The Guidelines for Administration of Deprived Learning Environment for Kindergarten Students at Maeaebwitthayakhom School under Chiang Rai Primary Educational Service Area Office 3

Abstract

The principal objective of this study was to investigate the guidelines for administration of deprived learning environment for kindergarten students at Maeaebwitthayakhom School under Chiang Rai Primary Educational Service Area Office 3. The population was 8 participants including school administrators, kindergarten teachers, mentor teachers, chair of school board of committee. The research instruments were questionnaire and interview. The data was analysed by content analysis and the results showed that: 1. The circumstance of deprived learning environment administration for kindergarten students at Maeaebwitthayakhom School was reported. 1.1 The administration principles for favorable learning environment of kindergarten students comprised clarity, quality, readiness, support, decentralization, leadership, and participation. The administration process of favorable learning environment of kindergarten students were planning, implementation, supervision, monitoring, and evaluation. The roles of people in the administration of favorable learning environment for kindergarten students involved school administrators, teachers, students, parents, community, and school board of committee.1.2 The administration of favorable learning environment for kindergarten students covering internal and external environments. 2. The factors affecting the administration of favorable learning environment involved promoting and depromoting factors on the administration and provision of favorable learning environment for kindergarten students at Maeaebwitthayakhom School under Chiang Rai Primary Educational Service Area Office 3. 3. The guidelines for administration of favorable learning environment for kindergarten students at Maeaebwitthayakhom School for academic year 2018-2019 consisted of 6 strategies. Strategy 1: Develop expertise of teachers and staff. Strategy 2: Provide quality materials, toys, and playground equipment appropriate to students’ age. Strategy 3: Provide budget and resources support. Strategy 4: Organize various learning activities appropriate to students’ age. Strategy 5: Develop quality learning environment administration system. And, Strategy 6: Draw participation from stakeholders in early childhood education administration.