Developing Early Childhood Teacher-Students' Competency in Designing Instruction Using the APC Model

Abstract

This study aimed to: 1) examine the learning resources and their necessity within early childhood classrooms; 2) implement the instructional method using the APC model;            3) design and deliver instruction within early childhood classrooms; 4) evaluate the competency of teacher-students in designing instruction and creating an effective environment in early childhood classrooms after receiving instructional treatment using the APC model; and 5) assess the teacher-students' satisfaction with the instructional treatment using the APC model and with those involved in providing learning resources in early childhood classrooms. The subjects were 54 teacher-students majoring in early childhood education from a university in Phetchabun province, selected purposively. The data were analyzed using means and standard deviations. The findings were as follows. 1) There were two aspects of learning resources and their necessity within early childhood classrooms. Learning resources lacked STEM education and did not provide all six types of experiences. The necessities included the development of instructional media to provide comprehensive experiences, the integration of STEM education, and instruction based on the theory of STEM education. 2) The APC model consisted of seven steps: Step 1: Awareness and analysis of the situation; Step 2: Identifying problems to find resolutions; Step 3: Inquiry; Step 4: Planning and design; Step 5: Creation; Step 6: Testing and modification; and Step 7: Presentation. The teacher-students demonstrated a high ability to design instruction after receiving the instructional treatment.   3) The design and delivery of instruction within early childhood classrooms were assessed at  a high level after receiving the instructional treatment. 4) The competency of teacher-students in designing instruction and creating an effective environment in early childhood classrooms after receiving instructional treatment was assessed at a high level. 5) The teacher-students' satisfaction with the instructional treatment using the APC model and with those involved in providing learning resources in early childhood classrooms were at high and very high levels, respectively.