State and Problems of Learning Experiences under the National Standard for Early Childhood Care of Private Nursery in Chonburi Province

Abstract

This research is a mixed methods research. To study various conditions and problems of organizing learning experiences at the National Standard for Early Childhood Care of nursery in Chonburi Province in 5 areas, including comprehensive care for child development, promoting physical development and taking care of health, promoting intellectual development language and communication skill, promoting emotional, mental-social development, cultivating morality and good citizenship and supporting children in transition to adjust to the next level of connectivity. The population is 87 private nursery. The main informants are 87 administrators. The sample group is 8 private nursery. The main informants are 16 administrators, teachers/caregivers. The research tools used included self-assessment forms, interviews, observation forms, and surveys. Statistics used to analyze quantitative data include: frequency percentage, mean, standard deviation and used content analysis for qualitative data. Quantitative analysis results found that The most problematic aspect of organizing learning experiences is the aspect of promoting children in the transitional period to adjust to the next level of connection (x=72.62,S.D.=1.25). Qualitative analysis results It was found that there were two reasons for this. The first was that teachers/carers were not considered early childhood education. As a results, the private nursery has not prepared a learning experience plan that is consistent with the Early Childhood Curriculum B.E. 2560. And second, some indicators, criteria, and details of consideration in the National Standard for Early Childhood Care are set broader than the child's age range. This is the reason why teachers/child caretakers are unable to perform according to standards.