The development of Early Childhood intellectual Capacities in the Child Development Centers of the Local Administrative Organizations, Chaiyaphum
Keywords:Intellectual Capacities; , Aged-Appropriated Development; , Early Childhood Education; , Integrated Learning
Background and Aim: The early stage of childhood is a crucial period that significantly impacts a child's learning and growth trajectory. Research has shown a strong connection between cognitive ability, developmental milestones during this phase, and future outcomes in adolescence and adulthood. Therefore, it is imperative for preschool learning programs to prioritize age-appropriate and holistic development. To enhance the intellectual capabilities of preschoolers, an integrated learning activity program was implemented and analyzed for its effectiveness in improving young learners' intellectual and other developmental factors.
Material and Methods: This study used pre- and post-test experimental designs. Through a multi-stage random sampling procedure, 113 preschoolers were chosen from five sub-district centers in Nai Faai, Nai Sineun, Ban Lao, Tha Hinong, and Huen. Developmental Assessment Scales, developed by the researcher, were used to compare cognitive abilities and development levels of children aged 24, 36, and 48 months before and after the 8-week Integrated learning program. The reliability of the scales was 0.85, 0.80, and 0.83, respectively. The t-test was employed for comparison analysis.
Results: The results indicated that the motor skills, language, problem-solving, and personal-social awareness of preschoolers aged 24, 36, and 48 months significantly improved at the .01 level after participating in the integrated learning activities.
Conclusions: Integrated learning activities could effectively support and enhance intellectual capacities and age-appropriate development.
Bartik, T. (2014). From Preschool to Prosperity: The Economic Payoff to Early Childhood Education. W.E. Upjohn Institute.
Burger, K. (2015). Effective early childhood care and education: Successful approaches and didactic strategies for fostering child development. European Early Childhood Education Research Journal, 23(5), 743-760.
Claessens & Engel, (2013), How Important Is Where You Start? Early Mathematics Knowledge and Later School Success. Teachers College Record. 115 (6), 1-29.
Claessens, Brigitte & Roe, Robert & Rutte, C.G. (2009). Time Management: Logic, Effectiveness, and Challenges. London: Routledge.
Davies, S., Janus, M., Duku, E., & Gaskin, A. (2016). Using the Early Development Instrument to examine cognitive and non-cognitive school readiness and elementary student achievement. Early Childhood Research Quarterly, 35, 63-75.
Department of Health. (2017). (Draft) Human Resources for Health Strategy, Ministry of Public Health (2017-2036). Nonthaburi: Ministry of Public Health.
Department of Mental Health. (2015). Document for the 14th Annual International Mental Health Conference. Bangkok: Department of Mental Health
Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., et al. (2007). School readiness and later achievement. Dev. Psychol. 43, 1428. doi: 10.1037/0012-16220.127.116.118
Gredler, M., & Shields, C.C. (2008). Vygotsky’s Legacy. New York: Guilford Press.
Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900-1902. https://doi.org/10.1126/science.1128898
Imnamkhao, S. (2020). Development of Early Childhood Development Centers by EF promotion (Executive Functions). Doctor of Philosophy Program in Nursing Science, Graduate School, Khon Kaen University.
Jones, S. M., Bailey, R., Barnes, S. P., Partee, A., Bailey, R., Barnes, S., & Partee, A. (2016). Executive function mapping project. Harvard, Harvard Graduate School of Education.
Luria, A. (1976). Cognitive Development: Its cultural and social foundation. Mass: Harvard University Press.
McClelland, M. et al. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28 (2), 314-324.
Mischel, W., Y. Shoda and M. Rodriguez (1989). Delay of gratification in children. Science, 244(4907), 933-938.
Moonkam, S. & Moonkam, O. (2002). 21 Methods of learning management for thinking process development. Bangkok: Prarnpim Printing.
OECD. (2020). Early Learning and Child Well‑being. A Study of Five-year-olds in England, Estonia, and the United States. Paris: OECD.
Olaleye, O., Florence, O., & Omotayo, K. A. (2009). Assessment of quality in early childhood education in Ekiti-State Nigeria. World Applied Sciences Journal, 7(5), 683-688.
Rangsiyanon, et al. (2019). Development of the creation of an Executive Function-EF model for preschool children through the participation process of the school under Suan Dusit University’s network. Suan Dusit University.
Saiyos, L., & Saiyos, A. (1995). Statistical Sciences Research. The 3rd. Bangkok: Suweeriyasan.
Shuey, E., & Kankaraš, M. (2018). The Power and Promise of Early Learning. OECD Education Working Papers, No. 186, OECD Publishing, Paris.
Sriphai, S., Supandee, T., Raksapuk, C., Poopayang, P., & Sangsan. (2017). The Development of Multiple Intelligence Capabilities for Early Childhood Development Center, Local Administration Organization in Chaiyaphum Province. Educational Research and Reviews. 10(16), 94-100.
Srisa-ard, B. (2002). Preliminary research. 8th edition. Bangkok: Suweeriyasan.
Stiles, J., & Jernigan, T. L. (2010). The basics of brain development. Neuropsychology Review, 20(4), 327-348.
Suphanpasuj, A. (2002). The development of IQ, EQ, MQ, and concentration with sound waves. Bangkok: Chulalongkorn University Press.
Surinchoompoo, C. (2019). The effects of using fairy tales to develop EF (Executive Function) skills of preschool children on basic skills. Faculty of Education, Loei Rajabhat University.
Sutik, S., Masitoh, S., & Mariono, A. (2022). Webbed Model Integrated Learning on Problem Solving and Self-Regulation Skills for PAUD Student in Mojokerto. Srawung (Journal of Social Sciences and Humanities). 1 (2), 52-60.
Thaneerat, W. (2019). The effects of using an integrated guidance activities package to develop attentive mental skills of preschool children at Anuban Nong Bua Lamphu School in Nong Bua Lamphu Province. Master of Education (Guidance and Psychological Counseling), Department of Education, Sukhothai Thammathirat Open University.
How to Cite
Copyright (c) 2023 Sunan Siphai, Suphi Siphai, Jaruwan Sakulku
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the International Journal of Sociologies and Anthropologies Science Reviews is retained by the author(s) under the under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.