เรัยนรู้ จาก ⭕️ ถึง ✴️ ใน 3.5 ปี
We have been looking at Thailand education [system] problems to learn and understand what education is for, why the system fail to deliver 'education' to the people['s expectation]. We have 'chunked' (subdivided into smaller parts of) the system by 'actors' with their goals and roles (mandates and means to achieve the grand final goal as set out in the constitution). We turned our focus on 'preschool' the entry point into the education system. We know from observations that young children have great capacity to learn. They can learn languages, uses of sensory organs and tools, and many many skills to become independent and intelligent beings. we have come to believe that preschool phase is a very important and first step in the life long learning. We must now reflect (question and answer) on this emphasis on 'preschool'. Because, our children are targets of preschool (in our focus). Our children are our hope and means for achieving our goal of better [knowledge/intelligence] society. And because our intelligent children are not just other biological automata for us to play.
[Added this comment 21/11/2565: Knowledge/Intelligence Society คือ สังคมเปี่ยมความรู้ หรือ สังคมเปี่ยม ปัญญา เป็นความมุ่งหวังของ พระราชบัญญัติการศึกษาแห่งชาติ มาตรา 6 “การจัดการศึกษาต้องเป็นไปเพื่อพัฒนาคนไทยให้เป็นมนุษย์ที่สมบูรณ์ทั้งร่างกาย จิตใจ สติปัญญา ความรู้ และ คุณธรรม มีจริยธรรมและวัฒนธรรมในการดำรงชีวิตสามารถอยู่ร่วมกับผู้ได้อย่างมีความสุข”. ]
What do we mean by 'intelligent being'?
We have talked about education as instilling knowledge and skills (the 3Rs for schools) into learners. Is education then the development of intelligence [the ability to comprehend; to understand and profit from experience; antonym: stupidity]? How do we describe/define 'intelligence' in measurable terms? Are there indicators and/or measuring devices that can tell us if a being is intelligent? Are there different kinds of intelligence? If so which one or which mix is biological (natural) or desirable (cultural) intelligence for 'human' (species)? Is intelligence inherited (through DNA, culture and/or education)? And is education is development of intelligence?
How do we answer these questions? [I am not qualified and do not intend to give my answers. I would like to talk about education as a set of processes for developing intelligence.] We shall individually reflect in our ways (but in public so that our reflection can benefit other people).
Can we rely on Artificial Intelligence (AI; some learning algorithms) to define Intelligence for us?
Tests of Intelligence
We have heard of Intelligence Tests (IQ tests), Emotional Intelligence (EQ tests), Examinations, and PISA tests. Are they 'good' measures of Intelligence? What do they tell us? Our abilities to 'read' and understand the 'intended' messages/questions (in various forms) and our abilities to express/'write' in (the form that testers can understand) in reply? [Differences in cultures, environments and languages make comparisons of these tests across societies very difficult and conditional. what does 'Normal Intelligence' mean?]
Can we develop/stimulate Intelligence?
We ask here if we can learn (from family, school, environment and other source of) intelligence. [Here we assume that intelligence capacity is not fixed but changeable by external conditions.] How much and how fast can we increase our intelligence? [We know our young children can learn a lot and fast.]
What our children are capable of?
[Let us follow this branch of reflection deeper (vertically), assuming we can teach/stimulate increase in intelligence.] We don't really have clear 'standard' checklists for 'child development' apart for some physical/body capabilities. So, [WARNING ⚠️] please keep in mind that the following is a list of what SOME children are capable at certain ages, NOT every child is the same to the next child. The list is compiled in my own (not rigorous) study as a clue for your reflection.
What can a 0-1 years old child do? (Please share your experience.)
- suckle
- sleep
- cry
- look around
- listen or pay attention to movements and noises
at 3 months
- grab and hold objects, toy
- touch own mouth, nose, feet
- turn over back to front, side to side
- some can hold milk bottle and suckle by self
at 6 months
- sit or squat - body up right
- turn head freely left/right up/down --to fix eye on something
- crawl or drag body to other place
- stand when aided -- holding to something
- smile, blow (bubbles)
- make different noises (for different needs/situations)
- reject/refuse food/drink
at 9 months
- sit comfortably
- watch TV for more than 15 minutes at a time
- engage in contact --smile, laugh/giggle, wave hands
- crawl freely
- stand by self
- walk with/pushing walking aid
at 11 months
- walk by self
- call mum, dad, cat/dog's name
- climb up and down steps/stair 4-legged ways
- watch children TV/Video for more than 30 minutes;
- know identities on children shows (Bluie, Thomas, Big Bird, Wiggle,...)
[We can sum up the first year development as exploration and discovery, mostly about self, own sensory organs, own environment and own interests. Teaching infants is through multimedia and play (contact) -- no instruction (of course).
