Analysis of Preschool Teachers’ Organizing Mix-Age Learning and Teaching in Namjitnamjai Kindergarten (pseudonym)

Authors

  • Ajchara Sirikamonsilp Chulalongkorn University
  • Sasilak Khanyankij Chulalongkorn University

Keywords:

The organizing learning and teaching, mix-age

Abstract

Abstract

The purpose of this research was to analyze the mixed-age learning experience of kindergarten teachers in 3 aspects: preparation, Class management as for learning activities, the population consisted of 26 kindergarten teachers in Namjitnamjai School (pseudonym). This research was a survey research collecting both qualitative and quantitative data. The research tools were questionnaires and interview forms. Data were analyzed using percentage, mean, standard deviation. and content analysis the results showed that Practice of kindergarten teachers in organizing mixed-age learning experiences Overall, it was at a high level (µ = 4.47). Considering each aspect, it was found that the age-mixed learning experiences of kindergarten teachers were at the highest level in 2 aspects, namely, learning activities (µ = 4.63). and classroom management (µ = 4.61). The average performance score was at a high level (µ = 4.18). As for the qualitative data on planning, it was found that teachers planned to organize activities for each age level in a systematic manner and flexibly adjust according to the situation. In terms of classroom management, it was found that the classrooms were allocated spaces in proportion. Children of all ages can learn together. and learning activities Teachers must have knowledge and understanding in the management of mixed-age teaching, creating opportunities and giving children freedom in learning.

References

กิติยวดี บุญซื่อ. (2557). บทบาทของครู. http://pecerathailand.org/assets/pdf/24.pdf

ทิศนา แขมมณี. (2551). ศาสตร์การสอน องค์ความรู้เพื่อกระบวนการจัดการเรียนรู้ที่มีประสิทธิภาพ.สำนักพิมพ์จุฬาลงกรณ์มหาวิทยาลัย.

สุพล วังสินธ์. (2536). การจัดทำแผนการสอนอย่างมีประสิทธิภาพ. วารสารวิชาการ, 43(8), โรงพิมพ์คุรุสภาลาดพร้าว.

สุวิทย์ มูลคำ และคณะ. (2549). การเขียนแผนการจัดการเรียนรู้ที่เน้นการคิด. ภาพพิมพ์.

เอกรินทร์ สี่มหาศาล. (2545). กระบวนการจัดทำหลักสูตรสถานศึกษา แนวคิดสู่ปฏิบัติ. บุ๊คพอยท์.

Hoffman, J. (2002). Flexible grouping strategies in the multiage classroom. Theory Into Practice, 41(1), 47-52. https://doi.org/10.1207/s15430421tip4101_8

Kyne, C. (2007). The preparation of teachers for multigrade teaching. Teaching and Education, 23(4),501-514 doi:10.1016/j.tate.2006.12.003. https://www.sciencedirect.com/science/article/abs/pii/S0742051X06001983

National Association for the Education of Young Children [NAEYC]. (2009, n.d.). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf

Robbert, S. , Engeli, E. (2015). An empirical model of mixed-age teaching. International Journal of Educational.Research, 74, 136-145 http//doi:10.1016/j.ijer.2015.05.004.

Downloads

Published

2021-10-29

How to Cite

Sirikamonsilp, A., & Khanyankij, S. . (2021). Analysis of Preschool Teachers’ Organizing Mix-Age Learning and Teaching in Namjitnamjai Kindergarten (pseudonym). An Online Journal of Education, 16(2), OJED1602020 (14 pages). Retrieved from https://so01.tci-thaijo.org/index.php/OJED/article/view/248874