early childhood curriculum b.e. 2560 (a.d....
TRANSCRIPT
Ministry of EducationTHAILAND
Early Childhood CurriculumB.E. 2560 (A.D. 2017)
Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Early Childhood CurriculumB.E. 2560 [A.D. 2017]
Ministry of EducationTHAILAND
Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Copyright 2017 by Bureau of Academic Affairs and Educational Standards,
OfficeoftheBasicEducationCommission,
Ministry of Education
First Printing B.E. 2560 (A.D. 2017)
No. of copies 3,500Copies
Printed at AKSORNTHAI PRINTING LTD., PART.
85,87,89,91SoiCharansanitwong40,CharansanitwongRd.,
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Tel.(662)424-4557,(662)424-0694Fax(662)433-2858
Preface Thechangeoneconomy,societyandtheprogressoninformation
technology; the Constitution of the Kingdom of Thailand B.E. 2560;
the 20-Year National Strategy (B.E. 2560-2579); the twelfth National
Economic and Social Development Plan (B.E. 2560-2564); the
Nat ional Plan of Educat ion (B .E . 2560-2579) ; St rategy Goals
of Educational Reform in the second decade (B.E. 2552-2561) and the
NationalStrategyPlaninEarlyChildhood(B.E.2560-2564)contributetothe
important21centuryskillswhichare important toset thegoals forearly
childhooddevelopmentinconcordancewithallchange.
TheMinistryofEducationcontinuouslyinstitutedapolicytodevelop
early childhood education by appointed the committee to consider and
revise the Early ChildhoodCurriculum in order to be in compliancewith
the change. The Early Childhood Curriculum B.E. 2560 is the curriculum
foreducational institutions,earlychildhooddevelopment institutionsand
all related institutions. All those should apply this curriculum to be the
outlineanddirectionfordevelopingtheeducationalinstitutioncurriculum
withefficiencyandmeetthecriterionofEarlyChildhoodCurriculumB.E.2560
whichaimstodevelopchildren’sphysical,emotional,social,andcognitive
development,alsobeagoodmemberanddiscipliner,bemindfulofThainess
andberesponsibletoself,society,community,andnationinthefuture.
Preface OfficeofTheBasicEducationCommission,MinistryofEducation
thankyouallthoseinvolved,includingtheMinistryofInterior,MinistryofSocial
DevelopmentandHumanSecurity,MinistryofPublicHealth,theSecretariat
oftheCouncilofEducation,University,RajabhatUniversity,andtheprivate
sectorparticipatedinthedevelopmentoftheEarlyChildhoodCurriculum
B.E.2560whichshouldbesuitableforuseinmanagementofearlychildhood
educationofthecountry.
(Mr.KarunSakulpradit)
SecretaryoftheBasicEducationCommission
ContentsPage
Preface
Ministry of Education Decree
Ref. Dcid 1223/2560 on the Implementation of the Early
Childhood Curriculum B.E. 2560
Preamble ................................................................................................................ 2
Philosophy of Early Childhood Education ................................................. 3
Vision ....................................................................................................................... 3
Principles ................................................................................................................ 4
Early Childhood Curriculum for Children under Age Three ................ 5
Goals ........................................................................................................................ 5
DesirableCharacteristics ...................................................................................... 5
ChildCareandChildDevelopment ................................................................. 15
Childrenfrombirthtotwoyearsofage .................................................... 15
Childrenfrom2-3yearsofage ..................................................................... 17
LearningContent ................................................................................................... 17
ChildCareandProvisionofExperiences ......................................................... 20
AssessingChildren’sDevelopment ................................................................... 22
CurriculumImplementation ............................................................................... 22
EarlyChildhoodEducationManagement(ChildrenunderAgeThree)
forSpecialTargetGroups .................................................................................... 25
EarlyChildhoodDevelopmentConnections .................................................. 25
ContentsPage
Early Childhood Curriculum for Children from Three to
Six Years of Age ................................................................................................... 29
Goals ........................................................................................................................ 29
DesirableCharacteristicStandards .................................................................... 29
Indicators ........................................................................................................... 31
DesirableConditions ....................................................................................... 31
LearningTimeframe .............................................................................................. 40
LearningContent ................................................................................................... 40
ProvisionofExperiences ...................................................................................... 47
AssessingChildren’sDevelopment ................................................................... 51
EducationalInstitutionCurriculumManagement .......................................... 52
EarlyChildhoodEducationManagement(ChildrenAgeThreeto
SixYearsOld)forSpecialTargetGroups ......................................................... 53
LinksBetweenEarlyChildhoodEducationandFirstGrade
Education Level ..................................................................................................... 54
Supervision,Followup,Evaluation,andReport ........................................... 57
Contributors .......................................................................................................... 58
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 1
Ministry of Education Decree
Ref. Dcid 1223/2560 on the Implementation of the Early Childhood Curriculum
B.E. 2560
--------------------------------------------
Inorder toensure that theEarlyChildhoodCurriculumdevelopschildren
from birth through age six in their physical, emotional, social, and cognitive
development, based on age-appropriated considerations, competence, and
individual differences, leading to the preparation of readiness in learning and the
foundationoflifetothefulldevelopmentoftheThaipeople,tobegoodpeople,
haveselfdiscipline,proudofThaination,andresponsibleinself,family,community,
society,andnation,inlinewiththeobjectivesoftheConstitutionoftheThaiKingdom
B.E.2560,Article54.
Also, under the authorization of Article 5 of the National Education Act
B.E. 2542onRevising andSupplement [No.2] B.E. 2545, theMinistryof Education,
thus,authorizestheapplicationoftheEarlyChildhoodCurriculumB.E.2560,ofwhich
textappearsasanappendixtothisDecree.Thisnewcurriculumshall replacethe
previousEarlyChildhoodCurriculumB.E.2546.Everyeducationalinstitutionorearly
childhooddevelopment institutionshouldapplythiscurriculumasappropriate for
thechildren’sdevelopmentandthelocalenvironment.
Forpracticalpurposes,theimplementationoftheEarlyChildhoodCurriculum
shallbegininEducationYearB.E.2561.
Effectivefromthe3rdAugustB.E.2560
(Mr.TeerakiatJareonsettasin)
Minister of Education
2 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Preamble The Minist ry of Educat ion has adopted the Early Chi ldhood
Curriculum B.E. 2546 tomake every educational institution or early childhood
development institution adopt this curriculum to be applied to appropriate for
the child and local environment from academic year 2546 to the present. Office
of the Basic Education Commission is directly responsible, continuouslymonitor
andevaluatetheprogressof thecurriculum,havefoundthattheEarlyChildhood
Curriculum B.E. 2546 has several good points, such as uniqueness, flexible,
universalon thebasisofThai.Theeducational institutionsplayan important role
in the development of the educational institution curriculum in accordancewith
theirowncontexts.Also, theEarlyChildhoodCurriculumB.E.2546wasappliedto
alltargetgroup.However,theresultsofthisstudyreflecttheissuessurroundingthe
problemandtheambiguityofimplementingthecurriculum.Thosearetheproblem
ofthelackofclarityinthedevelopmentofearlychildhoodeducationalinstitution
curriculum,theproblemofmostschoolslacktheanalysisofthelinkbetweenearly
childhooddevelopment,desirablecharacteristicstandardsandthelearningcontent,
theproblemofearlychildhooddevelopmentalauthenticassessment,theproblemof
thelinktothecorecurriculum,BasicEducationCoreCurriculumB.E.2551,(A.D.2008)
includingtheproblemofqualityofthechildrenwhocompletedtheearlychildhood
education programwas that the overall development assessment was not in
accordancewiththepresentchangingconditions.
Office of the Basic Education Commission has reviewed the Early
Childhood Curr iculum B.E. 2546 to be compliance and keep up with
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 3
all the change in order to develop into the Early Childhood Curriculum
B.E.2560byincorporating informationderivedfromtheresearchandmasterplans
into the curriculum development for early childhood education to bemore
appropriatebothforthegoalof improvingthequalityofchildrenandtheprocess
of introducing the curriculum into practice within Education Area level and
educational institutions. However, the management of Early Childhood
Curriculum B.E. 2560will achieve the expected results or fulfillment if all parties
involved at the national level, communities and families appreciate the value of
early childhood education, be enthusiastic about getting involved, recognizing
and supporting education, be an active part in continuing towork for planning,
promoting,monitoring,andimprovingfortherightsthatallchildrenmustreceived
from parenting and good quality education. High quality and standardized
educat iona l ins t i tu t ions need to put Ea r ly Ch i ldhood Cur r i cu lum
B.E.2560 intopractice inordertobuildafoundationofqualityoflifeforchildren
tobecompletehumanitywhichcausethechild’svalueofself,family,community,
society,andthenation.
Philosophy of Early Childhood Education TheEarlyChildhoodCurriculumisdesignedfordevelopingyoungchildren
frombirthtoagesix.Thisisbasedonanapproachoftakingcareofandenhancing
the child’s learning process, which is responsive to each individual’s nature,
development,andpotential.Theapproachalsoconsidersthechild’ssocio-cultural
context. Caregivers and teachers should use love, thoughtfulness, and care in
layingthefoundationforagoodqualityoflife,fortheindividual,family,community,
society and nation.
Vision The Early Childhood Curriculum aims to develop all children’s
physical,emotional,social,andcognitivedevelopmentwithqualityandcontinuous.
Children are provided with a happy and appropriate learning experiences by
age, have life skills and practice in accordancewith the principle of sufficiency
4 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
economyphilosophy.BeagoodpersonwithdisciplinesandasenseofThai,through
collaboration between educational institutions, parents, families, communities,
andallpartiesinvolvedinchilddevelopment.
Principles According to theConventionon the Right of theChild, all childrenhave
the right to be taken care of, to be developed, and to be encouraged through
appropriatelearningwithpositiveinteractionsbetweenthechildandhis/herparents,
teachers, caregivers, or otherswho are knowledgeable and capable of caring for,
developing,andeducatingthechildtodevelopathisorherownrateandpotential,
inabalanced,holisticmanner.ThefollowingarefivebroadprinciplesoftheEarly
ChildhoodCurriculum:
1. Fosterchildren’slearningprocessanddevelopmentinallchildren.
2. Takecareofandeducatechildrenwithattentiontoindividualdifferences
andtheirlifestyleswithinthecontextofcommunity,societyandThaiculture.
3. Adherencetothedevelopmentanddevelopmentofchildrenwiththe
whole childconceptthroughmeaningfulplayandhavingavarietyofactivities,children
manipulateinanenvironmentconductivetolearning,appropriatetotheirage,and
haveenoughrest.
4. Providelearningexperiencesforchildrentohavelifeskillsandbeable
to practice in accordancewith the principle of sufficiency economy philosophy.
Beagoodpersonwithdisciplinesandhappiness.
5. Createknowledge,understanding,andcooperationinthedevelopment
ofchildrenbetweeneducationalinstitutionsandparents,families,communities,and
allpartiesinvolvedinearlychildhooddevelopment.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5
Early Childhood Curriculum for Children under Age Three
TheEarlyChildhoodCurriculumforchildrenunderagethreeisprovidedfor
parentsorothercaregiversresponsibleforbringingupanddevelopingchildrenunder
threeyearsofage.Thiscurriculumisintendedforuseasaguidelineforthecareand
learningexperiencesofindividualchildren.
Goals The Early Childhood Curriculum for children under three years of age
emphasizes all areas of a child’s development: physical, emotional, social, and
cognitive.Itisbasedonage,ability,interest,andindividualdifferencesasfollow:
1. Physically developedwithin age-appropriate levels. Healthy and have
goodhealth.
2. Mentalhealthisgoodandchildrenarehappy.
3. Have life skills and interact with people around them and get along
happilywithothers.
4. Languageisusedtocommunicateandshowsinterestinlearningthings.
Desirable Characteristics TheEarlyChildhoodCurriculumforchildrenunderthreeyearsofagesets
thedesirablecharacteristicasfollow:
1. Physical Development
1. Physicallydevelopedwithinage-appropriatelevelsandhavegoodhealth.
2. Goodphysicalcoordination.
6 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 7
2. Emotional Development
3. Expresseshappinessandotheremotionswithinage-appropriatelevels.
3. Social Development
4. Perceivesandinteractswithothersandtheenvironment.
5. Helpsthemselveswithinage-appropriatelevels.
4. Cognitive Development
6. Communicatesanduseslanguagewithinage-appropriatelevels.
7. Showsinterestinlearningthingsaroundthem.
6 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 7
Desir
able
Cha
ract
erist
ics
1: P
hysic
ally
dev
elop
ed w
ithin
age
-app
ropr
iate
leve
ls a
nd h
ave
good
hea
lth.
Desir
able
Con
ditio
ns
Bi
rth-2
mon
s. 2-
4 m
ons.
4-6
mon
s. 6-
9 m
ons.
9 m
ons.-
1 yr
. 1-
1 yr
. 1
yr. 6
mon
s.-
6
mon
s. 2
yrs.
2-3
yrs.
1.1W
eight
,heig
htand
•W
eight
and
heig
htacc
ordin
gto
age
crite
ria.
he
adci
rcum
fere
nce
•H
ead
circu
mfe
renc
eac
cord
ingto
crite
ria.
ac
cord
ingto
age
cri
teria
.
