Summary report ECE

Summary Report International Seminar on

“Construction Guidelines for Standards and Competency Framework of Early Childhood Education” 20 July - 3 August 2016 Suan Dusit University

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

Ambassador’s Congratulations Remarks for the Closing Ceremony of MASHAV-TICA Seminar on “The Construction Guidelines for Standards and Competency Framework of Early Childhood Education” on Wednesday 3 August 2016 at Suan Dusit Place Hotel Dr. Suwamarn Moungprasert, Vice President for Academic Affairs of Suan Dusit University Assistant Professor Dr. Sudthipan Dhirapongse, Chairman of Academic Committee of the Seminar, All participants, Ladies & Gentlemen, I am delighted to be here today to recognize all participants for completing the seminar on “The Construction Guidelines for Standards and Competency Framework of Early Childhood Education”.

This seminar was jointly organized by MASHAV, TICA and Suan Dusit University.

As we mentioned at the opening of this seminar, education is the key for human development and capacity building. Early childhood is the crucial stage of life in term of a child’s physical, intellectual, emotional and social development. To be effective, an early year’s curriculum needs to be carefully structured. We are delighted we could share Israel’s know how by one of our top experts, Ms. Sarah Wilner.

I srael has accumulated extensive experiences as we are a small society that faces challenges of integration of large numbers of immigrants into our young country. I hope that what you’ve learnt in this seminar will serve you, with the proper adaption to promote and improve early childhood education, back home.

I sincerely thank all of you for taking your time and effort to participate in this two-week program.

Your contribution, active discussions, exchanges of opinions and ideas throughout the seminar, are highly regarded.

Once again, I would like to extend my appreciation to our partners - Thailand International Cooperation Agency (TICA) of the Ministry of Foreign Affairs who saw the importance of this seminar for the benefit of this region including Myanmar, Laos, Cambodia, Philippines, Vietnam and Thailand.

I would also like to thank Suan Dusit University for hosting the seminar and especially to the University’s Faculty of Education’s team for their efforts and hard work in order to make this seminar possible and successful.

Finally, I hope our cooperation will be continued for the years to come and I would like to offer my congratulations on your successful completion of this seminar.

Thank you.

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Summary of Administrator International Seminaron “Construction Guidelines for Standards and Competency Frameworkof Early Childhood Education”20 July – 4 August 2016 has been conducted by SuanDusit University and the Committee of National Early Childhood Development in Cooperation with the Thailand International Cooperation Agency (TICA), Ministry of Foreign Affairs of Thailand and Israel’s Agency for International Development Cooperation (MASHAV), Ministry of Foreign Affairs of Israel.

The background qualifications of seminar participantsare early childhood educators whose role is vital in developing the young learners’ quality of life. The qualified, knowledgeable, experienced and insightful early childhood educators are required in crafting these young children to become competent adults. In order to develop the ASEAN early childhood education to evenly match up with one of European countries, member countries of ASEAN have collaborated through the three pillars of ASEAN Community: ASEAN Political and Security Community (APSC), ASEAN Economic Community (AEC), and ASEAN Socio-Cultural Community (ASCC). Because of the uniqueness and diversity in ASEAN countries, together with the rapid change of information technology that affects the world socially, economically and culturally, the children in these countries who are born in the 21st century must be well equipped with four main skills that are communication, collaboration, creativity and critical thinking so that they can adapt, manage and survive in the diversity and changes.

The important people who are responsible for preparing these children to have essential skills are early childhood teachers, who are required to be qualified. The professional standards for early childhood teachers, thus, are necessary.

Due to the importance of early childhood education, TICA and MASHAV in cooperation with SuanDusit University and the Committee of National Early Childhood Development organize an international seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education.” The main purpose of the seminar is to enable the lecturers, academic staff and teachers who work in early childhood education to present and exchange information regarding early childhood teacher standards and competencies in their countries. The information learnt in the seminar should be synthesized for constructing a framework of standards and competencies for ASEAN countries’ early childhood education and later validated in the context of each member country. The early childhood teachers participating in this seminar will receive training on early childhood development in the 21st century. The seminar and training are also an opportunity to create a network for early childhood education in participating countries.

The objectivesof this seminar are to study basic information regarding standards and competencies of early childhood education in the 21st century and to synthesize mutual guidelines for standards and competency framework for early childhood education in ASEAN countries consist of 1)to study varied methods for collecting data related to standards and competencies of early childhood in the 21st century 2) to train early childhood education teachers for skills required for developing children in the 21st century 3) to exchange knowledge and expertise in early childhood education management in the 21st century,and 4) to establish a network for early childhood education in ASEAN countries.

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

The participants comprised of representatives from ASEAN countries which included Laos,Philippines, Cambodia, Vietnam, Thailand and Myanmar. They were divided into 2 groups:11 university lecturers in group A and 9 early childhood teachers in Group B. The activities of group A were the presentations on the essential contents of the discussion and the workshops on“Construction Guidelines for Standards and Competency Framework of Early Childhood Education”and activities of group B werethe training for early childhood education teachers for skills required for developing children in the 21st century.

The result of seminar from Group Ashowed thatearly childhood education teachers had knowledge, attitude, and skills. Early childhood education teachers’ competencies consist of the standards for ECE teachers’roles of the university evidences/benchmark support mechanismand recommendations/looking forward. All of early childhood education teachers’ competencies had many interesting competencies that would be summarizedin this report.The result of seminar from Group B showedthat environment and management in Early Childhood Schools in ASEAN Countries were the most interesting issuesthat consist of 1) concepts used as guidelines on teaching and learning management, 2) qualificationsof a caregiver,3) other organizations’ supports,4) sector responsible for curriculum planning,5) documentsused as guidelines on learningthat would be summarized in this report. For the workshops entitled “Training on Skill Development of Young Children in the 21 st Century”were presentedin three different areas. They are 1) creativity building,2) critical thinking development, and 3) project-based learning.The content was also summarized in this report.

However, the seminar has accomplished all the objectives and also opened opportunity for networking among participating educators. This will enable them to exchange their experiences and opinions on teaching and managing techniques, leading possible formation of common guidelines for standards and competency framework for earlychildhood education in various countries of the Southeast Asian region.

(Dr.Sittiporn Iamsen) Dean of Faculty of Education, SuanDusit University

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Contents

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Summary of Administrator Summary Report Part I: Summary of Group A : University Lecturers 1. Cambodia 1. Topic 1: Educational Management System 2. Topic 2: The sectors responsible for early childhood education management 3. Topic 3: Teaching and Learning management for undergraduate student in early childhood education program or training for caregiver 4. Topic 4: The qualifications of person who work with young children both in the school and at the child care center 5. Topic 5: Internal and External quality assurance 6. Topic 6: The university operation in supporting and developing early childhood education management

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2. Philippines 1. Topic 1: Educational Management System 2. Topic 2: The sectors responsible for early childhood education management 3. Topic 3: Teaching and Learning management for undergraduate student in early childhood education program or training for caregiver 4. Topic 4: The qualifications of person who work with young children both in the school and at the child care center 5. Topic 5: Internal and External quality assurance 6. Topic 6: The university operation in supporting and developing early childhood education management

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3. Laos 1. Topic 1: Educational Management System 2. Topic 2: The sectors responsible for early childhood education management 3. Topic 3: Teaching and Learning management for undergraduate student in early childhood education program or training for caregiver 4. Topic 4: The qualifications of person who work with young children both in the school and at the child care center 5. Topic 5: Internal and External quality assurance 6. Topic 6: The university operation in supporting and developing early childhood education management

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Contents

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4. Thailand 1. Topic 1: Educational Management System 2. Topic 2: The sectors responsible for early childhood education management 3. Topic 3: Teaching and Learning management for undergraduate student in

early childhood education program or training for caregiver 4. Topic 4: The qualifications of person who work with young children both

in the school and at the child care center 5. Topic 5: Internal and External quality assurance 6. Topic 6: The university operation in supporting and developing early

childhood education management

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5. Vietnam 1. Topic 1: The outcome of preschoolers 2. Topic 2: The lack of collaboration between schools and parents in

educating young children 3. Topic 3: The development of preschoolers with special needs

6. Myanmar 1. Topic 1: Educational Management System 2. Topic 2: The sectors responsible for early childhood education management 3. Topic 3: Teaching and Learning management for undergraduate student in early childhood education program or training for caregiver 4. Topic 4: The qualifications of person who work with young children both in the school and at the child care center 5. Topic 5: Internal and External quality assurance 6. Topic 6: The university operation in supporting and developing early childhood education management

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Early Childhood Education Teacher Competencies: KNOWLEDGE

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Early Childhood Education Teacher Competencies: ATTITUDES

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Early Childhood Education Teacher Competencies: SKILLS

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22 25 25 25 25 25 25 26

Contents

Part II: Summary of Group B : Early Childhood Teachers Early Childhood Teachers’ Presentations and Group Discussion 1. Concepts used as guidelines on teaching and learning management 2. Qualifications of a caregiver 3. Other Organization supports 4. Sector responsible for curriculum planning 5. Documents used as guideline on learning

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Workshops 40 1. Creativity Building 42 2. Critical Thinking Development 43 3. Project-based Learning 45 Academic Committee

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Appendix 53

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Summary Report International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education” 20 July - 3 August 2016 Suan Dusit University

This summary report provides an overview of the presentations, group discussion and workshops at the parallel sessions of the international seminar entitled Construction Guidelines for Standards and Competency Framework of Early Childhood Education. The participants comprised of representatives from ASEAN countries which included Laos, Philippines, Cambodia, Vietnam, Thailandand Myanmar.

They were divided into 2 groups: 11 university lecturers in group A and 9 early childhood teachers in Group B. The first part of the report are summaries from the presentations and workshops of Group A and the second part presents the essential content of the discussion and the workshops together with the presentation of Group B.

Part I: Summary of Group AUniversity Lecturers

Presentations on teaching and learning management, early childhood teacher’s roles and policy of early childhood educationin each ASEAN country which included Laos, Philippines, Cambodia, Vietnam, Thailandand Myanmar

1.Cambodia Topic 1: Educational Management System 1. Vision All Cambodian children, from conception to age under six, especially disadvantaged, vulnerable and poor children, shall be provided with care and development services, in line with the Constitution of the Kingdom of Cambodia.

2. Goal and Objectives 1. All women are provided with care, health education services and nutrition during pregnancy; 2. All children having their births registered, are provided with care, regular health checkup, adequate immunization and nutrition, and early learning; 3. All children are ready to start grade 1 at age six; 4. Technical staffs, caregivers, parents and guardians with appropriate knowledge on early childhood care and development; 5. All relevant ministries/institutions work together closely to address and deal with the issues concerning early childhood care and development; and 6. All early children from birth to schooling age shall enjoy physical cognitive, mental and emotional development at their own homes and centers which provide quality and sustainable health services, nutrition and education.

