1、Early Childhood Education in Thailand NURTURING MINDSTable of ContentsAcknowledgments1Introduction2Chapter 1 Thailands ECE landscape5Chapter 2 Thailands ECE initiatives:Case studies11Preschool Education Association of Thailand11Duang Prateep Foundation13Sataban Saengsawang Foundation15Foundation for

2、 Slum Child Care17Foundation for Applied Linguistics19Yuvabadhana Foundation22Kids Ark Foundation24Rabbit in the Moon Foundation26Baan Dek Foundation28Starfish School30Books for Children Foundation33Research Institute for Policy Evaluation and Design35Chapter 3 Key characteristics of Thailands ECE i

3、nitiatives37Chapter 4 Conclusion:Opportunities for philanthropy39Endnotes41Acknowledgments At the Centre for Asian Philanthropy and Society(CAPS),we are deeply committed to understandingand addressingthe evolving social needs and philanthropic trends across Asia.Our mission is to enable the effectiv

4、e flow of private social investments throughout the region,which will contribute significantly to shaping a brighter future.The research presented in this report marks a step forward in expanding our collective knowledge in this vital area.We would like to express our profound gratitude to the many

5、dedicated individuals and organizations whose steadfast support and collaboration have been essential to the success of this study.Our heartfelt thanks go to our local experts,including Chayanee Chatpatimapong,Haidy Leung,Sudarat Rojphongkasem and Professor Tirnud Paichayontvijit,as well as the 12 s

6、ocial organizations provided as case studies:the Preschool Association of Thailand,Duang Prateep Foundation,Sataban Saengsawang Foundation,the Foundation for Slum Child Care,the Foundation for Applied Linguistics,Yuvabadhana Foundation,Kids Ark Foundation,Rabbit in the Moon Foundation,Baan Dek Found

7、ation,Starfish School,Books for Children Foundation and the Research Institute for Policy Evaluation and Design.Their relentless support throughout our site visits and interviews has been pivotal in developing a thorough understanding of early childhood education inThailand.Additionally,we extend ou

8、r sincere appreciation to Bangkok Bank for their generous sponsorship of this study.Its dedication to this cause has been instrumental in bringing this important research to fruition.2Nurturing MindsEarly childhood education(ECE)programs for children have shown to provide an immense contribution to

9、optimizing development during this critical phase.i Quality ECE facilitates growth across developmental domains,promoting academic preparedness,social and emotional development,and sound lifelong habits.Studies substantiate both the short-and long-term impactfrom higher educational attainment and te

10、st scores to increased earning potential and lower incarceration rates in adulthood.In Thailand,compulsory education usually starts at age6,which underscores the need for accessible,quality ECE services in the years prior.The primary objective of this report is to ascertain the overall ECE needs in

11、Thailand and evaluate the potential for philanthropic support to mitigate unmet needs.It thoroughly examines aspects including the current state of ECE infrastructure,government initiatives,underserved regions and successful program models.By delving into specific areas of consideration,the aim is t

12、o provide practical insights for donors who wish to contribute to the enhancement of Thailands ECEframework.This report will answer the following questions:1.What is the current state of the ECE landscape in Thailand,including infrastructure,government policies and initiatives?What are the main gaps

13、 andchallenges?2.What types of initiatives exist?Which organizations demonstrate potential for philanthropic backing?How are these organizations approaching their goals,and what effects or outcomes are theyachieving?3.Which target groups or geographical areas have the most unmet needs?Where could do

14、nations make the most difference?IntroductionEarly childhood is a pivotal period that profoundly shapes ones well-being,future health,learning capacity and economic potential.During these formative years spanning prenatal development to age 8,a childs brain architecture is constructed through the in

15、terplay of genes and experiences.Neural connections are formed at a rapid,unparalleled pace,laying the foundation for future brain development and functioning.1,2,3i This report focuses on ECE rather than early childhood development.ECE refers to the learning experiences young children go through as

16、 they develop.Any activities that help a child gain social,physical,behavioral,or cognitive understanding are part of their education.Early childhood development is a broader field with concerns besides education:childrens safety,family relationships,community support,social resources,etc.Early chil

17、dhood development professionals work in a wide range of settings,including health-care facilities,while ECE professionals primarily work in child development centers and schools.ii Synaptic connections are places where neurons of the human brain connect and communicate with each other.While there ar

18、e approximately 100 billion neurons in a mature human brain,there are trillions of synaptic connections.Synaptic connections receive incoming signals from other neurons and relay them to the cell body,where the signals are integrated and a responseinitiated.THE IMPORTANCE QUALITY EARLY CHILDHOOD EDU

19、CATIONScience and data show that early childhood experiences significantly shape ones lifelong developmental trajectory,much like how a foundation defines the type of structure to be built upon it.During the early years of life,synaptic connections form rapidly,creating the architecture for brain de

20、velopment and function.ii These neural linkages influence cognitive abilities,from language,numeracy and critical thinking to creativity,social skills and emotionalregulation.The period of early childhood offers vast opportunities to promote positive outcomes across domains,mitigating socioeconomic

21、disparities.However,it also carries great risk if a child is not properly nurtured.Adversities like stress,deprivation or maltreatment can have persistent negative consequences on a childs development.Investing in quality ECE optimizes this developmental window by stimulating learning and nurturing

22、holistic well-being.The benefits are both immediate and enduring,as outlinedbelow.Laying a foundation for lifelong learning“Interventions in the early childhood years are the most effective and important.”Princess Galyani Vadhana Krom Luang Naradhiwas RajanagarindraIn the early years of life,the bra

23、in undergoes a significant transformation,forming over one million neural connections per seconda pace unparalleled in later stages of life.4 From birth to the age of 3,synaptic linkages soar from nonexistent to 1,000 trillion,creating a window of opportunity when childrens brains are exceptionally

24、receptive to continuous learning,evolving with every interaction in their environment.3 3IntroductionAfter this period of rapid growth in the first three years,the synapses go through a pruning process,which makes brain connections more efficient.This pruning shows how much a childs experiences and

25、environment from birth to around age6 shape their brain development,with the things that young children see,hear and feel helping to form neural connections that lay the groundwork for their future.5 Quality ECE programs play a vital role in promoting cognitive development across the 0-6 age range,w

26、ith educational activities tailored to align with each developmental stage and individual needs.Such programs provide foundational knowledge essential for future success in school.Findings from a comprehensive three-decade study on the Child-Parent Center(CPC)programan early childhood intervention i

27、nvolving parentsreveal substantial advantages for participants compared to peers without preschool experience,including higher rates of advanced degrees.iii,6 The study highlights the positive long-term impacts of early learninginterventions.For children with special needs,early education can nurtur

28、e individual potential and mitigate learning disparities and difficulties,reducing the need for expensive special education later on.iii The CPC is an early childhood intervention designed for low-income minority children in poor neighborhoods in Chicago,United States.The program provides school-bas

29、ed educational enrichment and comprehensive family services from preschool to third grade(age 3-9 years).Promoting physical,behavioral and social-emotional developmentBeyond cognitive development,ECE functions as a catalyst for diverse benefits.Children in these programs actively engage in physical

30、activities and play,honing motor skills and internalizing lessons on health and well-being,setting the stage for lifelong habits.Social-emotional development is equally prioritized as children navigate life beyond family circles,developing empathy,resilience and the communication skills crucial for

31、relationships and social interaction.The CPC study mentioned above demonstrated a noteworthy 26%reduction in depressive symptoms among CPC graduates in early adulthood compared to their counterparts.7ECE settings also play a role in nurturing behavioral development by reinforcing self-regulation and

32、 executive functioning skills.Attending a child development center fosters the establishment of routines,impulse control and socially acceptable behaviorscritical not only for future educational pursuits but also for effective lifemanagement.8Source:Unsplash4Nurturing Minds4Nurturing Mindsiv The Per

33、ry Preschool Project,conducted in the U.S.in 1962-67,sought to understand the positive impact of high-quality education on preschool children and their communities.The landscape study led to the establishment of the HighScope Education Research Foundation and one of the first intentional early child

34、hood programs in the U.S.In the HighScope curriculum,teachers act as facilitators,partnering with children and families.They engage in play,foster problem-solving,and offer encouragement.By supporting experimentation and guiding developmental progress,teachers play a pivotal role in students explora

35、tion and growth.Subsequent research on the HighScope/Perry Preschool program by Professor Heckman and others affirms its positive effects.ROI:Return on InvestmentParentalEarly childhoodPreschoolK-12 educationJob training0-3 y/o4-5 y/oSchool agePost-school ageExamples abound.The Perry Preschool Proje

36、ct,which uses the HighScope curriculum,is attributed to generating an impressive 60-70%of the dollar-value of the benefits to society through its success in reducing criminal behavior.iv,12,13 In the Abecedarian program,the group that received preschool education exhibited a significantly lower rate

37、 of felony convictions or incarceration by the age of 21,with a reduction of one-third compared to the control group.14 These findings highlight the fact that the positive outcomes of quality early education extend beyond the individual to shape a more innovative and productive workforce,thereby sti

38、mulating economic growth.This,in turn,results in public savings manifested in reduced spending on social services and health care,increased tax revenue and declining crime rates.In todays global economy,prioritizing early childhood development can strategically position nations and enhance their eco

39、nomic and social competitiveness on the international stage.Figure 1 The Heckman Curve:Economic impact of investing in early childhood learningSource:The Heckman EquationIncreasing earning potentialThe ability to acquire knowledge,develop social-emotional skills and cultivate habits such as persever

40、ance and teamwork within early childhood settings can also help establish qualities highly prized in the workplace.These attributes contribute to a more prosperous and stable career trajectory but also hold substantial value for employers.Studies consistently demonstrate that individuals who have ex

41、perienced quality ECE are more likely to secure employment and enjoy higher incomes compared to their counterparts who did not have access to similar educationalopportunities.A study that analyses the impact of an ECE project STAR in Tennessee,USA finds that higher quality kindergarten class is asso

42、ciated with an average increase in yearly earnings of approximately$1,520 by the age of 27 for each student,which indicates a lifetime earnings gain of approximately$39,100 for the average individual.9 The compelling statistics underscore the enduring economic benefit of investing in early education

