The Development of a Participatory Early Childhood Experience Management Model Based on the Professional Learning Community at Anuban Phayao School

Abstract

This study employed a research and development approach with following objectives: 1) investigate baseline data, 2) develop a model, 3) implement the model, and (4) evaluate the model. The research was conducted in four phases. Phase 1 involved a baseline study of early childhood experience provision. Data were collected through focus group discussions with 15 participants consisting of administrators, teachers, and parents, and interviews with 10 experts using interview protocols to explore guidelines for early childhood experience provision. Phase 2 focused on developing and evaluating the quality of the early childhood experience provision model. Phase 3 involved implementing the model with 15 kindergarten teachers teaching Kindergarten Levels 1–3 at Anuban Phayao School, using the developed experience provision model, a school curriculum evaluation form, a knowledge and understanding test, and a teacher competency assessment form. Phase 4 evaluated the outcomes of the model, including early childhood education standards and teachers’ satisfaction with the model. The findings revealed that: 1) the baseline study indicated that early childhood experience provision emphasized collaboration and continuous development; however, participation lacked systematic processes and continuity, resulting in unclear connections between theory and classroom practice. 2) The developed model consisted of five stages: participatory relationship building, participatory and cause analysis, participatory planning, participatory action, and participatory evaluation. The overall quality of the model was rated at the highest level. 3) The implementation results showed that the overall quality of the curriculum was at the highest level. Teachers’ post-development knowledge and understanding were significantly higher than pre-development levels at the .05 significance level, and teachers’ overall competency was rated at a high level. 4) The evaluation results indicated that early childhood education standards were at an excellent level, and teachers’ overall satisfaction with the model was rated at a high level.