Education Management Model for Early Childhood Development Promotion

Simple item page
dc.contributor.authorChanasuek Nichanong
dc.contributor.authorJiraporn Rodpuang
dc.contributor.correspondenceJ. Rodpuang; Faculty of Education, Suan Dusit University, Bangkok, 10300, Thailand; email: jiraporn_rod@dusit.ac.th
dc.date.accessioned2025-07-07T18:11:58Z
dc.date.available2025-07-07T18:11:58Z
dc.date.issued2024
dc.description.abstractThis 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. © 2024, Research and Development Institute Suan Dusit University. All rights reserved.
dc.identifier.citationJournal of Multidisciplinary in Social Sciences
dc.identifier.issn26730235
dc.identifier.scopus2-s2.0-105008396437
dc.identifier.urihttps://repository.dusit.ac.th/handle/123456789/7295
dc.languageEnglish
dc.publisherResearch and Development Institute Suan Dusit University
dc.rights.holderScopus
dc.subjectEarly childhood development
dc.subjectEarly childhood education
dc.titleEducation Management Model for Early Childhood Development Promotion
dc.typeArticle
mods.location.urlhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-105008396437&partnerID=40&md5=0effd9d7efc41f19fdd21639bba15626
oaire.citation.endPage101
oaire.citation.issue1
oaire.citation.startPage91
oaire.citation.volume20
Files
Collections
SCOPUS 2024