International Journal of Educational

Science and Research (IJESR)

ISSN (P): 2249-6947; ISSN (E): 2249-8052
Vol. 7, Issue 6, Dec 2017, 41-48
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THE DEVELOPMENT OF INNOVATIVE BILINGUAL CHILDREN’S PICTURE

BOOK FOR KINDERGARTEN TEACHERS: FOCUSES

ON COUNTING NUMBER UNIT

ORRAPHATKAN CHAIWATCHATUPHON & ANON UA-UMAKUL

Doctor of Education Program in Educational Studies, Faculty of Education, Rangsit University, Patumthani, Thailand

ABSTRACT

This research, aimed to develop an innovative bilingual children’s picture book, focused on counting number
unit and assess the using of this book, for kindergarten teachers. Purposive sampling was employed. The participants
were the four kindergarten teachers, who taught in the first semester of the academic year 2017, at the bilingual school
in Phra Nakhon Si Ayutthaya. There were two research instruments in this study: 1) The innovative bilingual children’s
picture book, and 2) the assessment of using innovative bilingual children’s picture book. The content validity was
examined by three experts in the area of curriculum and instruction. The descriptive statistics were conducted by

Original Article
arithmetic mean and standard deviation. The results were found that; 1) the B5paper size of innovative bilingual
children’s picture book in title “Amazing Circles” with ten pages was created and developed, and 2) the assessment of
using this book was in the highest level ( = 4.73, SD = 0.45). The recommendations of this study were 1) the
kindergarten teachers ought to be promoted the construction of learning innovation for preschoolers and 2) other
contents in language learning should be studied in the future work such as animals, our body, food and so on.

KEYWORDS: Development of Innovation, Bilingual Children’s Picture Book & Kindergarten Teachers

Received: Sep 21 2017; Accepted: Oct 10, 2017; Published: Nov 04, 2017; Paper Id.: IJESRDEC20175

INTRODUCTION
Background of the Study

At present, Thailand expanses the opportunities in education, trading and investment, followed by the
National Economic and Social Development Plan. Making research and development is the one of main factors to
drive and upgrade our country to Thailand 4.0 era. Hence, the Thai government defines the innovation
development as The National Agenda which conforms to the goals of educational development (Office of the
Prime Minister Office of the National Economic and Social Development Board, 2017 a, b).

The provision of teaching innovation and research is focused on the educational management and
development in Thailand. It is specified in the goals of National Education Act B. E.2542, amended 2553, which is
promulgated in Royal Thai Government Gazette on the twelfth of July, 2010. The contents of educational
technology have appeared in the ninth section, the sixty-fourth note that the government has to promote and
support the construction and development of textbooks and instructional media by accelerating the ability to create
the new innovations, acquiring the capital, and motivating the educational media producers to develop their media

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42 Orraphatkan Chaiwatchatuphon & Anon Ua-Umakul

as well (Royal Thai Government Gazette, 2010).

According to the Act, the ministry of education (2017:31-32) prescribes the National Strategic Plan (B. E.2560-
2564) about preschoolers in contents of the curriculum development and the construction of educational innovations. It
leads to the curriculum improvement in 2017 and specifies that kindergarten teachers and educational personnel were
informed the standard about desired characteristics of preschoolers. It emphasized on the communicative skills and
thinking ability harmonized with their learning. Besides, the ministry of education (2017:37-45) explains the characteristics
of preschoolers that they should be based on their age or their nature. For instance, the children under the age of five years
can count and recite the number one to twenty by themselves. So, the kindergarten teachers need to understand the
characteristics of preschoolers and consider designing the class activities and instructional innovations appropriately.

Nowadays, the educational innovations are used for preschooler and developed in many ways. The bilingual
children’s picture book is the one of them which can be used to stimulate the preschoolers learning in language intelligence
because the preschoolers are activated the nervous system of visibility through the pictures, alphabets and vocabulary, and
memorizes them effectively (Anantana, 2009: 35; Chaiwatchatuphon, 2017: 4; Phetsanghan, 2007: 9-10;Uysal and Yavuz,
2015:20).

According to the background of the study above and the study of Chaiwatchatuphon (2017: 1-5), concerning to
the use of innovative children’s stories and play dough work, to enhance English vocabulary learning of the second-year
preschoolers, the researchers interested in the development of innovative bilingual children’s picture book (English-Thai)
and defined the research objectives in two aspects, that is showed in the next section.

Research Objectives

The research objectives are showed as below:

• To develop an innovative bilingual children’s picture book, focused on counting number unit.

• To assess the using of the constructed innovative bilingual children’s picture book.

Research Questions

There are two research questions of this study presented as below:

• How does the innovative bilingual children’s picture book focused on counting number unit construct and
develop?

• What is the result of the constructed innovative bilingual children’s picture book usage assessment?

Scopes of the Study

The scopes of this study are determined as follows:

• This study is the research and development (R&D) and its pattern is educational research and development
(ER&D) (Kanjanawasee, 2016:1-18).