1.2H
ave
ahe
althy
bod
y•H
ave
imm
unity
,not
sick
ofte
n,e
xcre
teo
ntim
e.Ea
t,sle
ep,a
ndre
stwi
thage
app
ropr
iate.
Nota
tion*
Birt
h-2
mon
ths
mea
ns
Birth
-1
mon
th
29d
ays
2-
4m
onth
sm
eans
2
mon
ths
-3m
onth
s
29d
ays
4-
6m
onth
sm
eans
4
mon
ths
-5m
onth
s2
9da
ys
6-
9m
onth
sm
eans
6
mon
ths
-8m
onth
s2
9da
ys
9
mon
ths-1
year
mea
ns
9m
onth
s-1
1m
onth
s29
day
s
1
year-1
yea
r6m
onth
sm
eans
12
mon
ths
-17
mon
ths29
day
s
1
year6
mon
ths-2
years
mea
ns
18m
onth
s-2
3m
onth
s29
day
s
2-
3ye
ars
mea
ns
24m
onth
s-35
mon
ths29
day
s
Char
acte
ristic
s
8 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 9
Desir
able
Cha
ract
erist
ics
2: G
ood
phys
ical
coo
rdin
atio
n2
Desir
able
Con
ditio
ns
Bi
rth-
2 m
ons.
2-4
mon
s. 4-
6 m
ons.
6-9
mon
s. 9
mon
s.-1
yr.
1-1
yr.
1 yr
. 6 m
ons.-
6 m
ons.
2 yr
s. 2-
3 yr
s.
2.1
Use
larg
e m
uscl
es
wi
thin
app
ropr
iate
age.
2.2
Use
smal
l mus
cles
and
eye-
hand
coor
dina
tion
with
age
appr
opria
te.
•Lif
tsh
ead
sli
ghtly
whe
n
onst
omac
h.
•St
aires
.
Focu
ses8
-12
inch
esfr
om
ey
es.
•W
hen
pron
e
can
raise
hea
d
and
ches
toff
th
eflo
or.
•W
hen
held
in
astan
ding
posit
ion,abl
e
tob
ears
light
fractionof
weig
ht
on
bot
hfe
et
•Fo
llows
m
oving
ob
ject
swith
eyes
.•
Uses
the
palm
tograsp
things
.
•Ch
esto
ffth
e
floor
with
the
he
lpo
farm
s.•
Able
tosi
t
whe
nba
ckis
wel
lsup
porte
d.
•Gr
asps
an
ob
ject
nea
rby.
•Tr
ansfe
rs
object
sfro
m
on
eha
ndto
othe
r.
•Sit
sup
and
tu
rns b
ody,
us
esh
ands
freel
y.•
Craw
lsby
hand
sand
knee
s.•
Stan
dsw
ith
ha
ndh
olds
the
furn
iture
with
che
st
he
ight.
•Ey
esfo
llowa
dr
oppe
dob
ject
.•
Catc
hso
bjec
ts
with
bot
hha
nds.
•Be
ginst
opick
smallt
hing
sup
with
thum
b,
inde
xfin
gera
nd
m
iddl
efin
ger.
•St
ands
fora
mom
ent.
•Sit
sfro
ma
stan
ding
posit
ion.
•Pu
tobjec
tsin
to
cu
psand
take
s
them
out
.•
Hold
sfoo
d,
bite
s,an
dch
ew
by
self.
•Pu
llsse
lfup
to
stan
ding
with
out
be
inghe
ld.
•St
ands
unas
siste
d.•
Stan
dsand
pick
sup
object
s
onfl
oor
with
outf
allin
g
down.
•W
alksu
nassist
ed,
an
d ea
sily
m
ove
arm
.•
Begin
sto
run
or
walks
fast.
•St
acks
woo
d
bloc
ksin
2
la
yers.
•Tu
rnsp
ages
of
abo
ok3
-4at
a
time.
•W
alks
ups
tairs
with
han
dhol
ds
by
put
ting
bo
thfe
eto
n
each
step
.•
Runs
and
imm
ediat
elys
top
an
dbe
gins
to
run
again
.
•St
acks
woo
d
bloc
ksin
4-6
laye
rs.•
Turn
spag
eso
f
abo
oko
neat
a
time.
•Sit
sdow
n
with
outl
osing
ba
lanc
e.•
Can
walk
ba
ckward.
•W
alks
up
and
do
wn
stair
sby
pu
tting
bot
h
feet
on
each
step
.•
Jum
pso
ffth
e
floor
with
bot
h
feet
.
•Ca
nho
ldla
rge
cr
ayon
for
sc
ribbl
ing.
•Im
mita
test
o
draw
circ
leo
r
verti
cal l
ines
.
Char
acte
ristic
s
8 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 9
Desir
able
Cha
ract
erist
ics
3: E
xpre
sses
hap
pine
ss a
nd o
ther
em
otio
ns w
ithin
age
-app
ropr
iate
leve
ls.
Desir
able
Con
ditio
ns
Bi
rth-2
mon
s. 2-
4 m
ons.
4-6
mon
s. 6-
9 m
ons.
9 m
ons.-
1 yr
. 1-
1 yr
. 1
yr. 6
mon
s.-
6
mon
s 2
yrs.
2-3
yrs.
3.1
Delig
ht a
nd jo
y. 3.
2 Ex
pres
ses e
mot
ions
with
age
app
ropr
iate.
3.3
Inte
rest
ed a
nd e
njoy
s
natu
re, b
eaut
iful t
hing
,
mus
ic, rh
ythm
, and
mov
emen
t.
•Sm
ilesa
nd
lau
ghes
whe
n
plea
sed.
•Mak
ese
ye
co
ntac
t.
Star
es a
t
pare
nt’s
face
.
•Fo
rms
at
tach
men
tto
pa
rent
orc
lose
care
giver
.•
Smile
swhe
n
seein
gfam
iliar
pe
rsons
.
•Mak
esso
unds
tosh
ow
va
rious
emot
ions.
•Ex
pres
ses
em
otion
s and
show
sfee
lings
.•
Fearss
trang
ers.
•At
tach
edto
close
care
giver
.•
Expr
esse
smor
e
own
need
s.
•Cl
early
show
offp
erso
nal
lik
ean
ddis
like.
•Sh
owsl
ove
to
ot
hers.
•Sh
owsa
nxiet
y
when
sepa
rate
d
from
clos
e
perso
n.
•Sh
owsp
ride
wh
end
oing
th
ings
su
cces
sfully
.•
Likes
sayin
g
“no”
.
•Go
odh
umor
ed,c
heer
ful,
easil
ylau
gh,a
ndh
appy
eye
s.
•Re
spon
dsp
leas
antly
ton
atur
e,m
usic,
rhyt
hm,a
ndb
eaut
ifult
hings
.
Char
acte
ristic
s
10 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 11
Desir
able
Cha
ract
erist
ics
4: P
erce
ives
and
inte
ract
s w
ith o
ther
s an
d th
e en
viro
nmen
t.
Desir
able
Con
ditio
ns
Bi
rth-2
mon
s. 2-
4 m
ons.
4-6
mon
s. 6-
9 m
ons.
9 m
ons.-
1 yr
. 1-
1 yr
. 1
yr. 6
mon
s.-
6
mon
s. 2
yrs.
2-3
yrs.
4.1
Adap
ts to
the
en
viron
men
t.
4.2
Play
s and
par
ticip
ates
in a
ctivi
ties w
ith p
eers
by
age
.
•St
opsc
rying
when
hel
d.
•Sm
ilesa
nd
m
akes
soun
d
when
oth
ers
ta
lk,p
lay,
or
touc
h.
•Int
erac
tswi
th
m
ovem
ent
wh
ense
eing
or
hea
ring
pe
ople
and
thing
stha
tare
fam
iliar.
•La
ughs
loud
ly
when
oth
ers
co
me
top
lay
wi
th.
•Sm
ilegr
eetin
gs,
ex
pres
sest
he
joywh
ense
eing
wh
ath
e/sh
eis
sa
tisfie
d.
•Re
cogn
izes
pa
rent
and
familia
rper
sons
.•
Smile
sat
ot
hers.
Lo
vest
opl
ay
wi
thp
eopl
e.
•Re
spon
dsto
othe
rs’em
otion
s
orfe
eling
s.•
Imita
tes
sim
ple
acts.
•Lo
vest
opl
ay
pe
ek-a-b
oo
wi
thcl
ose
ca
regiv
er.
•Lo
oksa
tadu
lts
or
oth
er
ch
ildre
ndo
ing
ac
tivitie
s
close
ly.
•Pl
aysw
ithcl
ose
ca
regiv
er.
•Be
ginst
oge
t
fam
iliarw
ith
ot
hers.
•As
ksfo
rhel
p
when
nee
ded.
•Lik
esto
wat
ch
th
epl
ayo
f
othe
rchil
dren
,
but s
eldo
m
joins
in.
•Lik
esto
goo
ut.
•Sh
ows
ow
nersh
ipof
thing
s.
•En
joys
solit
ary
pl
ay.
•Lik
esto
keep
thing
sclo
seto
self
and
does
notl
iketo
share
wi
tho
ther
s.
•W
aiting
for
sh
ortp
eriod
s
of ti
me.
•En
gage
sin
pa
ralle
lplay
.
Char
acte
ristic
s
10 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 11
Desir
able
Cha
ract
erist
ics
5: H
elp
them
selv
es w
ithin
age
-app
ropr
iate
leve
ls.
Desir
able
Con
ditio
ns
Bi
rth-2
mon
s. 2-
4 m
ons.
4-6
mon
s. 6-
9 m
ons.
9 m
ons.-
1 yr
. 1-
1 yr
. 1
yr. 6
mon
s.-
6
mon
s. 2
yrs.
2-3
yrs.
5.1
Does
dail
y ro
utin
es o
n
his/
her s
elf b
y ag
e.-
--
•Ex
pres
sest
he
ne
ed fo
r
hold
ingab
ottle
ofm
ilkb
y
himse
lfor
herse
lf.
•Ta
kesf
ood
by
his
orh
erse
lf.•
Drink
susin
g
cup.
•Co
llabo
ratio
n
when
dre
ssed
up.
•Be
abl
eto
take
offo
wnd
ress.
•Be
ginst
o
help
-self
in
brus
hte
eth,
wa
shh
ands
with
adu
lt
supe
rvisi
on.
•Be
ginsb
owel
traini
ng.
•Fe
edss
elf
us
ingasp
oon
wi
thalittl
e
spilin
g.•
Likes
toh
elp
in
simpl
e
hous
ehol
d
Chor
es.
•Be
ingd
ressed
with
hel
per.
•Be
abl
eto
tell
hiso
rher
own
toile
t
need
s.
Char
acte
ristic
s
12 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 13
Desir
able
Cha
ract
erist
ics
6: C
omm
unic
ates
and
use
s la
ngua
ge w
ithin
age
-app
ropr
iate
leve
ls.
Desir
able
Con
ditio
ns
Bi
rth-2
mon
s. 2-
4 m
ons.
4-6
mon
s. 6-
9 m
ons.
9 m
ons.-
1 yr
. 1-
1 yr
. 1
yr. 6
mon
s.-
6
mon
s. 2
yrs.
2-3
yrs.
6.1
Perc
eive
and
unde
rstan
d th
e
mea
ning
of t
he
la
ngua
ge b
y ag
e.
6.2
Expr
esse
s and
/or
sp
eaks
for m
eani
ngfu
l
com
mun
icatio
n.
•Re
spon
dsto
soun
ds.
•Mak
esthr
oaty
soun
ds.
•Lo
cate
ssou
nd
an
dtu
rnsh
ead
to
the
direc
tion
of
the
soun
d.
•Ba
bble
sand
coos
.
•Tu
rnsh
ead
to
th
eso
und
and
sta
res a
t
his/h
erm
outh
.
•Im
itate
ssou
nds
wh
eno
ther
s
talk.
•Mak
esvariou
s
soun
ds.
•Pe
rceiv
es
lan
guag
ean
d
face
exp
ression
.•
Resp
onds
to
sim
ple
orde
rs.•
Resp
onds
to
ow
nna
me.
•Im
itate
ssim
ple
no
ises.
•Re
peat
s
soun
ds, f
or
ex
ampl
e,
“mum
-mum
”.
•Lik
esto
liste
n
tow
ords
repe
ated
ly.•
Know
stha
t
each
wor
dha
s
a dif
fere
nt
m
eanin
g.•
Stop
sdoin
g
when
the
noise
ispr
ohibi
ted.
•Lin
ksw
ords
to
ac
tion,
for
ex
ampl
e,
shak
esh
ead
fo
r no.
•Ca
nsa
yon
e
sylla
ble
at
le
ast2
wor
ds.
•Pic
kso
rpoin
ts
when
told
.•
Point
satl
east
on
epa
rtof
the
body
when
told
.
•Ca
nsp
eako
ne
sy
llabl
eth
at
ha
satl
east
2
mea
nings
.
•Ca
nfo
llow
co
ntinu
ously
2 or
ders.