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3. Policy and implementation Policy: The main contents of early childhood care and development policy are as follows: 1. Ensure the provision of early childhood care and development services from conception to age under six; 2. Ensure that children have access to holistic early childhood care and development services;

3. Ensure that all concerned ministries, public institutions and civil societies work together for early childhood care and development.

Implementation:

Ministry of Education, Youth, and Sport (MoEYs) plays a crucial role in leading and coordinating with relevant ministries/ institutions, development partners and civil societies to cooperatively carry out roles and responsibilities for effective support on early childhood care and development. The responsibilities of MoEYs are as follows:

1. Develop documents and game materials for early childhood care and development;

2. Provide preschool techniques and other ECCD (early childhood care development) programs to be used as a model for implementation;

3. Develop various standards for ECCD(game materials, children park/playground, etc.);

4. Ensure quality of ECCD through the quality of training to preschool teachers, facilitators and other relevant workers;

5. Communicate on how to use game materials to ensure safety for young children; and

6. Coordinate the implementation of ECCD program with involved ministries/institutions.

Educational management system in Cambodia is divided into four levels which are:

1. Pre-primary education/Pre-school level - Formal pre-school/State preschool for children aged 3-5 years old - Community pre-school for children in rural and poor areas - Private pre-school for children in urban area - Home-based ECE program provides guidance for the parents (at home) in the areas of parental education, care, nutrition, and health services.

2. Primary education level for pupils aged 6-11 years old, studying from grade 1-6 - Early grade reading assessment - Early grade mathematic assessment - Scholarship for children from grade 4 to 6 - National test assessment for grade 3-6

3. General education level - Lower secondary level for students from grade 7 to 9 - Upper secondary level for students from grade 10 to 12

4. Higher education level - For students completed high school - Bachelor’s degree, Master degree and Doctoral degree

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education�

Topic 2: The sectors responsible for early childhood education management

The National policy on Early Childhood Care and Development was endorsed by the Royal Government of Cambodia in 2010. In taking the policy into action, the government developed the Result Framework for National Action Plan on Early Childhood Care and Development. The National action plan involved 11 inter-ministries as follows: Ministry of Education Youth and Sport, Ministry of Health, Ministry of Interior, Ministry of Women’s Affaire, Ministry of Social Affairs, Veterans and Youth Rehabilitation, Ministry of Rural Development, Ministry of Economy and Finance, Ministry of Planning, Ministry of Agriculture, Forestry, and Fisheries, Ministry of Environment. For the implementation mechanism, the government has appointed the National Committee on ECCD which is led by the Minister of Education, Youth, and Sport.

Topic 3: Teaching and Learning management for undergraduate student in early childhood education program or training for caregiver

The pre-service training program is under control and management of Ministry of Education Youth and Sport for Preschool teachers. It takes only 2 years for pedagogical and technical on ECE. Ministry of Education youth and sport has planned to extend the duration for teacher training to 4 years in 2020.

The in-service training, the duration of in-service training of new updated curriculum for preschool teachers is 15 days. For primary teachers who teach in preschool classes, the in-service training last for 30 days. Early Childhood Education department is responsible for in-service training.

Topic 4: The qualifications of person who work with young children both in the school and at the child care center

The capacity building (pre-service and in-service training) for practitioners program, parents, guardians and child care supervisors on the contents and how to take care of children are in line with curriculum and decentralization and de-concentration policy:

INSET training for public preschool principal and public preschool teacher was setting up in the Teacher Policy action plan. For the pre-services training and in-services training for CPS teachers and capacity building on orientation for core parents and stakeholder was settled in the ECE sub-sector framework.

4.1 Qualifications of pre-school teachers • Having knowledge on early Childhood Care and Development in different ages • Having experiences on managing the children in classes • Being a person who has high passion with children • Having experiences on developing lesson plan for preschool level • Having experiences on using teaching and learning materials

4.2 Qualifications of Caregivers • Having knowledge on early Childhood Care and Development • Having experience on children nutrition • Having experiences on hygiene, health assurance, and using health service.

• Being a person who has high passion with the children

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Topic 5: Internal and External quality assurance

5.1: Internal quality assurance The internal quality assurance in early childhood Education involves the monitoring and evaluation system on ECE sub-sector. The system was designed based on result-based management.

The M&E system is developed to ensure that the program has operated to meet the standard criteria of each ECE services.

5.2: External quality assurance Recently, the quality assurance department takes role to monitor the external quality system in primary and lower secondary level. The ministry has planned the evaluation on preschool level in the next stage of Education Strategic Plan.

Topic 6: The university operation in supporting and developing early childhood education management

6.1 Education institutions In Cambodia, only one university which operates the early childhood education is PANHASASTRA University. The ECE program in the Faculty of Education was established in 2015 and provided the education for the first group of students.

6.2 Relevant staff The educators of this area were selected from private sites and some of them were selected from Phnom Penh Pre-school teacher training center.

Other topics

Key performance indicator of young children competency

• be self-confident, like their study, love their job and know how to work in group;

• develop their own personality as appropriate to their age;

• be capable of using their national language;

• have a basic concept of mathematics;

• build their good relationship and protect the national and natural environment;

• have skills of art, culture and national tradition; and

• have good hygiene and sanitation practices.

Actually, the early childhood education department, MoEYS of Cambodia has experiences on how to measure the key performance on early childhood development by using the question and test protocol. These tools and mechanism were developed by Hong Kong University in 2011. ECED try to measure 5 domains in early learning development standard with 124 indicators for children aged 5 years old but ECED does not assess children aged 3-4 years old (UNICEF, 2014).

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

2. Philippines Topic 1: Educational Management System

Policy and Standards for undergraduate teacher education curriculum Quality pre-service teacher education is a key factor in Philippine education. In the Philippines, the pre-service preparation of teachers for the primary and secondary educational sectors is a very important function and this responsibility has been assigned to higher education institutions.

Topic 2: The sectors responsible for early childhood education management • Commission on Higher Education (CHED) • Department of Education

Topic 3: Teaching and Learning Management for Undergraduate students in ECE program

ECE students have to complete the prescribed curriculum set by CHED before they earn the degree. There are two degree programs which are Bachelor of Elementary Education (BEEd) or the Bachelor of Secondary Education (BSEd). Summary of which is as follows: • General Education subject 63 units • Professional Education subject 54 units • Concentration/ECE 57 units

Topic 4: The Qualification of Personnel/Teachers who work with Young Children

• • • •

Hold a Bachelor of Elementary Education major in Early Childhood Education Passedthe Licensure Examination for Teachers (LET) Passed the Test of English Professional for Teacher’s Passed in the interview

Topic 5: Internal and External Quality Assurance

• Higher Education Institutions comply with the policies, standards and guidelines governing the operation of the ECE program developed by CHED through the Technical Panel for Teacher Education members.

• CHED through its Regional Offices monitors the compliance of the higher education institutions.

Topic 6: The university operation in supporting and developing early childhood education management It is the policy of Philippines to establish, maintain and support a complete and integrated system of education relevant to the needs of the people and society. Towards this end, our government ensures, within the context and democratic system, maximum of the education system.

1.1 Educational Institutions

The PHL higher educational institutions follow regulations set per Manual of regulations for private and public higher education institutions and other pertinent CHED Memorandum Orders.

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1.2 Relevant Staff Qualifications of faculty to teach ECE is set in the Manual or regulations and CHED Memorandum order No. 52 s. 2007. The minimum qualification to teach is at least BEED major in ECE and MA/MS degree in the field of specialization in the specific case of ECE. 1.3 Students/Children Students are required to complete the prescribed curriculum for BEED-ECE set by CHED through the Technical Panel experts issued under CMO No. 30 s. 2004.

Other topics: Setting of Key Performance Indicator CMO No. 46 s 2012 as part of the Quality Assurance set by the Commission is to implement the Outcomes-based Education. The strategy focuses on the development and attainment of specific skills and competency for students in the Elementary to complete the course Other comments:Teacher license is required for caregivers or teachers for all entry levels. All primary teachers or caregiversare requiredto pass National Competency 3 (1-3) Teachers for preschooler need specific proficiency level and also needs to pass NC 1-2.

Practice teaching 6 units (similar to Internship): Field study 1-6 (1 unit each) (similar to the practicum in Thailand)

3. Laos Early Childhood Education Policy Increased participation: to assist disadvantaged children, especially girls and those with disabilities from rural areas, whose families experience poverty and health and nutrition challenges that are barriers to full participation in education Topic 1: Educational Management System 1.1 ECE means children raising and teaching-learning that include the nursery and Preprimary Education.

• The nursery consists 3 levels: level 1, level 2 and level 3. They have served children (infants and toddlers) from 3 month to 36 months.

1.2 Child care:

• Provided with love and warmth • Area of development: physical development, language development, cognitive development and socio-emotional development

• The Pre-primary Education consists 3 types : kindergarten, Pre-primary class attached in primary school and Community Based on School Readiness program 1.3 Educational in the Kindergarten:

Learning and teaching of 6 activities in each day

1) Movement and rhythm activities

2) Activities in circle

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

3) Creative activities

4) Playing the corner activities

5) Outdoor activities

6) Education activities 1.4 Primary education

The Laotian government provides education for allcitizens, and has embarked on a national program for building primary schools where pupils learn for 6 years. The quality of the facilities (and the teachers too) may still leave much to be desired in certain rural areas though, which is encouraging continuance of a two-tier society.

1.5 Secondary Education Cultural and language minorities are under-represented at the secondary school level especially for girls. This is perpetuating a self- fulfilling prophecy of structural discrimination. The secondary education program comprises two periods of 3 years each, with an additional year added in 2010.

Generally speaking, only students going on to tertiary education complete the second phase.

1.6 Tertiary Education

The French colonial government built an education system on the foundations created by traditional temple teaching. Later the Laos government extended the system considerably in the hope of achieving education for all.

The University of Laos was established in 1996 as a re-grouping of a number of existing colleges and institutes. Its faculties include education, literature, social science, economics and management, agriculture, forestry, architecture, engineering, science, medical sciences, and law and political science.

Topic 2: The sectors responsible for early childhood education management • Ministry of Education and Sport • Department of Early Childhood Education, Ministry of Education • Director of Kindergarten and teachers, caregivers Topic 3: Teaching and Learning management for undergraduate student in early childhood education program or training for caregiver Educational principles of early childhood: 1) Consistent with economic development, national social and national human resources development plan.

