GUIDELINES FOR ACADEMIC ADMINISTRATION WITH PARENTAL PARTICIPATION TO DEVELOP EARLY CHILDHOOD BRAIN SKILLS IN EDUCATIONAL INSTITUTIONS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION, PHITSANULOK AREA 1

Abstract

This research aimed to 1) study the current conditions of academic administration with parental participation to develop executive functions (EF) in early childhood in educational institutions, and 2) examine guidelines for academic administration with parental participation to develop executive functions in early childhood in educational institutions. The research was conducted in two processes. Phase 1 investigated the current conditions of academic administration with parental participation for developing executive functions in early childhood. The sample consisted of 25 administrators and 266 teachers, for a total of 291 participants, selected via stratified random sampling. The research instrument was a five-point scale questionnaire. Phase 2 examined the guidelines for academic administration with parental participation to develop executive functions in early childhood. The key informants were five experts selected by purposive sampling.
The research instrument was an interview form. The results revealed that 1)The overall conditions of academic administration with parental participation for developing executive functions in early childhood were at a high level. The highest score were in participatory measurement and developmental assessment, followed by participatory planning, while participatory learning experience management had the lowest score. 2) The guidelines for academic administration with parental participation were as follows (1) Participatory planning should promote awareness, knowledge understanding and mutual and establish shared goals between teachers and parents. (2) Participatory learning experience management should encourage parents to recognize the value of play-based learning, utilize local resources, connect learning with real-life contexts, and encourage children’s executive functions. (3) Participatory provision of instructional media and learning resources should provide opportunities for parents to be involved in all processes, for develop media and learning resources that support executive functions, and establish professional learning communities. (4) Participatory assessment and evaluation of development, parents should be involved in assessing and reflecting on outcomes, which can concretely support the development of executive functions in early childhood.