Educational Management for Early Childhood of the School in Chai Prakan District Under the Chiang Mai Primary Educational Service Area Office 3

Abstract

The purpose of this study was to study the management of early childhood education and propose guidelines to improve the management of early childhood education of schools in Chai Prakan District Under the Chiang Mai Primary Educational Service Area Office 3. The sample consisted of 84 people who were 21 school administrators, 42 early childhood teachers, and a school committee representing parents in Chai Prakarn District, Chiang Mai Primary Educational Service Area Office 3, in the academic year of 2023. The experts in the interview consisted of 5 educational institution administrators acting as the president of the Center for Educational Quality Development. The tools used in the research included questionnaires and interview form. The data were analyzed by the statistical methods of percentage, mean, standard deviation, and content analysis. 

1. The results showed that the early childhood education management of schools in Chai Prakarn District under the Chiang Mai Primary Educational Service Area Office 3 in overall, there were very good operating conditions.
2. The effect of educational management guidelines for early childhood children of schools in Chai Prakan District were as the following three aspects: in the quality of children's intelligence, there should be training for children to act and do things following their interest, teachers should guide the appropriate management and management process. In administrative and management processes, school administrators should have a working plan,  arrange meeting, assign personnel in the classroom appropriately, and encourage all parties to play a role in managing the management in the same direction then they can have a combination. And the area of child-oriented experiences, there should be adequate and up-to-date supervision, monitoring, and provide media, and technology management. The school administrators should adopt the PDCA Quality Cycle Management Principles to encourage school personnel to work in a participatory manner and to attend meetings with those involved in order to have a common understanding of the areas of child-focused experiences to meet the four areas of development.