2) Guaranteed of three characters: • Nationalism • Nature of modern science • Mass character 3) Following the 5 Principles: • Moral education • Intellectual education • Vocational education • Physical education • Artistic education International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

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Topic 4: The qualifications of person who work with young children both in the school and at the child care center

Right and duties of early education teachers:

• Create, update, and compile the lessons and textbooks, prepare materials for teaching and learning, research and technical services that including fore social regulation

• Prepare teaching and learning activities based on the curriculum, the expertise and the experiences

• Learn how to follow, inspect, measure and evaluate

• Carry out the assigned functionsstrictly

• Attend training and update professional knowledge about teaching

• Give feedback and report your performance to the administration

• Protect the benefits and honor

• Use the right and do from other duties by following the roles Topic 5: Internal and External quality assurance

The representative did not give any information about this topic.

Topic 6: The university operation in supporting and developing early childhood education management

• Education sector development framework 2009-2015 Official approval of Education Sector Development Framework, Early Childhood Education, Primary and Lower Secondary Education Strengthening Education Management and Human Resources

• Basic education in Lao – Department of Foreign Affairs and Trade: OECD Organization for Economic Co-operation and Development improved curriculum and better teacher performance and school management. Critical to early childhood care and development in Laos is a holistic approach. This delivery strategy focuses on support for basic education, particularly at the primary level.

• Education Sector Development Plan- Global Partnership for Education Improve Education Sector Governance and Performance Management used the ESPF to develop a policy planning matrix to support the ESDP- the ESDP policy. Access to early childhood education is very low in Lao PDR (only around 22%... Functional MIS opening with DHE and three universities by 2012.)

• Lao People’s Democratic Republic From an education development perspective, these conditions can contribute to steadily developing decision-making and financial management powers to the provinces, …a move support by the Prime Minister’s Decree on Deconcentrating of early childhood development related to concepts and principles in Lao PDR.

• Progress report- Internet Directory of NGOs Child poverty. UNICEF also supported the Lao Statistic Bureau to develop and launch strategies, job center operation as well as labour market information collection. Capacity development on results-based planning, management and service teacher education curriculum in early childhood education, heralding.

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

• JICA in Lao PDR 2014-2015 JICA cooperative operations are achieved through four main strategies and are of Nam Ngum Hydropower Station from the late 1960s-to early 1970. Japan continued to provide support to the Lao PDR through Grant Aid for several years…The Capacity Development Project for Improvement of Management.

4.Thailand Topic 1: Educational Management System

The educational system: Lifelong Learning Types and levels of education

1. Formal education • Basic education • Higher education

2. Non-formal education

3. Informal education (readiness, interests, opportunities, potential) Topic 2: The sectors responsible for early childhood education management

The National Education Act 1999, early childhood education, which refers to the period of 3 years of kindergarten, is provided through all the 3 types of education i.e. formal, non-formal and informal education. Below is the sectors and agencies regarding early childhood care and development in Thailand (Office of the Education Council, 2013).

2.1 ECCD Service Providers Early childhood development institutions, i.e. home cares and nurseries, child care centers, initial care centers for disabled children or those with special needs, have primarily catered for those at the age of 0-3 years old. For the other groups aged 3- 5 years old, they have been serviced at the child development centers and kindergartens.

2.2 Early Childhood Education Administration and Management The agencies which are in charge of early childhood development for children in 0-5 age group are explained as follows: 1) Ministry of Public Health (MPH) 2) Ministry of Social Development and Human Security (MSDHS) 3) Ministry of Education (MOE) 4) Ministry of Interior (MOI) 5) Ministry of Culture (MOC) 6) Ministry of Labor (MOL) 7) Office of the Prime Minister 8) Institute for Gifted and Innovative Learning 9) Book for Children Foundation

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Topic 3: Teaching and Learning management for undergraduate student in early childhood education program or training for caregiver

Training

- Development of the 5 year pre-service education program

- Training for teachers of English

- Training activities to strengthen professional standards of teacher and education personnel

- Completion of Bachelor’s degree

Professional Standard Control

1. Institutional development

2. Development of standards and a code of ethics for professional

Personnel Management

1. The act on administrative procedures for teacher and education personnel

2. The act on administrative Topic 4: The qualifications of person who work with young children both in the school and at the child care center

Caregivers: Minimum requirement is that they are over 18 years old and have completed the nine years of compulsory education. National standards for childcare centers now require all caregivers to undergo a six-week training course, which is based on a standard core curriculum, either before staff are hired or within three months of their employment, provided by any institution approved

by Ministry of Education. The quality control of staffing and performance assessment have been found only in government service providers when limited-term contracts have been adopted in order to preserve good children caregivers and awarded with in-service training (5 days/35 hours).

Kindergarten teachers:

The minimum requirement is a four-year undergraduate course leading to a bachelor’s degree in education or a related course.

As for SuanDusit University (2016), the faculty of education will produce graduates and develop their standard of quality to fulfill the nation’s need in the following areas:

1. To develop early childhood curriculum at all levels to meet the need of the nation.

2. To strengthen elementary education curriculum at all levels to meet the need of the nation.

3. To reshape the capability and academic skills of instructors in the areas of teaching, learning, and research.

4. To push the bounds of students’ potential to highest standard.

5. To bring excellence to academic service to attract the country’s attention.

6. To instill efficiency, transparency and good governance into the faculty’s administration.

7. To support and nurture the art and culture in accordance with the Thai identity.

8. To restructure education through the self-sufficiency theory and wisdom to the international platform.

9. To develop teachers and academic personnel to meet profession’s standard.

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

Topic 5: Internal and External quality assurance

According to SEAMEO INNOTECH (2008), Thailand has quality assurance for the whole education system, including preschool. The national Education Act of 1999 and the Early Childhood/Basic Education Standards of 2005 have two policies that are related to quality assurance in Thailand.

5.1The first policy is the responsibility of a newly established public organization, the office of the National Education Standards and Quality Assessment (ONESQA).

5.2 The other policy sets standards for quality learning of students, quality of instruction for teachers, educational administration and management for principals, and learning community development for schools.

Topic 6: The university operation in supporting and developing early childhood education management

6.1 Educational institutions The curricula for ECCD programs are separately developed by each agency in accordance with the principles and guidelines stated in the National Scheme of Education, considered as a document of long-term educational strategies. Normally, the provision of learning experience mainly emphasizes on physical, emotional, social, and intellectual development through everyday activities (UNESCO International Bureau of Education, 2006).

As for SuanDusit University (2016),

• Using iPad as a learning tool

• The Smart Classroom

• SuanDusit Internet Broadcasting

• E-learning

6.2 Staff

Teachers and staff at SuanDusit Universitywill develop their standard of quality to fulfill the nation’s need in the following areas:

• To manage a systematic organization of academic and administrative.

• To provide quality teaching for students to be acceptable and be competitivein the labor market.

• To conduct quality researches that are beneficial to society.

• To createacademic connections and relationships.

• To promote and preserve Thai arts andculture and to strengthen the organizational culture.

6.3 Children

• Undergraduate students in early childhood education program at SuanDusitUniversity shall be operated with quality standard and shall be professional

• That is they must have accurate knowledge, attitudes and skills for providing the best care for children, with close cooperation of parents.

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5. Vietnam

There are two research studies presented which are (1) Several current issues in Vietnam’s early childhood education and (2) Report on the Summary of Vietnam Early Childhood Education.

(1) SEVERAL CURRENT ISSUES IN VIETNAM’S EARLY CHILDHOOD EDUCATION

1. The outcome of preschoolers Early childhood development is defined as an orderly, predictable process along a continuous path, in which a child learns to handle more complicated levels of moving, thinking, speaking, feeling and communicating to others. Physical growth, literacy and numeracy skills, socio-emotional development and readiness to learn are vital domains of a child’s overall development, which is a basis for overall human development.

A 10-item module was used to calculate the Early Child Development Index (ECDI). Its primary purpose is to inform public policy regarding the developmental status of children in Viet Nam. The ECDI is based on selected milestones that children are expected to achieve by the ages of 3 and 4 years. The 10 items are used to determine if children are developmentally on track in four domains: • Literacy-numeracy • Physical • Social-emotional • Learning

The analysis of four domains of child development shows that only 29.4 per cent of children were on track in the literacy-numeracy domain, but more so in the physical (96.5 per cent), learning (94.2 per cent) and social-emotional (91.2 per cent) domains. In each individual domain the higher score was associated with children living in richest households, with children attending an early childhood education programme and older children.

About the quality of Early Childhood Education programs in Vietnam, especially the universal ones for preschoolers aged 4-5, there is a lack of suitable teaching methods. However, many indexes in the framework have been still unclear and not easily to be examined.

2. The lack of collaboration between schools and parents in educating young children Few Vietnamese parents would deny the benefit of preschool; however, they are not provided skills and methods to educate their children.

3. The development of preschoolers with special needs The barriers to able-bodied children are aggravated in the case of children with disabilities.

Moreover, the special facilities to facilitate access of children with disabilities to school are yet to be established or fully complied.

Some solutions suggested by the group of lecturers in Faculty of Pre-school Education in Hanoi Metropolitan University

1. Researching on Supporting Program for children aged 5-6 Based on the Standard Evaluation Framework for children aged 5-6 as well as other Evaluation Framework of some countries such as America, New Zealand, Australia and Singapore, we build a form to evaluate the developmental process of children. We use methodologies including direct observation to children, in-depth interviews with parents, teachers and children, questionnaire for parents and teachers. Afterward, we built supporting programs called “Ready for the First Grade”, which contains five sectors:

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- Ready for Intellectual Development - Ready for Social and Emotional Development - Ready for Linguistic Development - Ready for Physical Development

2. Collaborating with stakeholders and kindergartens to carry out the supporting program Our project organized by Dr. Nguyen Thi Thuy Hanh, Dean of Faculty of Pre-school Education signed a contract to OSB.edu company held by Dr. Thuy La, to complete the program and carry out it in reality.

This summer, we have carried out the experimental teaching in Hai Ba Trung primary school in Hai Phong and received good feedback from teachers, parents, and students. There are 50 students aged 6 taking part in our classes. More than half of them improves the level of concentration and increase desire to learn after two months. Before the class, the percentage of children developmentally on track was 55% but by now, the figure is 90%.

In the next months of this year, we will contact to some kindergartens in Hanoi to carry out our supporting program in long-term. We will organize a training session for teachers and classes for children there.

