Abstract

This study aims to find out the components of language experience organization abilities among early childhood pre-service teachers, and to assess the current states and needs for developing an instructional model. The participants consisted of 5 experts selected by purposive sampling and 87 early childhood pre-service teachers. The research instruments were semi-structured interviews and a needs assessment questionnaire. Data were analyzed using content analysis, mean, and standard deviation. The results revealed that the components of language experience organization abilities consisted of three main aspects: 1) knowledge of language theories and child development, 2) skills in teaching practice, media production, and storytelling, and 3) assessment and reflection. Pre-service teachers had the highest level of overall need for developing the instructional model. The highest needs were for active learning management, followed by practical training in real situations, and the integration of technology with local wisdom. These findings will be used to formulate a conceptual framework for developing the instructional model in the next phase.

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