Browsing by Author "Phangsanga D"

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Enhancing Pre-Service Teachers’ Skills in Designing Emotional and Social Intelligence Learning for Young Children through Phenomenon-Based Learning
    (Lectito Journals, 2025-11-25) Chongcharoen D; Waiyaroop S; Phangsanga D; Khan MS; Khan M
    In the 21st century, education has shifted from mere knowledge transmission to cultivating holistic competencies essential for lifelong learning. Emotional and social intelligence (EQ–Social) is a key foundation for children’s emotional regulation, relationship building, and meaningful engagement. Preparing pre-service early childhood teachers to design learning experiences that intentionally promote EQ–Social is therefore vital. This study aimed (1) to develop and evaluate a phenomenon-based learning (PhenoBL) approach for enhancing EQ–Social among pre-service teachers, and (2) to examine its effectiveness in improving their EQ–Social competencies. Participants were 29 first-year early childhood pre-service teachers enrolled in the course Activity Design for Promoting Emotional and Social Intelligence in Early Childhood during Academic 2024. Instruments included PhenoBL-based instructional guidelines, a knowledge test, EQ–Social self-assessment scales, a satisfaction questionnaire, and a fidelity checklist. Data were gathered through expert interviews, student surveys, and experimental implementation, and analyzed using content analysis, descriptive statistics, and dependent sample t-test. Findings showed that all instruments demonstrated excellent validity (IOC = 1.00). Pre-service teachers’ needs were rated high (M = 4.05, SD = 0.43), particularly in activity design. Post-test knowledge scores improved significantly (t = 5.74, p < .05), and EQ–Social competencies increased across all dimensions, with notable gains in empathy and self-awareness (t = 4.98, p < .05). Overall satisfaction was high (M = 4.38, SD = 0.68), especially regarding applicability across courses. In conclusion, the PhenoBL-based instructional approach proved effective in enhancing knowledge and EQ–Social skills, offering an innovative model for preparing competent early childhood educators.