Simultaneously, we will carry out specialized program to meet the diverse need of young children, including normal children and those with special needs. For example, we are carrying out the language supporting course called “Stories and more” in Hanoi. There have been 30 children aged 3-6 taking part in our courses in Hanoi. All of them were fascinated with storytelling and storymaking techniques used during class. Among them, there were 3 boys who have difficulties in concentrating and one of them was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). However, I realized that the boy with ADHD was deeply interested in arts activities. After two months in class, all of them followed class rules and paid sufficient attention to activities in class. In particular, I worked directly with the boy with ADHD and used storytelling and story making techniques to encourage him to express his feelings and ideas as well as to connect with his peers. Firstly, he ignored his friends and only focused on his works. By now, he can currently create some short stories and be willing to act them out. This educational experience really showed me the value of drama therapy in early childhood education in Vietnam.

3. Developing consultative program for parents Along with OSB.edu company, we will build a Child-friendly community-based library where introduces a collection of children’s works and provides a playground for children and parents. This is also a place where our consulting room is located by. Parents and their children aged 0-6 can turn to our experts for help. The children will be evaluated totally and their parents will receive advice from us.

(2) REPORT ON THE SUMMARY OF VIETNAM EARLY CHILDHOOD EDUCATION This presents the achievements and limitation of Vietnam early childhood education in 2006 – 2015 period. There are positive result in making education compulsory for every child at the age of 5 and in applying new early childhood curriculum. But teaching pedagogy and teachers’ competencies are limited and there is no change.

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Achievements

1. Development in scale and network of schools The network of preschool educational institutions has been consolidated, expanded and allocated to most residential areas in communes, wards and villages, satisfying better the demand of children to go to school and enhancing the quality of care and education for children.

Also, the rate of mobilizing children to go to school has been increased: in school year 20142015 the rate of mobilizing kindergarten children achieved 25.3% (increased by 7.8%); preschool children achieved 88.3% (increased by 18.0%) and preschool children at the age of 5 achieved 99.4% (increased by 13.6% in comparison to school year 2005-2006).

2. The quality of care and education for children

a) The implementation of ECE curriculum The ECE curriculum is established towards the direction of National frame curriculum with the opinion of comprehensive and integrated education, taking children as the heart and the guideline of “learning by playing and experiencing”.

In the whole country there were 166,732 groups/classes which were available for 2 sessions/day (98%) and there were 98,9% of 5-year old children went to class for 2 sessions/day (3.9% higher compared to the goal set out in Decision 239).

b) The work of quality verification in preschools By the end of 2015, there have been more than 95% of preschools completing the work of self-verification and 18.7% of preschools subject to outside verification meeting the standards for level-1 quality and higher, increasing by 12.1% compared to the same period of 2014 (SRPP project).

3. The establishment and development of preschool teachers and managers The number of managers who met the standards for qualification is 99.5% and who exceeded the standards was 92.1%.

There was 30.9% of preschool teachers exceeded the standards for training qualification (22.9% higher) and that in 2015 was 59.8% (4.8% higher).

Limitations

The quality of implementing ECE in some local areas failed to meet the requirements, especially in mountainous areas and ethnic minority areas. The number of children/class in cities and towns remained higher than the regulated number, which influenced the program implementation; the lack of appliances, toys and places for activities still existed, which impacted the implementation of the educational guideline “learning by playing and by experiencing” in preschool educational institutions.

Teachers usually use content approach for teaching early children, and teacher plays central role because they have difficulty in understanding and using competency approach. Furthermore, Teachers don’t have skills to manage children’s behavior.

In Vietnam, education is something that has high value (even more so than wealth and success).

Parents can put significant pressure on their children and have a hard time accepting that their child is not living up to their standards.

Early childhood teachers are very busy, amount of time spent on activities, such as class preparation, teaching, administrative tasks, meetings, ongoing support, trainings; schedule includes teaching days and shifts. Their work are under pressure but the salary is very low. That affects the quality of ECE.

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Although there are standards and indicators for developing early children at every age, assessment in ECE is not good. Assessment for reporting not for learning, not as learning.

6. Myanmar Topic 1: Educational Management System

1.1 Educational Management System

• 3-5 year- old children - pre-school ( for getting holistic development)

• 5-6 year- old children - kindergarten (early childhood education)

• 6-11 year-old Children - primary school (primary level)

• 11-16 year-old Children - middle school (secondary level)

• 16-18 year-old Children - high school (tertiary level)

• 18+ year- old students - university (graduate/higher education level)

1.2 Curriculum Planning

• 3-5 year- old children- Department of Social Welfare (preschool curriculum)

• 5-6 year- old children-Ministry of education (KG curriculum)

• 6-11 year-old Children - Ministry of education (Relevant curriculum)

• 11-16 year-old Children - Ministry of education(Relevant curriculum)

• 16-18 year-old Children - Ministry of education (Relevant curriculum)

• 18+ year- old students - Ministry of education (Relevant curriculum)

1.3 School Management

All educations level - management by Ministry of Education Topic 2: The sectors responsible for early childhood education management

To get the holistic development such as –

• Health services

• Nutrition services

• Environmental sanitation services

• Residential nurseries services Topic 3: Teaching and Learning management for undergraduate student in early childhood education program or training for caregiver

• Basic Training for ECCD ( 22 days )

• Refresher Training for ECCD ( 5 days )

• TOT for ECCD (10 days for community based, 1 month for all) Topic 4: The qualifications of person who work with young children both in the school and at the child care center

• The Head master in-charge shall have attained 25 years of age and obtain any degree or diploma certificate relating to child expertise or according to the relevant local situation, fulfill the educational qualifications accepted by the Department of Social Welfare.

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• The Head master in-charge shall have attained the age of 25 years, and obtain any degree or diploma relating to child expertise or, fulfill the educational qualification accepted by the Department of Social Welfare in accord with the relevant local situation.

Topic 5: Internal and External quality assurance No information provided.

Topic 6: The university operation in supporting and developing early childhood education management

Educational institutions

- Practicing middle school in Education College

- Central Early Childhood Care and Development Resources Center

Workshops

These workshops are on early childhood teacher competencies in terms of knowledge, skills, and attitudes. Activities are discussion, cooperative presentations, and common knowledge summarization.

The content is summarized in subheadings as follows:

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How can you as university lecturers help develop and update them?

1. Ensure that the knowledge required are included in the ECE education curriculum during the pre-service training of teachers and in other related fields of specialization 2. Conduct research on the impact of curriculum implementation to serve as feedback to improve it.

A. Child Development (child psychology and physical development) 1. Children’s Rights (Survival – health and nutrition, development – play-based and brain -based learning, child protection-safety and no discrimination, particip ation – active learning) 2. How children learn 3. How children acquire language in the early years 4. Early Numeracy 5. Play-based learning 6. How to do differentiation in the classroom 7. Content on multiculturalism

Roles of the University

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

Standards for ECE Teachers

1. ECE learners enjoy full access of quality education 2. Children inclusion to ECE is observed 3. ECE curriculum is continuously improved

Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark

1. Establish in-school/ inter-schools camps for ECE students to develop the knowledge

If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: KNOWLEDGE

1.Recommend for the establishment of an inschool/inter/intra-schools camps for ECE students to develop the knowledge

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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How can you as university lecturers help develop and update them?

1. Have a better understanding of the ECE curriculum 2. To have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes for the students.

3. Design and craft appropriate assessment tool that will measure the KSA of the early years learners 4. Provide a protocol for an appropriate learning environment in the ECE content taking into consideration the diversity of the learners 5. Design a materials development framework and a protocol for materials development

B. Teaching and Learning 1. Curriculum 2. Learning Process 3. Assessment 4. Environment 5. Materials

Roles of the University

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

Standards for ECE Teachers

1. ECE teachers have better understanding of the child and be able to provide developmentally appropriate practices.

2. University lecturers take part in improving teaching and learning processes in the ECE classrooms.

Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark

1.Strengthen mechanism for training, seminar or workshop for ECE teachers 2.Intensify the modeling of positive attitudes among ECE teachers, university lecturers and other stakeholders 3.Increase the roles of ASEAN ECE teachers and university lecturers in standard assessment and evaluation 4.Provide more sources of funds available from government and private sector to support ASEAN ECE teachers and university lecturers to conduct research and future study

If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: KNOWLEDGE

1.Recommend for the establishment of an in-school/inter/intra-schools camps for ECE students to develop the knowledge

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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C. Teacher’s Development 1. Required ECE teachers essential characteristics 2. Training 3. Pre-Service 4. In-Service 5. Hands-on Experience (Practicum, Practice Teaching) 6. Support Mechanism (Continuous professional development program)

How can you as university lecturers help develop and update them?

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

1. Design a continuous professional development program for ECE teachers and university practitioners 2. Provide a protocol for standardizing the training system of ASEAN ECE teachers and university practitioners 3. Provide appropriate hands-on experience and immersion program to ECE teachers

that considers ASEAN multiculturalism context, individual differences of students, learning styles and abilities and/or diversity

Roles of the University

Standards for ECE Teachers Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: KNOWLEDGE

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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Roles of the University

How can you as university lecturers help develop and update them?

1. Provide a protocol to standardize monitoring and evaluation systems for the ASEAN ECE implementation

1. Encourage ASEAN countries to continuously support ECE implementation among ASEAN countries 2. Create a support system that is accessible to all members of the ASEAN community

Standards for ECE Teachers

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

D. Quality Assurance System 1. Monitoring and Evaluation

E. Sustainability Mechanism 1. Partnerships 2. Linkages 3. Extension Services 1. Conferences and sharing of best practices are in placed 2. Support system among ASEAN countries are utilized

1. Qualifying examinations and Licensure examinations 2. Quality Assurance system in-place and utilized

Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: KNOWLEDGE

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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How can you as university lecturers help develop and update them?

1. Providing opportunities for teachers to work together as a team by exchange of success stories 2. Training on ECE content and pedagogy with the emphasis on developing the appropriate attitudes towards ECE teachers, learners and other related works 3. Role model 4. Integrating values formation in every subject in the ECE curriculum 5. Supervising and monitoring teacher’s performance in relation to teaching and working with children 6. Doing research on ECE and reporting to public for reflecting and feedback

1. Being Passionate about: a. children b. teaching profession c. learning 2. Being kind and Patient 3. Being sensitive to the feelings and emotions of children 4. Willing to be a role model 5. Having positive mind-set 6. Being Emphatic 7. Being open-minded and willing to work with children of different/ diverse cultures, needs 8. Being flexible 9. Lead with understanding and flexibility 10. Always say good things

Roles of the University

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

Standards for ECE \ Teachers

1. Strengthen mechanism for training, seminar or workshop for ECE teachers 2. Intensify the modeling of positive attitudes among ECE teachers, university lecturers and other stakeholders 3. Increase the roles of ASEAN ECE teachers and university lecturers in standard assessment and evaluation 4. Provide more sources of funds available from government and private sector to support ASEAN ECE teachers and university lecturers to conduct research and future study

What are they?

