The Development of an Early Childhood Teacher Training Curriculum to Enhance Thai Language and Cognitive Processes in Children through Coaching and Mentoring Systems
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Abstract
This research article consisted of the following objectives: 1) to examine the current conditions and needs regarding instructional management for developing Thai language and cognitive processes in children through coaching and mentoring systems; 2) to design and develop an early childhood teacher training curriculum; 3) to implement the developed early childhood teacher training curriculum; and 4) to evaluate and revise the early childhood teacher training curriculum. The study employed a four-stage research and development (R&D) process. Stage 1 involved: 1) a document analysis instrument with the highest level of content validity, using data from 9 experts and 14 teachers/lecturers; the interview form demonstrated high content validity; 2) 20 early childhood teachers and related personnel; and 3) a questionnaire with IOC ≥ .50. Stage 2 included: 1) 5 experts evaluating the curriculum using a content validity instrument and a curriculum propriety assessment form, both showing high content validity; and 2) a one-day pilot training (2 learning units) with 10 early childhood teachers followed by post-training interviews. Stage 3 consisted of implementing the two-day curriculum (4 learning units) with 18 early childhood teachers. Instruments included a knowledge test (IOC for 30 items, item difficulty index (p), discriminant index (r), α = .92), a lesson-plan evaluation form with high content validity, and a learning-management evaluation form with high content validity. Additionally, 120 preschool students participated as volunteers, using language-process and cognitive-process assessment tools with the highest and high content validity, respectively. Stage 4 involved volunteer groups including 6 early childhood teachers and 31 parents using a questionnaire (IOC ≥ .50), and 9 experts evaluating the curriculum through a certification form with the highest level of content validity.
The results showed that, regarding Objective 1, there was the highest level of need for developing a teacher-training curriculum. For Objective 2, the draft curriculum demonstrated a high level of overall coherence and a high level of overall propriety. Regarding Objective 3, early childhood teachers’ post-training knowledge and understanding were significantly higher than their pre-training levels (p < .05), their ability to write lesson plans was at a high level, their learning-management competence was at the highest level, and children showed statistically significant improvements (p < .05) in Thai language and cognitive processes. For Objective 4, participants expressed the highest level of satisfaction with the curriculum and the coaching process, and the curriculum received full certification from experts.
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