Knowledge promotion program and organizing activities of early childhood teachers for developing the Executive Function skill of early childhood in Sisaket Province

Abstract

This quasi-experimental research aims to study the effect of knowledge promotion program and activities of early childhood teachers for developing the Executive Function skill of early childhood in Sisaket Province. A total of 80 participations were early childhood teachers and teacher assistants at a prototype school in Sisaket Province. And the samples were 41 early childhood aged 3-6 years old by early childhood teachers and teacher assistants who attended a knowledge promotion program and organized activities of early childhood teachers for developing the Executive Function skill completed two days and had a high-level score. The data were analyzed using descriptive statistics: percentage, mean, and standard deviation. Inferential statistics, including the McNemar test and paired sample t-test, at a significance level of 0.05. The results showed that 100.0 % were female, aged 37.32 (8.285 years old), with teaching experience of 9.56 (7.271 years). Before the training, most of the participations (61.4 %) had a medium and low level of knowledge promotion program and organizing activities of early childhood teachers for developing the Executive Function skill of early childhood. The average score on the knowledge of the Executive Function skill of early childhood teachers was higher than before the training with a significant

level at p < 0.05. Moreover, the average executive function of early childhood is high in both aspects—the side of restraint, inhibitory control, emotional control, working memory, plan and organization and overall higher than before the training with a significant level at p < 0.05. Early childhood that attended the program has child development level than before the test from 37 people (90.2%), 40 people (97.6%), and slow down the development 4 people (9.8%) 1 person (2.4%). However, there are no significant differences (p-value>0.05). The early childhood teachers that have attended the program could organize activities for early childhood. The effects of program promotion could develop in both aspects—the side of restraint, inhibitory control, emotional control, working memory, plan and organization, and the overall include helping to promote the development of early childhood.