43、,not only on an individual level but also collectively for society.Contributing to long-term societal benefitsResearch consistently demonstrates that every dollar invested in ECE yields substantial returns,contributing to reduced special education costs,lower crime rates and increased tax revenue fr

44、om a more educated workforce.In a 2020 study,Nobel laureate economist Professor James J.Heckman found a 13%return on investment(ROI)for comprehensive birth-to-5 years programs,with a reducing ROI in the years after(Figure 1).105Thailands ECE landscapeThailands education system encompasses government

45、,private and international schools,organized into three key stages:preschool,primary,and secondary(Figure 2).Fifteen years of free education is available for all Thai citizens,covering three years of optional preschool education,nine years of compulsory education and three years of upper secondary e

46、ducation15Source:Ministry of Education of ThailandFigure 2 The Thai education systemApprox.AgeGradeLevel of Education3Pre-primaryNonformal education pathways4561Primary728394105116127Lower secondaryShort course training1381491510Upper secondaryVocational and technical education Lower vocational16111

47、7121813UndergraduateTertiary vocational62217Graduate studies231824 9 years of compulsory educationThe educational system is rooted in the 1999 National Education Act and 2007 Constitution.According to the 2007 Constitution,every Thai citizen holds an equal right to access free basic educa

48、tion for a minimum of 12 years.In 2009,the government introduced the Free Education Programme(FEP),which extended coverage from 12 to 15 Chapter 1 15 years of free basic educationyears by incorporating an additional three years at the pre-primary level.Since then,public preschool education has becom

49、e available from the age of 3.The government allocates funds to support public child development centers and kindergartens,aiming to provide educational opportunities for all school-aged children.166Nurturing Minds6Nurturing MindsECE included in the first National Education Plan.Thailands first Nati

50、onal Education Plan included ECE and led to the sector flourishing.The 1977 and 1992 National Education Plans also cover ECE.Figure 3 Timeline of government policies and actions on ECE(1932-2019)The Ministry of Education established the first public kindergarten.Promulgation of Thailands first early

51、 childhood curriculum,Pre-Primary Curriculum 1997.The curriculum outlined care and education for three age groups:birth to 1 year,1-3 years,and 3-6 years.It has since been replaced by the Early Childhood Curriculum 2003 and Early Childhood Curriculum 2017.Implementation of the Long-Term Policy and S

52、trategy for Early Childhood Care and Development (0-5 Age Group)2007-2016.The policy integrated child development into broader youth development plans and served as a framework for action on early childhood development.Introduction of the Regulation of the Office of the Prime Minister on Early Child

53、hood Development 2008.The regulation aimed at providing quality early childhood development in line with the states policies under the auspices of the Committee on National Early Childhood Development 2008,with the prime minister aschairperson.FEP initiated to expand education access across the popu

54、lation groups by including three years of pre-primary education into basic education.Rollout of a comprehensive national plan for early childhood development,National Strategic Plan for Early Childhood Development(Newborn to Pre-First Graders)in Accordance with the Government Policy 2012-2016.The pl

55、an endorsed urgent measures to ensure continuous all-round quality development for children aged 0-5 and comprehensive guidelines for early childhood development projects.18Building on these foundations,Thailand significantly expanded ECE for children aged 3-5 starting 2017.Adoption of the Constitut

56、ion of the Kingdom of Thailand 2017,promoting lifelong learning and ensuring education for young children.19 Development of the National Scheme of Education 2017-2036 by the Office of Education,providing a framework for related organizations to enhance education quality and management at all levels.

57、20Inclusion of early childhood period in national strategy focusing on human resources development in the National Strategy 2018-2037.The strategy emphasized human development and capacity building as a significant national goal at all life stages,including early childhood.21Enactment of the Early C

58、hildhood Development Act 2019.The Act highlighted collaborative missions among government entities,local administrative organizations,and private and civil society sectors to ensure child protection,quality care,development,and educationmanagement.2272000920072000819

59、97200092007201720197 7Chapter 1 Thailands ECE landscapeTHE GOVERNMENTS ROLE IN ECEThailand has demonstrated a longstanding commitment to child development and the enhancement of early childhood education(ECE)services since the word“kindergarten”was introduced for the first time in the Pri

60、vate School Act promulgated in 1918.Figure 3 shows a timeline of the key policies and actions taken by the government between 1932 and 2019 to support the development of ECE.Aligning with Thailands 20-year National Strategy(2018-37),the governments continuous efforts to prioritize human development

61、from early childhood signify a crucial commitment to fostering young minds.This is also in line with a broader Asian trend,with countries in the region increasingly providing holistic support to children families,and communities through enhanced financial investment and a diverse array of programoff

62、erings.17THE CURRENT ECE SITUATIONIn Thailand,ECE encompasses a variety of options for different age groups.For children under 3,while most are looked after by family,there are public and private child care services for parents who work.From the age of 3,formal early education is offered by public a

63、nd private kindergartens and nonformal education provided by public and private child development centers.Under the 1999 National Education Act,the Ministry of Education is responsible for education across all levels and types,from basic to higher,encompassing formal,nonformal and informal education

64、.While the Ministry of Education oversees most ECE service providers,different types of ECE programs also fall under the purview of other governmental agencies(see Table 1).Table 1 ECE providers and supervising agencies in Thailand AreaMain age groupSectorProviderSupervising agency or agenciesBangko

65、k metropolitan area230-6PublicChild care centerDepartment of Children and Youth,Ministry of Social Development and HumanSecurityPrivateChild care centerSocial Development Office,Bangkok Metropolitan AdministrationNon-Bangkok metropolitan area240-2Public/PrivateNursery/Day careDepartment of Children

66、and Youth,Ministry of Social Development and Human Security;Ministry of Education;Ministry of Labor;Ministry of Public Health,etc.3-5PublicKindergarten Office of the Basic Education Council,Ministry of EducationChild development centerDepartment of Local Administration,Ministry of InteriorPrivateKin

67、dergartenOffice of the Private Education Commission,Ministry of EducationChild development centerOffice of the Private Education Commission,Ministry of EducationThailands government has made commendable strides in ECE,achieving nearly 85%access for children aged 2 to 5,supported by public and privat

68、e options and catering to underserved populations(see Table 2).Investments in infrastructure and teacher training and the setting of quality standards underscore the governments commitment to providing better ECE programs.Table 2 ECE student enrollment in 202325,26 Age groupPopulationStudents enroll

69、edEnrollment rate2-52,550,8452,162,49084.77%3-51,974,2011,536,08977.8%8Nurturing Minds8Nurturing MindsHowever,critical gaps persist,particularly for children aged 0 to 2.As shown in the analysis below,challenges cut across four key areas:access,infrastructure,program quality,and staffing capacity,ex

70、pertise and development.1.AccessProgress madeExisting gaps High attendance:By 2023,around 77.8%of children aged 3-5 years(see Table 2)attend ECE institutions.Public and private ECE options:In 2022,Thailands ECE system comprised approximately 53,000 ECE institutions;the majority of these are kinderga

71、rtens managed by the Office of Basic Education Commission under the Ministry of Education(27,094),while others include local government child development centers(18,943),kindergartens managed by the Ministry of Education(3,204)and private daycare centers(1,600).27 Child Support Grant:In 2023,the gov

72、ernment allocated 1.66 billion(approximately US$47 million)to the Child Support Grant scheme,which provides a monthly sum of 600 per child aged 0-6(approximately US$16.77)to families with an annual income below 100,000(approximately US$2,796).v,28 Age 0-2:Compared to other age groups,government budg

73、et allocation for child development for those aged 0-2 is low and contradicts the high return on investment observed in this age group.29 Inequality:Persistent socioeconomic and regional disparities negatively impact access for marginalized and disadvantaged children.For example,in 2019,the far sout

74、hern,predominantly Muslim province of Narathiwat recorded a 46%ECE attendance rate,significantly lower than the national average of 85%.30 Inadequate government subsidy for private services:The Child Support Grant is insufficient to subsidize quality private ECE services.In the Bangkok metropolis,wh

75、ere public ECE options are not always accessible(whether too far away or oversubscribed),many low-income families have no choice but to send their children to low-quality private child development centers.Accessibility challenge:In Bangkok,1,038 or 47%of low-income communities are not within a pract

76、ical walking distance from schools.For families of young children in these areas,this means spending time and money traveling long distances to an ECE center.31 2.InfrastructureProgress madeExisting gaps Setting standards:The National Standard for Early Childhood Development Centers 2019 provides a

77、clear framework for ECE infrastructure,comprising early childhood care,development and education.32 Investment in facilities:Thailand has been investing in the construction and maintenance of education facilities,with a focus on kindergartens and child development centers.Recent actions include a me

78、eting of the Community Organizations Development Institute in early 2023 highlighted key government investment initiatives,including piloting 60 early childhood development centers across thecountry.33 Disparities in facility quality:Despite improvements,there remains a considerable discrepancy betw

79、een the quality of ECE facilities,especially in rural and low-income areas.Some centers under local administration organizations face challenges due to limited resources,such as a lack of learning materials,suitable classroom settings and restrooms for children,which impacts the overall learning cap

80、ability of young children.34v The exchange rate used for this report is 35.77 for one U.S.dollar.9 9Chapter 1 Thailands ECE landscape3.Program qualityProgress madeExisting gaps Quality standards:Government-set standards have improved ECE program quality,with a 2021 government internal assessment of

81、the Bangkok area indicating a commendable 70%“excellent”rating across centers.35 Curriculum development:Efforts have been made to develop and update ECE curricula to align with best practices and international standards,including the introduction of the Early Childhood Education Curriculum2017.36 In

82、consistencies in program quality and/or evaluation:In contrast to the governments 2021 internal assessment,an external inspection in 2022 rated only 20%of Bangkok child development centers as“excellent,”while over 50%were“fair”or“needs improvement,”and over 5%“needs urgent improvement.”37 The discre

83、pancy between the governments internal assessment and that of the external examiner is attributable to both the actual program quality and inconsistencies in evaluation standards and processes.Missing data:Database maintenance in ECE centers is deficient,impacting data accuracy.Some information is u

