Abstract

The objectives of this research were to develop the play experience model and to study the effect of usage in play experience model for enhancing the early childhood’s desirable qualification. There were 3 phases of research: 1) the document and context in experience management were studied, 2) the play experience model was developed, and 3) the effect of usage in play experience model for enhancing the early childhood’s desirable qualification. The samples were 54 Kindergarten 2 students studying during the second semester of 2013 academic year, Prasathin School Network Center, the Office of Roi-Et Primary Educational Service Area 1. The statistic used for data analysis included the Percentage, Mean, Standard Deviation, and t-test. The findings found that the play experience model for enhancing the early childhood’s desirable qualification consisted of : 1) the basic of theoretical approach, 2) the objectives, 3) the steps of play experience model, 4) the social system, 5) the principle of response, 6) the supportive system.  In addition, there were 3 steps of play experience model:1) readiness, 2) action, and 3) the conclusion and evaluation. The overall and each aspect of  desirable qualification of the early childhood obtained play experience model, found that the posttest 1, was higher than the pretest at .01 significant level.  Furthermore, the posttest 2, was higher than the posttest 1 at .01 significant level.  Besides, the evaluative findings found that, there were no significant differences between two weeks after the posttest 2, and the posttest 2.The early childhood’s desirable qualification by using the play experience model, was higher than the general experience management at.01 significant level. Moreover, the teachers’ opinion on the usage of play experience model for enhancing the early childhood’s desirable qualification was in “the Highest” level.  

Key words: Desirable qualifications , early childhood , the play experience model.