แนวทางการบริหารจัดการศูนย์พัฒนาเด็กเล็กสังกัดองค์กรปกครองส่วนท้องถิ่น ในจังหวัดอุทัยธานี ตามหลักอิทธิบาท 4

Abstract

  The objectives of this research Article were to study the management conditions to compare the opinions of local administrators, to present guidelines for child development center management under the local government organization in Uthai Thani Province according to Iddhipada IV. This was a mixed methods research.  For quantitative research, the sample group used in the research was 219 people. The research instrument was a questionnaire with item confidence value of .92. The data was analyzed by using frequency, percentage, means, and standard deviations. The comparison hypotheses were tested by t-test, F-test and one-way analysis of variance (One Way ANOVA). As for qualitative research, semi-structured interviews were used by collecting important data of 9 persons and analyzing the data using content analysis. The research results found that 1) In terms of the management conditions of child development centers under the local government organization in Uthai Thani Province, overall, the average was at the highest level.  2) In terms of the results of comparing opinions of local administrators, directors of the Education Division, teachers and child caregivers regarding child development center management guidelines under the local government organization in Uthai Thani Province classified by different personal factors, including gender, age, education level, and position, there were different opinions on the management of child development centers under the local government organization in Uthai Thani Province. Overall, the differences were not. 3) Guidelines for managing child development centers under the local government organization in Uthai Thani province according to Iddhipada IV were as follows: (1) In terms of child development center management, administrators should prepare plans and curricula for child development centers. Management information regarding children's information was collected and stored. Qualification structure and workforce were prepared. Teachers and child caregivers must receive continuous development.  The number of teachers and caregivers should be proportionate to the number of children. A policy and plan have been created covering the building structure and location area the building with a system to protect against. There was an incident action plan and the child development center committee was established. (2)Teachers/child caregivers should be supervised. Learning and play experiences should be organized for child development. Teachers and child caregivers created learning experience plans that were consistent with the child education curriculum. There were operations and evaluations. There were activities that promoted development in all aspects including physical, emotional, mental, social and intellectual aspects, covering cognitive abilities, learning ability, knowing how to think with reason and solving problems, observing, remembering, using language to convey meaning and creative initiatives.(3) Quality aspects of children, teachers and child caregivers should organize teaching and learning by inculcating discipline to allow children to build discipline through hands-on practice from their daily routines. There should be an agreement to create a daily routine to create opportunities for children to interact with other children and others. Teachers should organize activities that affected the appropriate development of children as well as have appropriate health habits. Children should receive develop language and communication skills and develop social skills, morality, discipline, and good citizenship.