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Appears in:
Pages: 4179-4187
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1003

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

THE 101S STORYBOOKS INTERVENTION PROGRAM TO PROMOTE EXECUTIVE FUNCTION DEVELOPMENT IN PRESCHOOL: THE CASE STUDY IN THAILAND

P. Themkumkwun1, N. Chutabhakdikul2, N. Ruksi1, P. Thanasetkorn1

1Mahidol University, National Institute for Child and Family Development (THAILAND)
2Mahidol University, Institute of Molecular Biosciences (THAILAND)
The quality of the interactions is crucial factor determining children’s executive function (EF) development. EF, a set of mental and cognitive processes drawing previous experiences relevant to a current situation for planning, prioritizing, initiating, making decision, solving problems, controlling emotions to achieve a goal-directed behavior, is required for learning, school readiness, academic performance, social relationships, career and life achievement. Since early childhood is critical period in EF development, research based best practices in positive interactions in preschool is needed. In Thailand, the 101s positive discipline (101s) teacher- training program, the nationally honored program in the US for coaching teachers how to use positive discipline techniques in preschool classrooms, has been implemented to enhance positive interactions in preschool classrooms and promote children’s social-emotional and EF skills. Previous research has suggested that the 101s teacher-training program could be an alternative intervention program to promote positive teachers’ interaction practices and reduce verbal and corporal punishment in the classrooms. However, the benefit of the intervention program was limited to only the interactions between teachers and children, not peer interactions. Therefore, the current research focused on the 101s training program for preschoolers. The aims of the study were to investigate the impact of the 101s Storybook intervention program on preschoolers’ EF skills and 101s social-emotional skills. The sample was 61 five – year – old children in three preschools in Thailand. One school was assigned to be the intervention group where the sample (n = 29) received the 101s storybooks program. The other 2 schools were assigned to be the control group where the sample (n = 32) in the control group received no intervention. Before and after implementing the program, the teachers of the sample were asked to rate the sample’ s EF skills, using Executive Function assessment in Mahidol University version (MU-EF), and the 101s social-emotional skills, using the 101s Social-Emotional Checklist. A series of MANCOVA was performed to examine the differences in the mean scores on EF skills and the 101s social-emotional skills between the intervention and control groups. The results showed the positive impact of the 101s storybooks program on students’ EF skills and the 101s social-emotional skills. The implications, limitations and suggestions are discussed.
@InProceedings{THEMKUMKWUN2017101,
author = {Themkumkwun, P. and Chutabhakdikul, N. and Ruksi, N. and Thanasetkorn, P.},
title = {THE 101S STORYBOOKS INTERVENTION PROGRAM TO PROMOTE EXECUTIVE FUNCTION DEVELOPMENT IN PRESCHOOL: THE CASE STUDY IN THAILAND},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1003},
url = {http://dx.doi.org/10.21125/inted.2017.1003},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {4179-4187}}
TY - CONF
AU - P. Themkumkwun AU - N. Chutabhakdikul AU - N. Ruksi AU - P. Thanasetkorn
TI - THE 101S STORYBOOKS INTERVENTION PROGRAM TO PROMOTE EXECUTIVE FUNCTION DEVELOPMENT IN PRESCHOOL: THE CASE STUDY IN THAILAND
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1003
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 4179
EP - 4187
ER -
P. Themkumkwun, N. Chutabhakdikul, N. Ruksi, P. Thanasetkorn (2017) THE 101S STORYBOOKS INTERVENTION PROGRAM TO PROMOTE EXECUTIVE FUNCTION DEVELOPMENT IN PRESCHOOL: THE CASE STUDY IN THAILAND, INTED2017 Proceedings, pp. 4179-4187.
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