การศึกษาการพูดกับตนเองของเด็กวัยอนุบาลในกิจกรรมการเล่นเสรี / ธนวรรณ วิศรุตานันท์ = A study on preschool children's private speech in freeplay activities / Tanawan Wisalutanan
To investigate preschool childten's patterns of private speech in relation to sociocultural transformation which could raise children's consciousness. the data cllection methods were prolonged engagement of participation observation, and informal individual and/or group interviews in two case study schools, namely, Fa Sai Kindergarten and Ariyasai Daycare. the analysis was done by inductive interpretation. The findings were as follows: 1. There were five types of private speech related to three levels of thought leading to children's consciousness; level 1: metaphoric-symbolic thought consisting of the types of private speech that (1) gave meanings to objects (2) described one's own actions (3) analyzed and planed problem solving; level 2: inner image thought demonstrated in the type of private speech that (4) made imagination become real; level 3 : abstract-image thought demonstrated in the type of private speech that (5) regulated awareness of one's own feeling and thought. 2. The patterns of private speech were combinations of different types of speech relating to the childten's different levels of thought. At Ariyasai Daycare, their three patterns were: pattern A consisting of private speech types 1 and 2 which reflected metaphoric-symbolic thought; pattern B consisting of private speech types 2 and 4 which reflected metaphoric-symbolic thought related to inner image thought; pattern C consisting of private speech types 5, 5 and 5 reflecting abstract image thought which regulated awareness of one's own feeling and thought. there was no pattern of private speech consisting of types 3. At Fa-sai kindergarten, their three patterns were; pattern D consisting of private speech type 2,2 and 2 which reflected metaphoric-symbolic thought that helped describe one's own actions; pattern E consisting of private speech types 2,2 and 3 reflecting metaphoric-symboric thought which regulated thought for more difficult problem solving; pattern F consisting of private speech type 3,3 and 3 which reflecting metaphoric-symbolic thought which was tool for problem solving analysis and plan. There was no pattern of private speech consisting of types 1,4 and/or 5. 3. Sociocultural enviroment which supported the children's elevation of consciousness was as follow: At Ariyasaj Daycare, the community followed the Buddhist Noble Eight-Fold Path as their ways of life, their school cultural life demonstrated the following aspects: action: living gratefully without exploitation of others, helping each other; mentality: cultivating positive mind keeping mind peaceful and clean, living in self-awareness; intuitive intelligence: insight into the natural truth, being conscious of one's own feeling and thought. At Fa Sai Kingdergarten, the school community lived in regular habits that made them feel secure and peaceful. Their cultural ways of life demonstrated the following aspects; action: living in discipline and responsibility in daily chores; mentality: strong positive will, concentration with precise pattern of activities, cultivating gentle and sensitive mind with aesthetic arts. 4. Socio-cultural transformation of consciousness of preschool children consisted of two processes which were 1) interpersonal functioning by living among teachers who considerately interacted with them and spending time doing daily chores together. 2)Intrapersonal functioning by playing that freely allowed interpersonal experiences to be transformed into inner process of the three levels of thought necessary for reaching higher consciousness.