1. Monitoring and evaluation/Monitoring Community - based system in relation to attitude assessment (portfolio, survey e.g. teachers, community, parents, colleagues), interview, authentic assessment, observation/ checklist) administered by parents, colleagues, and school administrators 2. Self-evaluation system How do they work?

1. Provide continuous/ systematic professional development program to include post-graduate studies, seminars, conferences 2. Conduct periodic observations and classroom visits

If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark

Early Childhood Education Teacher Competencies: ATTITUDES

1. Establish ECE website 2. Provide funding system to ECE teachers and university lecturers for their further study.

3. Provide a standard internship system for ECE teachers and university lecturers in ASEAN countries.

4. Intensify school, visit or site visit both national and international for benchmark purposes for quality ECE program implementation 5. Create learning modules, instructional material 6. Provide opportunities for ECE teachers and university professors for an exchange scholarship program

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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How can you as university lecturers help develop and update them?

7. Continuously improve the ECE curriculum and the teaching and learning process based on the research result and best practices

11. Being a team player 12. Being respectful to diverse cultures (multiculture)

Roles of the University

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

Standards for ECE \ Teachers

4. Promote harmonious and friendly relationships among teachers 5. Integrate the important attitudes in the ECE curriculum, teaching and learning and professional development program (an example of attitude: hard work) 6. Annual Conference for ASIAN Regional Network for ECE Teachers (ARNEC)

observation and classroom visit

3. Encourage them for professional development through training,

Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: ATTITUDES

7. Establish an ASEAN association for ECE teachers and university lecturers 8. Create a professional ASEAN network to support ECE teachers and university lecturers 9. Conduct ASEAN forum for ECE teachers and university lecturers annually 10. Collaborate with media professionals and use all sources of media to promote ASEAN ECE teachers’ knowledge, skill and attitude

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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In your country, what are standard knowledge ECE teachers should have to work with young children and why?

Standards for ECE \ Teachers

How can you as university lecturers help develop and update them?

Roles of the University Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: ATTITUDES

11. Provide update information for ASEAN countries regarding different ECE existing organizations, conferences, research forum, workshops and the like, such as Asia-Pacific Regional Network for Early Childhood (ARNEC) Pacific Early Childhood Education Research Association (PECERA), Association for Childhood Education International (ACEI), World Organization for Early Childhood Education and Care (OMEP), National Association for the Education of Young Children (NAEYC)

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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How can you as university lecturers help develop and update them?

1. Providing opportunities for teachers to work together as a team by exchange of success stories.

2. Becoming a role model for ECE teachers.

3. Integrating values information in every subject and ensure that this is included in the ECE teacher education curriculum.

4. Supervising and monitoring teachers’ performance in relation to monitoring and evaluating of children growth and development 5. Doing Research on ECE and reporting to public for reflection

1. Educational skills: - Teacher’s learning skills - Collaborative skills - Technological skills - Leadership skills - Instructional skills (Teaching/Facilitating, Classroom management, Lesson Planning) - Coaching Skills - Monitoring and evaluating skills - Documentation skills - Teaching and Learning materials/ media production skills - Questioning Skills (refers to asking the right questions in appropriate manner to show respect and understanding)

Roles of the University

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

Standards for ECE \ Teachers

1. ECE teachers possess skills on how to apply and integrate lessons in all subjects in the lesson plan (project-based learning) to stimulate children’s diverse ability.

2. ECE teachers applied skills to address children’s diverse culture and individual learning styles and needs

Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark

1. Strengthen available mechanism for training, seminar or workshop for ECE teachers 2. Intensify the modeling of appropriate skills among ECE teachers, university lecturers and other stakeholders 3. Provide a standard internship system for ECE teachers and university lecturers in ASEAN countries 4. Intensify school visit or site visit both national and international for benchmark purposes for quality ECE program implementation

If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: SKILLS

1. Collaborate with media professional and use all sources of media to promote ASEAN ECE Teachers and university professors on the knowledge, skills and attitudes 2. Provide opportunities for ECE Teachers and University professors for an exchanged scholarship program 3. Establish an ASEAN Association for ECE teachers and university lecturers

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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How can you as university lecturers help develop and update them?

6. Conduct an ASEAN Forum Annually for ECE Teachers and university lecturers Note: The ECE skills are interlinked and need integrated teaching and learning. 1.Encourage caring skills for ECE teachers and university lecturers

- Multiple intelligences like: Arts, Music, Movement and other skills - Practicing skills 2. Caring skills: - Food and nutrition services skills - Health and safety protection skills - Interpersonal skills - Intrapersonal skills

Roles of the University

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

Standards for ECE \ Teachers

ECE teachers should know how to create and maintain safety rules in classes, how to provide food services and how to recognize and help in special cases (children with common/ special diseases/ children with special needs)

Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: SKILLS

6. Provide funding system to ECE teachers and university lecturers for their further study 7. Increase the roles of ASEAN ECE teachers and university lecturers in standard assessment and evaluation 8. Provide more sources of funds available from government or private sector to support ASEAN ECE teachers and university lecturers to conduct research and further study

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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3. Communication skills - Listening and understanding skills - Sharing and Discussing skills - Connecting skills to children and others concerned.

- Literacy skills (reading and writing skills) - Presenting skills to diverse audiences.

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

Standards for ECE \ Teachers

How can you as university lecturers help develop and update them?

Roles of the University

ECE teachers need to listen, to show understanding andempathy for others, to demonstrate a commitment to provide quality service and to recognize the value of diversity (ability to respect the rights of othersand appreciate cultural andindividual diversity).

Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: SKILLS

9. Continuous mentoring/ coaching support to new ECE teachers in the field 10. Create a partnership mechanism to include seasoned/experienced ECE field teacher to be lecturer/ mentor in the pre-service and in-service trainings.

11. Provide opportunities for ECE seasoned/ experienced teachers to be advanced.

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

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ECE teachers need to observe and assesse children to support children’s development. Focusing on process assessment but not result.

5. Scientific/Research skills: - Observing skills - Collecting data and information skills - Analyzing and synthesizing skills - Result- assessing skills - Process-evaluating skills - Inquiring skills

Are there available mechanisms to ensure that ECE teachers learn and use those knowledge in their work with children? What are they? And How do they work (Best Practices)?

Evidences/Benchmark

ECE teachers need to know the ways to think independently and adapt to changing environment.

How can you as university lecturers help develop and update them?

Roles of the University

4. Thinking skills: - Creative thinking skills - Positive thinking skills that will allow the teachers to express their interest to improve teaching and learning - Critical and analytical thinking skills - Problem solving skills - Language skills - Conceptualizing skills.

- Reflecting skills

In your country, what are standard knowledge ECE teachers should have to work with young children and why?

Standards for ECE \ Teachers If available, how do you involve in supporting the teachers work through these mechanisms (Best Practices) and help making them fully functional

Support Mechanism

Early Childhood Education Teacher Competencies: SKILLS

If not available, how can you help develop the essential one and make them fully essential?

Recommendation/ Looking Forward

Part II: Summary of Group B Early Childhood Teachers

The followings are summaries of presentations and group discussion including workshops and research presentation for early childhood teachers from ASEAN countries which were hold at the International Seminar entitled Construction Guidelines for Standards and Competency Framework of Early Childhood Education.

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1. Concepts used as guidelines on teaching and learning management

Topic

- Pupils in early childhood schools are divided into five levels by age (1-2 years, 2-3 years, 3-4 years, 4-5 years and 5-6 years).

- A caregiver must gain license from teacher’s council.

Thailand - There are regulations for educational system.

- Early childhood education is divided into two levels, kindergarten and pre-school.

- Classroom management is focused.

- Culture is emphasized in class.

Thailand - Holistic development is emphasized to develop pupils in physical, mental, and intellectual aspects.

- Community is involved in education management.

- Caregivers should have manual principles and goals.

- The lessons focus more on languages, science, social study, mathematics, and music.

- A class includes 25 pupils per a caregiver.

Philippines - Every caregiver must have two-year training in the teacher training center.

- Caregivers teach for their community.

- Teaching focuses on 3Ps: 1) Participation (Pupils experiment the lesson and a teacher acts as a facilitator in class), 2) Provision (Teaching material, playground, food, beverage are provided.) and 3) Protection (Always keep pupils safe and clean.).

Cambodia

Myanmar

- For curriculum No Show NA design, community is involved.

- There are three levels of teaching: 8+3, 7+2 and 9+2.

- Quality of a caregiver is concerned. He or she must graduate from college and have good characteristics.

- The education plan follows 5-year government development plan as a guideline.

Laos

Environment and Management in Early Childhood Schools in ASEAN Countries

Presentations and group discussion about environment and management in early childhood schools according to five topics from early childhood teachers from ASEAN countries are summarized as shown in the following table.

Early Childhood Teachers’ Presentations and Group Discussion

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- All caregivers must have license provided by teacher council.

- State and private organizations - Ministry of Education - Universities and the demonstration schools

3. Other Organization supports

Thailand

2.

Qualifications of a caregiver

Topic

- Ministry of Education - Ministry of Finance - Ministry of Interior, Labour, and Planning

- All caregivers must be a woman and have at least certificate from pedagogy school and early childhood degree.

Thailand

- Non-governmental organizations (NGO) - Academy - Congress

- All caregivers must have relevant degrees from teacher education institutions, license and proficiency on early childhood education at Level 1.

Philippines

- UNICEFF - GPE global - PLANE - Ministry of Education

- All caregivers in the rural area must graduate at least grade 9with 2 years in the teacher training center.

- All caregivers in the city areas must graduate grade 12 with 2 years in the teacher training center.

- Primary teachers must take a 35-day course

Cambodia

- UNICEFF - Government - AUS embassy - EU - PLANE international - AIDET action from GermanCommunity

- All caregivers must graduate from kindergarten college.

- The characteristics of a caregiver are: • kind • healthy • love child • active person • creative • self-developed

Laos

Environment and Management in Early Childhood Schools in ASEAN Countries Myanmar

Presentations and group discussion about environment and management in early childhood schools according to five topics from early childhood teachers from ASEAN countries are summarized as shown in the following table.

Early Childhood Teachers’ Presentations and Group Discussion

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- Ministry of Education - School board from stakeholders and community

- Authentic assessment for children - Activities - Many documents

5. Documents used as guideline on learning

Thailand

4. Sector responsible for curriculum planning

Topic

- Vietnam Education Law - Vietnam charter Preschool - Framework of Early childhood education - Curriculum

- Ministry of Early Childhood Education and Training - Ministry of Early Education to provide long term and short term plan training

Thailand

Cambodia

- ECCD council documents - Research

- Guideline - National policy - National plan - Result framework

- National Office - Department of - Different organi- Developing zations Curriculum - District and provincial office of education

Philippines

Myanmar

- National policy - Ministry of Education

- National policy

- Old curriculum on - Government and ECE in 1992 to private kindergarpresent. ten - Mixed-class at ages of pupils.

