59-05-032 Proceeding

284 Proceedings of the Princess Maha Chakri Sirindhorn Congress single child to play by themselves, use own sensory perception, and develop their own creativity, and cognitive thinking, leading them to enhance their observation, classification, collating and ordering skills that are related to the cognitive thinking theory of Stevanne Auerbach (2004: 32 - 34) which said that “block-shaped toys are so valuable as toys to play which enhance learning, stimulating that learners develop creativity.” Pirapong Kulpisal, et al. (1990: 206) also said that “Imagination is feeling occurs at the time one’s sensory has been aroused,” the child would feel curiosity and develops thoughts for expression, thus the child’s cognition, intellectual would be enhanced, and so feel proud of own achievement.Thus, all 16 block-shaped toys sessions had great potential in enhancing the cognitive thinking in children, as Poranee Kururattana (1992: 3) said that “the obvious relationship between playing and learning is that playing provides the children’s response to learning,” certainly allowing themto becomemore eccentric to their environment. Once they like, they repeat the cycle of learning. Playing these block-shaped toys allowed the children to learn through experiential learning as they interacted with the colors, shapes, and sizes. They can figure out the colors, the values of colors, so classification came into play, through intellectual thinking, as Ruosso (SukhothaiThammathirat University, 1984: 485) believed that “While children learn through experience, their minds absorb the new experience through their sensory, which is the early phase of cognitive thinking development.” The used of sensory stimulation incorporating the block-shaped toys also develop cognitive thinking. Activities such as pairing and smelling stimulated the children to think, find out the differences in objects, or tell things they know according to their sensory experiences. Wiroon Tangcharoen (1996: 26) said that “the sensory experiences are emphasizedonperception inphysical, taste, smell, sound, touch, feeling upon seeing, classification, and perception are process of the preschool children.” Besides the classification through sensory experiences, the children develops cognitive thinking along with the emotion and imagination as their activities of play incorporated sequencing through colors mixing process learnt. Thus the children interacted well in their play with the block-shaped toys activities, as Lesley Briston (Emotion and BrainDevelopment by Toys, THE CREATIVE BLOCK THE SUSPICIONS OBJECT BLOCK A TALL BUILDING