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Education and Care for Early Childhood in Thailand:

An Overview and the Observation of Six Kindergartens

By : Chantana Chanbanchong, Ph.D.1

Abstract

Education and care for early childhood in Thailand has its history that went back about seven decades ago, and

the feathers of early care and preschool education of children reflects a mixture of cultural borrowing from the

west and the blending of Southeast Asian cultures. This paper aims at introducing the overall profile of early

childhood education and care in Thailand from the past to the present. In addition, the case studies at six kinder-

gartens are made so that learning environments and challenges in management of early childhood education and

care in Thailand are identified. The data collection is qualitative, based on documentary analysis, observations,

and interviews.

Introduction

Thailand has a long tradition of literacy and education dating back to 1292, primarily as the result of Buddhist

Sangha (Fry, 2002 : 4). As parents gave life, Buddhist monks imparted a way of life and knowledge which

made that life worth living; both teaching and learning were therefore social and religious assets taught by

bikkhus (monks) to everyone from prince down to peasant (Keith Watson, 1980, cited by Fry, 2002. ibid., pp.

4-5)

King Chulalongkorn, the fifth king in Chakri Dynasty who ruled Siam from 1868-1910, recognized that human

resource development is critical to a nation’s economic success and prosperity, and education needed to be

reformed. Even before his first trip to abroad, the king was committed to creating a modern-type school system

in Siam, realizing that if Siam did not reform and innovate, there would be very little chance of maintaining

independence and identity; and education was seen as important in training individuals to staff the various

ministries associated with the creation of Siam’s modern administrative system (Wyatt. 1969, p.379. Cited by

Gerald Fry, 2002. Ibid. p. 6)

During the early phase of the modernization of Thai education, a kindergarten for princes was established in

1892. Later, a kindergarten for princesses was built in 1893, and a few years later the center for orphan care

was established by Princess Saisawalee Pirom (Fry. Ibid., p.7; and Sajeemas Poonsap. Unit 2 ppt). However,

early childhood education in the early period expanded slowly from private kindergartens for the elites to public

kindergartens in provincial areas, then to pre-school classes in local public schools.

After the promulgation of the National Education Act of 1999, early childhood education has been merged in

the early part of “basic education” and the philosophy of lifelong learning and education for all has become a

basis of Thai education. Nevertheless, gaps between the early childhood care and education for the rich and

the poor still remain. At the same time, parents as well as preschool teachers need to be re-trained in order to

understand how to take appropriate care of babies and young children amidst the rapid changing world

Objectives and Methods of the Study

This paper aims at introducing the overall profile of early childhood education and care in Thailand from the

past to the present. The focal points of today’s kindergarten are reviewed to compare with those in the past. In

addition, the case studies at six selected kindergartens are made, to reflect how the national policies are being

implemented and what problems are yet to be solved.

The methods are qualitative, based on a content analysis of published and non-published documents on the part

of historical and cultural background, and the use of observation and interviews on the part concerning current

situations of the six kindergartens. The observation and interviews were conducted during January to February

2014.

1 Associate Professor, Naresuan University, Thailand. Presented at Benedek Elek Faculty of Pedagogy,

University of West Hungary, Sopron, Hungary. 7 April 2014.

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The Historical and Cultural Background

1. The Early Period under the Ministry of Education (1939-1945)

The statements posted on La-or Utis Kindergarten’s website ( http://www.la-orutis.dusit.ac.th/history.php Retrieved 15/02/2014) revealed that the private sector was the forerunner of kindergarten education in Thailand

after the establishment of kindergartens for the royal class in 1892/3. The first two private kindergartens were

located at Mate Dei School (a catholic church’s), and at Wattana College. At the two kindergarten, singing and

picture books were adopted from the Montessori’s.

In 1939, the Ministry of Education appointed the Committee for Kindergarten Project, composed of Mr.Nak

Tephassadin Na Ayudha who had studied Montessori Methods in Italy; Momluang Manit Chumsai, who had

been granted a royal scholarship to study in England, and was the head of Teacher Training Department; and

the head nurse of Sirirach Hospital. The committee decided to admit the children of 3 ½ years old and above,

and to adopt the Montessori’s methods – i.e singing, story-telling, games and playing, and character building

activities which focused on sanitation, nutrition, good eating habits, consideration for others, and so on.

