การใช้หลักสูตรการศึกษาปฐมวัย พุทธศักราช 2560 ในโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาลำปาง เขต 3

Abstract

Implementation of Early Childhood Curriculum BE. 2560 in schools under the Lampang primary educational service area office 3 had the objectives of 1) to study condition of using Early Childhood Curriculum BE. 2560 of early childhood teachers in schools under the Lampang primary educational service area office 3 and 2) to study problems and needs of teachers, who worked in schools under the Lampang primary educational service area office 3 that occurred while using Early Childhood Curriculum BE. 2560. The population used in this study was 88 early childhood teachers who worked in schools under the Lampang primary educational service area office 3 during the second semester of 2020. The schools were divided into two school size, which were medium size and small size. The instrument used in this study was an Early Childhood Curriculum BD. 2560 condition questionnaire, which asked in 4 areas. The four areas were school curriculum development, learning arrangement aligned with the curriculum, curriculum management, and students’ achievement. The data was analyzed by computing frequency, mean, percentage, and standard deviation and presented through tables with descriptions and explanations. The findings were as follow: 1. States of using Early Childhood Curriculum BE. 2560 of early childhood teacher in two school sizes found as follow: 1.1 School curriculum development area found both sizes of schools practice at the most level. 1.2 Learning arrangement aligned with the curriculum area found both sizes of schools practice at more level when considered in details the medium size schools showed practice at more level, however the small size schools practice was at the most level. 1.3 Curriculum management area found as both sizes of schools practice at more level when considered in details the medium size schools practice at the most level and small schools practice at more level. 1.4 Students’ achievement area found both sizes of schools had students’ achievement at good level from three levels criteria, which were good, moderate, and improvement. 2. Problems and needs of teachers that occurred while implementing Early Childhood Curriculum 2.1 Problems and needs of teachers in school curriculum development area Problems of teachers in school curriculum development area were lack of knowledge in developing school curriculum process and no parents’ cooperation with schools. Needs of teachers in school curriculum development area were developing the school curriculum that aligned with basic education curriculum and the training of how to develop school early childhood curriculum. 2.2 Problems and needs of teachers in learning arrangement aligned with the curriculum area Problems of teachers in learning arrangement aligned with the curriculum area were lack of material budget or to buy material and lack of teachers and teacher helpers in all classes. Needs of teachers in learning arrangement aligned with the curriculum area were budget to buy material for making learning material or material and wanted to have teachers and teacher helpers in all classes. 2.3 Problems and needs of teachers in curriculum management area Problems of teachers in curriculum management area was irrelevant of early childhood level and elementary 1 level learning development assessment and teachers had too many jobs other than teaching. Need of teachers in curriculum management area was to decrease numbers of teachers’ jobs other than teaching. 2.4 Problems and needs of teachers in students’ achievement area Problems of teachers in students’ achievement area was most of students stay with grandparents so there were no parents to help and support children’ development. Most parents did not understand early childhood education philosophy so they wanted their children to read, write and do mathematics. Needs of teachers in students’ achievement area were to make understanding with the parents about early childhood education philosophy and wanted to develop the children according to curriculum standard and deserved characteristics.