Development of a model for early childhood teacher and caregiver preparation and development to enhance desired qualities of young children in Thailand

Abstract

This qualitative paper aimed to develop a model for early childhood teacher and caregiver [ECTC] preparation and development to enhance the desired qualities of young children. Two semi-structured interviews were conducted with a purposive sample of 60 (30 participants in each interview) including early childhood care and education [ECCE] experts, school administrators at ECCE level, early childhood teachers from both public and private sectors, caregivers, undergraduate students majoring in ECCE, and parents, followed by a focus group interview of 30 purposively selected participants and a public hearing with 35 participants. A four-step content analysis was conducted: (1) familiarizing the data; (2) splitting the text into meaning units and then condensing these meaning units; (3) developing codes; and (4) forming categories and themes (Erlingsson & Brysiewicz, 2017). Results suggested three components of the model: quantitative and qualitative goals, mechanism and relevant agencies, and early childhood education and care [ECCE] program. The quantitative goal was the consistency between the number of graduates and future needs for ECTC, while the qualitative goal was the competencies of ECTC. Mechanisms conducted by the relevant agencies were different according to their roles. Three ECCE programs were established. The findings help improve understanding of early childhood teacher education, particularly in a developing country, and solve the current problems in caregiver and teacher preparation and development