ประสบการณ์ชีวิตของมารดาคนอีสานในการส่งเสริมทักษะกระบวนการคิดเชิงบริหารของเด็กก่อนวัยเรียน

Nedruetai Punaglom; Apisit  Shakansilp; Ornuma  Kaewkeard

Authors

Nedruetai Punaglom Boromarajonani College of Nursing Nakhonphanom, Nakhonphanom University, Nakhonphanom, 48000, Thailand
Apisit Shakansilp Boromarajonani College of Nursing Nakhonphanom, Nakhonphanom University, Nakhonphanom, 48000, Thailand
Ornuma Kaewkeard Boromarajonani College of Nursing Nakhonphanom, Nakhonphanom University, Nakhonphanom, 48000, Thailand

Keywords:

lived experiences, Isaan mother, executive functions, parents of preschool children, phenomenology, Northeastern of Thailand

Abstract

This hermeneutic phenomenology study aimed to explore the experiences of mothers in the Northeastern region of Thailand in promoting executive functions in preschool children. The study included 20 mothers from the Northeastern region of Thailand with both male and female preschool children aged between 3 and 6 years old, selected purposively based on inclusion criteria. Data were collected through in-depth interviews and field notes, and thematic analysis was employed for data analysis. Trustworthiness was ensured through triangulation, member checking, and peer debriefing.

The results indicated that mothers from the Northeastern region of Thailand, with ages ranging from 21 to 38 years, had diverse educational backgrounds, with 60 percent graduating from lower secondary school, and 85 percent having 2 to 3 children. Seven themes emerged from their experiences, including 1) raising according to birth and learning from real life, 2) teaching them to think and explaining reasons, 3) being a role model, 4) teaching and advising according to age, 5) prohibiting and admonishing, 6) addressing disobedience with punishment, and 7) letting them go.

These findings suggest strategies to enhance executive functions in preschool children by encouraging quality time with their families for learning life skills. Mothers are advised to act as positive role models, guide their children in the right direction, and strike a balance between restraining and supporting children to express their emotions, feelings, and behaviors appropriately.

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