กิจกรรมการเต้นสร้างสรรค์เพื่อเสริมสร้างทักษะการคิดเชิงบริหารในเด็กปฐมวัย
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ธ.ค. 27, 2021
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ทักษะการคิดเชิงบริหารทักษะการคิดเชิงบริหาร การเต้นสร้างสรรค์ เด็กปฐมวัย
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บทคัดย่อ
บทคัดย่อ
การคิดเชิงบริหาร (EF) เป็นการทำหน้าที่ระดับสูงของสมองส่วนหน้า จะเกิดได้ต้องมีการฝึกทักษะผ่านกิจกรรมแบบ Active Learning เริ่มต้นพัฒนาทักษะดังกล่าวได้ดีที่สุดในระดับปฐมวัยเนื่องจากเป็นช่วงเวลาที่สมองมีอัตราการเจริญเติบโตมากที่สุด กิจกรรมการเต้นสร้างสรรค์เป็นกิจกรรมที่สนับสนุนให้นักเรียนใช้ท่วงท่าการเต้นตามท่วงทำนองของเสียงเพลงเพื่อเป็นการฝึกสมองให้มีทักษะการคิดเชิงบริหาร นักวิจัยหลายท่านได้ทำการศึกษาเกี่ยวกับกิจกรรมดังกล่าว แล้วพบว่า กิจกรรมการเต้นสร้างสรรค์สามารถพัฒนาทักษะการคิดเชิงบริหารในเด็กปฐมวัยได้ บทความนี้มุ่งหวังที่จะสร้างความตระหนักถึงความสำคัญของทักษะการคิดเชิงบริหาร และแนวทางในการนำกิจกรรมการเต้นสร้างสรรค์ไปใช้ในการพัฒนาทักษะการคิดเชิงบริหารในเด็กปฐมวัย เพื่อให้เด็กได้เติบโตขึ้นเป็นประชากรที่มีคุณภาพของประเทศในอนาคต
Article Details
ประเภทบทความ
บทความวิชาการ (Academic Article)
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสาร สักทอง : วารสารมนุษยศาสตร์และสังคมศาสตร์ สถาบันวิจัยและพัฒนา มหาวิทยาลับราชภัฏกำแพงเพชร
ข้อคิดเห็นใดๆ ที่ปรากฎในวารสารเป็นวรรณกรรมของผู้เขียนโดยเฉพาะ ซึ่งมหาวิทยาลัยราชภัฏกำแพงเพชรและบรรณาธิการไม่จำเป็นต้องเห็นด้วย
เอกสารอ้างอิง
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Fuster, J.M. (2015). The prefrontal cortex. Armsterdam : Academic Press.
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Goldstein, S. & Naglieri, J.A. (2014). Handbook of executive functioning. New York : Springer.
Gothe, N. P., Keswani, R. K. & McAuley, E. (2016). Yoga practice improves executive function by attenuating stress levels. Biological Psychology, 121, 109-116.
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Kaushanskaya, M., et al. (2017). The relationship between executive functions and language abilities in children : A latent variables approach. Journal of Speech, Language, and Hearing Research, 60(4), 912-923.
Kimberly, et al. (2016). Dancer perceptions of the cognitive, social, emotional, and physical benefits of modern styles of partnered dancing. Complementary therapies in medicine, 26, 117-122.
McGowan, J. (2018). What is creative dance? : Jennifer McGowan’s creative dance center. [Online]. Available : http://jvmcgowan.tripod.com/whatiscreativedance.html. [2020, August 30].
Miyake, A. & Friedman, N.P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8-14.
Pauls, L.J. & Archibald, L.M.D. (2016). Executive functions in children with specific language Impairment : A meta-analysis. Journal of Speech, Language, and Hearing Research, 59(5), 1074-1086.
Pantoon, N. (2011).The Results of movement activitives and applied hermit exercise (Rusie Dutton) rhythms for the physical development of preschool children.
Master’s thesis, Graduate School, Srinakharinwirot University.
RLG Institute. (2017). Executive Functions = EF. Bangkok : RLG Institute.
Rossberg-Gempton, I.V., Dicknson, J. & Gray, P. (1999). Creative dance : potentiality for enhancing social functioning in frail seniors and young children-Creative movement and older adults. The Arts in Psychotherapy, 5(26), 313-327.
Saengsawang, T. (2016). Executive Function: Scales and Development Guidelines for Elementary Students. Dissertation, Graduate School, Srinakharinwirot University.
Siriwanbutr, P. (2013). Developmental psychology theory. (6 th ed.). Bangkok : Chulalongkorn University Press.
Sriprasert, P. & Kheovichai, K. (2017). A Model of ballet dancing activity for enhancement an appropriate behavior of children with attention deficit hyperactivity disorder in primary education. Veridian E-Journal, Silpakorn University Humanities, Social Sciences, and Arts, 10(2), 2235-2249.
Thanomkitti, R. (2016). Effect of aerobic dancing program on preschoolers’ attention. Master’s thesis, Graduate School, Srinakharinwirot University.
