PARENTS’ ROLES IN PROMOTING SELF-REGULATION OF PRESCHOOLERS IN RAKJIT KINDERGARTEN SCHOOL
Keywords:
Self-regulation, Parents' roles, PreschoolersAbstract
The purpose of this research was to investigate parents' roles in promoting self-regulation of preschoolers at Rakjit Kindergarten School in four aspects: supporting, environmental management, self-regulation training, and being a role model. The population consisted of 138 parents of kindergarten students (Grade 1-3) at Rakjit Kindergarten School under the Office of the Private Education Commission, Bangkok, in the academic year 2022, with one parent per child participating in the study. The research instrument was a questionnaire for parents. Data were analyzed using frequency distribution, percentage, mean, standard deviation, and content analysis. The research findings revealed that overall, parents' roles in promoting self-regulation of preschoolers were at a high level (𝜇 = 4.16). When considering each aspect, the highest mean score was attributed to environmental management (𝜇 = 4.25), followed by being a role model (𝜇 = 4.19), supporting (𝜇 = 4.14), and self-regulation training (𝜇 = 4.04), respectively. Analysis of parents' opinions and suggestions indicated that parents should provide opportunities for children to participate in decision-making and goal-setting, create learning-conducive environments, and serve as role models in self-regulation. The findings of this research can be utilized as guidelines for developing programs to enhance parents' and teachers' knowledge and understanding of effectively promoting self-regulation in preschool children.
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