Guidelines for Developing the Experience Organization Ecosystem to Improve Life Skills for Early Childhood Children in Schools Attached to Chiang Mai Primary Educational Service Area Office 4

Abstract

This research aims to 1) study the needs of the ecosystem for providing life skills development experiences for early childhood children in schools under the Chiang Mai Primary Educational Service Area Office 4, 2) study and develop guidelines for developing the ecosystem for providing life skills development experiences for early childhood children, and 3) verify the guidelines for developing the ecosystem for providing life skills development experiences for early childhood children. This is a mixed-methods research conducted in three stages: Stage 1 involved administering questionnaires to a sample of 48 individuals, including school administrators, academic teachers, and early childhood teachers. Data was analyzed using frequency, percentage, mean, standard deviation, and the Needs Index PNI_modified. Stage 2 involved semi-structured interviews with a target group of 5 individuals, consisting of school administrators and educational supervisors. Data was analyzed using content analysis. Stage 3 involved verifying the guidelines for developing the ecosystem for providing life skills development experiences for early childhood children, involving educational administrators, school administrators, educational supervisors, and early childhood teachers. The guidelines were verified for accuracy and appropriateness

The research findings revealed that:

1. The highest priority in developing an experience-based ecosystem is the experience-based aspect (PNI_modified = 0.24), while the physical aspect had the lowest value (PNI_modified = 0.19).
2. An effective approach to developing an experience-based ecosystem for developing life skills in early childhood requires a holistic and interconnected approach across four aspects: experience-based, participation, support, and physical aspects.
3. These 16 guidelines are therefore important and must be implemented concurrently to lead to the development of life skills in early childhood. The verification of the guidelines showed that they were highly accurate and appropriate.