At the same time, the Ministry of Education selected a woman teacher through a nationwide examination and

send her to study kindergarten education in Japan for 6 months. The lady’s name was Mrs.Jittra Thongthaem

Na Ayudha. After Mrs.Jittra, four women teachers were also sent to Japan by the Ministry of Education to

study kindergarten education. These ladies had continuously played strong roles in the development of early

childhood education in Thailand ever since. They were Miss Somthawil Sauysam-ang (Sanghasup), Miss

Benja Tungkasiri (Khunying Benja Saengmali), Miss Saraswadee Wannakowit, and Miss Ermtip Premayothin

(Winitchaikul).

Kindergarten education had so much interested Miss La-or Limsengtai that she donated 80,000 Baht to the

Ministry of Education to construct a building for kindergarten education in the Phra Nakorn Home Economics

School (now Rajabhat Suandusit University). The building was given the name La-or Utis after the name of this

lady, meaning “donated by La-or”. La-or Utis Kindergarten became the first public kindergarten of Thailand,

and was opened for the first time on September 2, 1940. Mrs. Jittra was the first principal of this kindergarten.

La-or Utis Kindergarten became very popular within the first year. Thus, the Ministry of Education decided to

expand kindergarten education, in parallel with the establishment of teacher training system for kindergarten.

In 1941, La-or Utis Kindergarten became the first training center where graduates of the Primary Education

Certificate came to study for one more year to study kindergarten education. Mrs. Jittra became the head of the

Kindergarten Teacher Training Section, in addition to her principalship. There were 10 trainees in the first year,

and most of them became teachers of La-or Utis Kindergarten after their completion of the training program.

In 1943, the Ministry of Education started the expansion of kindergarten education to provincial areas, and

revised the teacher training program for kindergarten education. Miss Benja (Khunying Benja Saengmali) was

appointed the head of Kindergarten Teacher Training Section, as well as La-or Utis Kindergarten’s principal.

The administration of this section was separated from La-or Utis Kindergarten in 1945, during World War II.

Miss Lomthawil became the principal of La-or Utis, while Miss Benja headed the kindergarten teacher training

section that already expanded model kindergartens to various provinces throughout the country.

2. Kindergarten Education during World War II

Khunying Benja Saengmali (http://www.onec.go.th/HTML_99/article/feb8/war2_preschool.html In http://

www.anuban-suandusit.com/index.php?lay=show&ac=article&Id=538688666&Ntype=2 Retrieved 02/03/2014)

in 1999, wrote that the history of La-or Utis Kindergarten is the history of kindergarten education in Thailand.

She mentioned that kindergarten education in Thailand struggled a great deal during World War II, but people

of Thailand had traditionally paid very high importance to children as witnessed from various ancient literatures

of this nation. According to Khunying Benja (ibid.), several primary schools (Rongrian Prathom) established during the period

of King Rama VI (ruled from 1910 to 1925) had preschool classes called “Chan Mool” (this type of education

was called Moola Suksa). The main purpose for Moola Suksa was to prepare children for primary education,

and simply focused on character education and preparation for reading, writing and simple calculation (3 R’s).

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The teacher training program at La-or Utis Kindergarten in 1941 provided for four subject matters: 1) pedagogy

for kindergarten’s teachers (Wicha Khru Anubal); 2) early childhood psychology and governance; 3) teaching

methods of Froebel and Montessori and how to use their instruments; 4) teaching methods for specific subjects

– Thai language, Children Stories, Arithmetic, Health Education, Social Studies, Sensory Training, Songs and

Music, Rhythmic Dancing; Gardening; Drawing, Molding; Paper Cutting; Origami; and Paper Weaving; 5)

creating materials for kindergarten teaching; 6) observation of kindergarten classes; and 7) practicum – every

day throughout the school year, only in the morning session.

