ORGANIZING EXPERIENCES USING THE DESIGN THINKING PROCESS AFFECTING PRESCHOOL CHILDREN’S LANGUAGE USAGE BEHAVIORS

Abstract

The purposes of this research were to: 1) compare preschool children’s language usage behaviors before and during implementation of organizing experiences using the design thinking process; and 2) study the changing trend of preschool children’s language usage behaviors after implementation of organizing experiences using the design thinking process.  The population used in this research was 76 preschool children from 3 classrooms, aged between 5-6 years, studied in Kindergarten year 2 on the second semester of academic year 2024 at Suraoklong Neung School (Manarat Bamrung), Bangkok. Cluster random sampling was used to select the samples. The sample group was 1 classroom, which consisted of 22 preschool children from the Kindergarten year 2, room 3. This research was a quasi-experimental design using a single group time series design. The research duration took 9 weeks, with 4 days a week.  The research instruments were organizing experiences using the design thinking process lesson plans with the IOC between 0.67 – 1.00 and preschool children’s language usage behaviors with the reliability at .90.  The statistics used to analyze data were mean and standard deviation.

The research results showed that; 1) preschool children’s language usage behaviors before and after implementation of organizing experiences using the design thinking process, there was a statistically significant difference at the .05 level and preschool children’s language usage behaviors during implementation of organizing experiences using the design thinking process was higher than before the experiment; and 2) preschool children’s language usage behaviors during implementation of organizing experiences using the design thinking process had a higher changing trend.