•Int
eres
ted
in
liste
ningt
o
simpl
esto
ries.
•Co
mbin
es
wo
rdsi
nto
tw
o-an
d
thre
e-wo
rd
se
nten
ces,
for
ex
ampl
e,
“go
out”
.
•Ca
nsin
gsom
e
word
sand
sings
alo
ng.
•Int
eres
ted
in
look
ingat
pic
ture
boo
ks.
•Sp
eaks
ash
ort
ph
rase
.•
Ofte
nas
k
“wha
t”and
“why
”
ques
tions
.
Char
acte
ristic
s
12 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 13
Desir
able
Cha
ract
erist
ics
7: S
how
s in
terr
est
in le
arni
ng t
hing
s ar
ound
the
m.
Desir
able
Con
ditio
ns
Bi
rth-2
mon
s. 2-
4 m
ons.
4-6
mon
s. 6-
9 m
ons.
9 m
ons.-
1 yr
. 1-
1 yr
.- 1
yr. 6
mon
s.-
6
mon
s. 2
yrs.
2-3
yrs.
7.1
Intre
sted
and
lear
ning
thin
gs a
roun
d.
7.2
Lear
ning
thro
ugh
im
itatio
n.
•Sh
owsm
ore
int
eres
t in
hu
man
face
s
than
objec
ts.
-
•Vis
ually
follo
ws
m
oving
objec
ts
orth
ingst
hat
m
ake
noise
.
-
•W
atch
es
ob
jects
inth
e
surro
undin
gs
an
dth
atare
near
by.
•Sh
ows
cu
riosit
y an
d
tries
tore
ach
ou
tto
objec
ts.•
Imita
test
he
so
und
of
m
usic
and
m
ovem
ent.
•Be
ginst
o
reco
gnize
ever
yday
objec
ts.
•Im
itate
s
othe
rs’so
unds
.
•Ca
npr
edict
the
retu
rno
f
ape
rson
or
th
ing.
•Im
itate
s
othe
rs’fa
cial,
to
ngue
,and
mou
th
m
ovem
ents.
•Ex
plor
es
ob
jects
by
us
ingavariet
y
ofw
ays
•Im
itate
s
adul
ts’
sim
ple
acts.
•Ob
serves
,
expl
ores
,tria
ls
and
erro
rwith
the
attri
bute
ofth
ings.
•Im
itate
swor
d
soun
ds o
f
adul
ts.
•Cu
rious
abo
ut
en
viron
men
t.•
Ofte
nas
k
ques
tions
.•
Hasm
ore
at
tent
ionsp
an
on
one
thing
.
•Im
itate
sthe
actio
ns o
f clo
se
pe
rson
or
ot
herc
hildr
en.
•Tr
iesto
imita
te
th
eso
unds
.
Char
acte
ristic
s
14 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Desir
able
Cha
ract
erist
ics
7: S
how
s in
terr
est
in le
arni
ng t
hing
s ar
ound
the
m.
Desir
able
Con
ditio
ns
Bi
rth-2
mon
s. 2-
4 m
ons.
4-6
mon
s. 6-
9 m
ons.
9 m
ons.-
1 yr
. 1-
1 yr
. 1
yr. 6
mon
s.-
6
mon
s. 2
yrs.
2-3
yrs.
7.3
Expl
ores
by
usin
g
sens
ory.
•Ga
zesi
n
direc
tion
of
m
oving
objec
ts
orb
lack-
wh
item
obile
(han
gtoy
s).
•Int
eres
ted
in
play
ingw
ith
ha
ndsa
nd
ta
kest
hem
into
the
mou
th.
•Fo
cuse
son
ob
jecta
nd
lik
esto
hit
at
on
e clo
sest.
•Re
cogn
izes
clo
sep
erso
n’s
vo
ice.
•Lik
esto
exp
lore
objec
tsby
putti
ngth
em
int
ohis
/her
mou
th.
•Ex
plor
esse
lf
and
the
su
rroun
dings
.
•Us
esfing
erst
o
expl
ore
thing
s
orsp
ace
with
hole
sor
ch
anne
ls.
•Ex
plor
es
th
ingsh
appe
n.•
Uses
trial
and
erro
r to
solve
the
prob
lem
s.•
Search
esfo
r
som
ethin
g.
•Ex
plor
es
dr
awer
,
shel
ves,
and
clo
thb
aske
t.•
Likes
top
lay
to
ysth
atca
n
bep
ulle
d,
pu
shed
,and
thre
w.•
Likes
top
lace
ge
omet
ric
sh
apes
into
shap
e-so
rting
boxe
s.
•Se
arch
esfo
r
hidde
nob
jects
wi
th2
-3la
yers
of
cove
r.•
Enjoys
fing
er
pa
int.
Char
acte
ristic
s
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 15
Child Care and Child Development TheEarlyChildhoodCurriculumforchildrenunderthreeyearsofageisdivided
childcare and development into two age ranges-first, birth to two years of age,
aguidelineforthedailylifebyparentsandcaregivers,second,2-3yearsofage,aguideline
forcaringandsupportingchildren’sdevelopmentandlearningbyparentsandcaregivers.
Eachagerangehasthedetailsasfollow.
Children from birth to two years of age
Aguidelineforchildrenfrombirthtotwoyearsofage,focusesoncaringin
dailylifeandpromotingallaspectsofdevelopment:Physical-promotechildrentouse
bodydependoneachchild’spotential,emotional-promotethe responsivenessof
childreninawarmandsafeenvironment,social-helpchildrentointeractwithclose
ones, and cognitive-encourage children to observe things around them, to build
understanding and use language for communication and promote thinking and
problemsolvingthatareappropriateforeachchild’sage.
Caringindailylifeforchildrenfrombirthtotwoyearsiscrucialforestablishing
the foundations of a child’s life, both physical, emotional, social, and cognitive.
Each day activities should be provided tomeet the child’s needs, interests, and
potential,basedonhisorherage.Activitiesshouldbeintegratedthroughdailycare
andthechild’sage-appropriateplay.Thefollowingisaguidelinebasedondailylife.
1. Training for Good Health Habits and Cultivating Good Habits can be
developedthrougheating,sleeping,cleaningthebody,toileting,includingcultivate
good habits in health care, safety and expressing themselves in the appropriate
Thaiculturalway.
2. Movement and Balance shouldbepromotedthroughtheuseoflarge
andsmallmuscles, suchas thearmsand legs,handsandfingers,andotherparts
ofbody.Movementsandexercisesshouldbebasedonthechild’sabilityandage,
suchascreeping,crawling,standing,walking,fingerplay,movingthebodytomusic,
climbing playground equipment, playing a rocking horse, pulling wheeled toys,
ridethesmallbikewithbalancingthefoot.
16 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
3. Training for Hand-Eye Coordinationcanhelpthechilddevelophand
muscle strength and support grasping and doing tasks that require hand-eye
coordination, include training the child to estimate the distance of things around
him/her compared to his/herself in the near and far, such as looking at colorful
mobiles ormusicalmobiles (should be black andwhitemobiles for first year of
life),stringinglargebeads,droppingshapedblocksintoaboxwithholesinthelid,
picking pegboards, throwing and catching balls, pouring water, play dough,
scribblingwithlargecrayon.
4. Enhancing Emotions that support a child’s emotional needs include
providinganenvironmentthatstimulatesthechildtofeelwarmandhappy,suchas
holdingwitheyecontact,givinghugs,beinggoodrolemodelinemotionalexpression,
respondingtothechild’sfeelingswithsoftly,gentle,cultivatingappreciationinthe
naturalsurroundings.
5. Developing Social Skills that enhance the child’s relationship with
aparent,caregiver,andotherclosepersons includehavingaconversationorplaying
with the child such as playing “peek-a-boo” “pat-a-cake”, or taking the child for
awalk outside,meeting other children or adults under close supervision such as
visitingrelatives,participatinginreligiousactivities.
6. Using All Five Sensesthatfosterthechild’sperceptionincludeseeing,
hearing,tasting,smelling,andtouchingthingsthataredifferentinsize,shape,length,
color,weight, and texture, such as looking self in themirror, playingwith toys of
differenttextures.
7. Promoting Exploration in the Surrounding that enable the child to
learnthingsaroundthrougheventsandavarietyofmaterials.Learnstoexploreand
experimentwithunfamiliarthingssuchasvisuallypersuesamovingobject,searches
to the direction of sound, searches for partially hidden object,makes the simple
experimentactivities.
8. Promoting Language Skills activities that encourage language skills
includeimitatingandmakingupsoundsforpeopleoranimalsandknowinghis/her
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 17
name,parents’orfamiliarpeople’snames,andothernames.Otheractivitiesinclude
beingabletousemeaningfulverbalizationoractionssuchaspointingandnaming
objectscorrectly,tellingstories,singingtootherchildren.
9. Enhancing Imagination and Creative Thinking activities that enable
thechildrentoexpresstheir imaginationsuchasfreeplaydrawing,playingblocks,
playingwithcreativetoys,tellingstorywithimagination,dramaticplaying.
Children from 2-3 years of age
Aguidelineforcaringandsupportingdevelopmentandlearningofchildren
aged2-3yearsfocusonprovidingexperiencesthroughnaturalplaythatisappropriate
for the ages of the child, including the holistic child development-physical,
emotional, social and cognitive, by organizing activities in accordance with the
needs, interests,andpotentialofthechild’sage.Children inthisagewilldevelop
more than in the first age range (birth-2 years). Children also have self-reliance,
self-expression, therefore,need toconsider the learningcontentwhichconsistsof
keyexperiencesandcontentoflearningthatshouldbelearnedaswellasmoraland
ethicalvaluesasabasisforhigherlearning.
Learning Content
ThelearningcontentofEarlyChildhoodCurriculumforchildrenaged2-3years
is themedia inprovidingexperiences fordevelopingchildren inallaspectsof the
physical, emotional, social, and cognitive development, is essential to develop
childrenintofullhumanity.Alloftheabovecanbearrangedintheformofanintegrated
learningunitorselectsasuitableformatforearlychildhoodlearning.Thelearning
contentconsistsoftwoparts:thekeyexperiencesandthecontentfor learningas
follows.
1. Key Experiences
Key experiences are neceessary importantwhich children need to do
it themselves for developing children’s physical, emotional, social, and cognitive,
especiallyat thebeginningofachild’s lifeandduring theearlychildhoodperiod.
Sinceitisthefoundationofthenextstepinthedevelopmentofeachchild’slife.
18 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Also,thesekeyexperiencesarethekeyfactorsinprovidingthechild’scompetencies,
self-motivation,curiosity,desireforgoodness,andenthusiasmforself-development,
which continues to affect the child from early childhood to adolescence and
adulthood. Key experiences are related to the provision of an environment that
fostersthechild’slearningandabilitytocreaterelationshipswitheverythingaround
hisorherwayof lifeandsociety.Theseexperienceswillaccumulateasthebasic
skillsinlearningandcontinuetodeveloptothenextlevelofdevelopment.
Key factors in enhancing physical, emotional, social, and cognitive
developmentincludesupportfromparentsorcaregiversforchildrentohavedirect
experiences that build love and attachment to familiar persons and that allow
sensory stimulation,movement, interactionwith other people and things around
them,andusing language formeaningfulcommunication.Thus,buildingchildren’s
skills through routinesandplayneeds tobeaholistic, child-centeredexperience.
Thisgiveschildrenanopportunitytolearnbyimitation,trialanderror,exploration,
experiment, being active, and interactionwith objects, others, and nature in the
context of their environment. The key experiences below support holistic child
developmentasfollows.
1.1 Key Experiences Enhancing Physical Development.Supportchildren
todeveloplargemuscles,smallmuscles,muscularandneurologicalcoordinationin
dailyroutinesorindoingactivities,sleep,rest,healthcare,andsafety.
Key experiences that should be supported includemoving to
music, playing outdoors,movement and body balancing, coordination between
themuscles and neuron system, playingmanipulative toys, drawing, scribbling,
molding,cutting,pasting,personalcareandsafety,etc.
1.2 Key Experiences Enhancing Emotional Development. Support
children to express their emotions and feelings in an age-appropriatemanner,
andtoshowhappiness,delight,andjoy.Childrenwilldevelopapositiveself-image
andself-confidencebyengaging inactivities indaily life.Parentsorcaregiversplay
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 19
a vital role inmaking children feel loved, warm, secure, and trustworthy, which
will result in them feeling good about themselves and learning to create good
relationshipswithothers.
Key experiences that should be supported include perceiving
emotionsorfeelingsofself,expressingemotionsofhappiness,controllingemotions
andexpression,freeplay,dramaticplay,natureappreciation,growingplants,caring
foranimals,listeningtostories,singingsongs,recitingrhymes,doingartactivities,etc.
1.3 Key Experiences Enhancing Social Development.Supportchildren
tointeractwithpeopleandtheirenvironmentindailylife.Childrenshouldengagein
activitiesandadaptingtothebroaderworld.Childrenshouldhaveopportunitiesto
playandtoparticipateinactivitieswithothersofbothadultsandchildrenwhether
theyaresimilaranddifferentagesorgenders.