- Rural area has one volunteer and applied mixed education.

Laos

Environment and Management in Early Childhood Schools in ASEAN Countries

Presentations and group discussion about environment and management in early childhood schools according to five topics from early childhood teachers from ASEAN countries are summarized as shown in the following table.

Early Childhood Teachers’ Presentations and Group Discussion

Workshops

The workshopsentitled Training on Skill Development of Young Children in the 21st Century in three different areas are presented. They are 1) Creativity Building 2)Critical Thinking Development and3) Project-based Learning.The content is summarized in subheadings as follows:

1. Creativity Building This workshop begins with two warm-up activities which aim to let participants know and get familiar with each other. Then the workshop continues running some activities for young children. The objective of these activities is to encourage participants to talk and share ideas with peers. Then speaker’s presentation about multiple intelligences and a workshop on creativity building are also provided.

Warm-up activity 1: Breaking the Ice

Steps of the activity:

1. Every participant sits in a circle.

2. When someone says “the wind blows for people who wear black suits”. Anyone who wears a black suit will move and find a new seat.

Warm-up activity 2: Self-introduction

Steps of the activity:

1. Every participant stands in a circle.

2. Each participant introduces him/herself.

3. Each participant does an action while telling his/her name to the group.

Activity 1: Making an Appointment

Steps of the activity:

1. Each participant will get a picture of clock. Then when someone asks “Can we meet at nine?”

If yes, just write his/her name on the clock. Then take turns asking and answering.

2. Talk about some schedules and make some appointments in each time.

Activity 2: Talking about Future Plan

Steps of the activity:

1. Let each participant shareshis/her opinion about future plan with responding to the question “What will you do in the future?”.

Activity 3: Talking about Work

Steps of the activity:

1. Let each participant talks about challenges on work and shares with fellow participants.

Multiple Intelligences (MI)

According to Howard Gardner’s theory of Multiple Intelligences (Gardner, 1983), the essence contains:

- What kind of intelligences is?

- A learner may be good at mathematics, sciences, languages, or IQ.

- So how about arts, movement, and music?

There are the different types of intelligences:

- Music smart (Musical)

- Body smart (Bodily kinesthetic)

- People smart (Interpersonal)

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

- Verbal lingual (Word smart)

- Logical mathematic (Logic smart)

- Naturalistic (Nature smart)

- Intrapersonal (self-smart)

- Visual partial (Picture smart) Creativity Building

A video clip is first presented to give an idea about creativity in the classroom. Then there are some interesting ideas that illustrate creativity in the class. For example, telling a story and drawing and completing a picture which starts drawing from the triangle shape.

For workshop, there are plenty of materials given such as scissors, cutters, tapes, glues, crayons, colored pencils, ribbons, water bottle caps, tape rolls, egg boxes, paper plates, newspaper, magazines and colored paper. Each participant can choose some in order to create his/her own object; for example, a tree, a two-can string telephone. Each participant finally has a presentation including product description and some benefits. Imagination is widely used in this kind of activity.

2. Critical Thinking Development A game is introduced to warm up the participants and encourage them to cooperate with each other.

This activity focuses on problem solving, collaboration and critical thinking. Then the workshop continues running an activity as a model to develop critical thinking of young children.

Warm-up activity: Standing on the Newspaper

Steps of the activity:

1. Participants in small groups step in the paper.

2. Participants in each group do not allow to step out of the paper.

Activity: Asking and Answering a Question

Steps of the activity:

1. Let participants use the phrase “Would you rather…?” to ask a partner.

2. Let them take turns asking and answering.

3. Generalize the skills used for this activity.

To sum up, skills children need for this activity are: - Sharing - Discussing - Brainstorming - Convincing - Communication - Compare two different abstract ideas - Problem-solving Critical Thinking The critical thinking is an ability to: - Solve the problems - Be flexible, creative, and original - Think about thinking - Locate the appropriate route to a goal

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- Capture and transmit knowledge - Express views and feelings appropriate Critical thinking – asking questions - Why questions help to find the root of a problem - What if questions open up the floor for creative solutions - How questions focus on developing practical solutions Examples of questions: - How can we do it?

To use this in class, a teacher can start with a story by letting students come up with the questions in small groups.

The speaker also presents some ways to help children become more effective thinkers as follows: 1. Read each activity aloud or have a child read it aloud to the rest of the group.

2. Allow children ample time to think and respond.

3. Ask students questions to assess their understanding of the problem.

4. Welcome different strategies for solving the problem. Encourage divergent thinking.

5. Observe children as they work in order monitor their problem-solving skills.

6. Give helpful hints to those children who are having difficulty finding ways to approach the problem.

7. Guide children to link the problem to others they have already solved.

8. Encourage children to check their work.

9. Help children explore their thinking and identify the strategies that worked – and those that invite students to share their results.

Effective critical thinkers use one or more of the eight multiple intelligences (Gardner, 1983) as shown below.

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3. Project-based Learning The speaker’s presentation about project-based learning is firstly focused. Then model activities is suggested. The objective of the activities is to give the participants some general ideas of project-based learning and facilitate them to plan to create their own projects. The participants from each ASEAN country are assigned to create a project and finally present their own projects.

Activity 1: Draw and Describe Steps of the activity: 1. Each participant gets a piece of paper (a poster size).

2. While listening to music, each participant freely draws a picture and colors it with crayons.

3. Each participant describes his/her picture in class.

4. Generalize the skills children will learn from this activity.

Activity 2: Create the Project Template Steps of the activity: 1. Let the participants in groups of 3 complete the project template.

2. Participants present their templates to the class.

Remarks: For further information on project-based learning teaching module including the project template, please visit www.edutopia.com. The project template is shown and the teacher can use it as a planning tool providing formative evaluation.

Furthermore, there are three more activities to promote pleasure and fun as well as create relaxing atmosphere as shown below.

Activity 3: Guessing the Emotion Steps of the activity: 1. The participants work in pairs: One will be a statue and other one will be a messenger.

2. The messenger receives the words of emotion from the moderator.

3. The messenger shows the gesture and expresses those emotions to statue.

4. The moderator checks if their gestures are correct.

Activity 4: Emotional Expression Steps of the activity: 1. Let the participants move in one circle.

2. The moderator turns on the music. Then stop and spoke out the words of emotion.

3. The participants act or make noise to show emotions.

Activity 5: Circle of Emotions Steps of the activity: 1. Separate the participants in 2 circles: the inner circle face the outer circle 2. The participants in the inner circle are the leaders. They movewherever they want and the followers duplicate the actions.

Project-based Learning The concept of project-based learning (PBL) includes: - Bring real life context into the classroom.

- Students are encouraged to be independent workers and take responsibility for their own learning.

- Critical thinkers

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- Promote lifelong learning - A way of working together - Accommodate varying learning styles The video TMB Panyee FC short film is shown to give the participants some ideas of project-based learning and then brainstorm how to apply these to the classroom.

How does PBL work?

- Start with an essential question asked by the teacher: • What will kindergarten look like in 2050?

• What do monkeys eat?

• How do you grow vegetables?

- Students delve into the questions in a more meaningful way.

• Concrete, hands-on experiences • Field trips, experiments, model building, posters, creation of presentations - Fosters abstract, intellectual tasks to explore complex issues • Problems understanding • Students explore, make judgments, interpret Participants’ presentations “Project-based Learning 1” The projects created by participants from ASEAN countries are presented. The content is summarized below.

Thailand “Bicycle project” Duration: 1 month Age of children: 4-5 years old Number of children: 25 Activities: The project was first started by voting what children want to learn. Teachers initiated various activities such as field trip to a nearby bicycle shop, creating mind- mapping, questioning to children, organizing bicycle exhibition and making a bicycle model from drinking bottle, etc.

The project took one month because it was integrated with other subjects.

Cambodia “Golden Fish” Age of children: 5 years old Number of children: 40 The purpose of this project was to observe fish’s life. The children learned about its natureand as a team they were responsible for its life.

The essential question: How to take care of the fish.

Cambodia’s ECE found it difficult todo a project because the early-childhood school in Cambodia operates only 3 hours a day and it takes 20-30 minutes for each subject.

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

Vietnam “Traditional Cake” Age of children: 5-6 years old The purpose of this project was to develop children life skills and cultural knowledge.

Activities: Cooking and doing the experiment, field trip once a month (factory visit), making and selling their own products.

Philippines “Clean and Green” Age of children: 5 years old The purpose of this project was to keep the environment green.

Activities: setting rubbish bins Laos “Bean Sprout” The essential question: How the bean sprout grows.

Activities: - Asking questions and discussing: What is bean sprout? How to grow them? Where can we find them? What can we do with them?

- Inviting the expertise to show the best way to grow and cook bean sprout dishes.

Myanmar “My Zoo Project” The essential question: Which animals live in mountain and which animals live in water?

Activities: Visiting zoo, drawing animals, coloring and sharing.

In conclusion,the speaker emphasizes that there are 2 important words early childhood teachers should have: 1. Emotional Intelligence The ability or skill of the person to identify, assess and manage his emotions and the emotions of others.

2. Empathy The ability to recognize and understand emotion (especially feeling of distress) of the others and be able to adopt his point of view.

Participants’ presentations “Project-based Learning 2” The projects created by participants from ASEAN countries are presented. The content is summarized: The summary of knowledge brings about the integrated information. The participants introduce the collaborative communication and learning. The application of project-based learning is introduced in order to encourage young students’ critical thinking and multi-intelligence. The physical activities are used in teaching young learners. Also, emotion intelligence plays a major role in order to identify

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individual identity, assess oneself and manage emotions. Teachers have to be aware of empathy, the ability to recognize and understand emotion or feeling of oneself and the others. The learners will be conducted to learn and play in-group or individually. The students will play indoor and outdoor activities. The teachers can assess them by means of observation and participation in activities. Some illustrations are shown below.

Research on the Professional Standards of Early Childhood Teachers in Thailand The speaker has a research presentation on the professional standards of early childhood teachers in Thailand. The objectives of early childhood education are first introduced and the research study is subsequently described.

The aims of early childhood education are: - To fully develop both mental and physical skills of children in more fun and creative learning.

- To promote children’s physical, mental, sociological, intellectual, and self regulated learning skills for school readiness especially during transition to basic education.

- To acknowledge early childhood teachers (not everyone can do this).

