PARENTS’ SATISFACTION TOWARD THE LEARNING EXPERIENCES OF EARLY CHILDHOOD IN PRIVATE KINDERGARTEN SCHOOLS, UNDER THE OFFICE OF THE PRIVATE EDUCATION COMMISSION

Abstract

The purposes of this study were (1) to investigate parents’ satisfaction toward the learning experiences of early childhood in private kindergarten schools, under the Office of the Private Education Commission, and (2) to compare parents’ satisfaction toward the learning experiences of early childhood in private kindergarten schools under the Office of the Private Education Commission according to parents’ age, parents’ educational level, occupation, and the level of their children. The samples of this study were 186 parents, 89.86 percent in the academic year of 2013. A set of rating scale questionnaire with a 0.958 reliability coefficient was used to collect data. The obtained data were analyzed by means of descriptive statistics : mean, percentage, standard deviation, and inferential statistics: One-Way ANOVA at .05 level of statistical significance.

The results of the study were as follows : (1) parents’ satisfaction toward the learning experiences of early childhood in private kindergarten schools, under the Office of the Private Education Commission was overall at a high level. Putting in sequential order from the highest to the lowest, Social Development, Intelligence Development, Physical Development and Emotional and Psychological Development respectively, and (2) the comparison of parents’ satisfaction toward the learning experiences of early childhood in private kindergarten schools under the Office of the Private Education Commission revealed the level of their children was statistically different at the statistical significance at level 0.05 whereas age, educational level, and occupation were not statistically different.

Recommendations from the research are (1) Physical Development: schools should organize activities for the children to promote movement with string or cloth and encourage children to play with hands; (2) Emotional and Psychological Development: schools should encourage children to appreciate on the art work. and performance role play; (3) Social Development: schools should encourage children to solve problems while playing with others and well behave according to the local culture; and (4) Intelligence Development: schools should encourage children to write their own names and organize activities to promote reading by reading stories to their children and evaluate them consistently