence. There is an action level in the formulation of a learning plan. Overall, it was at a high level (= 3.98), and when considering each aspect, it was found that all of the aspect actions were at a high level by organizing media and innovation in organizing activities. The highest mean value was ( = 4.09) and the lowest mean ( = 3.91). 2) The comparison of educational level with learning management to develop the cognitive intelligence of preschool children in all six areas was found that, overall, there were no different opinions. Analysis of each measurement found they were not different in the parts of the preparation of learning plans, learning activities, organizing media, innovation in organizing activities, measurement and evaluation of activities, and the use of activities to improve in all five areas were no different. 3) Problems and suggestions for learning management to promote the intellectual intelligence skills of primary school teachers in learning management for developing intelligence of early childhood intelligence through six core activities: motor activity and rhythm, children expression by themselves according to their thoughts, the development of intelligence by using one’s imagination in the movement of the body, Creative activity, Children learn through media, materials, and inventions and drawing works. Forming and appreciating the work of others constructively, free activities where children can play freely according to their interests, as well as having fun, learning to plan and solve  problems by themselves, including keeping the toys neat and tidy when playing, experience activities, children have practiced thinking, analyzing, planning and practicing, building their knowledge and interact, learn with other people, outdoor activities, choices of free play according to the interests under the agreement and being careful of accidents of oneself and others, educational game activities as play activity, competitions with requirements, objectives, rules, regulations, children are intelligent, fun, enjoyable, and children memorize lessons quickly and for a long time. Teachers should give children the opportunity to fully demonstrate their potential in every activity, with the teacher guiding them to encourage and listen to what they have reflected.