The Development of Community Participation in Management of early Childhood Education under the Office of Sisaket Primary Educational Service Area 3

Abstract

This study aimed to 1) study the elements of community participation in the management of early childhood education in schools under the jurisdiction 2) study the current situation and the desirable state of early childhood education in schools under the jurisdiction and 3) develop guidelines for community participation in the management of early childhood education. The study samples included 320 early childhood teachers, a total of 179 education committee members (7 per school), a total of 63 community leaders (1 per school). Samples sizes were determined in comparison with the total population using Krejcie Morjan’s table. Stratefied random sampling was used. In addition to structured interview, a questionnaire was used to assess the current state, the desirable state, the suitability and the feasibility of the elements of community participation in the management of early childhood education in schools. Percentage, mean, standard deviation and correlation coefficient were used for statistical analysis. The research results were as follows.

1. Participation in the management of early childhood education in schools under the jurisdiction of Sisaket Educational Service Area 3 on 5 aspects including curriculum construction, an environment conducive to learning, child activities that promote learning development of children, integration of learning, teaching, andassessment of development was highly appropriate.

2. The current state of the management of early childhood education in schools under the jurisdiction of Sisaket Educational Service Area 3 was highly satisfactory overall. The top three aspects that received the highest scores include integration of learning, teaching management and an environment that is conducive to the child’s learning. The study found the overall characteristics of community participation in management of early childhood education in schools in the service area to be at the highest level. The top three aspects include activities that promote learning, child development assessment and creating an environment conducive to the child’s learning.

3. Community participation in management of early childhood education in schools can be done in 5 areas totaling 35 approaches. These include 8 approaches for appropriate curricula by selecting ability person or professional and work hard such as childhood teacher,director, school boards, community leaders in a school, 9 approaches for conducive environment by setting authentic environment, establish far from source, dust, smell, noise, dangerous area, tidy, clean, safe, shady, beautiful and consistent with local culture, 6 approaches for child learning development activities by parent and community help to plan and create activity, resources, local wisdom is in and out school. for develop childhood learning, 7ways to Integrate learning management. Plan Activity with teacher and parent, 5 approaches for integration of learning and teaching, and 7 approaches for development evaluation Teacher should coordinate with parent and always talk about measurement and Evaluation for sharing school and home information develop them to be efficiently student.