เรัยนรู้ จาก ⭕️ ถึง คู่มือดูแลเด็ก

เราเรียนรู้ว่า ลูก เด็กใหม่ ไม่มีคู่มือแนบมาด้วย ทั้งเด็กและพ่อแม่ ต้องทำความรู้จักกัน ต้องเรียนรู้จาก การแสดงตอบโต้สนองความต้องการ ของแต่ละฝ่าย ความซ้ำซากของการแสดงตอบโต้ ที่เด็กและพ่อแม่ สังเกตุ จดจำ เป็นบทเรียน เป็นคู่มือการใช้(พ่อ)แม่ คู่มือการใช้ลูก

แต่เราไม่อยู่โดดเดี่ยว ในบ้าน ในชุมชน ในสังคม เรามีผู้ผ่านทาง ผู้มีประสบการณ์ ผู้เคยทำ เคยเรียน มาแล้ว เป็นตัวอย่าง (ทั้ง ผิด และ ถูก) เป็นผู้แลกเปลี่ยน แนะนำ การเรียนรู้ เป็นข้อสังเกตุ เฉพาะจุด (specific point) และ โดยทั่วไป (in general) พ่อแม่ อาจจะ ขุดความรู้ มาทดลองไช้ มาดัดแปลง ประยุกต์ใช้ ตามสถานการณ์ ลูก(เด็ก) อาจจะ ขุดความรู้ โดยการลอกเลียน ทดลองตามที่เห็น และ จดจำ เป็นความรู้

It should be clear now that both sides are learning by interacting with each other - by creating patterns of 'likes' (right) and 'dislikes' (wrong) that are 'remembered' (committed tacitly into memory). The knowledge is often shared (in good will and in 'authoritative' advice) and validated (or refuted) with use cases over time. This is a common learning mechanism, a foundational process that binds entities (persons, things, actions, rules,...) into relationships, records preferences (likes/dislikes into personal/external memory), and deepens understanding of entities and their webs of relations (complex connections among entities).

Let 's look at examples in 'preschool' frame.

From preschool notes to parents (issued every week, with observations of 'the child' during 'time in' care: we see items like 'take turns to use hand washing basin'; 'wait for lunch to serve'; share sandbox; queue for swing; eat all lunch, have a nap, ... [these are obviously good 'behavioral' patterns, their absences or negatives indicate undesirable traits -- aggressive/bullying, uncooperative, autistic, ...].

These notes are used to demonstrate the preschool's attention to 'all' children in details (level and quality of care). and also to document and identify possible behavioral dysfunctions.

From interview with preschool children (in normal chit chat, unstructured, question-and-answer 'talk'): What did you have for lunch at school today? Did you like it? Did you eat all of it? why don't you like ...? Did [s/he, name] play rough? ...

This is a mechanism that parents (and researchers) use to learn and to confirm preschool's level and quality of care. [We should also use this on 'higher' (than preschool) education. Parents have a duty and should combine their children's experience at school to provide feedback to the school. They are our children not just students of school. And it's time parents help make the school better.]

From parents (of preschool children): a child's birthday is coming up, a birthday party is to be held in a public park (at the playground) from 9 to 12AM; invitations are to be sent to parents of invitees. There are however some issues. Not everyone/child in the same class is invited. Reasons: (after consulting the birthday child) some classmates are 'rough', some are withdrawn (to self --ie. not sociable) and some simply 'not liked'. Invitation cards are prepared and a request made to one of the preschool carers to slip the invitations into the invited children's bags. This is done to avoid 'open confrontation' ('public' issue of who is and who is not invited). This a common but unacknowledged practice. It seems that all parents do it this way. The school happily comply to slip in invitations into bags. Parents have to also assume responsibility to check their children's bags everyday. Apparently, they are doing so when they prepare their children to go to (pre)school.

These are anecdotal 'evidence' of subtle environment that interactions for learning occur. Undeclared but observed and practiced as social politeness (etiquette) in preschool frames. This a 'soft-power' venue that social network of parents, children and 'preschool' operators can engage and resolve issues and concerns before appealing to formal and authoritative tribunals. Considerations from all parties are mandatory for the success and continuance of this practice. [In knowledge Management [KM], tacit knowledge is made open and often elevated to 'key factor' then declared 'code of practice'. Often 'resentment' and criticism follow (definition of the 'code of practice' --too narrow, too wide, too restrictive, etc.) and lead to failures or difficulties in 'the system'.]

In closing this blog, we have called for 'preschool' agenda in political parties. We have argued that to develop people (of higher intelligence, higher physical health and higher emotional posture), we must start at preschool. We see that government (democratic power) exists for this purpose -- development of people in society, and that government is charged with 'quality of life' to ensure a suitable and sustaining environment for people to develop.

We only have a vote every few years --a very limited tool to get government (and elected members of parliament) to work for us. We have to use our vote wisely, collectively and effectively. Each term of government can take us closer to our collective goal of being better developed with better quality of life or hinder us from achieving our goal. Our other chance can be 4 years and thousands millions of Baht away. Our children would already have lost their golden period and fallen into the same rut as we are.

Vote for preschool.
 

Notes:

Early childhood education report shows advantages for adults decades on, savings for government https://www.abc.net.au/news/2022-12-09/government-releases-early-childhood-education-learning-report/101751416  
Key points:
-   A new report says investing in children's early years reaped rewards decades later
-   Research found the first three years of life are when the best foundations are built
-   The Social Services Minister says the research would inform the new Early Years national strategy

What are three 3 trends currently emerging in Australian early childhood education and care?
Independent play, which involves letting a child play on their own (while also being supervised) Cooperative play, which gets the child playing with others to complete a puzzle or build a sandcastle. Process-oriented play, which refers to the creation of new skills such as counting, listening or spelling. 

Emerging Trends in Early Childhood Education - Foundation Education 12 Feb 2021
https://www.foundationeducation.edu.au 

What is the biggest problem in early childhood education? Lack of Resources

What are resources for preschool class?  This is intentionally left unanswered but there is a wealth of ideas on the Internet. Basically things to support “active” or “hand on” learning in safe and secured learning environment are needed.