Innovative Learning Management through Community Identity: A Case Study of the 'Kru Rak Thin' Project in Early Childhood Education
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| Title: | Innovative Learning Management through Community Identity: A Case Study of the 'Kru Rak Thin' Project in Early Childhood Education |
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| Language: | English |
| Authors: | Thoen Seenuan, Piyaluck Brikshavana, Phutcharawalai Meesup |
| Source: | Southeast Asia Early Childhood. 2025 14(2):36-53. |
| Availability: | National Child Development Research Centre. Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. e-mail: ncdrc@upsi.edu.my; Web site: https://ejournal.upsi.edu.my/index.php/SAECJ/Home |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Higher Education Postsecondary Education |
| Descriptors: | Early Childhood Education, Educational Innovation, School Community Relationship, School Administration, School Personnel, Early Childhood Teachers, Mentors, Kindergarten, Young Children, Self Concept, Teacher Attitudes, Administrator Attitudes, Student Teachers, Student Attitudes, Equal Education, College School Cooperation, Preservice Teacher Education, Community Characteristics, Community, Scholarship, Foreign Countries |
| Geographic Terms: | Thailand |
| ISSN: | 2821-3149 |
| Abstract: | This study examined the development and implementation of an innovative learning management based on community identity within the "Kru Rak Thin" Project for early childhood education in Thailand. The objectives were to (1) investigate local community identities, (2) develop learning innovations based on local community identities, (3) implement these innovations in early childhood classrooms, and (4) reflect on lessons learned. A research and development approach combined with participatory action research was employed across four phases: investigation of community identity, development of a community identity-based learning innovation, classroom implementation, and reflection. Data were collected through interviews, observations, and focus group discussions with community scholars, teachers, and administrators across 29 schools in four provinces. Student teachers identified 26 community identity elements (e.g., Hmong embroidery, traditional weaving, local languages) and developed 31 innovations, including lesson plans, big storybooks, and educational games. Expert evaluations rated 93.5% of these innovations as "good," while two were "adequate." Classroom implementation showed that all kindergarten students achieved learning outcomes above 80%. The findings highlight that integrating community identity into early childhood education fosters cultural sustainability, enhances learning achievement, and strengthens collaboration among schools, communities, and future teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490446 |
| Database: | ERIC |
| Abstract: | This study examined the development and implementation of an innovative learning management based on community identity within the "Kru Rak Thin" Project for early childhood education in Thailand. The objectives were to (1) investigate local community identities, (2) develop learning innovations based on local community identities, (3) implement these innovations in early childhood classrooms, and (4) reflect on lessons learned. A research and development approach combined with participatory action research was employed across four phases: investigation of community identity, development of a community identity-based learning innovation, classroom implementation, and reflection. Data were collected through interviews, observations, and focus group discussions with community scholars, teachers, and administrators across 29 schools in four provinces. Student teachers identified 26 community identity elements (e.g., Hmong embroidery, traditional weaving, local languages) and developed 31 innovations, including lesson plans, big storybooks, and educational games. Expert evaluations rated 93.5% of these innovations as "good," while two were "adequate." Classroom implementation showed that all kindergarten students achieved learning outcomes above 80%. The findings highlight that integrating community identity into early childhood education fosters cultural sustainability, enhances learning achievement, and strengthens collaboration among schools, communities, and future teachers. |
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| ISSN: | 2821-3149 |
