Browsing by Author "Chanasuek Nichanong"

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    A Study of guideline for Reforming Training Program for Pre-service Preschool Teachers, In-service Preschool Teachers, Caregivers, and Teacher Assistants
    (ครุศาสตร มหาวิทยาลัยราชภัฏมหาสารคาม, 2021) Phornchulee Lungka; Chanasuek Nichanong; Wilailak Langka; Nisarat Issaramanorose; Pornluck Intamra; Poonyawee Chiropasworrapong; Ua-aree Janthon
    This research aims to study the preparation and development guidelines of early childhood curriculums, including caregiver and teacher assistant training program. The research operation separated into three parts: 1) The knowledge synthesis of early childhood preparation and development systems in Thailand, and six foreign countries, namely The United States of America, England, New Zealand, Japan, Philippines, and Hong Kong ; 2) The developmental guideline studies of early-years curriculums and teaching methodologies for preschool teachers, caregivers, and teacher assistants; 3) The recommendation for Equitable Education Fund (EEF), using as part of the reformation in preschool teacher preparation and development, providing the recommendations for creating the prototypical patterns of preparation and development for the preschool teachers and other personnel. For the qualitative data, the interview information was collected from 101 people who were early years educational specialists, kindergarten executives, preschool teachers, parents. The quantitative data was gathered by using a questionnaire, there were 1,044 responders in six regions of Thailand including the school administrators, preschool teachers, caregivers, and teacher assistants. The quantitative data were analyzed by descriptive statistics and Modified Priority Needs Index (PNI Modified) to forecast and analyze the expected and actual condition. The qualitative data were analyzed by content analysis. The results found that there were four periods of reformation in early childhood development for preschool teachers of Thailand during the last two decades. There were similar and different systems for preparation and development of preschool teachers in six countries. Moreover, the recommendations of preschool teacher preparation, consisting of 12 areas.
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    Education Management Model for Early Childhood Development Promotion
    (Graphicsite, 2023-09-13) Chanasuek Nichanong; Jiraporn Rodpuang
    This research aims to assess the education management model for development promotion of early childhood. The research team conducted the simple random sampling. The sample group included 93 parents of early childhood students in kindergarten level 1 and 2 of La-orutis Demonstration School, Bangkok, La-or Plus Curriculum in educational year of 2020. The research tool is a questionnaire developed by the research team in accordance with Early Years Foundation Stage Statutory Framework (EYFS). The research team checked the content validity by Index of Item – Objective Congruence (IOC) and the result is between 0.80-1.00. the reliability Cronbach’s alpha value of questionnaires is 0.96. The statistics applied in the research are means and standard deviations. It is found that the authentic assessment of application of education management model which promotes early childhood children’s development in general and in particular aspects corresponded to realistic situations at a high level, as follows 1) The aspect of inputs corresponded to realistic situations at a high level. The highest item is personnel, followed by environment and learning source management and media and innovation, respectively. When considered in each item, it was found that the number one was the school prioritizes and takes the students’ health and safety into account in high level. Number two was Adequate teachers and nursery teachers to take care of all students in high level and number three was The school provides the environment promoting the student’s learning in high level 2) The aspect of process corresponded to authenticity at a high level. The highest item is nutritious care, followed by expressive art and design, communication and language, respectively. When considered in each item, it was found that the number one was the school prioritizes preparation of good and beneficial foods for the students in high level. Number two was the school provides guidance on nutritious food selection for the students in high level. Number three was the school prioritizes food preparation with proper nutrition proportion in high level and 3) The aspect of outcomes corresponded to authenticity at a high level. The highest item is physical health development, followed by communication and language, expressive art and design, respectively. When considered in each item, it was found that the students have proper physical development in accordance with the development criteria in high level. Number two was the students can well move their body and use their muscles in high level. Number three was the students can express their imagination through playing in high level.