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Ministry of Education THAILAND Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017)

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Page 1: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

Ministry of EducationTHAILAND

Early Childhood CurriculumB.E. 2560 (A.D. 2017)

Early Childhood Curriculum B.E. 2560 (A.D. 2017)

Page 2: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

Early Childhood CurriculumB.E. 2560 [A.D. 2017]

Ministry of EducationTHAILAND

Page 3: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

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.,

Bangplad,Bangkok10700

Tel.(662)424-4557,(662)424-0694Fax(662)433-2858

Page 4: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

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.

Page 5: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

Preface OfficeofTheBasicEducationCommission,MinistryofEducation

thankyouallthoseinvolved,includingtheMinistryofInterior,MinistryofSocial

DevelopmentandHumanSecurity,MinistryofPublicHealth,theSecretariat

oftheCouncilofEducation,University,RajabhatUniversity,andtheprivate

sectorparticipatedinthedevelopmentoftheEarlyChildhoodCurriculum

B.E.2560whichshouldbesuitableforuseinmanagementofearlychildhood

educationofthecountry.

(Mr.KarunSakulpradit)

SecretaryoftheBasicEducationCommission

Page 6: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

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

Page 7: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

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

Page 8: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

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

Page 9: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

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

Page 10: Early Childhood Curriculum B.E. 2560 (A.D. 2017)Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 5 Early Childhood Curriculum for Children under Age Three The Early Childhood Curriculum

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

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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.

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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.

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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.

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6 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 7

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8 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 9

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8 y Early Childhood Curriculum B.E. 2560 (A.D. 2017) Early Childhood Curriculum B.E. 2560 (A.D. 2017) x 9

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ristic

s

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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

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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

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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

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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

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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

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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.

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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

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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.

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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

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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

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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.

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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.

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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

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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

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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.

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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

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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.

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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.

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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.

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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.

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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

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Ministry of EducationTHAILAND

Early Childhood CurriculumB.E. 2560 (A.D. 2017)

Early Childhood Curriculum B.E. 2560 (A.D. 2017)