84、nverifiable,and student records are incomplete,which poses a challenge for center administration andmanagement.38 Parents not involved:Most ECE curricula lack robust parent training modules.Findings by the United Nations Childrens Fund(UNICEF)indicate that in Thailand,only six in 10 mothers and thre

85、e in 10 fathers engage in child-learning activities.394.Staffing capacity,expertise and developmentProgress madeExisting gaps Teacher qualification:The National Standard for Early Childhood Development Centers 2019 specifies the appropriate qualifications for teachers,teaching assistants,caregivers,

86、nannies,and key personnel involved in teaching and caring for children.40 Professional development:Efforts have been made to promote ECE teacher training.After the promulgation of the Early Childhood Curriculum 2017,a government project was launched to enhance private child development centers and E

87、CE personnel,focusing on developing curricula and teaching skills aligned with this curriculum to prepare children for primaryschool.41 Recruitment and retention:Initiatives to attract and retain qualified educators in the ECE sector include the Kruvi Rak Thin project by the Equitable Education Fund

88、.This project aims to enable students in remote areas to become teachers and covers preschool educationalinstitutions.42 Training support:Following the 2019 implementation of the National Early Childhood Development Act,nearly 800 teachers and caretakers received training on pedagogical care,while o

89、ver 1,800 child development center teachers were trained in the newly developed Nutrition and Hygiene Guidelines.43 Talent shortage:A lack of qualified ECE teachers persists in some areas,impacting the student-teacher ratio and teaching quality.For example,there is an inadequate number of caretakers

90、 in some centers,especially those private centers targeting low-income families.Factors contributing to the talent shortage include unclear career paths for those not meeting government requirements and low pay.The average monthly salary for ECE teachers graduating high school is about 7,000(approxi

91、mately US$196),while those holding a bachelors degree earn around 15,000(approximately US$419),44 which is inadequate given the cost of living for those inBangkok.45 Educational background:Some qualified ECE educators lack specific training for the unique needs of young children.Data indicates only

92、15%have a bachelors degree in ECE,with most holding only a high schooldiploma.46 Inadequate training opportunities:Research from Ramkhamhaeng University indicates a lack of training opportunities for teachers.47vi In Thailand,“Kru”()means“teacher.”In Thai culture,the honorific titles“Khun,”“Kru,”and

93、“Khru”are respectfully prefixed to names,not being part of the given names.“Khun”serves as a universal honorific akin to“Mr.,”“Mrs.,”or“Miss,”used across genders and social statuses for polite adult address.Both“Kru”and“Khru”specifically denote“teacher,”underlining the professional or esteemed role

94、in education.10Nurturing Minds10Nurturing MindsTHE IMPACT OF COVIDThe COVID-19 pandemic strained Thailands ECE system in multiple ways.Extended school closures disrupted essential nutrition,care and learning services.Many children missed out on school-provided lunches,impacting nourishment for those

95、 from low-income households.Attempting remote education also surfaced digitization and capability gaps as parents and teachers struggled with online tools,while many marginalized families lacked technology access entirely.Particularly for those before primary grade 3,distance learning proved too dif

96、ficult,exacerbating educationalchallenges.Economic fallout also severely impacted vulnerable groups.Research indicates 62%of low-income households experienced income declines during the pandemic,48 forcing 30%of families with young children to take on debt to meet expenses.49 Such financial distress

97、 can negatively affect childhood welfare and development,especially when ECE is not mandatory.While Thailand has made significant progress in expanding ECE,systemic gaps linger in access,infrastructure,program quality and capacityespecially for marginalized communities.Though increased public fundin

98、g is crucial,it has limits in fully addressing complex root causes and entrenched inequities.This is where private resources could play a role.With flexibility and extensive networks,philanthropic funders can raise awareness,advocate with decision-makers,attract additional resources,and pilot promis

99、ing interventions for the most vulnerable groups.For instance,Her Royal Highness Princess Galyani Vadhana Krom Luang Naradhiwas Rajanagarindras patronage enabled the Foundation for Slum Child Care(one of the ECE initiatives outlined in Chapter 2 of this report)to scale its reach.Unlike governments h

100、amstrung by bureaucracy,philanthropists have latitude in deploying funds for long-term,high-risk projects required to demonstrably move the needle on entrenched societal challenges like inequities in early education.Through catalyzing innovation,influencing data-driven policy and scaling evidence-ba

101、cked inclusive models,it is possible for philanthropy to drive systemic improvement that can transform structures perpetuating disparities.Furthermore,blending public and philanthropic capital can also catalyze greater private investment for collectively tackling complex,large-scale issues like equi

102、table early childhood development.Overall,the pandemic has exacerbated educational disparities and economic distress facing marginalized groups,elevating the need for strategic philanthropic efforts to uplift these communities.Therefore,there is space for philanthropists to complement strained publi

103、c resources and fill persistent gaps obstructing quality early childhood education for all children across Thailand.Source:Unsplash11Thailands ECE initiatives:Case studiesFor a snapshot of early childhood education(ECE)initiatives operating in Thailand,we present 12 social organizations visited by C

104、APS in November 2023 as case studies,from a childrens library to ECE services for underserved communities to research programs.vii For each,we offer a brief outline of its origin,approach,measure of success and the enabling factors that have helped it achieve its outcomes.Name of organizationPrescho

105、ol Education Association of ThailandType of organizationNonprofit organizationYear founded 1962LeadershipArjarn Tida PitaksinsukMission statementTo support and educate teachers and those involved in preschool education about preschool education;to support and introduce the development and use of tea

106、ching materials and various technologies in preschool education;to support and develop standards in pre-schools;and to work with,coordinate,and exchange knowledge with other organizations that have similar objectives for the public benefits.LocationNationalWebsitehttps:/preschool.or.th Preschool Edu

107、cation Association of ThailandGenesisUnder the patronage of Her Royal Highness(HRH)Princess Maha Chakri Sirindhorn,the Preschool Education Association of Thailand(PEAT)was started in 1962 by a group of dedicated kindergarten teachers gathered by Mom Dusadee Boriphat Na Ayutthaya and Mrs.Somsawil San

108、gkhatraksa.Having completed their specialized training,they invited dedicated colleagues to establish PEAT with a vision of uniting preschool professionals nationwide.The associations primary objective is to provide comprehensive training,education and support for ECE teachers shaping Thailands futu

109、regenerations.ApproachFor more than 50 years,PEAT has dedicated itself to improving preschool education in Thailand.It regularly organizes seminars,training sessions and activities focused on ECE,as well as develops instructional materials,teaching aids and educational literature tailored to the nee

110、ds of preschools.These resources are distributed within PEATs extensive member network across Thailand.To provide a well-rounded approach to ECE,PEAT offers specialized courses and detailed curriculum guides for teachers of different age groups.During the Covid pandemic,the association proved its ad

111、aptability by quickly releasing free e-books with practical guidance to help institutions maintain safety and hygiene standards.vii Case studies are in chronological order by year of founding.Chapter 212Nurturing Minds12Nurturing MindsPEAT is also committed to promoting holistic learning by integrat

112、ing STEAM and project-based activities into its offerings.viii The aim is to equip ECE teachers with the knowledge and tools to incorporate science,technology,engineering and other modern disciplines into their teaching methods,empowering them to foster the development of all-round skills in young l

113、earners.The association provides teachers with resources that recognize the need to shape childrens behavior and values from a young age,such as guides on cultivating good citizenship and moral development.This approach ensures teachers receive comprehensive support in shaping students character and

114、 overall growth.Measuring successPEAT has an extensive network of over 3,946 members and 345 schools representing early childhood professionals and institutions across Thailand.Its annual training programs and seminars directly reach more than 10,000 online and offline participants,with cascading mo

115、dels indirectly reaching more.Many members report high satisfaction with the training,materials and networking opportunities provided,which suggests these resources contribute significantly to skill enhancement and the adoption of new teaching methodologies.When monitoring the practical application

116、of knowledge acquired,it has been observed that teachers engage in experience and insight sharing after applying their learnings.Typically,this exchange occurs in subsequent training sessions,through LINE groups and other communication platforms,or by utilizing programs such as the Seesaw learning e

117、xperience platform.PEATs evidence-based advocacy has made it a credible authority and influential voice for ECE issues with government and external stakeholders,as demonstrated by its representation on committees and as advisor for other educational organizations.EnablersDespite having only one full

118、-time staff,PEAT maximizes the dedication and passion of its members to propel its mission forward.The association aligns with committed preschool teachers and principals who volunteer their time and expertise.These devoted professionals play a crucial role by contributing their resources to advocac

119、y campaigns aimed at government policymakers and the public.In addition,PEAT takes the lead in grassroots initiatives aimed at enhancing the skills of fellow teachers and parents in ECE best practices.PEAT taps into its national network of teachers and schools to facilitate reciprocal visits,teacher

120、 exchanges and collaborative projects,creating meaningful connections within the ECE community.These connections deepen bonds and enable the natural dissemination of new techniques and insights.Through unity fostered among preschool professionals,PEAT has propelled advancements in teaching practices

121、 and educational quality across Thailand.The organizations ability to effectively advocate for policies underscores its influential position within the education landscape,amplifying the impact of its efforts and furthering its mission to enhance ECE nationwide.viii STEAM learning promotes a cross-d

122、isciplinary approach,emphasizing the interconnectedness of scientific,technological,engineering,artistic and mathematical principles.By integrating these diverse disciplines,students are better equipped to tackle complex challenges,fostering a deeper understanding of the world and cultivating the sk

123、ills necessary for success in the 21st century.Preschool Education Association of Thailand1313Chapter 2 Thailands ECE initiatives:Case studiesDuang Prateep FoundationName of organizationDuang Prateep FoundationType of organizationNonprofit organizationYear founded 1978LeadershipKhru Prateep Ungsongt

124、ham HataMission statementTo advocate for equal rights and opportunities,create exemplary models for development,restore and develop underprivileged children and youth,promote strong and safe communities,and support the prevention and resolution of addiction problems.LocationKlong Toey,BangkokWebsite