Vissers, C., et al. (2015). Executive functioning in preschoolers with specific language impairment. Frontiers in Psychology, 6, 1-8.
Weiland, C., Barata, M. C. & Yoshikawa, H. (2014). The cooccurring development of executive function skills and receptive vocabulary in preschool-aged children : A look at the direction of developmental pathways. Infant and Child Development, 23(1), 4-21.
Ziereis, S. & Jansen, P. (2015). Effects of physical activity on executive function and motor performance in children with ADHD. Research in Developmental Disabilities, 38, 181-191.
Caine, R. N., & Caine, G. (1994). Making connections: Teaching and the human brain. Menlo Park, Calif : Addison-Wesley.
Chartisthian, C., Meesomsarn, K. & Chaiyakan, A. (2017). Enhance discipline for early childhood. Bangkok : Pluspress.
Clancy, B. (2002). School readiness : Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American psychologist, 57(2), 111-127.
Clancy, B. (2016). Developmental science and executive function. Current directions in psychological science, 25(1), 3-7.
Chronopoulou, E. & Riga, V. (2012). The contribution of music and movement activities to creative thinking in pre-school children. Scientific Research, 3, 196-204.
Chuenrit, K. (2007). Self-Discipline development of young children experienced through music activities following His Majesty The King’s speech. Master’s thesis, Graduate School, Srinakharinwirot University.
Craine, D. & Mackrell, J. (2010). The Oxford Dictionary of Dance. (2 nd ed.). New York : Oxford University Press.
Fuster, J.M. (2015). The prefrontal cortex. Armsterdam : Academic Press.
Gilbert, A.G. (2015). Creative dance for all ages : a conceptual approach. (2 nd ed.). Champaign, IL : Human Kinetics.
Goldstein, S. & Naglieri, J.A. (2014). Handbook of executive functioning. New York : Springer.
Gothe, N. P., Keswani, R. K. & McAuley, E. (2016). Yoga practice improves executive function by attenuating stress levels. Biological Psychology, 121, 109-116.
Hanmethee, S. (2015). EF (Immune life and drug prevention). Bangkok : Rakluk Book.
Harvard University, Center of developing child. (2014). Enhancing and practicing executive function skills with children from infancy to adolescence. Cambridge : Harvard University.
Kaushanskaya, M., et al. (2017). The relationship between executive functions and language abilities in children : A latent variables approach. Journal of Speech, Language, and Hearing Research, 60(4), 912-923.
Kimberly, et al. (2016). Dancer perceptions of the cognitive, social, emotional, and physical benefits of modern styles of partnered dancing. Complementary therapies in medicine, 26, 117-122.
McGowan, J. (2018). What is creative dance? : Jennifer McGowan’s creative dance center. [Online]. Available : http://jvmcgowan.tripod.com/whatiscreativedance.html. [2020, August 30].
Miyake, A. & Friedman, N.P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8-14.
Pauls, L.J. & Archibald, L.M.D. (2016). Executive functions in children with specific language Impairment : A meta-analysis. Journal of Speech, Language, and Hearing Research, 59(5), 1074-1086.
Pantoon, N. (2011).The Results of movement activitives and applied hermit exercise (Rusie Dutton) rhythms for the physical development of preschool children.
Master’s thesis, Graduate School, Srinakharinwirot University.
RLG Institute. (2017). Executive Functions = EF. Bangkok : RLG Institute.
Rossberg-Gempton, I.V., Dicknson, J. & Gray, P. (1999). Creative dance : potentiality for enhancing social functioning in frail seniors and young children-Creative movement and older adults. The Arts in Psychotherapy, 5(26), 313-327.
Saengsawang, T. (2016). Executive Function: Scales and Development Guidelines for Elementary Students. Dissertation, Graduate School, Srinakharinwirot University.
Siriwanbutr, P. (2013). Developmental psychology theory. (6 th ed.). Bangkok : Chulalongkorn University Press.
Sriprasert, P. & Kheovichai, K. (2017). A Model of ballet dancing activity for enhancement an appropriate behavior of children with attention deficit hyperactivity disorder in primary education. Veridian E-Journal, Silpakorn University Humanities, Social Sciences, and Arts, 10(2), 2235-2249.
Thanomkitti, R. (2016). Effect of aerobic dancing program on preschoolers’ attention. Master’s thesis, Graduate School, Srinakharinwirot University.
Vissers, C., et al. (2015). Executive functioning in preschoolers with specific language impairment. Frontiers in Psychology, 6, 1-8.
Weiland, C., Barata, M. C. & Yoshikawa, H. (2014). The cooccurring development of executive function skills and receptive vocabulary in preschool-aged children : A look at the direction of developmental pathways. Infant and Child Development, 23(1), 4-21.
Ziereis, S. & Jansen, P. (2015). Effects of physical activity on executive function and motor performance in children with ADHD. Research in Developmental Disabilities, 38, 181-191.
