Therefore, several schools use online learning and technology as an option to educate children, while others employ worksheets with age-appropriate exercises to support child development. During the pandemic crisis, the Equitable Education Fund (EEF), which has a mission to help provide opportunities and reduce inequality in education, has supported local administrative organizations’ Early Childhood Development Center (ECDC) to encourage early childhood learning.
The forum for public policy development proposals in early childhood care has exchanged learning from the Early Childhood Development Center (ECDC) in many areas across the country. Walailak Namai is a representative for the Early Childhood Development Center (ECDC) in NonSomboon, Khon Kaen Province, which was one of the ECDCs participated in the knowledge exchange. She said there were 129 children in the early childhood development center, which was separated into seven rooms. The work of the Early Childhood Development Center (ECDC) has adopted technology, especially the LINE application which teachers and parents participate together, enabling children to meet all four developmental criteria. Self-care education is provided so that parents can teach their children further. In the first phase of the pandemic, children studying online were scheduled for parents to pick up worksheets at school once a week. Until recently, due to the increasing number of infected people in the area, it was changed to receive worksheets only once a month. Problems with online learning found that over 50% of children were not ready to study online. As a result, the Early Childhood Development Center (ECDC) must embrace on-hand learning and use a line group to define worksheets. In this regard, it can be shown that from online or on-hand learning, children can participate in activities with their parents, even if some families have problems or parents feel uncomfortable.
Meanwhile, Anna Chimngam, the representative for the Early Childhood Development Center (ECDC), Nong Sanit, Surin, would survey parents’ readiness before designing learning activities using the evaluation from the clip that the parents sent in Line. The home visit revealed that children and parents engaged in activities created by the Early Childhood Development Center (ECDC) to encourage children to play, learn, and develop life skills, such as assisting parents with household chores. The teachers at the Early Childhood Development Center (ECDC) would explain the steps for each activity for parents to evaluate through a form. There is also a network to exchange more than 200 activities of the Early Childhood Development Center (ECDC) across the entire province of Surin. There are also 12 learning-based learning arrangements based on the child’s competency, with 15-20 activities, according to the learning unit and after opening to study onsite as normal. There are also many activities in one base to limit the danger of transmission.
Thitithon Saino, representative for the Early Childhood Development Center (ECDC), Ban Kham Saat, Yang Yai Subdistrict Administrative Organization, Ubon Ratchathani province, stated that the ECDC had a total of 56 pupils, 31 in the 2-3-year-old room and 25 in the 4-5-year-old room. During the COVID pandemic, students learned through worksheets that instructors sent out to parents every Monday. Because youngsters require iron supplements, parents can bring their children to the Early Childhood Development Center (ECDC) to pick up worksheets and borrow materials and equipment.
The same as Sukanya Petchsaneankul, a representative for the Early Childhood Development Center (ECDC) in Nong Nam Sai, Nakhon Ratchasima, promoted the development of children according to their age by telling stories. Of the 79 children, about 60 percent of their parents were cooperating, as some children living with older people were not ready to study online. However, the teacher has made a manual to guide how to read the story and allows them to borrow storybooks from the Early Childhood Development Center (ECDC) to read to children. In the learning exchange forum for public policy development proposals in early childhood care, the elderly cannot tell stories from books. If these elderly individuals can tell folk tales to the children, it will allow children to learn about the local culture.
It was not different from Sureerat Saokaew, a representative for the Early Childhood Development Center (ECDC), Chakkarat Subdistrict Municipality, Nakhon Ratchasima Province. There was a project for children’s development by telling stories by encouraging children to start reading from the pictures and allowing parents to read to children so that children had a loving habit. Reading was creative, developed in all four areas, and created engagement between teachers, parents, and children. There were 90 students at the Early Childhood Development Center (ECDC). Before organizing the project, teachers selected books and a guidebook for borrowing storybooks for parents to record. “Books that I read” before asking the teacher to assess children’s behavior from the children’s words. To encourage parents to tell stories to children at home, parents can borrow one book at a time for seven days. The Early Childhood Development Center (ECDC) also intends to provide further training to parents on storytelling concepts and post-reading journaling. Making a Big Book out of a milk crate helps young children develop their speaking, listening, and reading abilities. In the past, the tales used by the Early Childhood Development Center (ECDC) in the project were stories to promote morality and ethics, and skills in daily life.
According to Wassana Utsaha, a representative for the Early Childhood Development Center (ECDC) in Krathiam, Surin province, includes organic vegetable growing activities for 48 children. It was a hands-on exercise to learn about healthy and useful foods, encourage children to eat more veggies, develop critical thinking abilities, and put theory into practice. Making youngsters comprehend the many sorts of vegetables and how to plant them till they can plant them with their families, instilling in them the habit of taking responsibility for their responsibilities and knowing how to collaborate with others.
Like Amornrat Suwanakut, a representative for the Early Childhood Development Center (ECDC), Nasuang, Ubon Ratchathani had a project to develop a learning resource landscape based on the Philosophy of Sufficiency Economy. It was an initiative to bring 33 children to the farm, promote nutrition, and help them develop physically, mentally, and emotionally. This idea also allows the community to engage in educational activities for children by allowing them to learn from real-life situations.
Furthermore, Sureeporn Boonkong, who leads the creative media broom project from local wisdom to promote the development of EF brain skills at the Early Childhood Development Center (ECDC), Sri Phrom Temple, Ubon Ratchathani Province, shared organizing guidelines for tracking development and problem solving in delayed learning. The Early Childhood Development Center (ECDC) has organized learning for children with the help of community members. Teachers, parents, and kids are taught how to create brooms by monks and local sages. It will be donated to local authorities once completed, teaching youngsters how to give and being proud of their involvement.
Despite learning losses caused by the coronavirus pandemic, the Local Administrative Organization and the Early Childhood Development Center (ECDC) have partnered with communities and networks such as the Equitable Education Fund (EEF) to push and adjust the Child Development Plan for Ages 0-6 years to ensure proper development. It also aids in encouraging children to develop in all areas, which is said to lay a firm foundation for children to grow well and develop in accordance with their age.