Impact Factor (JCC): 5.9865 NAAS Rating: 4.16

The Development of Innovative Bilingual Children’s Picture Book for 43
Kindergarten Teachers: Focuses On counting Number Unit

• The timing to collect data is during 1-14 September 2017, the first semester in academic year 2017.

• The content of children’s picture book emphasizes on the counting number 1 – 20.

Conceptual Framework

The conceptual framework is illustrated in the diagram as below

Independent Variable Dependent Variables

Figure 1: The conceptual framework

METHODS
Participants of the Study

The participants of the study are the kindergarten teachers in the second-year and third-year class, first semester in
academic year 2017, at the bilingual school in Phra Nakhon Si Ayutthaya. Four teachers are selected by purposive
sampling.

The Construction of Research Instruments

There are two research instruments in this study: a constructed innovative bilingual children’s picture book
(English-Thai) in title “Amazing Circles” based on the kindergarten curriculum B. E.2560, and the assessment form of the
using of innovative bilingual children’s picture book.

The construction process of R & Dinstruments in this study is presented in more details, with five steps as below
(Kanjanawasee, 2016: 1-18; Phengsawad, 2009: 1-12):

Exploration

The researchers review the kindergarten curriculum B. E.2560 which is improved by the ministry of education.
All kindergarten teachers use this curriculum to design the learning activities in class for preschoolers. Besides, the related
document is reviewed to set the vocabulary embedded in a picture book.

Design

The researchers design the innovative bilingual children’s picture book in three steps:

• 2.1 Design book pattern, size, number of pages, plot story, character, using color, text.

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44 Orraphatkan Chaiwatchatuphon & Anon Ua-Umakul

• 2.2 Write the content of bilingual children’s picture book with the target vocabulary (number 1 – 20) and make a
story board.

• 2.3 Assess the content validity of bilingual children’s picture book, by three experts with five rating scales (Srisa-
ard, 2011: 103).

Development

The researchers compile one bilingual children’s picture book (English-Thai) in title “Amazing Circles” in B5
size (6.0 x 9.8 squared inches). The inside book is contained both of pictures and story about counting number one to
twenty with ten pages. Then, it is tried out before using with actual samples.

Application

The four participants use this book in the actual class. After class activity, they assess the using of bilingual
children’s picture book (English-Thai) in title “Amazing Circles” in five rating scales (Srisa-ard, 2011, p.103; Best, 1977).
Data were analyzed and interpreted.

Dissemination

The researchers disseminate the constructed innovation, summarize in research report, and publish in educational
journals.

Data Collection and Analysis

The data of study was collected in the first semester, academic year 2017 during 1-14 September. The time
duration is at 8.30 – 9.30 a. m. and presents in more details as below:

• The researchers contacted Mr. Panitan Boonprasitt, the Head Masterofthe bilingual school, Phra Nakhon Si
Ayutthaya, and asked for the permission, for collecting data during 1-14 September, 2017.

• The researchers appointed the small group meeting with the four selected participants, to inform about how to be
using and the assessment of bilingual children’s picture book.

• The bilingual children’s picture book was used in actual classes.

• The data were collected and analyzed with arithmetic mean ( ̅ ) and standard deviation (SD).

• The analyzed data were interpreted with five rating scales (Best, 1977).

̅ = 4.50 – 5.00 means Highest Level ̅ = 3.50 – 4.49 means High Level

̅ = 2.50 – 3.49 means Moderate Level ̅ = 1.50 – 2.49 means Low Level

̅ = 1.00 – 1.49 means Lowest Level

Impact Factor (JCC): 5.9865 NAAS Rating: 4.16

The Development of Innovative Bilingual Children’s Picture Book for 45
Kindergarten Teachers: Focuses On counting Number Unit

THE RESULTS AND DISCUSSIONS

The results of this study are presented in two parts as follows:

follows

• The innovative bilingual children’s

children picture book, for kindergarten teachers had been developed.
developed The title of this
book is Amazing Circle with B5 size (6.9 x 9.8 squared inch). The inside book is indicated the both of pictures
and story about counting number one to twenty with ten pages.
pages The example of this book showed in Figure 2 as
below.

Figure 2: The Example

Examp of Innovative Bilingual Children’s Picture Book
• The arithmetic mean and standard deviation are used to analyze the using the bilingual children’s
children picture book for
kindergarten teachers. The results are found that the quality of innovation is the highest level with ̅ = 4.73 and
S.D. = 0.45
45 and shown in the Table 1.
1

Table 1: The Results of Using the Innovative Bilingual Children’S

S Picture Book (N = 4)
Participant Items Data
Number 1 2 3 4 5 6 7 8 9 10 S.D. Interpretation
1 5 5 4 4 5 5 5 4 5 5 4.70 0.48 Highest
2 5 5 5 4 5 4 4 4 5 5 4.60 0.52 Highest
3 5 5 4 4 5 5 4 4 5 5 4.60 0.52 Highest
4 5 5 5 5 5 5 5 5 5 5 5.00 0.00 Highest
Total 4.73 0.45 Highest

