GUIDELINES DEVELOP THE IMPLEMENTATION OF EXPERIENCE-BASED LEARNING STANDARDS FOCUSED ON CHILD-CENTERED APPROACHES IN MAE SOT DISTRICT UNDER THE OFFICE OF TAK PRIMARY EDUCATIONAL SERVICE AREA 2

Abstract

The purposes of this research were to: (1) examine the conditions and problems in implementing the standards of child-centered learning experience management in educational institutions in Mae Sot District under the Tak Primary Educational Service Area Office 2; (2) compare the operational conditions classified by school size and work experience of administrators and early childhood teachers; and (3) propose guidelines for improving the implementation of the child-centered learning experience standards. The sample consisted of 108 administrators and early childhood teachers selected through stratified random sampling. In addition, 17 experts provided in-depth information. The research instruments included a five-point rating scale questionnaire and a structured interview form. The statistics used for data analysis were mean, standard deviation , one-way ANOVA (t-test), and content analysis (F-test).

The findings revealed that: (1) the overall implementation of child-centered learning experience standards was at a high level; (2) the most significant problem found was the limitation of instructional materials and equipment used to promote children’s development; (3) when classified by work experience, the overall and individual aspects of implementation were significantly different at the .05 level. However, when classified by school size, no significant differences were found overall or in each aspect; and (4) the guidelines for development included the following: learning experiences should be planned to promote balanced development in four domains—physical, emotional-mental, social, and cognitive—based on the concept of holistic development and learner-centered education, teachers should provide developmentally appropriate practices (DAP) and consistently implement active learning through hands-on activities in daily routines, classrooms should be arranged to create a safe, warm, and learning-conducive environment, with age-appropriate materials and technology, Authentic assessment should be conducted continuously using various methods such as systematic observation, portfolio assessment, performance assessment, and reflective dialogue. assessment results should be utilized to improve learning management, furthermore, the PDCAA process should be applied to enhance planning, instructional activities, authentic assessment, parental involvement, and the integration of technology to better address individual differences and sustainably improve the quality of child-centered learning experience management.