Browsing by Author "Ua-aree Janthon"

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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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    DEVELOPMENT OF WORK-BASED LEARNING SKILLS BANK TO ENHANCE LEARNING AND INNOVATION SKILLS ON EARLY CHILDHOOD EDUCATION FOR CAREGIVERS
    (ASEAN Journal of Education, 2021) Ua-aree Janthon; Tuan Tongkeo; Sirorat Trakoonsathitmun
    Abstract The study has the objectives to develop work-based learning skills bank to enhance learning skills and innovation in Early Childhood Education (ECE) among the caregivers under the Department of Local Administration. This research and development focus on shaping the direction of caregiver’s development according to the existing environment; the caregiver here means a person taking care of children aged 2-5 in their local area at daycare center under the Department of Local Administration. This study includes the analysis drawn from confirm factor analysis (CFA) to determine the factors of work-based learning skills bank. The sample group being comprised of 10 experts in ECE and technology, and 1,467 caregivers was selected from a total population of 46,673 through multi-stage sampling. The qualitative data was collected from the experts by the semi-structured interview and content analysis, and questionnaire on work-based learning behavior was used to acquire the quantitative data from the caregivers of which reliability was 0.945 with CFA. The study found five factors of work-based learning skills i.e. (1) technology, (2) knowledge, (3) learning activities, (4)outcome analysis and evaluation, and (5) work. It is found that each factor has had its key indicatorand each one has resonated with the empirical evidence according to the Goodness of Fit Index (GFI).The GFI has showed the chi-squired value of 0.04 and relative chi-squared value of 0.04. Thestandardized factor loading of each factor and factor indicator have ranged between 0.756-0.936 and0.436-0.936 respectively. Keywords: caregiver, work-based learning skills bank, early childhood education (ECE)
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    Guidelines for Enhancing Early Childhood Teacher Preparation and Development in Higher Education Institutions in Thailand
    (Graphicsite, 2023-05-07) Phornchulee Lungka; Sittiporn Iamsen; Wilailak Langka; Nisarat Issaramanorose; Pornluck Intamra; Poonyawee Chiropasworrapong; Ua-aree Janthon
    This research aims to study the preparation and development of early childhood teachers in Thai higher education institutions. Overall, the study established the guidelines and the policy proposals for enhancing the “preparation and development” of early childhood teachers in Thai higher education institutions; following the Standard of the National Early Childhood Development Institution. Both quantitative and qualitative data were collected with relevant groups and stakeholders in the process of preparation and development of early childhood teachers in 4 regions, the data were conducted in 2020. The participants were (1) Administrators or lectures, accountable for producing early childhood teachers, in the higher institutes in 4 regions, (2) Students in Early Childhood Education Programs, (3) School authority, mentors, student teachers, (4) Graduated in Early Childhood Education Programs, (5) Representatives from 4 relevant Ministries, (6) Early Childhood Teachers in different affiliations, (7) Senior experts in policymaking, and (8) Specialist in early childhood teacher preparation and development. The research tools included interviews, group discussions, data record forms, and the questionnaires of management and organising learning experiences for early childhood development according to the Standard of the National Early Childhood Development Institute. The qualitative data analysis was made using content analysis. The quantitative data were analyzed by descriptive statistics and inference statistics using One Way ANOVA statistical analysis, the correlation analysis, and confirmatory factor analysis (CFA). The results of the research revealed that early childhood teacher preparation conditions of higher education institutions in Thailand can be classified into 8 areas. The findings revealed that early childhood teachers in different affiliations had developed relevant knowledge, understandings and strengthening the competency in organising activities for early childhood development. However, there are several challenges facing the teachers to meet the requirements.