As shown in the Table, the

he findings indicated that this innovation can be used in actual
actu class because it is designed
and constructed with reference to the kindergarten curriculum B.
B E.2560, including the target contents, subject areas, the
learning objectives (Ministry
Ministry of Education, 2017:31-45).
2017: Besides, the plot story, pictures,, color, text
te pattern, and text size
are designed according to the preschoolers’
preschoolers age and nature. It is easy to teacher for motivating the preschoolers learn, and
help the preschoolers for memorizing in their brain, creating a new schema and reciting the vocabulary.
vocabulary

CONCLUSIONS

In conclusion, the researcher hopes that,

that the construction of the new innovative learning media for preschoolers
should promote and support by the school directors,
directors or educational administrators. They can support the teachers, to create
the innovations
ovations by self and use in actual class.
class Moreover, other contents in language learning for kindergarten,
kindergarten need to be
studied in the future work such
ch as animals, our body, plants and so on.

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46 Orraphatkan Chaiwatchatuphon & Anon Ua-Umakul

ACKNOWLEDGEMENTS

We would like to thank Dr. Pimurai Limpapath and Dr. Wallapa Chalermvongsavej, from Faculty of Education
Rangsit University, for their comments and for the support, to construct the new academic research. We are thankful to Mr.
Panitan Boonprasitt, Head Master of the bilingual school in Phra Nakhon Si Ayutthaya, who permitted us to collect the
data in actual class. Lastly, we are also grateful to Teacher Amporn Phanthong, for devoting time for drawing all pictures
in the bilingual children’s picture book, used in this research.

REFERENCES

1) Anantana, L. (2009). Foundation of Fine Arts: Pathomsuksa 1. Bangkok: Kurusapa Printing.

2) Best, J. W. (1977). Research in Education (3rd ed.). Englewood Cliffs. New Jersey: Prentice Hall, Inc.

3) Chaiwatchatuphon, O. (2017). The Use of Innovative Children’s Stories and Play Dough Work to Enhance English
Vocabulary Learning (Unpublished Doctoral Dissertation). Rangsit University, Phathumthani.

4) Kanjanawasee, S. (2016). Research and Development for Thai Education. Silpakorn Educational Research Journal, 8(2), 1-
18.

5) Ministry of Education. (2017). Early Childhood Curriculum B. E. 2560 (A. D.2017). Bangkok: Kurusapa Printing.

6) Office of the Prime Minister Office of the NationalEconomic and Social Development Board. (2017 a). The Twelfth National
Economic and Social Development Plan (2017-2021). Retrieved fromhttp://waa. inter. nstda. or. th/stks/pub/2017/20170702-
National-Economic-Social-Development-Plan-Twelfth-edition. pdf

7) Office of the Prime Minister Office of the NationalEconomic and Social Development Board. (2017 b). Thailand: 12th Plan of
Innovation - Driven to the Future. Retrieved fromhttp://www. nesdb. go.th/download/document/Yearend/2017/ bookgroup2.
pdf

8) Phengsawad, W. (2009). Research and Development. Sakon Nakhon Rajabhat University Journal, 1(2), 1-12.

9) Phetsanghan, U. (2007). Child Brain Development by Story Telling and Reading Book Method. Domethat, 28(1), 9-10.

10) Royal Thai Government Gazette. (2010). National Education Act, B. E. 2542 (1999) and Amendments (Third National
Education Act, B. E. 2553 (2010). Retrieved fromhttp://ratchakitcha. soc. go. th

11) Srisa-ard, B. (2011). Introduction of Research (9th ed.). Bangkok: Suviriyasarn.

12) Uysal, N. D. & Yavuz, F. (2015). TeachingEnglishtoVeryYoungLearners. 7thWorldConferenceonEducationalScience, (WCES-

2015),Novotel Athens Convention Center, Athens, Greece.

Impact Factor (JCC): 5.9865 NAAS Rating: 4.16

The Development of Innovative Bilingual Children’s Picture Book for 47
Kindergarten Teachers: Focuses On counting Number Unit
APPENDIX

The Assessment Form of the Using of Innovative Bilingual Children’s Picture Book
Date & Time ______________

Instruction: Please sign the X (cross) on the box that reflects your response to each item.

Strongly
Strongly
Item List of Innovative Bilingual
Disagree Agree
Children’s Picture Book Usage Assessment
1 2 3 4 5
The book contents are consistent to the kindergarten curriculum
1
B.E.2017, Ministry of Education.
2 The book contents are consistent to the objective of lesson plans.
3 The book contents are suitable for learner’s age.
This book increases the preschoolers learning in
4
English vocabulary effectively.
This book makes the positive interaction between teachers and
5
preschoolers.
6 This book makes the positive interaction among preschoolers.
7 This book helps the preschoolers learn new English vocabulary easily.
This book helps the preschoolers connect the their prior knowledge
8
and the new one.
This book can be used to promote the preschooler’s role as a
9
performer.
10 This book is easy to use in the classroom.
Source: Chaiwatchatuphon, 2017, p. 161

Teacher’s Signature __________________

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