The Model for Developing the Competencies of Early Childhood Teachers to Promote the Provision of Experience Emphasizing Executive Functions in Early Childhood in Private Schools

Abstract

The research article consisted of the following objectives: 1) to investigate the components and guidelines for developing the competencies of early childhood teachers to promote the provision of experience that emphasizes executive functions in early childhood in private schools; 2) to create and examine the propriety of the model for developing the competencies of early childhood teachers to promote the provision of experience that emphasizes executive functions in early childhood in private schools; and 3) to assess the feasibility and utility of the model for developing the competencies of early childhood teachers to promote the provision of experience that emphasizes executive functions in early childhood in private schools. The study was divided into three phases: 1) The first phase involved an investigation into the components and guidelines for developing the competencies of early childhood teachers. Research instruments included a questionnaire on the competencies of early childhood teachers conducted with 364 administrators, teachers and private school personnel in nine provinces in the Lower North, and an interview form exploring guidelines for developing the competencies of early childhood teachers conducted with five experts and administrators from three schools of best practice; 2) The second phase involved creating and examining the propriety of the model by first drafting it and then examining it for propriety. Research tools included points for focus group discussions to examine the propriety of the model by nice experts; and 3) The third phase involved an assessment of the feasibility and utility of the model. The research instruments included a model feasibility and utility assessment form that was administered to 140 directors of private schools in the Lower North.

From the study, the results revealed that the model for developing the competencies of early childhood teachers to promote the provision of experience that emphasizes executive functions in early childhood in private schools comprises three components, which are: the first component refers to the development process, which consists of four steps, namely 1) assessing the need for competency development, 2) planning the need for competency development, 2) implementing competency development, and 4) assessing the results of competency development; the second component refers to the development methods, of which there are six, namely 1) listening to lectures, 2) using case studies, 3) using problem-based methods, 4) assigning work, 5) work-based learning and 6) sharing opinions; and the third component refers to competencies of early childhood teachers, of which there are four aspects, namely 1) knowledge, 2) skills, 3) qualities, and 4) professional expertise. From creating and examining the propriety of the model by private school administrators, it was found of propriety, feasibility, and utility at a high level.