การพัฒนารูปแบบการส่งเสริมพัฒนาการเด็กในศูนย์พัฒนาเด็กเล็ก วิทยาลัยพยาบาลบรมราชชนนีนครพนม

สิริณัฏฐ์ โภคพัชญ์ภูเบศ; ชลิดา ธนัฐธีรกุล; สมสมร เรืองวรบูรณ์

Authors

สิริณัฏฐ์ โภคพัชญ์ภูเบศ
ชลิดา ธนัฐธีรกุล
สมสมร เรืองวรบูรณ์

Abstract

This action research aimed to develop a child development promotion model in the Child Development Center, Boromarajonani College of Nursing, Nakhon Phanom. A purposive sampling method was used to select the sample, including all teachers, caregivers, and committee of the Child Development Center, Boromarajonani College of Nursing, Nakhon Phanom. Research instruments were an interview form on knowledge, and the observation form on skills to assess and promote child development of the teachers in the Child Development Center, Boromarajonani College of Nursing, Nakhon Phanom. Data were collected using observation, interviews, and focus group discussion. Data were analyzed using percentage, mean, standard deviation, and content analysis.

Results were as follows.

1. There were 4 components in the development of the child development promotion model in the Child Development Center, Boromarajonani College of Nursing, Nakhon Phanom as follows: (1) providing the service system on the development integrating with the learning experience plan; (2) developing people by developing teachers’ potential on knowledge and skills on child development promotion; (3) monitoring and transferring the information of development; and (4) having parents’participation.
2. Results from the implementation of the child development promotion model in the Child Development Center, Boromarajonani College of Nursing, Nakhon Phanom showed that the developed model had a clear and continuous pattern. It was an effective model for children’s development and monitoring children and promoting their development based on their age. By using the developed model, they had better development than the past (97.5%). In addition, the developed model can promote the teachers to gain knowledge and skills in assessing and promoting child development. It was found that 66.7% of the teachers reported the average score on knowledge at a high level while 33.3% of them were at a moderate level. Also, 66.7% of the teachers reported the average score of skills on promoting child development at a high level while those of 33.3% were at a moderate level. Mean score of knowledge and skills in assessing and promoting child development of teachers after proper development was significantly higher than the past (mean=17.0 S.D., mean=2.3, =16.00 S.D.=3.5) (p<.05). This study reflected that the success factor for the development of child development promotion model in the Child Development Center, Boromarajonani College of Nursing, Nakhon Phanom was the participation of all concerned parties in analyzing the problems, planning for the implementation and monitoring the operation. Therefore, it can be adapted to the situation. The reflection and summary of lessons learned after the implementation were also done. Hence, the appropriate and effective child development promotion model for the Child Development Center, Boromarajonani College of Nursing, Nakhon Phanom was prepared. As a result, the development of children was better.

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