Key experiences that should be supported include helping
themselvesinroutinetasks,basedontheage-appropriatelevel,playing(freeplay),
playingingroups,learningtogiveandtake,learningtowait,usinglanguagetoexpress
theirneeds,goingouttoplay,goingtothepark,participatinginreligiousactivities,etc.
1.4 Key Experiences Enhancing Cognitive Development. Support
children to perceive and learn things around them in daily life through their five
senses andmovement. Children develop their language skills throughmeaningful
communicationandthinking.Theylearntoobservethecolor,size,form,shape,texture,
andnamesofobjectsaroundthem.
Key experiences that should be supported include answering
questions from thinking,making connections from children’s experiences, seriating
(suchastheorderofastoryoranevent),flexiblethinkingbyage,attention,observing
objects or things in different colors and shapes, listening to a variety of sounds,
listeningtostoriesorshortstories,speakingofneeds,tellingstories,exploringand
simpleexperimenting,simpleplanning,makingdecisions, solving easyproblemsby
themselves,expressingtheirimaginationandcreativethinking,etc.
20 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
2. Content for Learning
Children age2-3 years should learn about the child’s self at first, and
thenexpandingtoothercontentsintheireverydayworldinordertouseindailylife.
Childrenwillbepromoteddevelopmentandlearninginappropriateage.Thecontent
forlearningshouldbeasdescribedbelow.
2.1 The self. Children should learn their own names and gender, the
namesofthefacepartsandbodyparts,self-carewithadult’sassistance,handwashing,
toileting,eating,dressing,safety,andsleeping.
2.2 People and places around children.Childrenshouldlearnaboutfamily
membersandoutsiders,thenamesofparents,relatives,orcaregivers,dailyinteractionswith
peopleinthefamilyandcommunity,playingwithrelativesathome,goingtothemarket
and other places in the community, playing at the playground, participating in
religiousactivities,cultureandtraditions.
2.3 Natural environment.Childrenshouldlearnthroughfivesensesand
exploration things in the nature around them such as animals, plants, flower,
leavesetc.waterplay,sandplay,takingcareanimalsthatnotharmful,walkinginthe
garden,growingplants.
2.4 Things around children. Children should know the names of
objects, tools, or toys around them, including the relationship of characteristics
suchascolors,forms,shapes,sizes,textures.
Child Care and Provision of Experiences Theobjectiveofchildcareandprovisionofexperiencesforchildrenunderage
three are to help children learn from their direct experienceswhere the children
candeveloptotheirfullestpotentialphysically,emotionally,socially,andcognitively.
Alloftheabovecanbearrangedthroughintegratedplayactivities.Specialconsiderations
forchildcareandprovisionofexperiencesforchildrenunderagethreeareasfollows.
1. Takecareofchildrenandpromotelearningprocessthatemphasizethe
child-centered.
2. Recognizeandsupportbasicrightsthatchildrenshouldreceive.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 21
3. Respondtochildrenwithlove,understandingandreasoning.
4. Promotechildren’sdevelopmentinallaspects.
5. Cultivatediscipline,moral,andThaiculture.
6.Uselanguageappropriatetochildren’sabilityandlearning.
7. Supportthechild’snaturalplay.
8. Arrangeasafeenvironmentandsupportthechild’slearning.
9. Continuouslyassessthechild’sgrowthanddevelopment.
10. Promote collaboration between parents, caregivers, educational
institutions and communities.
The following are child care and provision of experiences guidelines for
childrenunderagethree.
1. Takecareofchildren’shealthandhygiene,andrespondtoeachchild’s
needs.
2. Createanatmosphereoflove,warmth,trust,andemotionalstability.
3. Providedirectexperiencesandhavechildrenchoose,do,andlearnfrom
allfivesensesandmovementthroughplay.
4. Provideavarietyofexperiencesforchildrentointeractwithpeopleand
thethingsaroundthem.
5. Arrange clean, safe, and appropriate environments (both indoor and
outdoorenvironment),materials,equipment, toys,waterplayarea,andsandplay
areaforchildrenandusethemtopromotechilddevelopment.
6. Provide learningmaterials that is natural, appropriate to the age and
developmentofthechild,materialsormediathatpromoteinteraction,avoidusing
technologyasananny.
7. Collect data and consistently follow up on each child’s growth,
development,andlearning.
8. Providethelearningprocessthatparents,families,educationalinstitutions,
communitiescollaborateinplanning,supportingmaterialsormedia,participatingin
activitiesandassessingchilddevelopment.
22 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Assessing Children’s Development Assessmentofyoungchildren’sdevelopmentunderagethreeshouldalways
focuson individualchildrenoveraperiodof timewithineveryagerangebecause
developmentisacontinuousprocessofchangeandyoungchildrenrapidlygrowup.
Therefore,parents,caregivers,orconcernedadultsmustcloselyobservechangesin
children’sdevelopment,whilealsotaking intoconsideration individualdifferences.
Ifadultsbelievesomethingiswrong,theymusttakethechildtoseethedoctoror
a specialist in child development in order to help the child as fast possible. The
followingareprinciplesofassessingchildren’sdevelopment.
1. Assesseverydomainofchilddevelopment.
2. Alwaysassessindividualchildrenforconsistency.
3. Useavarietyofmethodsthatareappropriateforchildrenunder3years
of age to assess childrenwhich includes observationalmethods in activities and
dailyroutines,recordingbehaviors,conversation,interviewswiththechildandpeople
whoknowthechildwellandanalysisofchildren’sworksamples.
4. Keep records of the child’s development. There are several different
forms for recordingdata fromvariousworkunits suchas theMother-ChildHealth
Records and the Developmental Surveillance and PromotionManual (DSPM) of
HealthDepartment,MinistryofPublicHealth.
5. Usetheresultsfromdevelopmentalassessmenttoconsidertoprovision
ofactivitiesinordertoprovidetheopportunitiesforchildrentolearnandreachthe
age-appropriatedevelopmentlevel.
Curriculum Implementation In order to implement the Early Childhood Curriculum efficiently and
meettheCurriculum’sgoals,whichemphasizecaringandenhancingdevelopment
and learning, parents, caregivers, early childhood development settings, and all
concernedpersonsshouldproceedwiththefollowing.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 23
1. Curriculum Implementation for Parents or Caregivers
Every parent has different beliefs and methods about childcare,
depending on the ideas and local environments in which they live. This Early
Childhood Curriculum for children under age three is a guideline for parents or
caregivers in early childhooddevelopment settings to use in caring andproviding
activities or experiences to promote all domains of a child’s development. The
followingaretheguidelines.
1.1 Study thephilosophy,principles, and goalsof theEarlyChildhood
Curriculumtounderstandtheseguidelinesindevelopingchildrenforthequality.
1.2 Study the desirable characteristics as a guideline in designing
developmentallyappropriatecareandpractice.Intheeventofcaringchildrenfrom
birth-2 years,parents andcaregivers shouldusea guideline for caring in thedaily
lifeasachilddevelopmentframeworkandifcaringchildrenfrom2-3yearsofage,
shoulduseaguidelineforcaringandsupportingchildren’sdevelopmentandlearning.
1.3 Followupwithassessmentsofalldevelopmentdomainsbyobserving
andkeepingrecordsofthechild’sgrowthanddevelopmentwithineachagerange.
Thisincludesnotinganydelaysindevelopmentorbehavioralproblems.Ifanydelays
orproblemsarefound,aparentorcaregivershouldconsultadoctorortherapistto
helpthechild.
1.4 Acceptindividualdifferencesinchildren.Eachchilddevelopsathis
orherownpace.Parentsorcaregiversshouldnotcomparethechildtoothersor
favor some children, but instead provide activities for enhancing development
andlearninginthoseareasthatthechildhasnotyetmasteredorlacktheopportunity
todevelop.
2. Curriculum Implementation for Early Childhood Development Settings
Childrenfrombirththroughthreeyearsofageshouldreceivecarefrom
parentsorfamilymembers,althoughchangesintheeconomyandsocietyhaveled
most parents and other familymembers towork outside their own homes.Most
familiesarenuclear,andparentsmusttaketheirchildrenfordaycareinearlychildhood
24 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
development settings. Therefore, each early childhood development setting
should proceed the early childhood development setting curriculumby planning
ormanaging child care and promoting child’s development and learning in full
potential follow the philosophy and principles of the early childhood curriculum
thatemphasizescareandenhancingalldomainsofdevelopment.
Early childhood development settings shouldmanage the curriculum
by promoting collaboration between parents, families, public health personnel,
caregiversorteachers,relevantcommitteesandcommunitiesforthedevelopment
ofchildrentoachievethedesirablecharacteristicsoftheEarlyChildhoodCurriculum.
2.1 Formulation of Early Childhood Development Setting Curriculum
The early childhood development setting curriculum should be
designed and formulated on the basis of the early childhood curriculum. Also,
theearlychildhooddevelopmentsettingshouldsetupdesirablecharacteristics in
accordancewith the Early ChildhoodCurriculumand formulate the curriculumas
follows.
2.1.1 Study the early childhood curriculum and handbook of
curriculum for children under age three, including collecting data such as caring
methods,parent’sneeds,cultureandlocalbeliefs,readinessoftheearlychildhood
developmentsetting.
2.1.2 Formulatetheearlychildhooddevelopmentsettingcurriculum
by set up the philosophy, vision,missions, goals, desirable characteristics, choose
contentforlearningwithineachagerange,coveringallfourdomainsofdevelopment,
basedonkeyexperiencesthatchildrenuseinlearninginearlychildhoodcurriculum
and learning contentwhichmay differ in context or in the child’s environment,
then providing the experiences, the learning atmosphere,materials and learning
resources and assessment of children’s development. Also, early childhood
developmentalsettingsmayexpandthecurriculumbasedontheneedsofeachearly
childhooddevelopmentalsetting.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 25
2.1.3 Conductassessments inthreestagesasawaytoperiodically
inspect the early childhooddevelopmental setting’s curriculum. First, conduct an
assessment before implementing the curriculum. Early childhood specialists of
experts, curriculum users, participants in the curriculum and experts in various
fields should assess the curriculum’s quality. Second, an assessment conducted
during implementation is toevaluatehow the curriculumworks andwhat should
be improved.Third,anassessmentafter implementation is toevaluate thewhole
systemof the curriculum, its results, and how it should be further developed or
improved.
Early Childhood Education Management (Children under Age Three) for Fpecial Target Groups Earlychildhoodeducationmanagementforchildrenwithspecialneedsor
handicappedchildren,disadvantagedchildren,andgiftedchildrenmaybeadjusted
asappropriate,giventhechild’spotential.Regardingyoungchildrenwhoareunder
threeyearsofageandat risk,parentsor caregivers shouldobserve themclosely,
and immediately seek help when any concerns arise. Parents or caregivers
can bring their children to receive services in promoting the development from
related organizations such as hospitals, health centers, special education centers,
foundationsforspecialneedschildren,includeadmissiontoaspecializedschoolor
inclusiveschool.
Early Childhood Development Connections Connecting early childhood development is the links between parent’s
caring and early childhood development setting or a connection between early
childhood setting for children at birth-3 years and early childhood development
settingforchildrenaged3-6years.Itisanimportantconnectiontothedevelopment
ofchildren.Thedevelopmentmustbecontinuous.Childrenneedtolearnandadapt
becausethedevelopmentofchildrenatthisageisnotconducivetoacceptingthe
changesthatoccur.Adaptationofeachchildneedstobesupported,getassistance
fromparent,caregiver,teacher,andotherconcernedpersonnelasfollows.
26 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
1. Role of Parent and Caregiver
Thefollowingistheimportantroleoftheparentandcaregivertocreate
theconnectioninchilddevelopment.
1.1 Readytosharebasicinformationaboutthechildasdetailedwithinthe
Mother-ChildHealth Recordsof theHealthDepartment,Ministry of PublicHealth,
orotherdepartments.
1.2 Provides a good family life by being warm and stable, having
positivecommunicationbetween familymembers, responding tootherswith love
andthoughtfulness,helpingeachother,usingreasontosolveproblems,andhaving
moralityandrighteousnessinliving.
1.3 Chooses an early childhood development setting thatmeets the
standardsofcareforchildrenunderagethree.
1.4 Aware of the importance of collaborating with early childhood
developmentsettings inpromotingchild’sdevelopmentand learningaccordingto
child’sage.
1.5 Worksincollaborationwiththeearlychildhooddevelopmentsetting,
acceptstheiradvice,takescareofthechildwithlove,warmth,thoughtfulness,and
safety,andfostersindependencebyenhancingthechild’simaginationandcreative
thinking.
1.6 Works cooperativelywith theearly childhooddevelopment setting
tomeetlearninggoals.
1.7 Buildsfamiliaritybetweenthechildandearlychildhooddevelopment
settingbeforeenrollment.
In addition, parents and caregivers are able to prepare children to the
worldwithconfidence,begoodandhappypersonasfollows.
1) Encouragechildrentopracticeself-helpintheirdialylives,suchastelling
theirownname,tellingtheirownneeds,dressing,eating,etc.
2) Encouragechildren’sself-confidencebygivingthemtheopportunitytodo
theirownthing,evenifmakethemunclean.Parentsmaynotlikebutshouldavoid
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 27
coercionorpunishmentor force,butuse themethodofcarewithunderstanding,
respect,praisewhenchildrendowhattheyshouldandhelpwhenthechildneeds.
