Journal of Learning Sciences and Education

Developmentally Appropriate Practice: A Guide to Creating Learning Activities to Enhance Science Process Skills in Early Childhood Education

2024-09-19T10:07:13+07:00

The Developmentally Appropriate Practices (DAP) for the development of science process skills for early childhood highlight developmental theories and learning characteristics, taking into account learners' individual diversity, society, and culture within a framework of five practices: 1) Creating a learning community, 2) Teaching and learning that supports growth and learning, 3) Planning a curriculum to help learners achieve critical goals, 4) Evaluating development and learning outcomes, and 5) Maintaining positive relationships with learners' families. Then, science process skills, learning information that should be learned, and organizing learning units, sequencing content, and learning activities that are appropriate for the learners' growth and abilities are discussed.

Thairath Witthaya 102 School (Ban Koh Tao), Huai Yot, Trang, Thailand, has modified the new framework's consideration sequence in the following ways to apply appropriate developmental techniques to early childhood children's science process skills development: 2) developing a learning community; 3) teaching and learning that fosters learning and growth; 4) assessing learning and development; 5) establishing positive relationships with learners' families; and 3) designing curricula to help students accomplish significant goals. This modification will enable it to be used for creating, organizing, and constructing a curriculum that is suited for students. Then, early childhood development and learning skills-appropriate science process skills are taken into account. The emphasis is on establishing learning objectives in the curriculum by utilizing fundamental science process skills. After then, content sequences and learning modules are set up. These practices are regarded as useful tools that may be used to enhance learning activities through various teaching modalities and are suitable for planning integrated learning in other subject areas at the early childhood level.

The Development of Financial Literacy of Elementary School Students by using Wishlist Financial Board Game

2024-10-11T18:09:16+07:00

The purposes of this research were 1) to develop a Wishlist Financial Board Game and 2) to study the effects of using the Wishlist Financial Board Game to develop financial literacy in elementary school students. The samples were 72 Students of Santichon Islamic School and Suan Santi School, Bangkok, Thailand, during the first semester of academic year 2024. They were selected by purposive sampling. The research instruments were 1) Wishlist Financial Board Game and 2) a financial literacy test for elementary school students. The data were analyzed by mean (M), standard deviation of items (SD) and t-test dependent.

The research found that: 1. The quality of the Wishlist Financial Board Game is at its highest level (M=4.58, SD=0.15) 2. The levels of financial knowledge and attitudes of primary school students significantly increased after studying (M = 23.04, 30.63; SD = 4.54, 3.62), compared to before learning (M = 21.32, 28.96; SD = 4.71, 5.43), with statistical significance at the .05 level. However, no statistically significant change was found in students’financial behaviors.

Leadership Development Guidelines for School Administrators in the Context of Change within Suratthani Municipality

2024-09-19T11:51:15+07:00

The purposes of this research were to 1) study the leadership needs in the circumstances of change and 2) develop guidelines for leadership development in the circumstances of change. The sample group used in this research consisted of 153 municipal teachers and 5 experts, totaling 158 people, using stratified random sampling. The research instruments were 1) a questionnaire on leadership needs and 2) an interview guide on leadership development in changing situations. The data were analyzed using frequency, percentage, mean, standard deviation (S.D.), priority needs index (PNI), and content analysis.

Results showed that 1) The overall priority needs index (PNI) for leadership in the context of change was 0.150, with problem-solving and strategic use having the highest PNI. 2) The guidelines for leadership development in the circumstances of change total 5 aspects comprising 18 development guidelines.

Editorial Note

2025-06-30T09:33:11+07:00