Expected Conditions, Actual Realities, and Necessary Requirements for Organizing Learning Experiences and Cognitive Management in Early Childhood: Perspectives of Childcare Teachers

Abstract

Abstract

            The objective of this research was to examine the expected conditions, actual conditions, and necessary requirements for self-development in the abilities to organize learning experiences and manage children's minds in early childhood among teachers in locally administered early childhood development centers in the province of Saket. The research employed a survey method targeting teachers responsible for teaching children aged 2-4 years in 645 centers, totaling 1,930 teachers. The sample of 353 teachers was randomly selected from each center using the Krejci and Morgan table, representing 80% of the population, to respond to a questionnaire.

             Quantitative data was collected via the questionnaire and analyzed using the Modified Priority Need Index (PNImodified). The research findings were as follows:

1. Expected Conditions: Overall, teachers' expected conditions for organizing learning experiences and managing children's minds in early childhood were found to be high (x̅= 3.79, S.D. = 0.83).
2. Actual Conditions: Teachers' actual conditions were found to be low (x̅= 2.08, S.D. = 0.74). When considering specific aspects, it was found that teachers had low levels of knowledge and understanding regarding organizing learning experiences and managing children's minds in early childhood (x̅= 1.94, S.D. = 0.75), while their creativity in designing learning experiences for young children was high (x̅= 2.13, S.D. = 0.75).
3. Necessary Requirements: The top three necessary requirements for organizing learning experiences were identified as follows: the need for knowledge and understanding (PNI = 1.07), the ability to develop plans for organizing learning experiences (PNI = 0.84), and the ability to implement plans for organizing learning experiences (PNI = 0.83).

Keywords: Actual conditions, requirements, organizing experiences, learning and managing children's minds in early childhood.