3) Encouragechildrentolisten,composeideas,practicelanguagebyasking
childrentoexpresstheiropinions,talkaboutastoryorgestureaschildrenunderstand
afterexperiencingthevariouseventsorstorytellingfromparentorcaregiver.
4) Encouragechildrentofeelgoodaboutthemselvesbycaringcloselywith
loveandunderstanding,whichwillgivechildrentheopportunitytointeract,create
familiarity,love,attachment,andfeelloved.
5) Encouragechildrentoenjoy,arehappywithcreativeactivitiesbygiving
themtheopportunitytolearn,playandpracticeinafriendlyandsafeenvironment.
6) Encouragechildrentobe friendlyandacceptable insocietywithsmile
andgentletouch,observethechild’sexpression,interestedtoanswerthequestions
andtelltheappropriatestoriesforchildrentolearnlanguageandhavethedesireto
learn.
7) Helpchildrentolearnfocusattentionandself-control.Allchildrenneed
the loveandcompassion.Parentsandcaregiversshouldbeagoodrolemodelof
reasoningandtrainchildrentobethoughtfulandmoral.Avoidpunishmentorneglect
toleavethechildaloneorunsupervise.Takequalitytimewithchildren.Payattention
andtreateachotherwithlove.
8) Encouragechildrentousevariouswaystofindanswerstoquestionsand
maketheirownopinionsandfeelinginappropriateways.Answerthechild’squestions.
Fosterthechildtoobservethesurroundings.Also,giveopportunitythechildtoexpress
his/herownthoughtsortryouttheexperimentsthatarenotharmfulordangerous.
9) Encouragechildrentobemotivatedtodogoodthingsbypayattentionto
orpraisewhenthechildbehavesdesirable,suchasrespecttheelder,playwiththe
younger,speakepolitely,payattention,followtheinstructions.
10) Promotethechildrentouselanguagebytalkingandlisteningtochildren.
Use a language that is easy to understand and clearwith a friendly gesture.May
usestorytelling,sharingbookswithchildrenortellingtheincident.
28 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
11) Preparechildren toenterearlychildhooddevelopment setting,when
3-year-oldchildrenarereadytogotoearlychildhooddevelopmentsettingorgo
totheotherdaycaresuchaschilddevelopmentcenters.Parentscanhelpprepare
childrentolearntheworldwidebycreatingapositiveattitudetowardearlychildhood
developmentsetting,forexample,tellthestoryaboutearlychildhooddevelopment
setting,takethechildtoknowthatplacebeforeattending,takethechildforplaying
sometoysanddoesnotthreatentoleavethechildifhe/shemisbehaves.Inaddition,
parentsshouldcreateapositiveattitudetowardcaregiversbytalkabouttheplace
and caregivers to the child before taking the child to join the activitis at early
childhooddevelopmentsetting.
2. Role of Personnel in Early Childhood Development Setting
Every staff in the early childhood development setting is important
inhelping all children toadapt themselvesduring theperiodof connection, thus
theroleofthestaffasfollows.
2.1 Gathering the child’s information on physical growth, information
about the child development, information about the child’s health andmedical
history,includingthebasicinformationaboutthechildandfamily.
2.2 Allstaffintheearlychildhooddevelopmentsettingmustbeawareof
thefearofseparationnaturallytothechild.Inaddition,staffmustbuildanatmosphere
ofloveandwarmth,reliance,expresskindness,andhelpchildrenlearntotrusteach
otherasafoundationofpersonalitydevelopment.
2.3 Allstaffintheearlychildhooddevelopmentsettingshouldbegood
models for children by showing kindness, using creative language, having gentle
manners,andusingreasonsratherthanfeelings.
2.4 Providing activities that enhance children’s familiarity with new
environments, teachers, peers, staff, places, andmaterials. This may include
providing opportunities for children to do activities by themselves, preparing toys
andmaterials for playing, and encouraging children to explore, and experiment
withnewthings.Ensurethatactivitiesoccurinasafeplaceandnochildiseverleft
alone or unsupervised. However, at first, childrenmay be allowed to bring their
lovedoneshome.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 29
Early Childhood Curriculum for Children from Three to Six Years of Age
TheEarlyChildhoodCurriculumforchildrenfromthreetosixyearsofage
provide a guideline formanaging early childhood education in the form of early
childhood care and education. Physical, emotional, social, and cognitive
developmentgoalsareoutlinedtohelpeachchildreachtheirpotential.
Goals TheEarlyChildhoodCurriculumforchildrenfromthreetosixyearsofage
aims to support children’s development as appropriate for their age, individual
potential, and toprepare children’s readiness in learning. Therefore, the goals for
learninganddevelopmentincludethefollowing:
1. Bodiesgrowanddevelopedwithinstandardsforeachagethroughgood
healthhabitsandchildrenlookhealthy.
2. Mentalhealthisgoodandchildrenareaestheticandmoral.
3. Childrenhavelifeskillsandpracticethephilosophyofsufficiencyeconomy,
self-disciplineandothersocialvalues.
4. Children develop thinking skills, communication skills, and inquirly
knowledgeinappropriatefortheirage.
Desirable Characteristic Standards The Early childhood Curriculum for children 3-6 year olds sets desirable
characteristicstandardsasfollows.
30 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
1. Physical Development.Desirablecharacteristicsofphysicaldevelopment
consistsoftwostandards.
Standard1 Bodies grow and developedwithin standards for each age
throughgoodhealthhabits.
Standard2 Largeandsmallmusclesarewelldeveloped,andcoordination
anddexterityincreases.
2. Emotional Development. Desirable characteristics of emotional
developmentconsistsofthreestandards.
Standard3 Mentalhealthisgoodandchildrenarehappy.
Standard4 Emotionsareexpressedthroughart,musicandmovement.
Standard5 Moralityandgoodemotionsareexpressed.
3. Social Development. Desirable characteristics of social development
consistsofthreestandards.
Standard6 Children have life skills and practice the philosophy of
sufficiencyeconomy.
Standard7 Nature,environment,andcultureareappreciated,andpride
istakeninbeingThai.
Standard8 Children getting along happily with others and are good
members of a democratic society, under a regime of
constitutionalmonarchy.
4. Cognitive Development. Desirable characteristics of cognitive
developmentconsistsoffourstandards.
Standard9 Language is used to communicate meaningfully within
appropriateagestandards.
Standard10 Childrendevelopthinkingskillsforbasiclearning.
Standard11 Imaginationandcreativethinkingisdemonstrated.
Standard12 A positive attitude to learning is expressed and be able
tosearchfornewknowledgewithinappropriateage.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 31
Indicators The indicator is the target for developing a child with a consistent
relationshipwiththedesirablecharacteristicstandards.
Desirable Conditions Desirable condition is the expected behavior or competency of the
child based on development by each age level, to be used to determine the
learning content in providing the experience and assessing child’s development.
Detaileddescriptionof desirable characteristics standards, indicators anddesirable
conditionsareasfollows.
Standard 1 Bodies grow and developed within standards for each age through
good health habits.:
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds1.1 Weight and
height according
to age criteria.
1.2 Have good
health and good
health habits.
1.3 Keep self and
others safe
from harm.
1.1.1Weightandheight
accordingtoagecriteria
fromDepartmentofHealth
1.2.1Takehealthyfoods
anddrinkcleanwater
withguidance.
1.2.2Washhandsbefore
eatingandafterusingthe
toiletwithguidance.
1.2.3Takeanaporsleep
onschedual.
1.2.4Performanexercise
onschedual.
1.3.1 Play and do activities
safelywithguidance.
1.1.1Weightandheight
accordingtoagecriteria
fromDepartmentofHealth.
1.2.1Takehealthyfoods
anddrinkcleanwaterby
self.
1.2.2Washhandsbefore
eatingandafterusingthe
toilet by self.
1.2.3Takeanaporsleep
onschedual.
1.2.4Performanexercise
onschedual.
1.3.1 Play and do activities
safely by self.
1.1.1Weightandheight
accordingtoagecriteria
fromDepartmentofHealth.
1.2.1Takeavarietyof
healthyfoodsanddrink
cleanwaterbyself.
1.2.2Washhandsbefore
eatingandafterusingthe
toilet by self.
1.2.3Takeanaporsleep
onschedual.
1.2.4Performanexercise
onschedual.
1.3.1 Play, do activities and
reacttootherssafely.
32 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Standard 2 Large and small muscles are well developed, and coordination and
dexterity increases.
Standard 3 Mental health is good and children are happy.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds2.1 Moves body with
coordination and
balance.
2.2 Have control the
small muscles
such as eye-hand
in coordination.
2.1.1Canwalkalong
theline.
2.1.2Jumpsinplace.
2.1.3Canrunandstop.
2.1.4Catchesaballwith
fullarmsandtrunk.
2.2.1Usesscissorswith
onehand.
2.2.2Copiesacircle.
2.2.3Canstringbeadwith
a diameter of 1 cm.
2.1.1Canwalkforward
onastraightlinewithout
stretchingarms.
2.1.2Jumpsinplace
ononefootwithoutlosing
balance.
2.1.3Canrunandmove
around obstacles.
2.1.4Catchesaballwith
twohands.
2.2.1Cutspaperalong
astraightlinewithscissors.
2.2.2Copiesasquarewith
aclearangle.
2.2.3Canstringbeadwith
a diameter of 0.5 cm.
2.1.1Canwalkbackward
onastraightlinewithout
stretchingarms.
2.1.2ContinuouslyJumps
forwardwithonefoot
andwithoutlosingbalance.
2.1.3Canrunandmove
aroundobstacleswithease.
2.1.4Catchesabounced
ball.
2.2.1Cutspaperalong
acurvedlinewithscissors.
2.2.2Copiesatrianglewith
aclearangle.
2.2.3Canstringbeadwith
a diameter of 0.25 cm.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds3.1 Able to express
emotions
appropriately.
3.2 Feel positive
about self and
others.
3.1.1Expressappropriate
emotionsorfeelingsin
some situations.
3.2.1Talkandexpress freely
withothers.
3.2.2Showssatisfactionin
his/herownworks.
3.1.1Expressemotionsor
feelingsinsituations.
3.2.1Appropriatetalkand
expressesfreelyinsome
situations.
3.2.2Showssatisfactionin
his/herownworksand
abilities.
3.1.1Expressappropriate
emotionsorfeelingsin
situations.
3.2.1Appropriatetalkand
expressfreelyinsituations.
3.2.2Showssatisfactionin
his/herabilitiesandtheir
ownandothers’work.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 33
Standard 4 Emotions are expressed through art, music and movement.
Standard 5 Morality and good emotions are expressed.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds4.1 Interested in,
enjoys and
expresses
through art,
music and
movement.
4.1.1Interestedinand
expressjoythroughart.
4.1.2Interestedinand
expressjoythroughmusic.
4.1.3Interestedinand
expressjoythroughmusic
movement.
4.1.1Interestedin,and
expressjoythroughart.
4.1.2Interestedinand
expressjoythroughmusic.
4.1.3Interestedinand
expressjoythroughmusic
movement.
4.1.1Interestedinand
expressjoysthroughart.
4.1.2Interestedinand
expressjoythroughmusic.
4.1.3Interestedinand
expressjoythroughmusic
movement.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds5.1 Honesty.
5.2 Be kind,
generous and
sharing.
5.3 Have empathy.
5.4 Have
responsibility.
5.1.1Tellsorpointsout
whatishis/herownand
whatbelongstoothers.
5.2.1Showsaffectionto
friendsandbekindtopets.
5.2.2Sharesthingswith
otherswhenguiding.
5.3.1Showsfacial
expressionorgestures
whenpercievesother’s
feelings.
5.4.1Completeswork
whenhelping.
5.1.1Asksforpermission
orwaitsforsomething
belongtootherswhen
guiding.
5.2.1Showsaffectionto
friendsandbekindtopets.
5.2.2Helpsandshares
thingswithotherswhen
guiding.
5.3.1Showsfacial
expressionorgestures
whenpercievesother’s
feelings.
5.4.1Completeswork
whenguiding.
5.1.1Asksforpermission
orwaitsforsomething
belongtoothersbyself.
5.2.1Showsaffectionto
friendsandbekindtopets.
5.2.2Helpsandshares
thingswithothersbyself.
5.3.1Appropriatelyshows
facialexpressionor
gestureswhenpercieves
other’sfeelings.
5.4.1Completeswork
by self.
34 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Standard 6 Children have life skills and practice the philosophy of sufficiency
economy.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds6.1 Takes care of
self in daily
routine.
6.2 Have self-
discipline.
6.3 Demonstrates
economical and
self sufficient.
6.1.1Getsdressedwith
helper.
6.1.2Eatsbyhim/herself.
6.1.3Toiletingwithhelper.
6.2.1Cleansuptoysand
puttheminstorageplace
whenguidance
6.2.2Isabletolineupfor
his/herownturnwhen
guided.
6.3.1Usesappliances
witheconomicalandself
sufficientwhenguided.
6.1.1 Dresses self.
6.1.2Eatswellby
him/herself.
