PROPOSALS EXPANSION FOR THE REFORM OF EARLY CHILDHOOD TEACHERS, CHILD CARE PROVIDERS, AND ASSISTANT TEACHERS’ PRODUCTION AND DEVELOPMENT SYSTEMS: CHIANG MAI EDUCATION SANDBOX

Abstract

Faculty of Education, Chiang Mai University is the one of three universities that was selected by the Equitable Education Fund as a university to expand proposals for reforming the production and development system in early childhood teachers in case studies of Chiang Mai Education Sandbox. There are 5 phases for the research process by analyzing quantitative data using basic descriptive statistics and analyzing qualitative data by content analysis.

The findings showed as follows: 1. Most of the target groups of teachers and childcare providers have less than five years of teaching experience, and more than half have a teaching license. 2. Creating a curriculum for the core competency development affects the early childhood children’s conceptual innovation development. As the teachers and childcare providers in Chiang Mai Education Sandbox were found that the main components of the curriculum have 6 modules. It is a quality course with the highest overall quality assessment results 3. The curriculum application revealed that the creation of curriculum has an overall effectiveness index higher than .50 4. Creating an academic management model to support the development of teachers’ competency indicates that there are 4 phases of action 1) is to fulfill through hands-on practice. 2) is hand-on practice and building a learning community, 3) offers special guidance, and 4) reflects the thought leading to productivity and feedback 5. An academic management model, by overall opinions points out that teachers have better performance development results and meet the criteria.