At 1 -2 years, it is the age of discovery: First word, first phrase, first song, first arm-swing (when walking), first run, first kick, first throw, first bend (down to pick something up), first dance, first put toy back in a box, first answer (yes/no), first doodle (with a marker or crayon, first turn pages of books, fist block stacking, first open an close boxes, first push buttons, first turn on/off TV, first take off shoes/socks, cap/hat, some even T-shirt, first warning about toilet events, first love-and-kiss,...
We would see that children have moved from self discovery to world explorer and environment tester. The exploration continues rapidly at 2-3 years old. This time the list of firsts becomes a list of agains -- as in can we have ice cream again, can we go to the park again,... ['again' is the most used word in my experience with my child and grandchild. Yours may be different. But more of same will be there.] And they now show they can remember (have memory) and have preferences (like/dislike). [That is not mentioned in the 'baby manual' ;-) is it?]
what can a 3-4 years old child do? (can we use the list as tests? หลักสูตร อนุบาล ๑)
- เดิน ๒๐๐๐ เมตร วิ่ง ๑๐๐ เมตร กระโดด(กบ) ๑๐ เมตร กระโดดลง ๐.๔๐ ม ขึ้นลงบันใด ๑๐+ ขั้น ปีนต่ายบันใดลิง
- ยก สิ่งของ น้ำหนัก ๕+ กก. ลากสิ่งของ ๑๐ กก. ผลักสิ่งของ ๑๐ กก.(โต๊ะ เก้าอี่) เคลื่่อนย้าย สิ่งของ ๑๐+ กก
- โยน และ รับ รูปทรงต่างๆ เช่น บอล ลูกช่วง frisbee วงห่วง กล่องกระดาษ -- น้ำหนักเบา ๑๕๐- ก.
- รู้จัก พยัญชนะ ที่ใช้บ่อย ๓๐+ ตัว สระ ที่ใช้บ่อย ๒๐+ ตัว วรรณยุกต์ ทุกตัว ตัวเลข ไทย และ อาระบิค
- รู้จัก เครื่องหมาย (signs) + . ? ! thumb up/down, exit, left/right arrows, mens & womens [toilets]
- รู้จัก นับ ๑-๒๐ สี ๑๐ รูปทรง ๑๐ เขียน คัวเลข ทั้ง ๑๐ วาด เส้น วาด รูป และ ระบายสีรูป (ตาม คิด)
- รู้จัก *ฟัง* พูด คำง่ายๆ ในชีวิตประจำวัน ๓๐๐+ คำ อ่่าน คำง่ายๆ ๒๐๐+ คำ เขียนคำง่ายๆ ๑๐๐+ คำ
- รู้จัก อ่าน เวลา บอกเวลา หน่วยวัดต่างๆ ชื่อวัน ชื่อเดือน
- รู้จัก ป่้ายจราจร และ อื่นๆ รู้ดาวที่เห็นได้ด้วยตาเปล่า
- รู้จัก สัตร์ ๒๐ สิ่งของ ๕๐ และ อารมณ์ ดีใจ เสียใจ ชอบ ไม่ชอบ สุข เศร้า อุ่น ร้อน เย็น หนาว
- รู้จัก BASIC HYGIENE ล้างมือ ก่อนอาหาร, FLUSH TOILET, dry hands with a towel or a tissue, brush teeth
- รู้จัก สถานที่ วัด โรงเรียน ตลาด ... และ ไปที่นั้นได้อย่างไร
- รู้จัก ใช้โทรศัพท์ tablet computer --some know some emergency numbers like 000, 911,
- [most] can turn on/off appliances: TV, tablet, phone, computer, use remote control, use mouse, kbd
- [most] can operate lifts and vending machine - put coins in the slot and push a select button
- [most] can join in singing a few children songs or lullabys, and some bars of many tunes alone
- [some] can play a few notes of musical instruments
- [some] can peddle a bicycle, ride a scooter, ride a skate board
- [some] can swim {a useful skill that may save lives.
- [some] can call family members on the phone
*My notes*
preschool days are filled with social, emotional, physical, and intellectual development. The cognitive skills
* Goal of preschool 1: mapping vocal words to physical objects (naming), and
say names of common objects [table, chair, book, bag, cake, rice, fish, meat, pork, water, tea..., รถ เรือ ...อาหาร ช้อน จาน น้ำ ผัก ผลไม้ -- some 200 common objects in environment]
use pronouns [I, you, he, she, they]
use prepositions [บน ล่าง ข้าง ข้าง-นอก ข้าง-ใน หนือ ใต้ ก่อน หลัง ใกล้ ไกล, ]
use adjectives [nice, pretty, big, small, [color], near, far,
use common verb correctly [go, come, cook, eat, drink, walk, run, jump, -- like, hate ]
use common adverbs [quick/ly, fast, slow, nice,
specificity: [this, that, these, those]
numbers and counting [0..10..., singular, plural]
time: [today, tomorrow, yesterday, Monday, ... week, month, year, read/write time of day --o'clock]
: hand writing common consonants, vowels, tone marks, reading commonly used words
**no need for 'classical class setting' teaching blends in with videos, play and routine
*** English or other language words may be mixed in with Thai words -- need good pronunciation
The 5 Things Children REALLY Need to Learn in Preschool (Hint: It's Not What You Think)
https://www.ace.edu/blog/post/2018/11/27/the-5-things-children-really-need-to-learn-in-preschool-hint-its-not-what-you-think
5 Things Children Need to Learn in Preschool
- Fine motor skills. One of the first things I do when I meet kindergarteners is provide an activity that involves cutting using child-sized scissors. Many of the children I meet cannot manipulate scissors properly, yet research shows this skill is vital for young learners. Beading, using crayons, spooning, tonging, and other activities can help build fine motor skills so their little hands are truly ready to write when the time comes.
