The Guidelines of Early Childhood Education Management for Area Development of Schools with Best Practice in the Southern Andaman Provincial Cluster

Abstract

Background and Aims: The development of early childhood education is a fundamental foundation for future educational progress, directly influencing the quality and efficiency of education, and supporting sustainable spatial development. Therefore, approaches to early childhood development are critically important. This research aims to 1) examine the current conditions and desired states of early childhood education management for spatial development in schools with best practices in the Andaman southern provinces. 2)Propose guidelines for managing early childhood education to promote spatial development in schools with best practices in the Andaman southern provinces.

Methodology: The research employs a quantitative research methodology. The sample group consists of 92 participants, including school administrators, teachers, and other stakeholders. The sample size was determined using purposive sampling. The research instrument is a questionnaire designed to assess the current and desired states of early childhood education management for spatial development in schools with best practices in the Andaman southern provinces. The questionnaire uses a 5-point Likert scale. Statistical tools used for data analysis include mean, standard deviation, and the priority needs index (PNI).

Results: The research findings revealed that: 1)The current state of early childhood education management for spatial development in schools with best practices in the Andaman southern provinces was rated at a high level overall and across all aspects (µ = 4.00). The desired state was rated at the highest level overall and across all aspects (µ = 4.86). 2)The proposed guidelines for managing early childhood education for spatial development in schools with best practices in the Andaman southern provinces, based on an analysis of the necessity index, identified the highest necessity in the aspect of building understanding and fostering collaboration between schools and parents in the development of children (PNI_Modified = 0.23).

Conclusion: The analysis of the current and desired states of early childhood education management for spatial development in schools with best practices in the Andaman southern provinces revealed that holistic child development through meaningful play ranked highest.

The analysis of the necessity for proposing guidelines for managing early childhood education for spatial development indicated that the most critical area of need was building understanding and fostering collaboration between schools and parents in child development. This highlights the importance of creating a learning process that actively involves parents, families, early childhood development centers, and communities in planning, supporting educational materials, participating in activities, and evaluating child development. Such collaboration is essential for promoting high-quality and sustainable spatial educational development.