Development of Brain Skills (EF) of Kindergarten 3 Students at Phetphadung Wiangchai School with Clay Modeling Activities

Abstract

This research aimed to compare the development of executive function (EF) skills before and after engaging in clay modeling activities among Kindergarten 3 students at Phetphadung Wiangchai School. The sample group consisted of 25 Kindergarten 3 students selected by simple random sampling using a lottery method. The research instruments included an experience-based activity plan focused on clay modeling for Kindergarten 3 students, which had an average suitability rating of 4.32, considered good. Additionally, a behavior assessment form for evaluating executive function (EF) development in Kindergarten 3 students was used, with content validity indices ranging from 0.67 to 1.00. Data were analyzed using mean, standard deviation, and a dependent t-test. The findings revealed that the students who participated in the clay modeling activities showed significantly higher post-activity EF development scores (Mean = 15.23, S.D. = 0.60) compared to their pre-activity scores (Mean = 10.74, S.D. = 0.71), with a statistical significance level of .01.