DEVELOPMENT OF CREATIVITY THINKING SKILLS IN EARLY CHILDHOOD BY USING STORYTELLING EXPERIENCES

Abstract

This research aimed to develop creative thinking skills in early childhood by using storytelling experiences. The sample group in the research was male and female early childhood aged 3-6 years who were studying in kindergarten 1, Semester 1/2024, Ban Nonton Witthaya School, Nonton Subdistrict, Mueang Khon Kaen District, Khon Kaen Province, Khon Kaen Primary Educational Service Area Office 1, 11 people, were selected by purposive sampling. The creativity assessment found that the scores of originalities, fluency, flexibility, and elaboration were low. Research tools, 1. Storytelling experience, 24 plans 2. Early childhood creative thinking skills assessment forms. This research was Quasi-experimental research using a One-Group Pretest-Posttest Design. The data were analyzed for mean scores and standard deviations. The research results found that before the experiment (M= 1.50, SD= 0.26) interpreted at an improved level. After the experiment (M= 2.58, SD= 0.20) interpreted at a good level. This is consistent with the hypothesis that early childhood who received storytelling experience had higher creative thinking skills after the experiment. In conclusion, organizing storytelling experiences with various methods can effectively develop creative thinking skills in terms of originality, fluency, flexibility, elaboration, and novelty thinking of early childhood.