EFFECTS OF PROCESS ART EXPERIENCE PROVISION TO DEVELOP RELATIONSHIP SKILLS OF EARLY CHILDHOOD

Abstract

This study aimed to investigate the effects of process art experience provision to develop relationship skills of early childhood students. The target group consisted of 10 early childhood children, both male and female, aged between 5-6 years, studying in Kindergarten 3, second semester of the academic year 2024, at Kasem Pittaya School, Kindergarten Department, Wattana District, Bangkok, under the Office of the Private Education Commission. The participants were selected through purposive sampling with the following criteria: 1) For this study, the educational institution had 2 Kindergarten 3 classrooms, and the researcher specifically selected the classroom where they served as the homeroom teacher to facilitate continuous data collection and implementation of planned activities; and 2) From the total of 14 children in the selected classroom, the researcher excluded children with special needs to ensure that the target group's characteristics aligned with the scope and objectives of the study. The research instruments included: 1) Process art experience plans for developing relationship skills in early childhood, with an Index of Item-Objective Congruence (IOC) of 0.92, deemed appropriate for implementation; and 2) An observation form for early childhood relationship-building skills, comprising communication, social participation and relationship building, conflict management, and requesting and offering assistance, with an IOC of 0.93 for all items. The statistics used for data analysis included mean, standard deviation, and qualitative data analysis using content analysis. The results showed that: 1) Before the intervention, early childhood children had a mean score of 12.80 in relationship skills; 2) After receiving the process-oriented art experiences, the mean score of early childhood children's relationship-building skills increased to 33.80.