A Study of Effects of Drawing Illustration for Storytelling on Fluent, Initiative and Critical Thinking of Early Childhood Students

Abstract

Abstract

          The purpose of this research was to examine the effect of drawing illustration for storytelling on fluent, initiative and critical thinking of early childhood students. The sample included 25 kindergarten 2 students from Tedsabun 2 School under Muang Lad LuangMunicipality in Samutprakarn Province obtained through simple random sampling. The research instruments involved lesson plans and learning achievement test. Data were analyzed by mean and standard deviation.

          The findings revealed that drawing illustration for storytelling on fluent, initiative and critical thinking of early childhood students contributed to the increase of early childhood students’ thinking skills, i.e., 1) mean of fluent thinking measured 1.72, 1.88,  2.00, 2.24, 2.32, 2.68, 3.00 and 3.00 2) mean of initiative thinking measured 1.84, 1.88, 2.00, 2.12, 2.32, 2.72, 2.96 and 3.00 3) mean of criticalthinking measured 1.76, 2.00, 2.84, 2.12, 2.36, 2.96,3.00 and 3.00 It could be concluded that the fluent, initiative and critical thinking of early childhood students after the experiment was higher than that before the experiment.

Keywords

Drawing Storytelling, Fluent Thinking, Initiative Thinking, Early Childhood