Exploring Opinions and Adaptation Guidelines of the Reggio Emilia Approach in Private Kindergarten Schools in Bangkok

Abstract

         This research aimed to investigate parental opinions and the guidelines for adapting the Reggio Emilia approach to private kindergarten schools in Bangkok. The research sample consisted of 3 administrators, 13 teachers, and 20 parents from a private kindergarten school implementing the Reggio Emilia approach, selected using purposive sampling. The data collection instruments included: 1) a questionnaire (with an IOC of 1.00 and a reliability of 0.88), and 2) a semi-structured interview guide (with an IOC of 1.00). Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed through content analysis, with the results of both analyses being compared and linked.

         The findings revealed that parents had a high level of satisfaction with the overall adoption of the Reggio Emilia approach in the private kindergarten school (Mean = 4.21, SD = 0.40), with the highest satisfaction in the nurturing aspect, followed by communication, volunteering, home learning, decision-making, and community collaboration. Qualitative data analysis highlighted the administrators' inspiration and primary objectives for adopting the approach, their knowledge and support for staff and parents, administrators' competencies, recommendations for adaptation, and the importance of parental and community roles. The guidelines for adapting the Reggio Emilia approach in the context of private kindergarten schools emphasized six key components: clear vision and goals, understanding of principles and concepts, improving learning processes, promoting stakeholder participation, developing support factors, and continuous development, which aligned with relevant principles and research. The findings of this research are beneficial for private kindergarten schools in improving their educational management based on the Reggio Emilia approach and provide information for parents in supporting their children's learning.