6.1.3Takescareofown
toiletingneeds.
6.2.1Cleansuptoysand
puttheminstorageplace
by self.
6.2.2Isabletolineupby
selfforhis/herownturn.
6.3.1Usesappliances
witheconomicalandself
sufficientwhenguided.
6.1.1Dressesselfwithease.
6.1.2Eatswellby
him/herself.
6.1.3Takescareofown
toiletingneeds,andclean
after by self.
6.2.1Cleansuptoysand
puttheminstorageplace
in order by self.
6.2.2Isabletolineupby
selfforhis/herownturn.
6.3.1Usesappliances
witheconomicalandself
sufficientbyself.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 35
Standard 7 Nature, environment, and culture are appreciated, and pride is taken
in being Thai.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds7.1 Saves the
nature and
environment.
7.2 Be polite
according to Thai
culture and love
in being Thai.
7.1.1Participatesintaking
care of nature and
environmentwhenguided.
7.1.2Abletoputthe
garbageinthebin.
7.2.1Behaveinaccordance
withThaimannerswhen
guided.
7.2.2Saysthankyouand
apologizewhenguided.
7.2.3Stopsstandingwhen
heardtheThaiNational
AnthemandThaiRoyal
Anthem.
7.1.1Participatesintaking
care of nature and
environmentwhenguided.
7.1.2Abletoputthe
garbageinthebin.
7.2.1Behaveinaccordance
withThaimannersbyself.
7.2.2Saysthankyouand
apologizebyself.
7.2.3Stopsstandingwhen
heardtheThaiNational
AnthemandThaiRoyal
Anthem.
7.1.1Takescareofnature
and environment by self.
7.1.2Abletoputthe
garbageinthebin.
7.2.1Behaveinaccordance
withThaimannersbyself
inappropriateness.
7.2.2Saysthankyouand
apologizebyself.
7.2.3Standstoandjoins
insingingtheThaiNational
AnthemandThaiRoyal
Anthem.
36 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Standard 8 Children getting along happily with others and are good members
of a democratic society, under a regime of constitutional monarchy.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds8.1 Respect the
similarities and
differences
between
individuals.
8.2 Have good
interaction with
others.
8.3 Behave as good
members of
society.
8.1.1 Play and do
activitieswithchildren
differentfromtheirown.
8.2.1Playwithothers.
8.2.2Smileorgreetadults
andpersonsarefamiliar
whenguided.
8.3.1Followtherules
whenguided.
8.3.2 Practice as a leader
andfollowerwhenguided.
8.3.3Acceptacompromise
whenconflictswithothers.
8.1.1 Play and do
activitieswithchildren
differentfromtheirown.
8.2.1Playorworkwith
othersingroup.
8.2.2Smile,greetortalkto
adultsandpersonsare
familiar by self.
8.3.1Participateinsetthe
rulesandfollowwhen
guided.
8.3.2 Practice as a leader
andfollowerbyself.
8.3.3Compromisethe
conflictswith
nonaggressivewhen
guidance.
8.1.1 Play and do
activitieswithchildren
differentfromtheirown.
8.2.1Playorworkin
cooperationwithothers
byhavingthepurpose.
8.2.2Appropriatelysmile,
greetortalktoadults
andpersonsarefamiliar
by self.
8.3.1Participateinsetthe
rulesandfollowbyself.
8.3.2 Practice as a leader
andfollowerappropriately
in situations.
8.3.3Compromisethe
conflictswithnonaggressive
orinpeacefulwaysbyself.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 37
Standard 9 Language is used to communicate meaningfully within appropriate
age standards.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds9.1 Have
conversation
and telling
stories to others.
9.2 Able to read
and write
pictures and
symbols.
9.1.1Listenuntilothers
finishspeakingandthen
talkaboutwhathearing.
9.1.2Tellastorywithshort
sentences.
9.2.1Readpicturesand
speakintheirown
language.
9.2.2 Write in form of
scribblingwithindirection.
9.1.1Listenuntilothers
finishspeakingandtalk
about in concordance
whathearing.
9.1.2Tellastorywitha
continuous sentences.
9.2.1Readpictures,
symbols,wordswith
pointingorscaningatthe
textalongthelines.
9.2.2Writeinletterlike
forms.
9.1.1Listenuntilothers
finishspeakingandare
continuously related to
talkingaboutwhathearing.
9.1.2 Able to relate element
ofthestoryandtell
continuouslyinsequence.
9.2.1Readpictures,
symbols,wordswith
pointingorscaningfrom
thebeginningtotheend
ofthetext.
9.2.2Makeorcopyletters
ontheirownnamesand
writetocommunicatein
formsofinventedspelling.
38 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Standard 10 Children develop thinking skills for basic learning.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds10.1 Have ability
to think.
10.2 Have logically
thinking
ability.
10.3 Able to solve
problems
and make
decisions.
10.1.1Canidentifythe
characteristicsofthings
byobservationswith
senses.
10.1.2Matchorcompare
thingsusingone
characteristicorfunction.
10.1.3Sortingthings
accordingtocharacteristics
or functions.
10.1.4Arrangingobjects
inserialorderoridentifying
logicalorderofeventsat
least 3 orders.
10.2.1Identifythe
effects of an event or
actionwhenguided.
10.2.2Guessorpredict
whatmighthappen.
10.3.1Makedecisionon
asimplematter.
10.3.2Usingtrialanderror
tosolvetheproblems.
10.1.1Canidentifythe
characteristicsand
componentsofthings
byobservationswith
senses.
10.1.2Matchandcompare
thedifferencesor
similaritiesofthingsby
observingonlyone
characteristic.
10.1.3Classifyingand
groupingobjectsaccording
toatleast1characteristic.
10.1.4Arrangingobjects
inserialorderoridentifying
logicalorderofeventsat
least4orders.
10.2.1Identifythecause
or effect of an event or
actionwhenguided.
10.2.2Guessorpredict
whatmighthappenor
participateinconclusion
from data.
10.3.1Makedecisionona
simplematterandbegin
tolearntheresults.
10.3.2Identifyproblems
andsolveproblemsby
usingtrialanderror.
10.1.1Canidentifythe
characteristics,components,
changesorrelationship
ofthingsbyobservations
withsenses.
10.1.2Matchandcompare
thedifferencesor
similaritiesofthingsby
observingmorethantwo
characteristics.
10.1.3Classifyingand
groupingobjectsmore
than2characteristics.
10.1.4Arrangingobjects
inserialorderoridentifying
logicalorderofeventsat
least 5 orders.
10.2.1Describethelinks
betweencausesand
effectsthatoccurinevents
or actions by self.
10.2.2Predictwhatmight
happenandparticipatein
a rational conclusion
from data.
10.3.1Makedecisionona
simplematterandaccept
theresults.
10.3.2Identifyproblems,
makechoices,andchoose
a solution.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 39
Standard 11 Imagination and creative thinking is demonstrated.
Standard 12 A positive attitude to learning is expressed and be able to search
for new knowledge within appropriate age.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds11.1 Using
imagination
and creative
thinking to
create artworks.
11.2 Move by
creatively
imagination.
11.1.1Createartworksto
communicatetheir
thoughtsandfeelings.
11.2.1 Move to
communicatetheir
thoughtsandfeelings.
11.1.1Createartworksto
communicatetheir
thoughtsandfeelings
withflexibilityand
originalityorelaboration.
11.2.1Useavarious
Movementormovewith
originalitytocommunicate
theirthoughtsandfeelings.
11.1.1Createartworkto
communicatetheir
thoughtsandfeelings
withflexibility,originality
and elaboration.
11.2.1Useavarious
Movementandmovewith
originalitytocommunicate
theirthoughtsandfeelings.
Indicators
Desirable Conditions
3-4 year olds 4-5 year olds 5-6 year olds12.1 Have a
positive
attitude
towards
learning.
12.2 Have the
ability to
search for
knowledge.
12.1.1 Pay attention to
listen or read by self.
12.1.2Activelyparticipate
in activities.
12.2.1Findanswersto
thequestionsusingthe
methodasguiding.
12.2.2Ask“what”
“who”questionsfor
searchinganswers.
12.1.1Askquestionsabout
thesymbolortheletter.
12.1.2Activelyparticipate
in activities.
12.2.1Findanswersto
thequestionsusingtheir
ownmethod.
12.2.2Ask“where”
“why”questionsfor
searchinganswers.
12.1.1 Interested in
readingbooksandwrite
tocommunicatetheir
thoughtscontinuously.
12.1.2Activelyparticipate
in activities from start to
finish.
12.2.1Findanswersto
thequestionsusingtheir
ownvariousmethods.
12.2.2Ask“when”
“how”questionsfor
searchinganswers.
40 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Learning Timeframe The early childhood curr iculum for children 3-6 years of age
provides a framework for provision of experiences for children approximatly 1-3
academic years, depending on the age of the child entering the educational
institution or early childhooddevelopment setting, the child’s learning timeframe
will be based on each educational institution, with aminimumof 180 days per
academicyear,eachdaywilltakenolessthan5hours,andcanbeadaptedtothe
contextoftheeducationalinstitutionandearlychildhooddevelopmentsetting.
Learning Content Learningcontentisamediumforprovidinglearningexperienceforchildren
to promote all aspects of children’s development tomeet the goals of the
curriculum.Learningcontentconsistsofkeyexperiencesandcontentforlearningas
follows.
1. Key Experiences
Keyexperiencesareguidelinesforteachersusedindesigningexperiences
for children to learn, to practice and that kinds of experiences are important for
enhancingchildren’sdevelopmentinallaspectsasfollows.
1.1 Key Experiences Enhancing Physical Development Experiences
that support children to develop largemuscles, smallmuscles,muscular and
neurological coordination in daily routines or in doing activities, and support
childrentotakecarehealthandhygiene,healthhabitsandsafetyinthefollowing.:
Physical Key Experiences
1.1.1 Using large (1) Non-locomotivemovement.
muscles. (2) Locomotive movement.
(3) Movingwithobjects.
(4) Movementthathelpchildrentoimprovetheir
coordinationusinglargemusclesinthrowing,
catching,kicking.
(5) Playingonplaygroundequipment.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 41
Physical Key Experiences
1.1.2 Using small (1) Playingmanipulativesandconstructingwoodenblocks.
muscles. (2) Drawingandplayingwithcolors.
(3) Modellingsuchasmakingmodelsoutofclay,dough.
(4) Creatingthingsfromwastematerial.
(5) Pickingupobjects,usingscissors,cutting,pastingand
stringingbeads.
1.1.3 Health care. (1) Practicingbasicrulesofhygieneandgoodhabits
in daily routine.
1.1.4 Keeping safe. (1) Keepingselfandotherssafeindailyroutines.
(2) Listeningtostoriesandeventsaboutpreventingharms
orillnessandpromotingsafety.
(3) Playingplaythingssafely.
(4) Roleplaying.
1.1.5 Awareness of (1) Movingbyselfcontrolinthedirection,level,andspace.
the body. (2) Movingacrossobstacles.
1.2 Key Experiences Enhancing Emotional DevelopmentExperiences
thatsupportchildrentoexpress theiremotionsand feelings inanage-appropriate
manner, be aware of the unique characteristics of self-identity, show happiness,
delight, and joy, and empathy for others. Children will developmorality and
righteousness,aesthetics,feelinggoodaboutselfandself-confidencebyengagingin
activitiesasfollows.
Emotional Key Experiences
1.2.1 Aesthetics, (1) Listeningtomusic,singingsongs,andmovingtomusic.
music. (2) Playingrhythmicmusicalinstruments.
(3) Movingtorhythm/music.
(4) Dramaticplay.
(5) Doingartactivities.
(6) Creatingbeautifulthings/Creativity.
42 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Emotional Key Experiences
1.2.2 Playing. (1) Freeplay.
(2) Playalone,smallgroupandfullgroupplay.
(3) Playinginplayareas/corners.
(4) Outdoorplaying.
1.2.3 Morality and (1) Behavinginaccordancewithone’sreligiousrites.
righteousness. (2) Listeningtostoriesaboutmorality.
(3) Discussionandethicalexchanges.
1.2.4 Expressing (1) Reflectivefeelingsofselfandothersinverbal.
emotions. (2) Dramaticplay.
(3) Movingtorhythm/music.
(4) Singingsongs.
(5) Doingartwork.
1.2.5 Having (1) Practicetheactivitiesaccordingtoone’sselfabilities.
self-identity and
believe in self
that are capable.
1.2.6 Showing empathy (1) Congratulationwhenothersarehappyorsad.
for others. Comfortingwhenothersareinjured.
