AN ANALYSIS OF NEEDS AND DEVELOPMENT GUIDELINES FOR THE EARLY CHILDHOOD EDUCATION CURRICULUM B.E.2568 IN PILOT SCHOOLS IN PHRA NAKHON SI AYUTTHAYA
DOI:
https://doi.org/10.64186/jsp2218%20%20%20Keywords:
Current Situation , Desired Situation , Needs Assessment, Early Childhood Education , Development Framework for the Early Childhood Education CurriculumAbstract
This research aims to: 1) Study the current state and desired state, 2) Assess the needs and necessities, and 3) Develop guidelines for the development of the 2568 BE Early Childhood Education Curriculum in pilot schools in Phra Nakhon Si Ayutthaya Province. The research used a mixed-methods approach, with a sample group of 120 participants, consisting of 45 school administrators selected through purposive sampling and 75 early childhood teachers selected through systematic random sampling. The research instruments included 1) a questionnaire for research purposes and 2) a structured interview. Statistical methods used for data analysis included percentage, mean, standard deviation, and the adjusted importance index for determining the priority of needs. The findings revealed that: 1) The overall current state was at a high level, while the desired state was at the highest level, 2) The necessary needs for the development of the 2568 BE Early Childhood Education Curriculum in pilot schools in Phra Nakhon Si Ayutthaya Province were found to be highest in the areas of curriculum design and development, knowledge and understanding of the curriculum, curriculum implementation, involvement of stakeholders, and curriculum management, and 3) The evaluation of the development guidelines for the 2568 BE Early Childhood Education Curriculum in the pilot schools showed that the appropriateness was at the highest level and the feasibility was at a high level. The key recommendations include: 1) Organizing workshops or PLCs for teachers and administrators to jointly design a curriculum that aligns with the local context and curriculum goals, 2) Conducting workshops for all teachers in pilot schools to enhance understanding of child development, competencies, and 4-dimensional child development, 3) Developing prototype activity sets focusing on play-based learning with children at the center, 4) Organizing meetings or training for parents to understand the new curriculum and their role in supporting their children, and 5) Developing a flexible and appropriate monitoring and evaluation system for early childhood education.
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