THE DEVELOPMENT OF EARLY CHILDHOOD LANGUAGE SKILLS THROUGH STORYTELLING EXPERIENCES BASED ON BLOOM'S TAXONOMY

Abstract

This research aimed to 1) Develop the language skills of early childhood children through storytelling experiences based on Bloom's Taxonomy and 2) Compare the language skills of early childhood children before and after participation in storytelling experiences based on Bloom's Taxonomy. The sample consisted of 28 early childhood children, both male and female, aged between 5-6 years, who were enrolled in Kindergarten 3/1 during the first semester of the 2024 academic year at Thetsaban 1 (Wittayanaree) School, Nai Mueang Subdistrict, Mueang Chaiyaphum District, Chaiyaphum Province. The participants were selected using purposive sampling. The instruments used in this study included: 1) 24 lesson plans for storytelling experiences based on Bloom's Taxonomy, and 2) an assessment form for early childhood children's language skills. The researcher employed a one-group pretest-posttest design. Data were analyzed using mean scores, standard deviations, and dependent t-tests. The findings revealed that the development of early childhood children's language skills through storytelling experiences based on Bloom's Taxonomy positively impacted their language skills in listening and speaking, reading, and writing. This development was attributed to consistently structured experiential activities and the use of diverse storytelling techniques, which encouraged children's active participation, interactive discussions, and expression of opinions, thereby enhancing their engagement. Furthermore, the results indicated a statistically significant increase (p < .05) in the language skills of early childhood children who participated in storytelling experiences based on Bloom's Taxonomy post-intervention.