125、https:/www.dpf.or.th GenesisGrowing up in the 1950s and 60s,Khru Prateep Ungsongtham Hata and her sister,Khru Mingporn Ungsongtham,witnessed the harsh reality of the lives of impoverished children in their native Klong Toey slum community.Nearly 100,000 residents grappled with overcrowding,lack of i

126、nfrastructure and the constant threat of eviction in Bangkoks biggest slum.The sisters felt a compelling need to make a difference,but the circumstances were daunting.Many parents worked tirelessly to survive,leaving children unattended,vulnerable and deprived of schooling due to various obstacles,i

127、ncluding a lack ofdocumentation.Starting under their own roof,the sisters founded the“one-baht-a day school”in 1968.They envisioned it as a center for slum children to acquire basic literacy skills.Despite lacking official recognition and resources,the modest endeavor swiftly evolved into a thriving

128、 community center,providing education,child care and support to Klong Toeys most disadvantaged families.In 1978,26-year-old Khru Prateep received the Magsaysay Award for Community Service from“Ramon Magsaysay Award Foundation”from the Philippines for Public Service.With the US$20,000 prize,she estab

129、lished Duang Prateep Foundation,formalizing her mission to uplift children through education.The foundation opened 15 slum child development centers and collaborated with the Central Registration Department of the Thai government to secure proper registration for stateless children.It also created s

130、cholarship and lunch programs and advocated for basic rights in slum communities,including improved access to water and electricity.Today,the foundation continues its critical work of transforming lives in Khru Prateeps hometown community.ApproachDuang Prateep Foundation focuses on empowering childr

131、en from underprivileged backgrounds by arming them with the essential knowledge and skills for self-sufficiency.As well as overseeing their health and well-being,the foundation aims to instill strong values in children and encourage them to contribute positively tosociety.Using the Montessori method

132、 of education,the foundation prioritizes individualized learning to nurture skills such as concentration and creativity.Beyond academic pursuits,the foundation actively conducts research to understand the unique challenges faced by children in impoverished communities.The research combined with fost

133、ering a sense of community and incorporating real-world skill development,support children in breaking the cycle ofpoverty.Measuring successThe Duang Prateep Kindergarten Project,launched in 1981,aims to provide ECE and support within the densely populated neighborhoods of Klong Toey.The Duang Prate

134、ep Foundation also supports community centers that offer play-based learning,parenting skills classes and early intervention for children with special needs.By training local caregivers and 14Nurturing Minds14Nurturing Mindsorganizers,the project sustainably builds capacity to meet the unique needs

135、of each community.This project supports around 800 children and 60 teachers each year.The Duang Prateep Kindergarten Project caters to children aged two to six.The project uses the Montessori approach,which places children at the forefront of learning and aims to foster skills such as concentration,

136、creativity,patience and empathy through individualized,hands-on activities.Since its inception in 2006,it has benefited over 3,340 graduates and received quality assurance certification from the Office of Quality Education of the Bangkok Metropolitan Administration.Over the past four decades,Duang P

137、rateep Foundation has awarded over 30,000 scholarships to underprivileged Klong Toey children and youths.These scholarships provide access to high-quality early childhood programs and continued education for the communitys most vulnerable children.The foundation remains steadfast in its dedication t

138、o securing additional funding,with its overarching goal of transforming lives through education in the Klong Toey community.EnablersDuang Prateep Foundations impactful journey relies on a confluence of interconnected factors.Foremost is the foundations commitment to reshaping mindsets through educat

139、ion,empowering beneficiaries to recognize their potential and view knowledge as a catalyst for escaping poverty.Also crucial is its advocacy for marginalized communities,achieved through active engagement with the media and government.The foundations commitment is fortified by promoting idea-sharing

140、 and fostering collective action.As a result,the foundation enables the community to address challenges collaboratively,including issues such as drug addiction and HIV/AIDS.At the core of Duang Prateep Foundations success is passionate leadership,rooted in Khru Prateeps personal dedication and first

141、hand experience of life in Klong Toey.Her focus on aiding families and children in coping with the harsh day-to-day conditions of slum living has made her a trusted community leader.This serves as a driving force behind the foundations ability to effect positive change.As Khru Prateep said,“We have

142、to help create a system so that these children will all have opportunities to develop themselves,go to normal schools,and to be Thai citizens.”This vision propels the foundation forward,inspiring collective action for a more equitable future for every child it serves.Duang Prateep FoundationSource:U

143、nsplash1515Chapter 2 Thailands ECE initiatives:Case studiesName of organizationSataban Saengsawang FoundationType of organizationNonprofit organizationYear founded 1979LeadershipDr.Serm Phongpawongkaew(Chairman)Mission statementTo foster independence and self-reliance of special needs children,empow

144、ering them to recognize their self-worth as valuable individuals in society.LocationBangkokWebsitehttps:/ Sataban Saengsawang FoundationGenesisEstablished in 1979 as an educational initiative for special needs children,Sataban Saengsawang Foundation(or Light Institute Foundation)officially gained fo

145、undation status in 1985.It operates under the leadership of Dr.Serm Phongpawongkaew,the chairman of the board.It is also under the patronage of HRH Princess Soamsawali Krom Muen Suddhanarinatha.Guided by the philosophy of“equal opportunities for the disadvantaged,equal rights for those ready for opp

146、ortunities,”its primary mission is to promote independence and self-reliance of special needs children to enable them to recognize their self-worth as valuable individuals in society.The foundations roots can be traced back to the activities of the Holt Sahathai Foundation,which initially focused on

147、 family welfare and early childhood development within a hospital setting.Recognizing the unique challenges faced by special needs children that impeded their participation in regular developmental programs,the Holt Sahathai Foundation collaborated with parents to form small support groups for these

148、 children in 1982.This initiative,led by Catherine Blanchard,began with five students in a home environment and later expanded into an experimental program for special needs children under the supervision of the Holt Sahathai Foundation and formally became Sataban Saengsawang Foundation in1985.After

149、 relocating several times between 1982 and 1985 due to cramped rented premises,Sataban Saengsawang Foundation secured land to construct a permanent headquarters facility in 1992.Over four decades,the foundation has evolved from humble experimental beginnings to become an essential source of educatio

150、n and empowerment for Thai children and youth with developmental disabilities.ApproachSataban Saengsawang Foundation addresses the specific needs of children with physical,mental,behavioral or learning disabilities through a three-fold approach,aiming for clarity and coherence in its mission.First,t

151、he foundation provides specialized education services tailored to each child.Individual assessments are conducted to create customized Individualized Education Programs covering academic reinforcement,skills training,therapies,sports,arts and more.Diverse techniques are employed to build confidence

152、and encourage independence.Second,preschool programming focuses on preparing learners for integration into mainstream school systems.The approach balances nurturing developmental capacity with emotional support.The foundation aims to enhance perceptive-cognitive capacities while fostering confidence

153、,resilience and a deeper self-belief,laying a balanced groundwork in early childhood for positivetransformations.Third,the foundation empowers parents and families through counseling and guidance on techniques for raising and nurturing children with special needs.It also trains teaching staff and st

154、udent interns in evidence-based practices to uplift special needs youth.Specialist training and coordination with medical professionals ensure comprehensive,holisticsupport.16Nurturing Minds16Nurturing MindsAn inclusive ethos emphasizing empowerment and cross-disciplinary collaboration is at the cor

155、e of the foundations services.The foundation believes that every child,regardless of their disability,has the same rights and opportunities.United by this belief,parents,teachers and an array of experts collaborate to nurture childrens independence,unlocking the inherent dignity of everyindividual.M

156、easuring successOver its 40-year history,Sataban Saengsawang Foundation has consistently demonstrated an enduring commitment to fulfilling its mission.The organizations customized approach has empowered special needs children and supported them in achieving developmental growth.The Individualized Ed

157、ucation Programs have played a pivotal role in achieving significant milestones,with evidence of students improving substantially in their targeted skill set.The interdisciplinary approach of blending educators,medical experts and support staff provides assistance tailored to each learners needs.Com

158、prehensive support services like parental counseling further enrich this ecosystem by engaging families.This tailored approach underscores the foundations effectiveness in addressing diverse developmental needs,contributing to the overall well-being of pupils.Following the preschool program,a number

159、 of students have successfully transitioned into a mainstream school curriculum,affirming the foundations long-term impact in preparing special needs children for broader educationalenvironments.ixThe foundation is also committed to enhancing teaching practices through training,field trips and exper

160、t collaborations.Teaching staff and student interns engage in various regular and advanced capacity-building activities,such as internal workshops where teachers showcase the innovative educational tools theyve created,ensuring they stay abreast of the latest evidence-based practices.Field trips inf

161、orm attendees and enhance their professional development.For example,a visit to Chantara Nursery School allowed the foundations academic team to observe learning activities and exchange experiences with the schools teachers,enabling the team members to stay updated on techniques to assist special ne

162、eds children.The foundations investment in professional development has helped build a skilled teaching cohort to deliver inclusive education.Guided by its ethos of recognizing every childs potential,the foundation has supported youth in believing in themselves and their place in society.Its steady

163、care and positive outcomes over four decades affirm its success.EnablersCentral to Sataban Saengsawang Foundations success are key enablers that have fortified its mission of empowerment and inclusion for special needs children.Interdisciplinary collaboration stands out as a cornerstone,allowing edu

164、cators,medical professionals and support staff to provide seamless,holistic support.This approach ensures that every learner receives comprehensive,well-rounded assistance that addresses their diverse needs.Comprehensive support services,including counseling for parents and families,have been instru

165、mental in promoting a nurturing ecosystem.The foundations commitment to regular counseling sessions has created an environment where families feel supported,contributing to the overall well-being of their special needs children.An inclusive ethos has been embedded in the foundations culture,driving

166、active engagement and collaboration from parents,teachers,and experts.This ethos recognizes that the combined efforts of diverse stakeholders are essential in creating an environment where every child,regardless of their disability,recognizes their self-worth and potential societal contribution.ix W

167、hile measurable improvements have been noted,specific quantitative data has not been disclosed to respect student privacy.Sataban Saengsawang Foundation1717Chapter 2 Thailands ECE initiatives:Case studiesFoundation for Slum Child CareName of organizationFoundation for Slum Child CareType of organiza

