THE IMPLEMENTATION OF THE EARLY CHILDHOOD EDUCATION CURRICULUM B.E. 2568 FOR CHILDREN AGED 3–6 YEARS BY KINDERGARTEN TEACHERS (K1–K3) UNDER NAKHON SAWAN CITY MUNICIPALITY

Abstract

This research article aimed to 1) examine the level of implementation of the Early Childhood Education Curriculum B.E. 2568 in schools under Nakhon Sawan City Municipality, and 2) investigate problems and obstacles in implementing the curriculum. The study employed a mixed-methods research design, consisting of a quantitative component using questionnaires administered to all 47 early childhood teachers, and a qualitative component using in-depth interviews with eight key informant teachers. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed through content analysis and presented descriptively.

The findings revealed that:

1) The overall level of curriculum implementation was high. The highest mean score was found in Dimension 3: Practice and Implementation of the Curriculum, followed by Dimension 4: Need for Support, Dimension 2: Confidence in Implementation, and the lowest mean score was in Dimension 1: Understanding of the Curriculum.

2) The problems and obstacles were summarized into three main aspects:
(1) Misunderstanding and adaptation inconsistent with the curriculum’s intent, due to limited deep understanding of competency-based and play-based learning; (2) Heavy workload and an unsupportive work context, reducing teachers’ time for preparation and instructional design; and (3) Lack of parental support, as parents tend to emphasize academic skills over holistic child development.

The findings indicate that although teachers show high commitment and self-confidence, sustainable and effective implementation of the competency-based early childhood curriculum requires continuous systemic support—particularly in developing a deep understanding of the curriculum, reducing non-teaching workload, and fostering collaboration with parents.