Social Behavior of Pre-School Children Implementing Learning Experience According to the Theory of Multiple Intelligences

พฤติกรรมทางสังคมของเด็กปฐมวัยที่ได้รับการจัดประสบการณ์ ตามแนวทฤษฎีพหุปัญญา

Abstract

The purposes of this research were to: 1) study social behavior of pre-school children implementing learning experience according to the Theory of Multiple Intelligences; and 2) compare the pre-school children’s social behavior before and after the implementation of the learning experience. The research sample, obtained by cluster sampling, consisted of 25 pre-school children, aged 3-4 from the children development center of Lam Ta Sao Town Municipality in Ayutthaya Province, during the second semester of the academic year 2016. The research instruments included: 1) a learning experience management plan according to the Theory of Multiple Intelligences, and 2) an observation form of the pre-school children’s social behavior. Data were analyzed in terms of means, standard deviation, and t-test.
Findings were as follows: 1. The pre-school children’s social behavior implementing learning experience according to the Theory of Multiple Intelligences was at a high level. 2. The pre-school children’s social behavior after the implementation of the learning experience according to the Theory of Multiple Intelligences higher than that before the implementation of the learning experience with statistically significant at the level of .05