การเตรียมความพร้อมทางคณิตศาสตร์ของเด็กปฐมวัยโดยใช้การละเล่นพื้นบ้านไทย

• Main Author: มยุรา ประดิษฐ์ษร
• Other Authors: ผู้ช่วยศาสตราจารย์ ดร. รัชชุกาญจน์ ทองถาวร
• Format: Independent Study
• Language: Thai
• Published: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่ 2017
• Online Access: http://repository.cmu.ac.th/handle/6653943832/39880
• Institution: Chiang Mai University

The study of preparing mathematics readiness of preschoolers using Thai folk plays aimed to construct and implement learning experiential plans to prepare preschoolers' mathematics readiness using Thai folk plays. The target group of this study was ten second-year kindergartners, studying in the second semester of 2556 (B.E.) Academic Year at Ban Sop Lan school, Omkoi district, Chiang Mai province. The instruments used in this study were eight experience provision plans of three units for preparing mathematics readiness of those second-year kindergartners using Thai folk plays, as well as a test on counting, numbering, comparing and ordering. The researcher compared the scores, after using Thai Fold Play experience provision plans, with school set criteria of 60.00 percent. The findings were presented through tables with description. The results of the study were as followed: 1. The construction of the experience provision plans for preparing mathematics readiness of preschoolers using Thai folk plays began with the study and analysis of the Early Childhood Curriculum, Thai folk plays and theory to create a theoretical framework for applying in this study. Then the analysis of Thai folk plays' contents and play methods was made to harmonize them with the desired characteristics and mathematics learning contents for designing learning units. Eight experience provision plans from three units were counting, estimation and spatial relations. 2. The result of implementing the experiential learning plans for preparing mathematics readiness of preschoolers using Thai folk plays was found students’ average scores at 82.00 percent on the four areas, which were numbering, counting, comparing and ordering. The indicated average score was higher than the school set criteria at 60.00 percent.