A Study of Reading Promotion Activities and Life Skill Status to Effectiveness Reading Habit and Life Skill to Health Mind and Body for Early Childhood

Abstract

The objectives of this study were 1) to study the reading promotion activities and life skill for early childhood status and opinions of the childhood teachers, 2) to compare the reading promotion activities and life skill for early childhood status of the childhood teachers by gender, age, education level, education field and working experiences about early childhood, 3) to study the development of reading habit and life skill for early childhood from childhood teacher’s opinions and 4) to study the reading promotion activities to enhance reading habit and life skill to health mind and body for early childhood form childhood teacher’s opinions. The samples of this study were cluster sampling, consisted of 143 childhood teachers. The research instruments were a questionnaire for childhood teachers. Data were analyzed by using frequency, percentage, mean (), Standard Deviation (S.D.) t-test Independent and F-test. The results of the study were as follows : 1) the status of childhood teachers expressed  their performance with  reading promotion activities for early childhood at high level  ( x̄= 3.95, S.D. = 0.61),  their performance with  life skill activities for early childhood at high level (x̄ = 4.14, S.D. = 0.60). 2) The childhood teacher’s age, and education field had no effect on reading promotion activities for early childhood whilst gender, education level, and working experiences about early childhood made a differences in their performance, and the childhood teacher’s gender, age, education level, education field, and working experiences about early childhood had no effect on life skill activities for early childhood. 3)  The development of reading habit for early childhood form childhood teacher’s opinions at high level (x̄ = 4.22, S.D. = 0.52), the development of life skill for early childhood form childhood teacher’s opinions at high level (x̄ = 4.34, S.D. = 0.52). 4) The reading promotion activities to enhance reading habit and life skill to health mind and body for early childhood form childhood teacher’s opinions at high level (x̄ = 4.16, S.D. = 0.61).