Development of Non-Formal Education Activities Model for Teachers in Foundations for Disadvantaged Children

Abstract

The dramatic increased in number of disadvantaged children in Thailand has became the national concerns.  These children has different needs than ordinary children.  Foundations, charity organizations, were established to help these types of target group.  Teachers who works in Foundations have important role in developing these children.  This research has 3 objectives: (1) to find need analysis and characteristics of teachers in Foundations, and to find non-formal education activities for teachers (2) to develop non-formal activities for teachers in Foundations and (3) to come up with policy recommendations. The result founded that Foundation teachers are devoting to their work and children’s developments. However, they are lacking of skills in arranging specialized activities.  (1) The needs analysis result found that the music arts and movements can help enhance children’s emotion and social skills. (2) The suggested activities model should be type of aesthetic experiences which consists of hands-on repeated actions with the cycle of Experiential Learning.  These activities should be implied positivity and should be continuous over time, therefore the children’s brain could be developed properly accordingly.  The repeated optimistic aesthetic experiences over time may result in children realizing the desired behavior.  (3) For further development and practice, the activities should be suitable for types of disabilities, and focus on enhancing children’s social and emotion abilities.  Systematic teachers’ development should be created.  Lastly, special teachers’ learning center for teachers who teach disadvantaged children should be established.