1.3 Key Experiences Enhancing Social Development Experiences
that support children to interactwith people and their environment, to practice
avarietyofactivitiesthroughsociallearningsuchasplayingorworkingwithothers
etc.,doingthingsindailyroutines,engaginginconflictresolutionasfollows.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 43
Social Key Experiences 1.3.1 Daily practice. (1) Self-helpindailyactivities. (2) Followtheguidelinesofthephilosophyofsufficiency economy. 1.3.2 Nature and (1) Participateintakingcareofnatureandenvironment environmental bothindoorandoutdoor. care. (2) Worthusingofmaterialsandsupplies. (3) Artworkthatusesrecycledmaterialsorreused. (4) Growingandcaringplants. (5) Takingcareanimalsthatnotharmful. (6) Discussingnaturalandenvironmentalnewsorevents in daily life. 1.3.3 Local culture (1) DramaticplaywhichonelivesandwithThaiidentity. and Thai (2) Thepracticeoflocalcultureandtraditions. culture practice. (3) Thaicooking. (4) Fieldtrip. (5) Thaifolkplays. 1.3.4 Interaction, (1) Engagingincreaterulesoftheclass. discipline, (2) Beingagoodmemberoftheclass. participation (3) Collaborationinactivities. and social role. (4) Participatinginclassroomjobs. (5) Participatinginspecialeventsactivities. 1.3.5 Play and work (1) Discussionandexchangestheideas. collaboratively. (2) Playandcollaboratewithothers. (3) Doingcooperativeartactivities. 1.3.6 Conflict (1) Participationindecidingtheproblem-solvingsolution. resolution. (2) Participationinconflictresolution. 1.3.7 Accepting the (1) Playingordoingactivitiesingroups. similarities and differences between
individuals.
44 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
1.4 Key Experiences Enhancing Cognitive Development Experiences
thatsupportchildrentoperceiveandlearnthingsaroundthemthroughinteraction
with environment, people and objects with a variety of learning processes.
Therefore, childrenhaveopportunities todevelop their language, imagination and
creative thinking, problem-solving, reasoning thinking, conceptsof things, including
concept ofmathematic as the basis of further learning. The following is the key
experiencesenhancingchildren’scognitivedevelopment.
Cognitive Key Experiences
1.4.1 Using language. (1) listeningtoavarietyofsoundsintheenvironment.
(2) Listeningandfollowingsuggestions.
(3) Listeningtomusic,stories,rhymes,poemsandverses.
(4) Speakingofideas,feelingsandneeds.
(5) Talkingwithothersaboutpersonalexperiencesor
tellingstoriesaboutthemselves.
(6) Describingobjects,events,andrelationships
betweenthings.
(7) Speakingcreativelyinplayandactions.
(8) Waitingforapropertimingtospeak.
(9) Wordorderspeakingforcommunication.
(10) Readingpicturebooks,avarietyofstorybooks.
(11) Independentreading,sharedreading,guidedreading.
(12) Seeingthemodelofcorrectreading.
(13) Observingdirectionofreadingprint,wordsandtext.
(14) Readingandpointingoutprintfromlefttoright,
fromtoptobottom.
(15) Observingthelettersinownnameorfamiliarwords.
(16) Observingthelettersthataccompanythereadingor
writingofanadult.
(17) Guessingwords,phasesorsentencesthatarethe
samestructuredfromstories,songsandpomes.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 45
Cognitive Key Experiences
(18) Playinglanguagegames.
(19) Seeingthemodelofcorrectwriting.
(20) Occasionalsharedwritingandindependentwriting.
(21) Writingwordsthataremeaningfultothechildor
familiarwords.
(22) Spellingandwritingtocommunicatefreely.
1.4.2 Conceptual (1) Observationofcharacteristics,components,changes,
thinking, logical andrelationshipofthingsbyusingappropriately
thinking, sensory senses.
decision making (2) Observationofthingsandplacesfromdifferent
and problem perspectives.
solving. (3) Tellinganddisplayingthelocation,directionanddistance
ofthingswithactions,drawing,photosandpictures.
(4) Playingwithmediathatisspherical,rectangular,
cylindrical and conical.
(5) Sorting,groupingandclassificationofobjectsby
appearanceandshape.
(6) Fittingthingstogether,connectingsmallpiecesto
completedinlargepieces,andtakingthingsapart.
(7) Repetition,addition,andpatterns.
(8) Countinganddisplayingthenumberofthingsin
everyday life.
(9) Comparingandorderingthenumberofthings.
(10) Composinganddecomposing.
(11) Tellinganddisplayingthepositionsofthings.
(12) Measurementbyusingnonstandardtools.
(13) Matching,Comparingandorderingthingsin
length/height,weight,volume.
(14) Tellingandorderingofactivitiesoreventsbytime.
46 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Cognitive Key Experiences
(15) Usingmathematicallanguagewitheverydayevents.
(16) Describingthelinkbetweencauseandeffectof
an events or actions.
(17) Guessingorpredictingwhatmayhappenreasonably.
(18) Participationininferringwithreasonable.
(19) Decisionmakingandparticipationintheproblem
solvingprocess.
1.4.3 Imagination (1) Perceptionandexpressingthoughtsorfeelingsthrough
and creative media,materials,toysandworkproducts.
thinking. (2) Expressingcreativitythroughlanguage,gestures,
movement and art.
(3) Creatingworkproductsusingshapesfromavariety
of materials.
1.4.4 A positive (1) Exploringthingsandlearningresourcesaround.
attitude towards (2) Askingquestionsoninterestingtopics.
learning and (3) Inquiringknowledgeforanswerthequestions.
search for (4) Participationindatacollectionandpresentationof
knowledge. informationfrominquiryinvariousformsand
simplecharts.
2. Content for Learning
Thecontents in children’severyday lives canbeusedasa framework
to provide activities for children. Teachers should not stress rotememorization
incontentareas,butcan insteadsetdetails inconformitywiththechildren’sage,
needs, and interests. The range of educational content is flexible and also is
determined by teachers on the basis of the children’s real-life experiences and
environment.Childrenagesthreethroughsixshouldlearnthefollowingcontent.
2.1 The self. Childrenshouldlearntheirownnamesandfamilynames,
theirappearance,bodyparts,howtotakecareoftheirownbodies,andhowtostay
cleanandsafe,includingtreatingothersafely.Theyshouldknowtheirbackgrounds
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 47
and family,howtobeagoodmemberof familyandschoolandalso respect for
theirrightsandothers.Childrenshouldlearntoexpresstheiropinionsandhearthe
opinionsofothers.Theyshouldlearnself-regulation,playandworkindependently
orwith others, self-awareness, and self-esteem. Children should learn to reflect
emotionsandfeelingsofselfandothersandalsoexpresstheiremotionsandfeelings
appropriately.Theyshouldbewellmannered,moralityandrighteousness.
2.2 People and places around children. Children should have
opportunities to learn about their families, educational institutions, communities,
and thepeoplewhoareclose to themand interactwith them indaily life.They
shouldlearnaboutspecialplaces,specialdays,holidays,occupationsofpeoplein
community, their religion, community culture, symbolof Thai nationality, and the
practiceofThaiidentity,localcultureorotherlocalwisdom.
2.3 Natural environment. Children should learn about the name,
nature, composition, changesand relationshipofhumans, animals,plants, aswell
astheknowledgeofsoil,water,sky,weather,naturaldisasters,strengthandenergy
of daily living around children’s environment, including the conservation of the
environmentandthepreservationofpublicdomain.
2.4 Things around children.Childrenshouldlearntousethelanguage
tocommunicateineverydaylife,andthebasicknowledgeabouttheuseofbooks
and print. Children should know the names, properties, colors, textures, sizes,
shapes,forms,volume,weight,numbers,composition,changes,andrelationshipof
thingsaroundthem.Thisincludestime,moneyandthebenefitsofusingit.Children
should learn about the choice of appliances, vehicles, transporation, technology,
and communication equipment used in daily life with economical, safe, and
environmentally friendly.
Provision of Experiences Theprovisionofexperiencesforchildrenthreethroughsixyearsoldshall
notbeorganized intosubjectmatters,but rather integrated intoactivities through
play. This enables the children to learn fromdirect experiences and builds their
knowledge, skills, morality, righteousness, and physical, emotional, social, and
48 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
cognitivedevelopment.Thefollowingaretheprinciplesandguidelinesforproviding
experiences.
1. Principles in Provision of Experiences
1.1 Provideplayandlearningexperiencestocontinuallydevelopthewhole
child.
1.2 Emphasize child-centered activities, and respond to the needs,
interests,individualdifferences,andsocialcontextofthechild’slife.
1.3 Emphasizetheimportanceofbothlearningprocessesandchildren’s
development.
1.4 Assess children’s development as an ongoing process and
incorporate it into the provision of experiences, including use assessment results
tomaximimizechildren’sdevelopmentandlearning.
1.5 Work in partnership with parents, families, communities and all
partiesinvolvedtodevelopchildren.
2. Guidelines in Providing Experiences
2.1 Provideexperiencesinlinewiththedevelopmentalpsychologyand
brainfunctionthat isappropriateforthechild’sage,maturity,anddevelopmental
rangeinordertoallchildrenhavefullpotential.
2.2 Provideexperiencesinlinewiththechildren’slearningstyle.Children
learn through five senses,movement, exploration, play, doing things, observation,
investigation,experimentation,andsolvingproblemsbythemselves.
2.3 Provideexperienceswithan integratedcurriculumusingboth skills
and content.
2.4 Provideexperiencesforchildrentocreate,think,plan,makedecisions,
take action, and present their thoughts. Teachers are supporters, facilitators, and
learnersalongwithchildren.
2.5 Provide experiences for children to interactwith peers and adults
in an environment that supports learning with a warm and happy atmosphere.
Also,childrenshoulddoactivitiesinvarioustypesofcooperation.
2.6 Provide experiences for children to interactwith variousmaterials
and learning resources and in the context of children’s lives or correspondwith
thesocialandculturalcontextssurroundingchildren.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 49
2.7 Provideexperiencesthatenhancedesirablecharacteristicsanddaily
lifeskillsbyfollowtheguidelinesofthephilosophyofsufficiencyeconomy,including
morality,righteousnessanddisciplineaspartofacontinuinglearningexperiences.
2.8 Provide experiences that are both pre-planned and improvised
duringteaching.
2.9 Collect information on the individual child’s development and
learning,reflecton,andusethat informationindesigninglearningexperiencesand
forappliedclassroomresearch.
2.10 Parents and communities collaborate in providing experiences,
including planning, supportingmaterials and learning resources, participating in
activities,andassessingthechild’sdevelopment.
3. Provision of Everyday Activities
Activities for children three through six years old can be provided in
various types of everyday activities. It helps both teachers and children to know
what activities should be done, and when or how they will take place. Thus,
everydayactivitiescanbeorganizedinavarietyoftypesofactivities.Theimportant
thingisthatteachersmustconsideractivitiestocoverallaspectsofdevelopment.
Theprovisionofeverydayactivitieshastheprinciplesandscopeasfollows.
3.1 Principles of Everyday Activities
3.1.1 Set up the length of time to provide each age-appropriate
activity each day, but flexible tomeet the needs and interests of children, for
example,thechildren’srangeofinterests,
3-4yearoldsareinterestedinabout8-12minutes.
4-5yearoldsareinterestedinabout12-15minutes.
5-6yearoldsareinterestedinabout15-20minutes.
3.1.2 Theactivities that focusonthinking forsmallgroupsandthe
wholegroupshouldnotusemorethan20minutes.
3.1.3 Theactivitieswherechildrenchoosefreely,allowthechildren
tomakechoices,decisions,solveproblemsandcreativitysuchasplayinginplayareas
oroutdoorplaying,shoulduseapproximately40-60minutes.
50 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
3.1.4 Activities should be balanced between indoor and outdoor;
large muscles and small muscles; individual, small group, and whole group;
child-initiatedandteacher-initiated;andactiveandpassive.Theseactivitiesshould
be provided in a schedule. Also, activities that are active should be alternated
withpassiveonestoensurethatchildrendonotbecometooexhausted.
3.2 Scope of Everyday Activities
Selectionofactivitiestobeorganizedonadailybasiscantakemany
forms, depending on the suitability of each educational institution setting. The
importantthingisthattheinstructormusttakeintoaccounttheactivitiesthatcover
allaspectsofdevelopment.Activities takingplaceeachdaymustcoverallof the
following.
3.2.1 Developing large muscles. Inordertodevelopthestrength,
balance, flexibility, fluidity, coordination, and dexterity in using the body, and
rhythmicmovementsintheuseoflargemuscles,teachersshouldprovideoutdoor
activities,playingonplaygroundequipmentandmovingbodypartstomusic.
3.2.2 Developing small muscles.Inordertodevelopthestrengthof
smallmuscles and eye-hand coordination, teachers should provide activities that
promote playingwithmanipulative toys and puzzles, getting dressed by himself/
herself, handling a spoon and fork, andusing artmedia such as crayons, scissors,
paintbrushes,clay,etc.
3.2.3 Developing emotions and cultivating morality and
righteousness. In order to cultivate the children to have positive feelings of
themselves and others, self-confidence, and self-discipline; to show expressions;
to be responsible, honest, wellmannered, and kind; to share, and to behave in
accordancewith Thai culture and religion, teachers should provide opportunities
for children to make decisions, to receive responses to their needs, and to
continuouslypracticemoralityandrighteousness.
3.2.4 Developing social character. In order for children to have
sociallybeneficialbehavior;showappropriateexpressions;livehappilywithothers;
help themselves in theirdaily routines; loveworking;andawareof theirownand
others’safety,includingthedangerofstrangers,teachersshouldencouragechildren
to be considerate in their daily routines, such as eating, sleeping, going to the
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 51
bathroom, cleaning, cooperative playing andworking, following rules, cleaning up
whentheyarefinishedplayingorworking,etc.
