Early Childhood Cooperative Behaviors through HighScope Approach in Thailand

Abstract

Cooperative behavior is very important for human lives, works and society in 21^st century. It was recognized by educators around the world that is a crucial factor for successful in complex problem solving and sustainable peaceful lives. This research was conducted in context of Thai early childhood classroom. The objectives were to 1) compare the early childhood students’ scores of cooperative behaviors before and after the implementation of HighScope approach and to 2) analyze the early childhood students’ cooperative behaviors through the HighScope approach. Mixed method was adopted as the research methodology. The sample consisted of 42 randomly selected early childhood students from 84 studentsthrough cluster random sampling in Kindergarten 2 during the first semester of the 2019 academic year at the Khon Kaen University Demonstration School. The research instruments consisted of lesson plans, cooperative behavior evaluation form, field notes, and a photo camera. Data were collected by 3 raters evaluating the students’ cooperative behavior and taking field notes and photos. The data were analyzed by statistics (mean, S.D., t-test), and framework of Holz (2013). The results revealed that the early childhood students’ post- cooperative behavior score (mean = 3.71, S.D. = 0.06) higher than the pre-cooperative behavior score (mean = 3.45, S.D. = 0.06) with the statistical significance at the level of .01 and t-value of 5.46. Moreover, they demonstrated cooperative behaviors: social skills, expression of ideas, choice and decision making, feeling perception and conflict resolution, which are basis to form cooperative habit of mind. Teachers and educators could use HighScope approach to design instructional activities that promote students’ cooperative learning meaningfully.