168、tionNonprofit organizationYear founded 1981LeadershipKhru Prateep Ungsongtham HataMission statementTo empower children from underprivileged families through education,advocacy,and fostering a nurturing environment that breaks the cycle ofpoverty.LocationKlong Toey,BangkokWebsitehttp:/fscc.or.th Gene

169、sisKhru Prateep Ungsongtham Hata,founder of Duang Prateep Foundation,established the Foundation for Slum Child Care(FSCC)to further support Bangkoks Klong Toey slum community.Her initiative began with a makeshift school for children lacking educational opportunities.With support from Khun Nongyao an

170、d others,she later established a“nursery for the poor,”noting that children of working parents would often miss school to look after younger siblings.As a dedicated teacher,Khru Prateep became a spokesperson for her community and received wide recognition.Using the 40,000(around US$1,818 at the time

171、)prize from her 1981 John D.Rockefeller Youth Award,she founded the FSCC.Khunying Jantanee Santabut became the first chairperson of the FSCC,marking the formal inception of the foundations mission to address the educational needs of underprivilegedchildren.ApproachThe FSCCs approach revolves around

172、holistic support for Klong Toeys slum residents.Initially offering essential services such as day care for babies and young children of working parents,antenatal care for pregnant women and a haven for vulnerable children in a small,rented house,the FSCCs impact grew exponentially due to community s

173、upport.By 2014,it operated four day-care centers and supported private day-care homes,providing comprehensive care,including play,structured learning,exercises,and crucial hygiene education such as regular teeth brushing.In addition to direct child-focused initiatives,the FSCC proactively engaged wi

174、th the community,conducting door-to-door checks to monitor childrens well-being.This approach ensured childrens safety and health in the challenging environment.Recognizing the vital role of family stability,it organized family camps to impart effective parenting skills to caregivers.This comprehens

175、ive strategy reflects the FSCCs unwavering commitment to not only improving the lives of children but also enhancing the well-being of their families and the broader community.Measuring successThe FSCC utilizes a comprehensive approach to measure its impact in the Klong Toey slum and beyond.Quantita

176、tively,it served 2,133 children under the age of 5 in 2014,reflecting its broad reach in delivering crucial care and ECE to the urban poor.Educational progress is closely monitored,ensuring children meet essential developmental milestones,thus setting a foundation for their academic journey.Communit

177、y integration is another vital gauge of the FSCCs success.Creating local employment opportunities,fostering enduring community bonds and establishing itself as a valuable resource is indicative of its tangible impact.The foundations success aligns with its long-term goals,including reducing societal

178、 delinquency rates and fostering informed,responsible citizens,achieved through empowering education and support for children andfamilies.18Nurturing Minds18Nurturing MindsAdditionally,the FSCCs expansion to four other slum communities in Bangkok demonstrates its ability to sustain and broaden its i

179、mpact,reaching more vulnerable populations.Recognition further validates its success,including the Ministry of Health Philanthropic Award in 2006 and the Ministry of Social Development and Human Securitys award for“Outstanding Private Organization Working with Families.”These accolades affirm the FS

180、CCs significant contributions to family well-being and communitydevelopment.EnablersSeveral key enablers are instrumental in the FSCCs success and sustainability.Localized trust-building achieved by employing community residents as day-care staff fosters effective communication and engagement.Health

181、 education programs and child development initiatives,often supported by resident volunteers,reinforce the foundations commitment to community well-being.Fundraising efforts,especially in the early stages,were essential.Chairperson Khunying Jantanees extensive network secured initial financial suppo

182、rt,while Khun Nongyaos media skills garnered early media coverage,notably in the Bangkok Post.Royal patronage,following HRH Princess Galyani Vadhana Krom Luang Naradhiwas Rajanagarindras visit to the Klong Toey slums in 1983,provided financial backing and credibility.Her visit led to tangible commun

183、ity improvements,including upgraded sanitation and betterroads.The FSCC board of directors plays a pivotal role by offering expertise and networks to navigate philanthropic challenges.Its contributions are instrumental in ensuring the foundations continued success in positively impacting the lives o

184、f children and families in Thailands urbanslums.Foundation for Slum Child CareSource:Unsplash1919Chapter 2 Thailands ECE initiatives:Case studiesName of organizationFoundation for Applied Linguistics Type of organizationNonprofit organizationYear founded 1989LeadershipDr.Wanna Tienmee(Founder)Missio

185、n statementPromoting language learning and language development.LocationChiang Mai,Chiang Rai and Mao Hong Son provincesWebsitehttps:/www.fal.or.th Foundation for Applied Linguistics GenesisThailand has made significant strides in social development in recent decades,achieving nearly 100%primary sch

186、ool enrollment in line with the United Nations Millennium Development Goals.x It has also constructed numerous schools in remote border areas,welcoming thousands of ethnic and migrant children into classrooms.However,the challenge lies in ensuring that these children not only attend school but also

187、receive quality education.Thailands border region schools attract students from ethnic groups like Karen,Hmong,Mien,Akha,Lahu,Mon,Khmer and Malay.Often,these students speak their mother tongue at home,but school instruction is in Thai.This language difference put them at a learning disadvantage,caus

188、ing many to fall behind early on.This further creates disparities in educational outcomes,impacting the futures of ethnic minority communities and individuals.Statistics from UNICEF highlighted that while over 98%of native Thai-speaking youth aged 15-24 are literate,the figure drops to 85%among yout

189、h from households that speak a language other than Thai.For foundational reading and numeracy skills among children aged 7-14,the gap is even largerchildren from Thai-speaking households outperform their non-Thai speaking counterparts by 21 percentage points in reading and 28 percentage points in nu

190、meracy skills.50 This discrepancy means that some ethnic children have completed eight years of Thai schooling but still struggle to read and write in Thai.The Foundation for Applied Linguistics(FAL)was established in 1989 to support the educational development of ethnic minority children in Thailan

191、d.FAL founder and linguistic expert Dr.Wanna Tienmee introduced the core concept that“languages transform life.”Driven by the belief that languages are a powerful resource and repository of wisdom passed down through generations,she advocates for considering childrens mother tongues as advantageous

192、for learning rather thanbarriers.While the foundation initially focused on providing scholarships for ethnic students,it soon recognized that challenges persisted when these students entered school.In 2007,with funding from the Pestalozzi Childrens Foundation,an international organization founded in

193、 Switzerland,FAL initiated collaborative efforts with schools in remote villages in northern Thailand,where minority children faced substantial learning difficulties.The strategic partnership with the schools aimed to address the root of the problem,recognizing the importance of breaking down lingui

194、stic barriers to ensure that every child,regardless of ethnic background,has equitable access to quality education.ApproachFAL began by developing a targeted language program,the Mother Tongue-Based Multilingual Education(MTB-MLE),to enhance the language skills of ethnic children by incorporating th

195、eir mother tongue and Thai as languages of instruction.The MTB-MLE pilot phase took place in 10 non-formal community learning centers,catering to Pwo Karen children in Hot district,Chiang Mai,and a large government school serving children from the Mon ethnic minority in Sangklaburi district,Kanchana

196、buri.In 2009,the 10 community learning centers transitioned into two formal schools for Pwo Karen children,and additionally,four schools in Chiang Rai for Hmong-speaking children joined the x The Millennium Development Goals were a set of eight international development goals established following t

197、he Millennium Summit of the United Nations in 2000,with a target to be achieved by 2015.Subsequently,they evolved into 17 Sustainable Development Goals adopted in 2015 by the United Nations as a universal call to action to end poverty,protect the planet and ensure prosperity for all.20Nurturing Mind

198、s20Nurturing Mindsprogram.Collaborating with these six schools,FAL developed a comprehensive multilingual education program for children from kindergarten through grade 3,training 39 Thai-speaking teachers and 41 local(non-Thai speaking)teachers.The programs positively impacted around 2,240 students

199、 and generated thousands of learning materials.Based on student-focused learning,the MTB-MLE program emphasizes integrating childrens existing knowledge and experiences,including their mother tongue and community,local livelihood and cultural practices.Learning materials,including picture stories,bo

200、oks,and songs,are crafted to reflect these aspects,fostering interest and a profound eagerness to learn.This approach motivates students and facilitates their seamless transition to primary school.The overarching goal is for students to understand lessons in Thai while preserving their ethnic identi

201、ty.By incorporating their native language during ECE,students actively practice oral and thinking skills,developing a positive attitude towards learning.The aim is to cultivate confident,active and joyfullearners.In the early stages,ethnic students benefit from crucial support provided by local comm

202、unity assistant instructors proficient in the local language and Thai.This bilingual approach effectively bridges the initial language gap,ensuring a cohesive progression for the diverse student group.As students advance,there is a gradual reduction in the reliance on assistant local teachers.This s

203、ystematic and progressive approach empowers ethnic students to maintain proficiency in their local language,establishes a robust educational foundation and provides a seamless transition to learning in Thai without requiring additionalassistance.Measuring successThe MTB-MLE program has expanded its

204、reach significantly and is currently implemented in 81 schoolssix in Chiang Rai,71 in Chiang Mai and four in Mae Hong Son.To amplify its effect,the foundation introduced a Massive Open Online Course(MOOC)for the MTB-MLE program,with six courses attracting 1,103 enrollments,predominantly from teacher

205、s in northern schools.This digital initiative not only broadens the programs accessibility but also contributes to its scalability and success.In 2017,FAL earned the Merit Award for Social Innovation from the Thai Ministry of Science,recognizing its innovative approach to teaching the Thai language

206、to ethnicchildren.Regarding educational outcomes,the pilot schools for the program report positive results.Almost all participating early childhood students(98.8%)express increased confidence in sharing their opinions and enjoy learning and reading.Additionally,98.8%of students take pride in their e

207、thnic identities,communities and Thai heritage,and 98.6%recognize and respect multicultural living,fostering mindsets of teamwork,agreement and mutual respect.Academically,97.3%of students effectively communicate in Thai and their ethnic or local language,while 99%achieve learning milestones aligned

208、 with early childhood curricula standards.A testimonial from Bunchai Sudchon,a parent of a student of Huay Han School,highlights the programs impact:“I have four children.The first did not study in the MLE program.My three younger children,who learned with the MLE method,read much more fluently than

