THE EFFECTS OF THE LITERATURE BASED LEARNING EXPERIENCE MANAGEMENT WITH ABCDE TECHNIQUE TO ENHANCE RESILIENCE OF KINDERGARTENERS

Abstract

This study aimed to investigate and compare the mental resilience of kindergarten children across three phases—pre-, during-, and post-intervention—through literature-based learning integrated with the ABCDE technique within a cognitive-behavioral framework. A quasi-experimental research design with repeated measures was employed. The participants comprised 20 kindergarten children aged 5–6 years, enrolled in Kindergarten Year 3 during the second semester of the 2025 academic year at Wat Bang Tan Community School, under the Prachinburi Primary Educational Service Area Office 1. The sample was selected using cluster random sampling from one intact classroom. The intervention consisted of 24 structured learning experience plans grounded in literature-based pedagogy and the ABCDE model. The instructional process involved four stages: (1) engagement with literature to identify activating events (A); (2) guided reflection to examine beliefs (B) and consequences (C); (3) cognitive restructuring through disputation of irrational beliefs (D); and (4) consolidation of adaptive thinking and outcomes (E). Mental resilience was assessed using a validated observational assessment instrument for early childhood. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics via repeated measures ANOVA. The findings indicated that children’s mental resilience was at a fair level across all phases, both overall and across dimensions. Importantly, post-intervention scores were significantly higher than both pre- and during-intervention scores at the .05 level of statistical significance. Additionally, scores during the intervention were significantly higher than those at baseline. These results suggest that integrating literature-based learning with the ABCDE technique effectively enhances mental resilience in early childhood, highlighting its potential as a pedagogical approach for fostering socio-emotional competencies.