Development of Early Childhood Teachers’ Competency to Strengthen Executive Functions of Private Preschool Children in Thailand

The purpose of this research was to explore the need assessment of early childhood teachers’ competency to strengthen executive functions of private preschool children in northeast region of Thailand. A total of 514 administrators and teachers participated in the survey using multi-stage random sampling. The five scopes of early childhood teachers’ competencies were investigated, utilizing a 52-items questionnaire. The need assessment results indicated that the curriculum and learning management (PNImodified = 0.27) was the most essential scope of competency. This was followed by promoting child development (PNImodified = 0.22), leadership and professional development (PNImodified = 0.16), and classroom management (PNImodified = 0.15). The least capacity scope was ethics, morality and professional ethics (PNImodified = 0.09). The overall results imply that early childhood teachers can develop the competencies by focusing on these five scopes to effectively strengthen the executive functions of young children, thereby supporting their overall cognitive and social-emotional development.