3.2.5 Developing thinking.Inorderforchildrentodevelopskillsin
conceptualization,reasoninginmathematicsandsciences,teachersshouldprovide
meaningfulactivitiesforchildrentoobserve,classify,compare,inquiry,talk,discuss
and exchange thoughts, and invite resource persons to talk with the children.
Also, childrenmay research information from various resources, experiment, take
fieldtrips,playage-appropriateeducationalgames,solvetheirproblemsindailylife,
designandconstructionwork.Moreover,childrenshouldhaveopportunitiestodo
activitiesinsmallgroups,asawholegroup,orindividually.
3.2.6 Developing language.Inorderforchildrentohaveopportunities
to use language to communicate andexpress their feelings, thoughts, knowledge,
and understanding of various things, also can ask questions inwonder, teachers
should provide a variety of language activities and encourage children to express
themselves in speaking, listening, reading andwriting. The essential purpose for
developing language is to cultivate a love of reading. Concerned persons around
children should be goodmodels in using language. The important thing is to be
awareoftheprinciplesforprovidingappropriatelanguageactivities.
3.2.7 Enhancing imagination and creative thinking. In order for
children to promote creative thinking, express their emotions and feelings, and
appreciate the beauty of things around them, teachers should use creative art
activities,music,movement,andrhythmstoenhance imagination.Childrenshould
also have opportunities to freely create things, to play in various play areas, and
toplaywithwater, sand,andblocksusingdifferent sizesandshapes toconstruct
buildings.
Assessing Children’s Development Assessingdevelopmentinchildrenthreethroughsixyearsofageistoassess
theirphysical,emotional,social,andcognitivedevelopment.Itshouldbeanongoing
processandavitalpartoftheactivitiesprovidedforchildreneachday.Theresults
ofassessmentsofchilddevelopmentneedtobedocumentedinasystematicway,
bygatheringindividualizedworksthattelltheexperiencesthechildreceives,learns
52 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
ormakesprogress.Teacherscanusedocumentationtodetermine,adapt,andplan
the activities to enhance each individual child’s development goals. Assessing
children’sdevelopmentisbasedonthefollowingprinciples.
1. Assesssystematicallyorplanforsystematicassessment.
2. Assesseverydomainofdevelopment.
3. Assessindividualchildrencontinuouslythroughouttheschoolyear.
4. Useauthenticassessments,thecontextofassessmentsshouldberealistic
situations where children are engaged in everyday activities with a variety of
appropriatemethodsandinstruments.Suchmethodsshould not use paper tests or
written examinations.
5. Summarizeassessment informationanduse the resultsassessments to
furtherdevelopchildren.
Theappropriatemethodsofassessmentforchildrenthreethroughsixyears
old areobserving, recording the individual child’sbehaviors, having conversations,
interviewing, and analyzing the child’s work samples that the teacher has
systematicallykept.
Educational Institution Curriculum Management Educational institutioncurriculumorearlychildhooddevelopment setting
curriculum is a program of early childhood education level that is designed or
plannedtopromotethechildrentoachievedesirablecharacteristics,indicators,and
desirable conditions as required by the Early Childhood Curriculum. Also, the
educational institutionsmust take into account the vision, focus, local wisdom,
context, and community’s needswhen design educational institution curriculum
asfollows.
1. Educational institution curriculum objectives
Educationalinstitutionsorearlychildhooddevelopmentsettingsshould
formulate own curriculum based on the Early Childhood Curriculum, andmust
linkthestandardsofdesirablecharacteristics intheEarlyChildhoodCurriculumto
the educational institution curriculum, including reflect the principles of the Early
Childhood Curriculum such as the collaboration between families, communities,
educationalinstitutionboard,teachers,andthoseinvolvedindevelopingchildren.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 53
2. Formulation of educational institution curriculum
The educational institution curriculum or early childhood setting
curriculumshouldrespondtosocialandeconomicchanges,aswellaschanges in
line with the children’s nature and learning. Thus, educational institutions and
earlychildhooddevelopmentsettingsshouldformulatethecurriculumasfollows.
2.1 Study and understand the Early Childhood Curriculum, instruction
of Early Childhood Curriculum and other documents, including studying the
information about children and families, their current situation, problems in the
community,localwisdomandlocalneeds.
2.2 Formulatetheeducationphilosophy,vision,missions,goals,desirable
characteristic standards, indicators, desirable conditions, and curriculum structure
consistsofananalysisoflearningcontentoftheyeartodeterminethekeyexperiences
andcontent for learning tobe learned ineachage range, the learning timeframe,
the provision of experiences, the learning atmosphere,materials and learning
resources, assessment of children’s development, and curriculummanagement.
Also,educationalinstitutionsorearlychildhooddevelopmentsettingsmayexpand
thecurriculumstructurebasedontheneedsofeacheducationalinstitution.
2.3 Conduct assessments in three stages as a way to periodically
inspect the educational institution’s curriculum. First, conduct an assessment
before implementing the curriculum. Early childhood specialistsof experts should
assess the curriculum’s quality and components of the curriculum. Second, an
assessment conducted during implementation is to evaluate how the curriculum
works andwhat should be improved. Third, an assessment after implementation
is to evaluate thewhole systemof the curriculum, its results, andhow it should
befurtherdevelopedorimproved.
Early Childhood Education Management (Children Age Three to Six Years Old) for Special Target Groups Early childhood educationmanagement (children age three to six years
old)forspecialtargetgroupsinvolvesadaptingthecurriculumstructure,contentfor
learning, theprovisionof experiences, and assessment of children’s development
appropriatetothecontext,needsandpotentialofeachspecialtargetgroup,inorder
54 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
to develop children’s qualities according to the desirable characteristic standards
oftheEarlyChildhoodCurriculumasfollows.
1. Targeting quality of children. The Early Childhood Curriculum sets
desirablecharacteristicstandardsandcontentforlearningasagoalandaframework
for all concerned parties used in developing children. Educational institutions or
educationalmanagement persons for special target groupsmay select or adapt
indicators and desirable conditions for the development of the child, in order to
developanindividualizededucationalplancoveringthedevelopmentofthechild’s
physical,emotional,socialandcognitive.
2. Assessments of child development. Assessing child’s development
musttakeintoaccountthedifferentiatingfactorsofchildren,suchaschildrenwith
disabilities, may need to be adjusted to assess their child’s developmental
disabilities.Themethodsandinstrumentsusedshouldbeconsistentwiththespecial
targetchildren.
3. Educational institutions with special target children. Educational
institutionswithspecialtargetchildrenshouldbesupportedbyteacherstoprovide
careandpromotedevelopment. Ifthespecialtargetchildren’sdevelopmentdoes
notmeet the goal, it shouldbe forwarded to thechilddevelopmentcenterwith
specialneedsinordertobefurtherdeveloped.
Links Between Early Childhood Education and First Grade Education Level Buildingconnectionsbetweenearlychildhoodeducationandthefirstgrade
educationlevelaremostimportant.Allconcernedshouldbeinterestedindecreasing
any gaps in understanding regarding the educationalmanagement of both levels,
whichaffectslearningmanagement,teaching,children,teachers,parents/guardians,
and other education personnel. Making connections create positive effects on
early childhood learning to adapt to change and to develop learning smoothly.
To succeed in building connections between early childhood education and
thefirstgradeeducationlevel,allconcernedpersonsshouldproceedasfollows.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 55
1. Educational Institution Administrators
Educational institution administrators take the lead role in connecting
theEarlyChildhoodCurriculumwiththeBasicEducationCoreCurriculumfirstlevel,
orprimaryeducationgradeone.Thus, theymuststudybothcurriculumlevels for
understanding. The administrators should ensure systematic educational links
betweenthetwolevelsasfollows.
1.1 Providemeetings between teachers of early childhood education
andprimaryeducation todevelop linksbetweenbothcurriculum levels.Thiswill
helpteachersinpreparinglessonsthatareappropriateforeachage.
1.2 Provide both levels of curricula and academic documents for
teachersandotherpersonneltostudysufficiently.
1.3 Provide activities for teachers at both levels to exchange and
disseminatenewknowledge.
1.4 Supplymedia,materials and organize environments that promote
thebuildingconnections.
1.5 Provideactivitiestoeducate,interactinvariousways,anddistribute
document regularly to parents/guardians. This helps parents or guardians to
understand both education levels and how to help their children adapt better
tonewenvironments.
In caseofeducational institutiondoesnothave thefirst gradeeducation
level in its educational institution, the administrators should coordinatewith the
educational institution thatexpects thechild toattend, tohelpparents/guardians
understandhowtohelptheirchildrenadapttoaneweducationalinstitution.
2. Early Childhood Teachers
Early childhood teachersmust study the Early Childhood Curriculum
andprovide activities to develop the childrenunder their care. They should also
studytheBasicEducationCoreCurriculumandlearningmanagementinthefirstgrade
level, as well as buildmutual understandingwith parents/guardians and others
concerned to help children prepare for the first grade. The following sample
activities are recommended.
56 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
2.1 Gather individual children’s information and send to first grade
teacherswhowillusetheinformationtohelpthechildrenadapttothenewlearning
and environment.
2.2 Communicatewithchildrenaboutgoodlearningexperiencesinfirst
gradesothatchildrenwillhavepositiveattitudetowardlearning.
2.3 Provide opportunities for children to become acquainted with
teachersandwiththeenvironmentofthefirstgradeclassroom.
2.4 Providematerials, books that are appropriate for child’s age, also
encouragechildrentolearnandhaveabasicexperiencethatisconsistentwiththe
buildingconnectioningrade1.
3. Primary Teachers
Primary teachersmust have the knowledge, understanding children’s
development, and positive attitude to provide proper early childhood education
experiences.Theyshouldalsoensurethatlearninginthefirstgradeislinkedtoearly
childhoodlearningexperiencesasfollows:
3.1 Provideopportunitiesforchildrenandparents/guardianstobecome
acquaintedwithfirstgradeteachersandclassroomsbeforestartingschool.
3.2 Arrangetheclassroomsimilarlytotheearlychildhoodclassroomby
providing areas for children todo free activities, such as thebook area, toy area,
anddidacticgamearea,tohelpfirstgradersadaptandlearnfromactualpractice.
3.3 Provideactivitieswherechildrenparticipateinmakinguptherules.
3.4 Provideactivitiestohelpandpromotechildren’slearningaccording
to individual difference.
3.5 Publicizeinformationaboutlearningandbuildingpositiverelationships
withchildren,parents/guardians,andcommunities.
4. Parents/Guardians
Parents/guardians play an important role in parenting and promoting
theirchildren’seducationandtohelptheirchildreninlearningatfirstgrade.Parents/
guardiansshoulddothefollowing.
4.1 Studyandunderstandingthecurriculumatbothlevel.
4.2 Supplybooksandaccessoriesthatareappropriateforchild’sage.
Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 57
4.3 Havegoodinteractionwithchildren,loveandcaringforchildrenclosely.
4.4 Schedule time for activities with children, such as storytelling,
shared reading, discuss, asking questions about learning, and reinforcement and
encouragement.
4.5 Collaboratewith teachers and educational institutions in preparing
childrentobeadaptable.
Supervision, Follow up, Evaluation, and Report Effective systems should be established for the supervision, follow up,
evaluation, and outcome reporting of the curriculum implementation. This
requirement is in linewith important principles for early childhood educational
institutionsandtheirmanagement,necessitatingcooperationbetweenallconcerned
in the community. They are jointly responsible for raising children tomeet the
desirable characteristics standards and expectations of society. All concerned,
therefore, should be informed of progress and obstacles, and given opportunities
tocollaborateandassistwithearlychildhoodeducationmanagement inachieving
authenticquality.
The supervision, follow up, evaluation, and reporting the results of early
childhoodeducationmanagementarepartsoftheeducationadministrationprocess
and quality assurancemechanism, which should continuouslymeet the early
childhood education standards. Therefore, all concernedwill be confident in the
system.Anetwork-consistingofministerialandnon-ministerialorganizationsat the
national,district, andeducational institution levels-shouldexecute theseactivities.
A committee should be established, consisting of persons from all levels,
andprofessions.
Educationoutcomereportsatalllevelsshouldbedistributedwidelytoall
concerned and to thepublic, in order to provide informationon the educational
quality development plans for educational institutions or early childhood
developmentsettings.
58 y Early Childhood Curriculum B.E. 2560 (A.D. 2017)
Contributors
Honorary Advisors Mr.KarunSakulpradit
Translator AssociateProfessorDr.PachareePhonyotin
Executive Editor Dr.WoranartRaksakulthai
Editorial Team
Mrs.PavineeSanthaweesuk
Mrs.KanyaSaenwong
MissKobkulSukka
MissKamolchanokPhansamdang
MissHatayaChampee
Produced by Bureau of Academic Affairs and Educational Standards Ministry of Education
Ministry of EducationTHAILAND
Early Childhood CurriculumB.E. 2560 (A.D. 2017)
Early Childhood Curriculum B.E. 2560 (A.D. 2017)