Efforts to Enhance Preschool Children’s Self-Confidence through Physical Motor Activities at Anuban Santiwit, Southern Thailand

Abstract

This study aims to describe teachers’ efforts to enhance children’s self-confidence through physical-motor activities at Anuban Santiwit, Southern Thailand. This study employed a qualitative descriptive method involving one homeroom teacher and eight playgroup children aged 3–4 years as participants. Observational data were collected using a structured observation sheet covering aspects of courage, independence, self-confidence, and active participation. Data were also gathered through in-depth interviews and documentation, then analyzed through data reduction, display, and conclusion drawing, with validity ensured through source and technique triangulation. The results indicate that children’s self-confidence increased, as evidenced by their greater courage in attempting new activities, willingness to perform in front of peers, improved independence, and heightened enthusiasm. This improvement was supported by the teacher’s role as a role model, motivator, and evaluator who consistently provided pedagogical and emotional stimulation. The study concludes that structured and repetitive physical-motor activities effectively improve the self-confidence of children aged 3–4 years through the provision of successful experiences, positive reinforcement, and the active role of teachers as facilitators.