A development of parent’s participation instructional model for morality behavior development based on Economic Sufficiency for preschool children

Abstract

The purposes of this research were to develop morality behavior based on Sufficiency Economic Philosophy towards preschool child education, and to create an instructional model of parental participation.  The samples were 30 parents and 30 children at the age of 4-5 years old studying in Preschool Child Development Center Kukot Pattana Community, Minburi District, Bangkok. In the second semester, academic year 2011. The quality of the design and development of the instructional model of parental participation was assessed and trialed out with a sampling group once a week for eight weeks Statistic analysis was One-Group Pretest-Posttest Design and implementing method was used by Pair-Samples t-test. Behavior analysis of child’s morality was used One Sample t-test. The results of this research indicated that. 1) The design and the instructional model of parental participation have 4 aspects as follows; the preparation of understanding and knowledge of parental participation, Parental participation approach, implementation of Parental participation and evaluation of Parental participation.  2) The quality of parental participation instructional model was as follows : 1) the model was suitably implemented at the highest level in 13 areas and 8 areas 2) The result of using of the parental participation instructional model found that preschool child participating in the study has eight criteria of morality behavior that was overall at regular implemented level ( = 2.5, S.D. = 0.32)  The average mean score of the preschool children’s morality behavior based on sufficiency Economic philosophy after the use of the parental model is significantly higher at .01 than that before the use of the model.  The parent’s knowledge on parental participation model for morality behavior based went Sufficiency Economic philosophy after the use of the parent’s participation model is significantly higher at .01 than that before the use of model. The parent’s understand on their roles on preschool children’s education is significantly higher at .01 than set standard. The satisfaction of parent to join this program was overall at highest level (  = 4.55, S.D.= 0.42)