Research Objectives: The research aims to study the state and problems of Early Childhood teacher professional standards, to study the desirable characteristics of ECE teachers and to gain proposal of Early Childhood teacher professional standards.

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

Here is the conceptual framework.

The state and problems of the professional standards of Early Childhood teachers

The desirable characteristics of Early Childhood teachers

Drafting the professional standards of Early Childhood teachers

The proposal of the professional standards of Early Childhood teachers

Methodology: This research employed a mixed method design where qualitative and quantitative data were collected to investigate the professional standards of Early Childhood teachers.

Data Collection: The qualitative data were collected through in-depth interview and focus groups, whereas the quantitative data were collected through the questionnaires.

The Informants and Sample Groups: The qualitative data came from 19 council executive teachers, 13 academic experts, experts and administrators and 100early childhood teachers. Also, the quantitative data came from 1,257early childhood teachers.

The Results: The results point out the state and problems of early childhood teacherprofessional standard in Thailand. First, the problems of early childhood teachers professional standard include that the government organization for which are responsible did not give precedence in the early childhood education. There were lack of the correct goal, budget for develop educational media and instruction training. Second, the state of early childhood teachers consists of the fact that the work responsibility made the teachers not available for developing themselves in terms of creating or developing the educational media. Also, the teachers don’t directly graduate from an early childhood education so they could not understand the theories and be an expert in this field. As a result, the number of early childhood teachers was not enough currently.

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Furthermore, the desirable characteristics of early childhood teachers are mentioned as follows: An early childhood teacher…

• mustbe granted an early childhood degree.

• shouldbe able to sing, play some musical instruments, and create art and craftwork.

• should have faith in teaching profession.

• shouldbe aware of ethics and morality.

• should preserve Thai arts and culture .

• must be willing to be ECE teachers.

The research’s findings also indicate that the proposals of early childhood teacher professional standard compose of…

• 2 characteristics; they are, formational and core competency • 3 methods; they are, selection, training and growth as well as knowledge management • 3 key performance indicators; they are, manpower, manhood and social man According to all of the research’s results, the research’s analysis has explained as the following model, which is called “PALMS Model”.

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

The results affect the change in current situation.

According to the state and problems of early childhood teachers, the research has informed the participants that the ECE teachers tend not to be granted an early childhood education degree. Therefore, they are likely to have inadequate knowledge in early childhood. They need pundits to teach, guide and encourage their creativity in order to create suitable and decent teaching materials.

Therefore, the improvement of Thai early childhood teachers’ situation is about to happen currently. The caregivers require a bachelor degree in early childhood education, according to Thai government’s policy. Local Administrative Organizationand universities provide courses on bachelor degree programs in early childhood education for caregivers who work for the Early Childhood Development Center. Also, there are in-service teacher trainings from private and government organizations. Moreover, the research introduces the ways to develop the professional standard of ECE teachers in Thailand by applying technology applications in teaching and learning. The researchers believe that using technology together with a variety of learning resources as a tool is considered as beneficial in terms of teaching and learning not only for undergraduate students but also young students.

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Academic Committee 1. Dr. Wanida Anchaleewittayakul 2. Ms. Khacheenuj Chaovanapricha 3. Dr. Sarapol Chirasawadi 4. Dr. Wilasinee Ploylearmsaeng 5. Ms. Kanokwan Kunlasuth 6. Ms. Lalita Poolsup 7. Dr. Kwanhathai Cherdchu 8. Mr. WoravitKit jaroenpaiboon 9. Ms. Suthasinee Kespratum

10. Ms. Panan Prathung

11. Ms. Nongkran Sukavejworakit

12. Dr. Chulintipa Nopakhun

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Appendix

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

Evaluation Result International SeminarOn “Construction Guidelines for Standards and Competency Framework of Early Childhood Education” 20 July – 4 August 2016 at Graduate School Building, Suan Dusit University Suan Dusit University and the Committee of National Early Childhood Development and the Office of the Education Council in Cooperation with the Thailand International Cooperation Agency (TICA), Ministry of Foreign Affairs of Thailand and Israel’s Agency for International Development Cooperation (MASHAV), Ministry of Foreign Affairs of Israel

BACKGROUND INFORMATION N=20 ITEMS

Frequencies

Percentage

1. Gender (1) Male (2) Female

3 17

15% 85%

2. Seminar Group (1) University Lecturers/Scholar (Group A) (2) Early Childhood Teacher (Group B)

9 11

45% 55%

3. Country (1) Thailand (2) Lao (3) Vietnam (4) Myanmar (5) Cambodia (6) Philippines

3 2 4 4 4 3

15% 10% 20% 20% 20% 15%

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Overall conference evaluation N=20 ITEMS

Mean

S.D.

1. Registration

4.75

0.44

2. Overall conference content

4.65

0.49

3. Conference Vanue

4.75

0.55

4. Master of ceremony (MC)

4.70

0.57

5. Timing

4.40

0.60

6. Staff (Supportive level)

4.80

0.41

7. Documents

4.70

0.47

8. Program effectives

4.80

0.41

9. Catering: meals/refreshment break

4.75

0.44

10. Technology support

4.50

0.61

4.68

0.50

Overall

The session N=20 Session

Mean

S.D.

Keynote : Prof.Dr.Vijarn Panich

4.68

0.50

- Content

4.76

0.44

- Timing

4.59

0.51

- Documents and presentation

4.53

0.51

- Content

4.82

0.39

- Timing

4.76

0.44

- Documents and presentation

4.59

0.51

- Content

4.75

0.45

- Timing

4.67

0.49

- Documents and presentation

4.67

0.49

- Content

4.88

0.35

- Timing

4.63

0.52

- Documents and presentation

4.63

0.52

Keynote : Prof. Dr. Paitoon Sinlarat

Moderator of Group A : Dr.Panthep Larpkesorn

Moderator of Group B :Asst.Prof.Dr.Navarat

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The session N=20 Session Moderator of Group B :Asst.Prof.Dr.Navarat - Content - Timing - Documents and presentation Keynote: Assoc. Prof. Dr. Suriyadeo Tripathi - Content - Timing - Documents and presentation Moderator of Group A : - Content - Timing - Documents and presentation Moderator of Group B - Content - Timing - Documents and presentation Plenary speech : Ms. Sarah Wilner - Content - Timing - Documents and presentation Plenary speech : Assoc. Prof. Dr. Saisuree Chutikul - Content - Timing - Documents and presentation Moderator of Group A: Asst. Prof. Dr.Laeka Piya-atchariya - Content - Timing - Documents and presentation Moderator of Group B: Miss Sarah Wilner - Content - Timing - Documents and presentation Keynote : Apple Representative - Content - Timing - Documents and presentation

Mean

S.D.

4.88 4.63 4.63

0.35 0.52 0.52

4.71 4.59 4.59

0.59 0.62 0.51

4.82 4.73 4.55

0.40 0.47 0.52

4.88 4.63 4.63

0.35 0.52 0.52

4.65 4.60 4.65

0.59 0.50 0.49

4.85 4.70 4.75

0.37 0.47 0.44

4.91 4.82 4.82

1.45 0.40 0.40

4.83 4.50 4.42

0.39 0.52 0.51

4.65 4.65 4.55

0.59 0.49 0.60

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The session N=20 Session

Mean

S.D.

- Content

4.92

0.29

- Timing

4.75

0.45

- Documents and presentation

4.83

0.39

- Content

4.71

0.61

- Timing

4.50

0.65

- Documents and presentation

4.57

0.51

- Content

4.75

0.44

- Timing

4.65

0.49

- Documents and presentation

4.70

0.47

- Content

4.91

0.30

- Timing

4.73

0.47

- Documents and presentation

4.82

0.40

- Content

4.73

0.47

- Timing

4.45

0.52

- Documents and presentation

4.55

0.52

Piya-atchariya

4.75

0.62

- Content

4.67

0.65

- Timing

4.67

0.65

Moderator of Group B: Miss Sarah Wilner

4.70

0.48

- Content

4.40

0.52

- Timing

4.50

0.53

Master of ceremony: Dr.Chutipapha Suwankanit

4.75

0.44

- Content

4.60

0.50

- Timing

4.60

0.50

Moderator of Group A: Asst. Prof. Dr.Laeka Piya-atchariya

Moderator of Group B: Miss Sarah Wilner

Keynote : Dr. Anyamanee Boonsue

Moderator of Group A : Asst. Prof. Dr.Laeka Piya-atchariya

Moderator of Group B: Miss Sarah Wilner

SUMMARY GUIDELINE Moderator of Group A : Asst. Prof. Dr.Laeka

- Documents and presentation

- Documents and presentation

- Documents and presentation

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The session N=20 Session

Mean

S.D.

- Content

4.65

0.59

- Timing

4.50

0.61

- Documents and presentation

4.50

0.51

- Content

4.60

0.50

- Timing

4.35

0.59

- Documents and presentation

4.35

0.59

- Content

4.60

0.50

- Timing

4.35

0.59

- Documents and presentation

4.35

0.59

Master of ceremony: Dr.Chutipapha Suwankanit

Plenary speech: Dr. Ua-aree Janthon

Keynote: Assoc.Prof.Dr. Prapone Jearakul , Asst.Prof.Dr.Poonsap Naknaka

School Visit

N=20 School

Mean

S.D.

- Overall management

4.85

0.37

- Overall school visit content (knowledge)

4.75

0.44

- Guideline for implement in your place

4.75

0.55

- Activities & Time management

4.70

0.47

- The clarity of the theory or innovation in ECE

4.60

0.50

- Time management in the classroom

4.65

0.49

4.72

0.47

2. Piriya-Navin Ayutthaya

4.80

0.52

- Overall management

4.75

0.55

- Overall school visit content (knowledge)

4.65

0.67

- Guideline for implement in your place

4.70

0.57

- Activities & Time management

4.65

0.59

- The clarity of the theory or innovation in ECE

4.70

0.57

- Time management in the classroom

4.71

0.57

1. La-Or Utis Demonstration School

overall

overall

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School Visit

N=20 School

Mean

S.D.

- Overall management

4.84

0.37

- Overall school visit content (knowledge)

4.79

0.42

- Guideline for implement in your place

4.63

0.60

- Activities & Time management

4.79

0.42

- The clarity of the theory or innovation in ECE

4.68

0.48

- Time management in the classroom

4.68

0.48

4.74

1.01

3. Roong-Aroon School / Education Early Childhood Arsomsilp Institute of the Arts

overall What were the strengths and limitations of this seminar?

Strengths Details

Frequencies

The presenters are qualification the best speaker./Well prepared presentations./

9

The organizer are very nice./Friendly & Accommodating organizers.

