Buddhist Psychology Program of Inner Mind for Self-Directed Learning in Early Childhood

Abstract

This research employs mixed methods to: 1) study the principles and concepts of Inner Mind for Self-Directed Learning in Early Childhood, 2) develop a Buddhist Psychology Program for self-directed learning in early childhood, and 3) Presenting the effectiveness of Buddhist Psychology Program for self-directed learning in early childhood. Qualitative data were collected through in-depth interviews with 18 key informants selected using purposive sampling. A sample of 30 kindergarten students was selected from Changphueak Kindergarten, which was then divided into an experimental group of 15 and a control group of 15, as determined by using G*Power program. Data were analyzed using percentages, means, standard deviations (S.D), and paired sample t-test (independent t-test).

The results were as follows: 1) This approach emphasizes self-directed learning, respects children as individuals, encourages reflection, and positions adults as archetypal figures who provide a positive environment. Furthermore, the path of accomplishment is based on the four foundations of mental power in Buddhism (Satara Iddhipada), namely Chanda, Viriya, Citta, and Vimansa- which serve as driving forces for each child’s self-directed learning process and imitation. The seven principles of Kalyanamitra Dhamma are used to create an environment conducive to collaborative learning. 2) The development of the Buddhist psychology program for self-directed learning in early childhood resulted in 30 activities adapted from prior experiences and co-designed with children. These activities were categorized into six main types based on a 2017 early childhood program. 3) The effects of Buddhist Psychology Program of Inner Mind for Self-Directed Learning in Early Childhood, assessed before and after program participation were as follows: Firstly, self-directed learning of the experimental group of early childhood increased significantly after the experiment compared to before, with a statistically significant difference at the .01 level. Secondly, the self-directed learning of the experimental group of early childhood was higher than the control group after the experiment, with a statistically significant difference at the .01 level. Thirdly, comparing the average scores of overall self-directed learning of the experimental group of early childhood in three phases: pre-experiment, post-experiment, and one-month follow-up, it was found that the post-experiment phase was significantly higher than the one-month follow-up phase at the .01 level. A new finding is the development of mind according to Bhavana 4, developing the senses of body and self-transcendence. Therefore, this program is thus a highly effective approach to cultivating self-directed learning in early childhood, driven by internal motivation and leading to a lifelong passion for learning.