The Effectiveness of an Early Childhood Development Promotion Program through Parental Participation in Thung Khlong Subdistrict, Kham Muang District, Kalasin Province

Abstract

     This study aimed to evaluate the effectiveness of an early childhood development promotion program through parental participation in Thung Khlong Subdistrict, Kham Muang District, Kalasin Province, and to compare children's development before and after program participation. The study employed a one-group pretest-posttest quasi-experimental design from August to October 2024. The sample, selected through purposive sampling, consisted of 60 children aged 3-5 years and 60 parents. Research instruments included: 1) a semi-structured interview guide on child development promotion problems and needs, 2) an early childhood development promotion program, 3) the Department of Health's Developmental Surveillance and Promotion Manual (DSPM), 4) a questionnaire assessing parents' knowledge and behaviors in child development promotion, and 5) an emotional intelligence assessment form for children aged 3-5 years for parents. Data were analyzed using descriptive statistics including frequency, percentage, mean, and standard deviation, while pre-test and post-test comparisons were analyzed using paired t-tests at a 0.05 significance level.
     The findings revealed that after program participation, early childhood development improved significantly (p<0.05) in all domains: physical, emotional-mental, social, and cognitive, with language and communication showing the highest improvement. Overall emotional intelligence among children also improved significantly, particularly in happiness. Additionally, parents demonstrated significantly increased knowledge and skills in promoting child development (p<0.05) and greater participation. The results indicate that this program effectively promotes comprehensive early childhood development. It is recommended to extend the program duration, conduct long-term follow-up, develop supporting media and technology for learning, and promote program adaptation to suit local contexts.