10

The place are comfortable

6

The schedule are very available./Venue accommodation excellent/Time man-

10

agement Well- equipment

2

Warm welcome like home

5

New experience in many environments

1

Well-prepared support team.

4

School visit is very good. It can make the chance for study reality.

1

Group discussion is good. Within the group we can learnt a lot of things and

1

sharing experience form ASEAN country.

• I have many chances to learn everything dealing with competencies of the early childhood teachers. I have many experience, many knowledge from this seminar and school visit.

• Strengths are suited for participants, it is summer in holidays. It is comfortable to learn.

• The seminar is a combination of lecture/workshop in theory/principles and visit of school which is a good mix (theory & practice through observation)

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

Limitations Details

Frequencies

We would like to be in one group.

3

From each country, their school system concern with ECE. But I can’t understand

2

their language very well. So, I try to listen about those information very hard.

Less numbers of days for seminar. (Just in one week)

2

Some dish of food is spicy

1

What topic would you like to focus on?

Details

Frequencies

ASEAN Standard teacher and competency framework of ECE.

10

Role of ECE teacher in 21st Century.

3

The central role of children in ECE./ECE Standard

3

The education management in multicultural context

2

The teaching and learning skill.

2

Project based learning

2

New trend in ECE.

1

ECE Curriculum

1

Curriculum integration of Bachelor degree of ECE or Bachelor Degree of Science

1

in Early childhood education.

Service in ECE

1

School visit of Universities offering Bachelor degree of ECE

1

Comparing teaching style for ECE teachers.

1

Young children competency

1

The relationship between attributes of early childhood teachers that come from

1

the development of young children’s competency.

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Additional Comments:

• Thank you so much for your invitation.

• There will be have more partners and network of ECE in the near further for ECE teachers in ASEAN Countries.

• Very good services form hotel.

• Your encourage to me very pleased.

• Your motivation to do something to us is very enjoyable and love them.

• Your country is very please and very clean and has many other good things for us.

• Continue this program and exchange go to another countries.

• Please Design new nursery curriculum.

• Please Add more participants.

• Please add more participants from Lao PDR. In the second international seminar in the future.

• More Future seminars or workshops related for ECE teachers.

• I would like to have more detail documents such as file of presentation from presenter send through email.

• To hold many seminars like this. This is interesting and useful for teachers, staff in ECE. • It could be great if all of us could have a chance to site visit ECE in ISRAEL. Therefore, we could get the same picture of ECE implement.

• Well done, keep up the good work.

• Overall management is good, systematic and well manage. However, time schedule should be followed (i.e. schedule for departure is 7:00 but the reality is 7:20 or 8:00). Facilitated especially in the plenary should encourage participants to say their ideas and not only a few participant is always discussion. A good facilitator lets everyone/motivates everyone to say something.

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International Seminar on “Construction Guidelines for Standardsand Competency Framework of Early Childhood Education” 21 July 2016

Great Atmosphere at the Opening Ceremony

Dr. Watanaporn Ra-Ngubtook,the Deputy Secretary-General of the Education Council and Dr. PornchanitKaew-nate, the Vice President for International Affairs and Customer Relationships, SuanDusit Universityreported the objectives of this international seminar.

H.E. Mr. Simon Roded,the Ambassador of Israel to Thailandattended and delivereda welcoming speech.

Ms. SuphatraSrimaitreephithak,the Director-General of Thailand International Cooperation Agency presided over the opening ceremony.

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

Keynote Speakers at the International Seminar

Prof. Dr. WijarnPanich, Chairman of Mahidol University Council gave a keynote speech “Skills of Early Childhood Teachers in the 21st Century”. He mentioned that early childhood development (ECD) is the future of our society. Early childhood teachers should understand four major factors affecting ECD; biological factors, environment factors, interpersonal relationships and early experiences and relationship. He also suggested that good early childhood education will lead to productive, healthy and happy adult life as well as being a good citizen.

Prof. Dr. PaitoonSinlarat, Professor of Higher Education and Dean of College of Education Sciences, Dhurakij Pundit University gave a keynote speech entitled ASEAN Teachers’ Standards: Road to New Quality Education. He proposed the standards of ASEAN teachers for new challenges in education.

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Presentations and Group Discussion

The parallel sessionswere held for two groups of participants,university lecturers and early childhood teachers from ASEAN countries. Each group exchanged knowledge and expertise in early childhood management in each country.

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education�

International Seminar on “Construction Guidelines for Standardsand Competency Framework of Early Childhood Education” 22 July 2016 Assoc. Prof. Dr. SuriyadeoTripathi

Assoc. Prof. Dr. SuriyadeoTripathi, Director of the National Institute for Child and Family Development, Mahidol University, gave a keynote speech entitled“Thailand’s Community Baby-sitting System with Positive Psychology Approach (Life Assets) Strengthen the Positive Parenting in Family”.

He said that community baby-sitting system with three step ladders by using the life assets positive psychology and reinforcement process approach to build up strength of family power become an important emergence resiliency in child and youth to living in new digital world. Key to the program’s success is that it listens and respects the opinions of children and youth in the community; placing them at the center of activities. Most importantly, the tools for success are Power of Self, Power of the Family, Power of Intelligence, Power of Community, Peer Power and Creative Activity.

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Presentations and Group Discussion The parallel sessionswere held for two groups of participants,university lecturers and early childhood teachers from ASEAN countries. Each group exchanged knowledge and expertise in early childhood management in each country.

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education�

International Seminar on “Construction Guidelines for Standardsand Competency Framework of Early Childhood Education” 25 July 2016

Ms. Sarah Winer, Deputy Director of the Golda Meir MASHAV Carmel International Training Center (MCTC), Israel, presented Early Childhood Education in Israel and Characteristic of Teachers in Israel Assoc. Prof. Dr. SausureeChutikil, Vice-Chair on Early Childhood Development, Thailand, presentedThe relationship between Attributes of Early Childhood Teachers that Conform to the Development of Young Children’s Competency.

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Presentations and Group Discussion

The parallel sessionswere held for two groups of participants,university lecturers and early childhood teachers from ASEAN countries.Group A workshop on early childhood teacher competencies in terms of “Knowledge” Activity include discussion cooperative presentations and common knowledge summarization.

Group B Training on skill development of young children in the 21st century: creativity

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

School Visit

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Cultural Heritage Tour

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Closing Ceremony

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education” 20 July - 3 August 2016 Suan Dusit University Organizing Committee

Advisory Committee Chairs 1. Assoc. Prof. Dr. Sirote Pholpuntin 2. Dr. Pornchanit Kaew-Nate 3. Dr. Suwamarn Moungprasert 4. Asst. Prof. Dr. Pitauk Chancharoen 5. Assoc. Prof. Patcharee Suankaew 6. Asst. Prof. Dr. Chanasuek Nichanong 7. Dr. Waranee Vessoontorntep 8. Dr. Swong Boonpluk 9. Dr. Kamol Rodklai Seminar Management Committee Chairs 1. Dr. Sittiporn Iamsen 2. Asst. Prof. Dr. Sudthipan Dhirapongse 3. Assoc. Prof. Dr. Cheerapan Bhulpat 4. Ms. Tipsuda Sumethsenee 5. Ms. Somratchaneekorn Orgerb 6. Dr. Siri Chara-um 7. Dr. Thip Kaumyoo 8. Dr. Venus Skunhom 9. Dr. Niroumon Suwannasri 10. Dr. Nattanit Sirisatjanurak 11. Ms. Kallaya Chanapai 12. Dr. Anupap Thupa-ang 13. Ms. Sujitra Chaypanya 14. Dr. Chulintipa Nopakhun 15. Dr. Ua – aree Janthon

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International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education”

Seminar Activity Committee Chairs 1. Dr. Niroumon Suwannasri 2. Ms. Chalapich Boonchitsitsak 3. Ms. Thanchanok Boonchua 4. Ms. Jaturada Pochanajun 5. Ms. Kanjanarat Pattanasonti 6. Ms. Ratchanok Nippawan 7. Ms. Sutima Onkaew 8. Dr. Suda Cherdkirtikul 9. Ms. Rattaya Chaurklang 10. Ms. Dujtawan Kanthairaj Academic Committee Chairs 1. Asst. Prof. Dr. Sudthipan Dhirapongse 2. Dr. Thip Kaumyoo 3. Dr. Wanida Anchaleewittayakul 4. Dr. Kwanhathai Cherdchu 5. Mr. Woravit Kitjaroenpaiboon 6. Ms. Suthasinee Kespratum 7. Dr. Wilasinee Ploylearmsaeng 8. Ms. Kanokwan Kunlasuth 9. Ms. Lalita Poolsup 10. Dr. Sarapol Chirasawadi 11. Ms. Khacheenuj Chaovanapricha 12. Ms. Panan Prathung 13. Mr. Wirot Teppabutre 14. Asst. Prof. Dr. Kanvipa Hongngam 15. Ms. Nongkran Sukavejworakit 16. Dr. Phornchulee Lungka 17. Dr. Chulintipa Nopakhun 18. Mrs. Pacharaporn uphakit Audio-Visual and Assessment Committee Chair 1. Dr. Ua – aree Janthon 2. Mr. Weeraphan Chomphudang 3. Mr. Paitoon Namsena 4. Mr. Kasinan Korsrisuwan 5. Mr. Sathit Choedchan 6. Mr. Sumeta Pongpanna

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Publicity Committee Chairs 1. Dr. Nattanit Sirisatjanurak 2. Dr. Supakorn Prungsinchai 3. Mr. Pasin Inta 4. Mr. Pipatpon Penkoed 5. Mr. Woranon Deepadung 6. Mr. Tarkunsak Sriboonrawd 7. Mr. Palang Noasaran 8. Mr. Jiraroj Olarnsasiwach 9. Ms. Phapawarin Sangkaprom 10. Mr. Theerapote Jindadach 11. Mr. Paisarn Khongsatitthaporn 12. Mr. Sunwarate Krataithong 13. Ms. Alis Phanpornsom Finance and Equipment Committee Chairs 1. Ms. Kallaya Chanapai 2. Ms. Ratree Choradol 3. Ms. Rattanaporn Promthong Hospitality Committee Chairs 1. Dr. Anupap Thupa-ang 2. Dr. Chutipapha Suwankanit 3. Dr. Phornchulee Lungka 4. Dr. Sinchai Jansem 5. Dr. Chayapon Chomchaiya 6. Dr. Wannachan Singhchawla 7. Asst. Prof. Dr. Navarat Techachokwiwat 8. Ms. Koranit Tongsa-asd 9. Ms. Chontida Yakaew 10. Ms. Nongyao Nuchanart Venues and Transportation Committee Chairs 1. Ms. Sujitra Chaypanya 2. Ms. Kanda Tarapoom

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