209、 their oldersibling.”EnablersUnderpinning FALs success is an evidence-based approach to curriculum design,exemplified by the MLE Bridge model.This model emphasizes the sequential development of listening,speaking,reading and writing skills in the mother tongue,ensuring a smooth transfer to a second

210、language(e.g.,Thai).This approach,particularly prioritizing listening and speaking in the early stages,aligns with natural language acquisition by humans.With this approach,FAL challenges the common misconception of starting language learning with writing.Close collaboration with local communities i

211、s another essential enabler.The foundation strives to educate parents,community leaders and educators about the advantages of MTB-MLE.Utilizing participatory methods,FAL ensures that all stakeholders can share their goals and concerns,fostering a sense of collective ownership.The effectiveness of MT

212、B-MLE becomes evident to parents,as expressed by Phokporn Santi,a teacher at Rak Paendin School,“At first,the parents were skeptical because MTB-MLE was not a government Foundation for Applied Linguistics 2121Chapter 2 Thailands ECE initiatives:Case studiesproject.But then they saw that their kids w

213、ere learning and thinking better,that they loved to read.the parents saw the difference MTB-MLE was making for their childrens development,so they accepted it.”51FAL also places significant emphasis on garnering support from teachers,school administrators and education bureau officials.Prior to intr

214、oducing the program to any school,FAL conducts preliminary research to assess the compatibility of the school with MTB-MLE.Teachers play a crucial role in material development workshops,which allow them to gain a deep understanding of project goals,learn how to use materials effectively and derive p

215、ride from contributing to book,poster and game production.Collaborative efforts involving community members,teachers and educational experts ensure the creation of relevant instructional materials that align with Ministry of Education standards.For school administrators,FAL organizes dedicated train

216、ing workshops involving local education officials whenever possible.Maintaining open communication and updating local officials on project progress ensures their ongoing support and guidance in program implementation.Source:Unsplash22Nurturing Minds22Nurturing MindsYuvabadhana FoundationName of orga

217、nizationYuvabadhana FoundationType of organizationNonprofit organizationYear founded 1993LeadershipVichien Phongsathorn(Chairman),Duangthip Eamrungroj,Suradej Boonyawatana,Tipsuda Sumethsenee,Krittinee Nuttavuthisit,Tip-chaya Phongsathorn(Committee members)Mission statementTo nurture the growth of T

218、hai youth into quality citizens through cooperation,fostering involvement and networking,which are core to their development.LocationPrawet,BangkokWebsitehttps:/www.yuvabadhanafoundation.org/GenesisEstablished in 1993 as part of the Premier Group of Companies,Yuvabadhana Foundation is dedicated to c

219、reating opportunities and enriching education for underprivileged youth in Thailand.Its vision revolves around nurturing Thai youth into“quality citizens”by fostering cooperation,involvement and networking to cultivate theirdevelopment.Initially focusing on providing scholarships to students in need

220、,the foundation now goes beyond financial aid and applies a multifaceted approach,incorporating the development of morals,ethics,nutrition,potential and life skills.Its initiatives revolve around three major components:assisting underprivileged youth lacking opportunities,promoting volunteering and

221、community engagement,and supporting social purpose organizations.While working in rural communities,the foundation identified the significant impact of social investment in ECE,where investing 1(approximately US$0.03)could yield a substantial return of 7-12(approximately US$0.20-0.34)in societal and

222、 economic benefits.Recognizing child care centers as pivotal points for intervention,where an overhaul of teaching methods and staff mindset could profoundly benefit childrens growth and well-being,the foundation embarked on a strategic collaboration with Thai Chamber University in2016.The collabora

223、tion gave rise to the Integrated Child-Centered Active Learning(ICAP)initiative,designed to revolutionize pedagogical practices within Thai child care centers.With a targeted focus on children aged 2-6,the program represents a forward-thinking approach to education,aiming to create a lasting positiv

224、e impact on the lives of the children.ApproachICAPs methodology actively engages children through hands-on learning to enhance critical thinking and confidence.For instance,children may examine creatures in a pond ecosystem,asking questions and learning responsible handling under a teachers guidance

225、.The emphasis on adult-child interaction encourages problem-solving skills and positive discipline,fostering a supportive environment.Moreover,the program ensures a well-organized physical space and appropriate use of media,creating an optimal setting for childrens growth.Structured daily routines a

226、re integral to ICAP,aiming to instill self-regulation and planning skills in young minds.A robust assessment system meticulously monitors and documents each childs progress,providing valuable insights into their developmental journey.ICAP goes beyond the classroom by promoting close collaboration am

227、ong educators,health care professionals and parents.This collaborative approach establishes a holistic framework,recognizing the importance of a united front in shaping a childs future.2323Chapter 2 Thailands ECE initiatives:Case studiesThe Thinking Partners,Teacher Allies system reinforces this fra

228、mework.By providing ongoing support in classroom and learning process management,the system ensures that every child is well supported on their individual journey,poised to reach their full potential.ICAP,through its thoughtful and comprehensive approach,enriches the educational experience and empow

229、ers children to flourish in all aspects of their lives.Measuring successYuvabadhana Foundation measures the effectiveness of each project and the scale of its activities.From 2017 to 2021,ICAP achieved significant results:117 early childhood development centers participated,providing education to 7,

230、280 children following ICAP guidelines.Additionally,197 classrooms were enhanced to align with ICAPs active learning environment,and 243 teachers were trained and certified in ICAPmethodology.Regarding the ICAP programs effectiveness,a study led by Associate Professor Nuanchan Chutabhakdikul from Ma

231、hidol University highlighted the developmental challenges of young Thai children,with 28%displaying below-standard Executive Function(EF)development.ICAP projects interventions,particularly in 2019,focused on enhancing EF among children in five pilot early childhood development centers in Lopburi pr

232、ovince.Utilizing Mahidol Universitys tools,the study showed a marked improvement in EF scores among children participating in the program for one semester,outperforming the national average(seeFigure4).On an organizational level,Yuvabadhana Foundation has actively fostered collaboration and particip

233、ation across diverse sectors of society.Beyond its core commitment to education,the foundation has partnered with various social organizations,expanding its reach to address broader societal issues.This collaborative approach,integral to its youth development strategy,has united over 200 organizatio

234、ns,159 sponsors and monthly donors,and 692 volunteers in a collective effort to nurture“quality citizens.”From 1992 to 2023,this yielded substantial outcomes,providing educational access to over 17,000 students and imparting essential teaching tools and life skills to 45,000students.Thailands baseli

235、ne5 ECD centres under ICAP program60Much Above StandardSource:ICAP project briefFigure 4 Effectiveness of ICAP program EnablersYuvabadhana Foundation is committed to boosting education for underprivileged children,backed by a solid support system.A crucial element is a well-organized teacher trainin

236、g program in universities,followed by targeted pilot initiatives at child centers.The initiatives,later adopted by the government,benefit from the influential support of figures like Dr.Santi Lapbenjakul,a director of Lam Sonthi Hospital and public healthadvocate.Financially,the foundation draws sup

237、port from a mix of funding sources,including contributions from the private sector,like Central Group,backing from the Education Enhancement Fund,contributions from public organizations and local government budget allocations.Notably,funds earmarked for ECE are also secured from local hospitals.Acti

238、ng as a connector,Yuvabadhana Foundations skill in cross-sector collaboration and ability to form networks with government and private entities are crucial for expanding its initiatives.These partnerships,along with government backing and the practical nature of the foundations educational approach,

239、provide a firm footing for its endeavors.Moreover,building upon existing government infrastructure allows for a smooth and effective integration of its programs,establishing the foundation as a cornerstone in Thailands educationallandscape.24Nurturing Minds24Nurturing MindsName of organizationKids A

240、rk FoundationType of organizationNonprofit organizationYear founded 2000LeadershipRita Holm Gustafsson(Founder&advisory board member)Chinarat Nakhasathien(Chairlady)Suthee Chivaphongse(Managing director)Daorueang Tanoy(Executive director)Mission statementTo break the cycle of poverty for marginalize

241、d and at-risk children by creating and supporting opportunities for their all-round development.LocationMueang Chiang Mai,Chiang MaiWebsitehttps:/www.kidsarkfoundation.org/Kids Ark FoundationGenesisThe origin of Kids Ark Foundation lies in a Swedish couples compassionate response to the plight of ch

242、ildren affected by HIV and AIDS in northern Thailand.Founded in 2000 by Allan Gustafsson and Rita Holm Gustafsson following their volunteer work at Viengping Childrens Home in Chiang Mai,Kids Ark aims to aid children orphaned by the epidemic.The GustafssonsAllan,a retired economist,and Rita,a nurse

243、involved in HIV/AIDS initiativescommitted to providing familial care for thesechildren.Wide economic disparities in Thailand have left many Thai and ethnic minority children in severe poverty and vulnerable to exploitation.Kids Ark,devoid of religious or political affiliations,endeavors to create sa

244、fe spaces for these children and offer health,education and other forms of early childhood development support.The goal is to empower disadvantaged children and youths to break free from the cycle of poverty.ApproachInitially centered on a child sponsorship program for 53 orphans,Kids Arks approach

245、emphasized placing them with extended families and ensuring their ongoing education.This evolved into a broader strategy,incorporating after-school programs and daycare centers under an umbrella project called the Houses of Hope to promote ECE.Kids Arks daycare centers focus on pre-school aged child

246、ren,preparing them for primary school and building a strong foundation for future academic success.Additionally,Kids Ark Foundation established Houses of Hope,offering after-school care with academic and activity-based instruction,nutritious meals,sports,and activities to enhance computer literacy,l

247、anguage skills,self-defense,gardening,cooking,health,hygiene,and creativity through handicrafts.These initiatives complement formal education and support childrens overall success and well-being,providing a continuous support system throughout their educational journey,with some students achieving u

248、niversity degrees.Measuring successKids Ark currently operates three Houses of Hope(Robins House of Hope,Mae Ai House of Hope and Sansai House of Hope)and works with students from Ban Huay Muang Nai,collectively serving over 250 children,including 47 preschool-aged children.The foundations initiativ

