A NEEDS ASSESSMENT AND GUIDELINES FOR DEVELOPING SYMBOLIC THINKING SKILLS IN KINDERGARTEN 2 STUDENTS
DOI:
https://doi.org/10.64186/jsp1500Keywords:
Symbolic thinking, Needs Assessment, Experiential Learning ManagementAbstract
This research article aims to: 1) examine the current state, the desired state, and prioritize the necessary needs in developing symbolic thinking skills of kindergarten students in Grade 2, 2) investigate the problems and limitations in developing symbolic thinking skills, and 3) propose guidelines for developing these skills. The research uses a mixed-methods explanatory approach and is divided into three stages: 1) A needs assessment through data collection from 30 randomly selected early childhood teachers using a needs assessment questionnaire, 2) Investigating the problems and limitations through in-depth interviews with 10 purposefully selected teachers using a semi-structured interview guide, and 3) Proposing guidelines for developing symbolic thinking skills through group discussions with 5 early childhood education experts. The quantitative data were analyzed using mean, standard deviation, and the modified priority needs index (PNImodified), while the qualitative data were analyzed using content analysis.
The findings showed that, in terms of the representation of symbolic meanings, the PNImodified index was the highest (0.27), followed by categorization (0.24), and sequencing (0.21). Proposed development strategies include organizing activities linked to daily life, such as storytelling, games, experiments, and problem-solving activities that encourage students to find solutions independently. Experts also suggested supporting learning resources, such as game cards, as well as organizing training to develop teachers' capacity to design activities suitable for the children's context. This research fills the gap in developing symbolic thinking skills and provides comprehensive, practical development guidelines that can be applied in the school context, contributing to the improvement of early childhood education.
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