DRAWING AND COLORING TO PROMOTE THE DEVELOPMENT OF FINE MOTOR SKILLS IN KINDERGARTEN 2 STUDENTS AT HORKHAM PITTAYASARN SCHOOL.
Keywords:
Digital Leadership, 21st Century Competencies, , School Administrators, Phrapariyattidhamma SchoolsAbstract
This classroom action research aimed to 1) compare the fine motor skills development of Kindergarten 2 students before and after imaginative drawing and coloring activities, and 2) compare imaginative thinking and creativity before and after the activities. The target group consisted of 25 Kindergarten 2 students at Hokhampittayasan School, Semester 2, Academic Year 2025, selected through purposive sampling. The research instruments included eight lesson plans for imaginative drawing and coloring activities, a fine motor skills assessment form, and an imaginative thinking and creativity assessment form. The instruments were validated by three experts, with content validity index (IOC) values ranging from 0.67–1.00, and demonstrated high reliability (Cronbach’s alpha = .91, respectively). Data were analyzed using mean, standard deviation, and paired-samples t-test, with the statistical significance level set at .05.
The results indicated that (1) students’ fine motor skills after the activities were significantly higher than before (t(24) = 12.87, p < .001) with a very large effect size (Cohen’s d = 2.57), and (2) imaginative thinking and creativity after the activities were significantly higher than before (t(24) = 13.42, p < .001) with a very large effect size (Cohen’s d = 2.68). The findings suggest that imaginative drawing and coloring activities are an effective approach for significantly enhancing fine motor development and creativity among preschool children.
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