249、es are crucial for Thai and ethnic minority children living in rural areas.They often face significant challenges due to poverty and limited access to health and education services.Kids Arks projects provide essential support in these underserved communities,helping to bridge gaps in accessibility a

250、nd resources.In doing so,Kids Ark demonstrates that community support can be achieved with relatively modest investment.2525Chapter 2 Thailands ECE initiatives:Case studiesMoreover,Kids Arks projects are flexible in serving children across different age groups.While the Houses of Hope cater to prima

251、ry and middle school-aged children,they also welcome younger children when necessary.Similarly,the daycare centers are open to older children in need.This inclusive and responsive model ensures that all children have access to a safe and nurturing environment,a vital first step in fostering overall

252、well-being and development.This approach supports working parents and contributes to community stability and growth.A testament to Kids Arks accomplishment is the success of the students who were sponsored and/or attended one of the foundations after-school programs and now hold degrees in teaching

253、or nursing,or have other careers that allow them to support their families and give back tosociety.Aside from the day-care center at Ban Huay Muang Nai,Kids Ark established four other day-care centers before transferring them to be managed by local Thai authorities after five years of operation.The

254、handover of the centers exemplifies the sustainability of Kids Arks model and serves as an encouraging example for the government.It showcases the potential for such initiatives to be replicated and expanded,especially in remote areas,thereby increasing the reach and impact of ECE and other welfare

255、programs.EnablersThe success of Kids Arks mission and programs is underpinned by strategic enablers that amplify their impact and reach.One key enabler is the foundations collaboration with local institutions,leveraging hospitals and community spaces as program venues.This not only fosters community

256、 engagement but also ensures the efficient execution ofprograms.Furthermore,Kids Ark actively pursues a sustainable model,which includes facilitating the transition of daycare center management to government agencies.This long-term approach not only ensures the viability of these centers but also ex

257、tends access to more.An essential aspect of Kids Arks success is the provision of informal teaching within its daycare centers.This informal education plays a pivotal role in facilitating a smooth transition for children into formal basic education.Additionally,the foundations after-school programs

258、serve as valuable extensions of the school day,effectively enhancing formal education for students.To maximize the effectiveness of these programs,certain centers have undergone infrastructure enhancements,including the provision of proper desks and chairs,creating a more conducive learningenvironme

259、nt.Source:Unsplash26Nurturing Minds26Nurturing MindsRabbit in the Moon FoundationName of organizationRabbit in the Moon FoundationType of organizationNonprofit organizationYear Founded f2000LeadershipCharnchai Bindusen(Chairman of RAMF)Mission statementTo facilitate the restoration of the natural fo

260、rest by educating the public on important and necessary knowledge to reap from and give back to the forest.LocationRatchaburi provinceWebsitehttp:/www.rabbitinthemoon.orgGenesisYears ago,a man with a family of Karen ethnicity gathered to relocate seedlings away from the path where a logging truck wo

261、uld soon arrive to grind and flatten them.This allowed the seedlings an opportunity to flourish and become part of the Khao Krajom forest.The once fertile forest had witnessed a decline in its splendor,succumbing to wildfires and the exploitation of natural resources.Driven by a determination to res

262、tore the forest,the man and his companions dedicated over nine years to the Khao Krajom region.By working with nature and the local community,the group learned that tending to the forest brought back its beauty and the intricate environmental equilibrium.Nurturing seedlings became a commitment to fo

263、rest restoration.In 2000,Rabbit in the Moon Foundation was established to formalize this commitment.Focused on the Khao Krajom forest and the Ban Pa Pok Kangkao community in Suan Phueng,Ratchaburi,the foundation engages in the study of ecological changes to prevent,mitigate or rectify the causes of

264、environmental problems through projects spanning research and development,community engagement and job-building,and preventing and extinguishing forest fires.Years of dedicated work revealed that environmental preservation alone is insufficient.To address the underlying causes of ecological damage,t

265、he foundation found that providing knowledge and understanding of the correct natural systems,especially to children and youth,have much more positive and lasting impacts in the long run.Therefore,the Study Nature through Aesthetic Consciousness Program has been initiated.The foundation also launche

266、d public awareness programs such as the Kids Eang Program,later evolving into the Key Camp Program.Instilling environmental consciousness and cultivating eco-friendly behaviors,especially in children and youth,is essential for the future protection ofnature.ApproachRabbit in the Moon Foundation aims

267、 to build a community of individuals who care for the environment.Providing opportunities for exploration and knowledge acquisition and fostering an appreciation for nature encourages children and young people to think deeply about living in harmony withnature.In its education programs for children,

268、the foundation focuses on nurturing youth consciousness through art.At the heart of the foundations philosophy is the concept of hi-ngm(to make beautiful).Authentic beauty comes from within individuals through learning and appreciating the natural world.This fosters compassion and the development of

269、 symbiotic relationships.The foundations Study Nature through Aesthetic Consciousness Project is for children aged 3-12.The primary goal is to instill a lasting consciousness about nature in children that will persist in adulthood.Environmental education is integrated with art to encourage creativit

270、y and imagination.Through engaging and enjoyable activities that stimulate all the senses,children experience nature,guided by mentors from the foundation.This allows children to explore and learn about nature in a more organic and personalized manner.The foundation is committed to providing childre

271、n and youths with a diverse experience of nature,maximizing the utilization of their energy to the fullest.2727Chapter 2 Thailands ECE initiatives:Case studiesIn the Nature Communication Project,the foundation liaises with other educational organizations in Thailand to disseminate knowledge more wid

272、ely,fostering a network of shared insights and awareness about nature.Measuring successRabbit in the Moon Foundation has successfully collaborated with over 15 schools and educational organizations to integrate its nature education program,reaching over 4,000 children.According to the foundation,man

273、y children have consistently returned to the camps to enjoy the diverse activities.This positive engagement signifies the programs effectiveness in capturing and retaining the interest of the participants.There is also evidence of the programs impact on fostering environmental interest in young mind

274、s,with one notable example being a student who,inspired by her experience at the foundations nature camp,chose to study Conservation Biology at Mahidol University.In addition,the foundations dedicated research team has made noteworthy contributions,discovering over 20 new species within the forest a

275、nd publishing 37 research papers since 2018.Their findings have been acknowledged and disseminated through publication in leading natural science journals,further establishing the foundations credibility in the scientific and education community.The foundation maintains a steady stream of support fr

276、om private companies that share its commitment to environmental conservation and education.Some companies contribute research facilities,while others provide financial support,an example being Shera Public Company Limited,which donates 200,000(approximately US$5,591)monthly to support the foundation

277、s operational activities.This ongoing support and financial backing underscores the recognition and endorsement of the impactful work of the foundation by external partners andstakeholders.EnablersRabbit in the Moon Foundation attributes the effectiveness of its childrens nature education to its sci

278、entific approach.It ensures educational content is engaging and based on sound research and understanding of the natural environment,and in an interview,the founder emphasized the overarching goal of leaving“no questions unanswered.”The integration of nature and beauty education,in addition to the h

279、ands-on activities,appeals to young learners.The foundation recognizes that,with the openness and receptiveness of young minds,intervening at such an early age is not only feasible but has the potential for profound and enduring impact.This early intervention is considered a strategic opportunity to

280、 shape childrens attitudes and behaviors towards nature in the long term.The foundation leverages the participation of the local community in its research work and educational activities.This allows the foundation to tap into the talents of those familiar with the forest and enables the utilization

281、of local resources for its educational initiatives.This community engagement strengthens the foundations connection with the local environment and enhances the authenticity and relevance of its programs.Source:Unsplash28Nurturing Minds28Nurturing MindsName of organizationBaan Dek FoundationType of o

282、rganizationNonprofit organizationYear founded 2002LeadershipAcha Sripaurya(Chairwoman and co-founder),Nicola Crosta(Vice chairman and founder),Fahmui Rattanakeeree(Secretary),Matthieu Douziech(Treasurer),Tanaporn Ormtavesub(Board member)and Sbastien More-Chevalier(Executive director)Mission statemen

283、tTo improve the fundamental well-being of vulnerable children and their families living in construction site camps and urban slums.LocationChiang Mai(headquarters)with a branch in BangkokWebsitehttps:/www.baandekfoundation.org/Baan Dek FoundationGenesisChiang Mai,a hub for migrant labor from Thailan

284、ds neighboring countries,prompted the establishment of Baan Dek Foundation(BDF)in 2002.Responding to the challenges faced by migrant children in construction site camps in the city,where approximately 600,000 of the estimated 2.3 million migrant workers are employed,the foundation addresses issues s

285、uch as poor living conditions,social isolation and barriers to health care and education.These challenges,compounded by insufficient employer support and systemic obstacles like language differences and lack of documentation,contribute to the perpetuation of poverty among migrant families.In its ear

286、ly stages,the BDF concentrated on urban slums,providing direct assistance to children in critical need.By 2012,the foundation identified severe educational,health and protective needs of children in construction site camp communities and expanded its mission to address theseissues.From 2012 to 2018,

287、the BDF assessed needs and piloted support solutions.In 2018,it collaborated with UNICEF Thailand to develop a comprehensive Framework for Action based on the study Building Futures in Thailand:Support to Children Living in Construction Site Camps.52 This framework,consisting of 12 key recommendatio

288、ns,shapes the foundations strategic approach to empowering migrant families.Several recommendations incorporate components that impact ECE.For instance,the Infrastructure category underscores the importance of providing interactive and playful spaces to enable young children to grow socially and cog

289、nitively.The Rights category emphasizes educating families and caregivers on utilizing vital services such as health care,education and legal documentation,ensuring children can access and benefit from learning opportunities that lay the groundwork for future academic and socialsuccess.The subsequen

290、t Building Social Impact Initiative in 2022 and its strategic plan for 2022-25 incorporate practical implementations for ECE.These include life skills programs for parents and children,facilitated school registration processes with transportation and logistical support,and flexible learning strategi

291、es such as after-school programs and digital tools.These initiatives align with the frameworks recommendations and the United Nations Sustainable Development Goals.ApproachThe BDF adopts a holistic“SupportEmpowerChange”approach,targeting the multifaceted needs of children in construction site camps.

