Prototype School on Development of Morals and Ethics for Early Childhood in the 21st Century

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dc.contributor.authorPornteap Leethong-In
dc.contributor.authorThipsuda Kitlert
dc.contributor.authorVenus Sakunhom
dc.contributor.authorMongkolchai Boonkaew
dc.contributor.correspondenceP. Leethong-In; Faculty of Education, Suan Dusit University, Bangkok, 10300, Thailand; email: pornteap_lee@dusit.ac.th
dc.date.accessioned2025-03-10T07:34:45Z
dc.date.available2025-03-10T07:34:45Z
dc.date.issued2023
dc.description.abstractThis research aimed to develop an outcome mapping workshop, assesment criteria, and quality assessment of prototype school on the development of morals and ethics for early childhood in the 21st Century. The participants were boundary partners from 4 schools under the Nakhon Nayok Primary Educational Service Area Office, Nakhon Nayok Province, Academic Year 2021, consisting of 20 people; 14 direct partners and 6 strategic partners. Participants wereselected by using purposive sampling technique. The participants attended a 2-day outcome mapping workshop for the prototype school on the development of morals and ethics for early childhood in the 21st century. Then, the appropriateness of the outcome mapping workshop was examined in order to investigate the efficiency and effectiveness, and ensure standards of accuracy, suitability, feasibility, and advantages. Qualitative data were analyzed using content analysis and quantitative data was analyzed using basic statistics including percentage, mean, and standard deviation. The results showed that prototype school on the development of morals and ethnics for early childhood in the 21st century consisted of 3 major steps and 12 minor steps. The evaluation criteria for the prototype school on development of the morals and ethics of early childhood in the 21st century consisted of 17 indicators, 88 practical criteria. The quality of the outcome mapping worskhop consisted of two components: 1) the efficiency and effectiveness based on weight of assesesment cirteria before and after the experiement according to the pre and post experiment increased; and 2) the verification of the results and evaluation criteria for standardized outcome mapping was accurate, suitable, and feasible. The overall usefulness was scored at a very good level. © 2023, Research and Development Institute Suan Dusit University. All rights reserved.
dc.identifier.citationJournal of Multidisciplinary in Social Sciences
dc.identifier.issn26730235
dc.identifier.scopus2-s2.0-85172032996
dc.identifier.urihttps://repository.dusit.ac.th//handle/123456789/4586
dc.languageEnglish
dc.publisherResearch and Development Institute Suan Dusit University
dc.rights.holderScopus
dc.subjectEarly childhood
dc.subjectMoral and ethics
dc.subjectOutcome mapping
dc.subjectPhysical literacy
dc.titlePrototype School on Development of Morals and Ethics for Early Childhood in the 21st Century
dc.typeArticle
mods.location.urlhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85172032996&partnerID=40&md5=3dcb61c5f8b665b7cf9cec84b2b6c0ef
oaire.citation.endPage62
oaire.citation.issue1
oaire.citation.startPage55
oaire.citation.volume19
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