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Innovative Learning Management through Community Identity: A Case Study of the 'Kru Rak Thin' Project in Early Childhood Education

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Title: Innovative Learning Management through Community Identity: A Case Study of the 'Kru Rak Thin' Project in Early Childhood Education
Language: English
Authors: Thoen Seenuan, Piyaluck Brikshavana, Phutcharawalai Meesup
Source: Southeast Asia Early Childhood. 2025 14(2):36-53.
Availability: National Child Development Research Centre. Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. e-mail: ncdrc@upsi.edu.my; Web site: https://ejournal.upsi.edu.my/index.php/SAECJ/Home
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Higher Education
Postsecondary Education
Descriptors: Early Childhood Education, Educational Innovation, School Community Relationship, School Administration, School Personnel, Early Childhood Teachers, Mentors, Kindergarten, Young Children, Self Concept, Teacher Attitudes, Administrator Attitudes, Student Teachers, Student Attitudes, Equal Education, College School Cooperation, Preservice Teacher Education, Community Characteristics, Community, Scholarship, Foreign Countries
Geographic Terms: Thailand
ISSN: 2821-3149
Abstract: This study examined the development and implementation of an innovative learning management based on community identity within the "Kru Rak Thin" Project for early childhood education in Thailand. The objectives were to (1) investigate local community identities, (2) develop learning innovations based on local community identities, (3) implement these innovations in early childhood classrooms, and (4) reflect on lessons learned. A research and development approach combined with participatory action research was employed across four phases: investigation of community identity, development of a community identity-based learning innovation, classroom implementation, and reflection. Data were collected through interviews, observations, and focus group discussions with community scholars, teachers, and administrators across 29 schools in four provinces. Student teachers identified 26 community identity elements (e.g., Hmong embroidery, traditional weaving, local languages) and developed 31 innovations, including lesson plans, big storybooks, and educational games. Expert evaluations rated 93.5% of these innovations as "good," while two were "adequate." Classroom implementation showed that all kindergarten students achieved learning outcomes above 80%. The findings highlight that integrating community identity into early childhood education fosters cultural sustainability, enhances learning achievement, and strengthens collaboration among schools, communities, and future teachers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490446
Database: ERIC
FullText Text:
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  Data: Innovative Learning Management through Community Identity: A Case Study of the 'Kru Rak Thin' Project in Early Childhood Education
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  Data: <searchLink fieldCode="AR" term="%22Thoen+Seenuan%22">Thoen Seenuan</searchLink><br /><searchLink fieldCode="AR" term="%22Piyaluck+Brikshavana%22">Piyaluck Brikshavana</searchLink><br /><searchLink fieldCode="AR" term="%22Phutcharawalai+Meesup%22">Phutcharawalai Meesup</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Southeast+Asia+Early+Childhood%22"><i>Southeast Asia Early Childhood</i></searchLink>. 2025 14(2):36-53.
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  Data: National Child Development Research Centre. Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. e-mail: ncdrc@upsi.edu.my; Web site: https://ejournal.upsi.edu.my/index.php/SAECJ/Home
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  Data: 18
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: This study examined the development and implementation of an innovative learning management based on community identity within the "Kru Rak Thin" Project for early childhood education in Thailand. The objectives were to (1) investigate local community identities, (2) develop learning innovations based on local community identities, (3) implement these innovations in early childhood classrooms, and (4) reflect on lessons learned. A research and development approach combined with participatory action research was employed across four phases: investigation of community identity, development of a community identity-based learning innovation, classroom implementation, and reflection. Data were collected through interviews, observations, and focus group discussions with community scholars, teachers, and administrators across 29 schools in four provinces. Student teachers identified 26 community identity elements (e.g., Hmong embroidery, traditional weaving, local languages) and developed 31 innovations, including lesson plans, big storybooks, and educational games. Expert evaluations rated 93.5% of these innovations as "good," while two were "adequate." Classroom implementation showed that all kindergarten students achieved learning outcomes above 80%. The findings highlight that integrating community identity into early childhood education fosters cultural sustainability, enhances learning achievement, and strengthens collaboration among schools, communities, and future teachers.
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  Data: 2025
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  Data: EJ1490446
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 36
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Educational Innovation
        Type: general
      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: School Personnel
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Kindergarten
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      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Community Characteristics
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      – SubjectFull: Community
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      – SubjectFull: Scholarship
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Innovative Learning Management through Community Identity: A Case Study of the 'Kru Rak Thin' Project in Early Childhood Education
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            NameFull: Thoen Seenuan
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            NameFull: Piyaluck Brikshavana
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            NameFull: Phutcharawalai Meesup
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            – D: 01
              M: 01
              Type: published
              Y: 2025
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