- Listening skills.
“My child (or student) doesn’t listen.” I have heard this from parents and teachers for more than a decade. I usually respond with this advice: the best way to teach a child to listen to you is by listening to them. Additionally, you can make sure to give short multi-step directions, read them stories on topics they are interested in, and teach whole body listening.
- Basic needs.
Learning to take care of their own basic needs, such as setting up lunches, putting on their own jacket, and eventually tying their own shoes, fosters independence in even the youngest preschoolers.
- Social skills and conflict resolution.
Preschool is the perfect time to help children learn how to get along with others, to share, to take turns, and to work through conflict peacefully. The National Association for the Education of Young Children offers many resources to help teachers foster social and emotional development in preschool children.
- Free, unstructured play.
An empty field on a playground can become a command center for preschoolers pretending to build a village in the future where everyone has a flying car. A piece of paper and an art set can become a masterpiece of mermaids swimming in an ocean, looking for a lost, magical jewel. Both of these examples are from my real-life experiences with preschoolers who were given unstructured playtime and free use of art materials.
Children need to explore without the limitations adults sometimes place around activities. Whenever you can, just keep your hands behind your back, resist the temptation to direct every single activity and let them develop.
You might just be amazed at what they can do all by themselves.
//
https://empoweredparents.co/what-do-kids-learn-in-preschool/
--website offers free printable activity Pack for parents NB .co is likely to mean .com (not Colombia)
https://education.nsw.gov.au/parents-and-carers/going-to-school/preparing/starting-preschool/learning-at-preschool
--
Supporting your child's learning
Children learn best when families and the preschool work together. You know your child better than anyone else, so you can help the teacher understand your child by sharing information about their interests and any additional needs.
Here are some ways to support your child at preschool:
Find out as much as you can about the preschool, such as the routines and what your child needs to bring to preschool.
Get involved in your child’s preschool, such as volunteering.
Talk with the preschool team about activities you can do with your child at home, such as reading with your child.
Talk with the preschool team about your child’s learning and raise any concerns or issues early, so you can work together to resolve them.
Talk with your child each day about what they did at preschool.
Connect with other parents and carers.
Choose activities from our digital learning packs to support your child's learning at home.
//
[Swimming pool and facilities are expensive to build and maintain (to safety and sanitary standards). Swimming instructors for young children are also hard to find. But swimming is a life saving skill and is worth learning. Once learned the skill stays on for life. Perhaps swimming clubs and volunteers can help if given incentives.]
--
อุดหนุน “ค่าอาหารกลางวัน” สำหรับเด็ก ช่วยลดความเหลื่อมล้ำจริงหรือ? https://www.bangkokbiznews.com/health/education/1037434
โครงการว่ายน้ำเป็นเล่นน้ำได้ปลอดภัย http://www.oic.go.th สำนักงานคณะกรรมการข้อมูลข่าวสารของราชการ -- lists 'official projects' (ie. funded by government)
อนุบาล-ว่ายน้ำ http://www.charuwat.ac.th › อนุบาล-... การเรียนว่ายน้ำจะเริ่มเรียนตั้งแต่ระดับอนุบาล 1 - ป.6 -- examples of projects taken up by schools
องค์กรปกครองส่วนท้องถิ่น http://www.dla.go.th › upload › ebook › column
โครงการ “ปลูกฝังเด็กปฐมวัยใส่ใจวินัยจราจร” มีจุดเริ่มต้นจากความ ... ของนักเรียนชั้นประถมศึกษาปีที่1-6 มีคะแนนพัฒนาการเรียนรู้รายวิชา.
--หลังปี ๒๕๖๖ จะไม่มีโครงการโรงเรียนพัฒนาตนเอง แต่จะมีขบวนการหรือเครือข่ายโรงเรียนพัฒนาตนเอง โดยมีแนวทางดำเนินการตามที่เล่าย่อๆ ในตอนที่แล้ว ซึ่งก็เล่าได้แค่นั้น เพราะเมื่อเป็นขบวนการหรือเครือข่ายก็ไม่มีใครกำหนดวิธีดำเนินการได้ ต้องให้สมาชิกเขาร่วมกันกำหนด โดยที่แน่นอนคือ กสศ. ทำหน้าที่เกื้อหนุน (empower)-- https://www.gotoknow.org/posts/710373
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