292、The foundations philosophy is that supporting critical child protection and development needs,empowering community members and catalyzing a shift and sustainable change in construction sector practices will collectively improve access to essential services and living conditions for migrant workers a

293、nd their children.The foundations methodology is deeply participatory,placing the beneficiaries at the heart of its program design and operations.Annually,the foundation conducts participatory 2929Chapter 2 Thailands ECE initiatives:Case studiesworkshops with children,families and community members

294、to gather their feedback and increase engagement across all programs and projects.This crucial feedback informs BDFs program development,ensuring that the team can identify needs and collaboratively design future activities to reflect the evolving requirements of the communities they serve.Specifica

295、lly,with its Child Development Program,the BDF aims to ensure the foundational growth and educational integration of vulnerable children and youth in collaboration with 70-plus schools in Chiang Mai.The program encompasses various projects that provide support for early childhood care,facilitate int

296、egration into Thailands education system,and build life skills,confidence and resilience.Other projects assist vulnerable children in transitioning to basic education and offer sports education to foster positive relationships anddevelopment.The common thread throughout these activities Is a focus o

297、n the multifaceted well-being of the child.By addressing critical needs,empowering community members,and driving sustainable change in construction sector practices,the BDF strives to uplift living conditions,essential services and access to opportunities.The goal is the collective improvement of mi

298、grant families and theirchildren.Measuring successThe BDF measures success through indicators,with 2023 targets set at supporting 90 communities,aiding 10,200 workers and assisting 2,000 children.The Child Development Program,a central initiative,measures success through metrics like school enrollme

299、nt rates and the quantity of child development activities.Additionally,the BDF establishes success measures and indicators for its major programs,focusing on enhancing educational attainment and overall development.Cumulative targets for 2022-25 encompass school enrollment rates,the number of suppor

300、ted children and hours dedicated to child development activities.In 2022,the BDF achieved 94%enrollment for children aged 4 to 15 in construction site camps and urban slums,provided resource support for 1,351 children and delivered 1,466 hours of child development activities.53 Exceeding its annual

301、targets,these accomplishments underscore the foundations effectiveness in delivering on its mission and guiding its strategy for continuous improvement and wider adoption of its Framework for Action.EnablersThe BDF operates according to its core values:impact,collaboration,transparency and innovatio

302、n.Its team,comprising board members,staff and volunteers,plays a central role in the organizations success,with ongoing investment in their development to foster emerging leadership.The BDF is dedicated to refining processes and systems for the effective execution of its mission,involving strengthen

303、ing internal policies and operational procedures and utilizing customer relationship management software like Salesforce for efficient data management.Financial sustainability is crucial for the foundation,particularly in addressing the unique challenges of construction workers and their children.Th

304、e organization navigates a complex funding landscape by diversifying income sources and strengthening partnerships to support direct aid efforts and systemic change initiatives.The monitoring and evaluation processes,integral to tracking the foundations impact,have been detailed in the measuring suc

305、cesssection.Through a participatory approach and integrated logic,the BDF ensures that its ECE programs are inclusive and impactful,thus effectively supporting its mission and vision.However,the BDF faces limitations and challenges,such as the capacity constraints of its day-care centers and the ong

306、oing effort to secure additional support and memorandums of understanding(MOUs)with companies in Thailands property and construction sector.These hurdles are acknowledged as integral aspects of the journey towards achieving broader impact.2022202320242025Percentage of school-aged children enrolled i

307、n school90%90%90%90%No.of children supported with school equipment and/or school fees1,2001,3001,4001,500No.of hours of child development activities delivered to vulnerable children7501,5002,2503,000Table 3.BDF annual targets30Nurturing Minds30Nurturing MindsStarfish SchoolName of organizationStarfi

308、sh SchoolType of organizationNonprofit organizationYear founded 2006LeadershipDr.Richard Haugland(Founder),Dr.Nanthaporn J.Seributra(CEO and school principal)and Mookda Comewinit(School director)Mission statementTo provide all children with an equal opportunity to access quality education through in

309、novative learning programs and technological solutions that seek to address public education gaps in Thailand.LocationMae Taeng,Chiang MaiWebsitehttps:/en.schsf.org GenesisIn 2004,Dr.Richard Paul Haugland,a philanthropist and entrepreneur from the United States,moved to Thailand to start a program t

310、o help children from ethnic minorities in northern Thailand,equipping them with essential skills in reading and writing Thai so they could attend public schools.This was a significant challenge for Lisu,Lahu,Mon,Shan and Hmong children,who generally dont speak Thai at home and often come from disadv

311、antaged families.Dr.Hauglands Starfish School,or Baan Pla Dao School,was inaugurated in 2006 as a privately funded nonprofit institution under the auspices of the Thai Ministry of Education.The school operates under the stewardship of Starfish Education Foundation,an initiative by the Firetree Trust

312、 dedicated to long-term community development in Southeast Asia.Through this support,the school emerged as a flagship for kindergarten and elementary education for children from underserved backgrounds in the region.ApproachStarfish School is committed to providing every child aged 3-12 with the opp

313、ortunity to access quality education,focusing on students from ethnic minorities and financially disadvantaged households.Characteristic of the schools approach is its innovative learning programs and technological solutions aimed at addressing educational gaps and redefining the landscape of ECE.Dr

314、.Haugland played an active role in curriculum development and childrens enrichment activities at Starfish.His multimedia teaching methods in mathematics,English and Thai,emphasizing game-based learning and simple instructional design,are proven effective with young learners.Dr.“Prae”Nanthaporn J.Ser

315、ibutra joined the Starfish Education Foundation in 2007 as School Principal.Coming from a background as an early childhood teacher in an international school,she observed the disparity in education resources and committed herself to equitable access to quality education.Dr.Prae initiated the innovat

316、ive Starfish Maker program,focusing on 21st-century skills and STEAM learning.This program is now available in over 400 public schools across Thailand.Dr.Prae believes in tapping into childrens natural curiosity.At Starfish,three core strategies expose children to diverse environments beyond the cla

317、ssroom,personalizing instruction based on each childs interests and maximizing relevance by aligning instructional content with childrens inquisitiveness.Dr.Prae emphasizes that“teachers should meet students where they are,”highlighting a student-centric approach that prioritizes positive early lear

318、ning and places flexibility above rigidcurricula.Figure 5 illustrates the goal,stakeholders and various intervention measures,or learning innovations,implemented by the Starfish Education Foundation.3131Chapter 2 Thailands ECE initiatives:Case studiesTo scale up the impact of the innovative educatio

319、n approach,Dr.Prae helped found the Starfish Academy,a professional and skills development institute for educators and parents,Starfish Labz,an online learning platform for 21st-century skill development,and Starfish Class,a free online classroom resource tool.Starfish School is grounded in resource

320、-sharing and flexibility,favoring an adaptable approach over rigid guidelines.By showcasing what is achievable within unique contexts,it seeks to inspire other schools to explore innovative methods that suit their specific needs.Regular sharing sessions allow parents,principals and teachers to excha

321、nge experiences and insights on child development,digital technology,real-world problems,STEAM,ethics and morality,social-emotional learning,health and wellness,and special education.Through open communication,the educational community strengthens collective knowledge and finds solutions to sharedch

322、allenges.Measuring successAt Starfish School,success is gauged holistically,focusing on long-term development outcomes.Dr.Prae emphasizes that success metrics extend beyond the classroom,with impact palpable in the community.This is evident through increased parent engagement and positive student at

323、titudes towards learning core subjects,particularly among those facing language barriers or lacking motivation.Figure 5 Starfishs multipronged approach to improving educationSource:Firetree Trust5432Nurturing Minds32Nurturing MindsThe schools professional development model,which prioritizes self-dir

324、ected learning,has a 96%satisfaction rate,and its dedication to fostering meaningful learning experiences is reflected in positive feedback from 99%of teachers.Academic performance scores surpass national averages,attesting to the effectiveness of the innovativecurriculum.The year 2020 marked a sign

325、ificant surge in momentum for Starfish Labz,driven by the growing demand for digital education.Building on that,the platform has now garnered nearly 319,000 registered users from over 22,000 schools and learning organizations.As of January 2024,it offers 347 courses,494 educational videos and 1,247

326、articles.By January 2024,the Starfish Class assessment tool has been accessed over one million times across 11,000 classrooms,underscoring its widespread adoption and substantial impact on student assessment.55EnablersStarfish Schools success and sustainability are propelled by several enablers.Chie

327、f among these is the continuous financial support from the Starfish Education Foundation.The unwavering financial backing allows the school flexibility to adapt its innovative educational approaches to evolving needs,forming a robust foundation that upholds its resilience.However,even with long-term

328、 funding,the school faces a budget cap.To address this challenge,the Starfish Education Foundation has established a social enterprise capable of serving both less privileged students and those with means.It also allows for investment in initiatives like the Learning Box program for remote learning

329、during the COVID-19 pandemic,exemplifying the foundations commitment to adaptability andinnovation.Moreover,the school adopts an 80:20 student population model,fostering an inclusive and dynamic learning environment with resources sourced from the local community.Those facing financial instability,l

330、iving in poverty,lacking a financial sponsor,residing with grandparents,or confronting parental challenges such as imprisonment,divorce or loss make up 80%of the students.The remaining 20%comes from the community,supporting the school and community in various capacities.Some parents serve as volunta

331、ry health check-up doctors and English teachers or provide free recycled materials for the schools MakerSpace activities using the STEAM design process,which is a step-by-step thinking and problem solving process for students,enhancing the collaborative and resourceful nature of the Starfishcommunit

332、y.Starfish School3333Chapter 2 Thailands ECE initiatives:Case studiesName of organizationBooks for Children FoundationType of organizationNonprofit organizationYear founded 2014LeadershipSuthathib Thajchayapong(President)Mission statementTo promote early childhood literacy by bringing books to child

333、ren and children to books.LocationBang Rak,BangkokWebsitehttps:/darunbannalai.in.th/index.php Books for Children FoundationGenesisThe Books for Children Foundation was established in 2001 to“bring books to children and children to books.”In 2004,the foundation launched the Bookstart program in Thailand,drawing inspiration from successful models in the United Kingdom and Japan.By providing books to