The kindergarten teacher training program revised in 1943 covered the following contents: 1) kindergarten

education; 2) early childhood psychology; 3) children’s deceases; 4) principles of teaching; 5) teaching methods

of specific subjects; 6) how to use Froebel’s and Montessori’s instruments; 7) kindergarten’s clerical work; 8)

songs, games, and acting; 9) music; 10) drawing; 11) molding; 12) poster creating; 13) paper arts (folding,

pasting, cutting, and weaving); 14) inventing with re-use materials; 15) observations and educational tours; 16)

teaching in front of public; 17) story-telling and children’s literature; and 18) three-month practicum. Thai

culture and love for the nation, religion, the King, and democracy was also integrated in all of these subjects or

activities.

Khunying Benja (ibid.) mentioned that she had visited various countries in Asia, Australia, America and Europe

to learn about kindergarten education, before becoming the head of kindergarten teacher training section under

the Ministry of Education. She described about the learning atmosphere of La-or Utis Kindergarten, which the

writer has translated as follow:

“…The building plan and the rooms are really appropriate for small children. The most interesting

thing is the long and wide hallway where children can run and play at ease even when it’s raining

or sunny – can be used for the meeting with parents, for the building of children’s theater and play

stage, for exhibitions, and for out-of-class activities. The windows are wide, about 90 cm. from the

basement floor, so children can easily look out. The doors are wide, the cabinets are low, and the

teacher’s table is comfortable but low enough for children who come to talk with their teacher.

Desks and chairs have two different sizes. For children in K1, the desk is 45 cm. high and the chair

is 25 cm. high. But, for children in K2, the desk is 50 cm high and the chair is 30 cm. high. In the

washroom for children, the water tank is 50 cm. high, and the floor is not slippery.

The sleeping room for children is at the end of the building. It is big, light, and allowed for cool

wind from outside. A bed is about 80 cm. wide and 150 cm. long. Its height above the floor is about

30 cm. Children’s beds are orderly scattered in the sleeping room. The children’s lockers are built

along the wall under the windows. The school building is located close to the school-wall. A waiting

room for guests and the principal’s office are located in front of the building, opposite from the school

office and the nurse’s room. Along the long hallway are K1 and K2 classrooms, then the canteen,

the washrooms, and the kitchen. Down from the hallways, there is a playground fully equipped with

play things. There is a round-shape sandbox under the shade of a big tree. At a corner of the play-

ground, there was and small house for children’s playing - surrounded by bushes, flowers, and

shady trees. Here, children can run around and watch things in the garden, listen to the stories told

by their teacher, draw, and dream together in the atmosphere of sweetness and freshness. This is a

real world for children….”

About the kindergarten’s teacher training at La-or Utis, Khunying Benja mentioned that the two-storey building

was built for such a purpose. Her office was on the first floor where a piano was placed. Before 9 a.m., the

students would come and take turn to practice with the piano. This building was bombed in 1944. Fortunately,

La-or Utis Teacher Training School and Kindergarten were close before the bombing. It used to be a boarding

school where Khunying Benja and her students worked together to build the roads and plant trees inside of the

school yard. The Ministry of Education sometimes used this school for the meetings of educational adminis-

trators. The school for kindergarten teaching training was then moved to Chacherngsao Province.

In 1946, Khunying Benja was appointed the principal of the Normal School for Early Childhood Education in

Phitsanulok Province (called Rongrian Phuekhad Khruu Mool Phitsanulok), as well as the principal of Anubal

Phitsanulok School (Phitsanulok Province Kindergarten). She returned to the work in the Ministry of Education

in 1947.

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3. Model Kindergartens for Provincial Areas

According to the website of the Association of Kindergarten Education of Thailand, there are 81 kindergartens

(as of the year 2012) which have been categorized as the model kindergartens for provincial areas. In Thai, this

is called “Rongrian Anubal Phajam Changwat”. In every province, there is a model kindergarten run by the

official teachers under the Ministry of Education. There are four of these in Bangkok, and two of them in Pichit

Province, however.

The focal points of model kindergartens for provincial areas are not so different from those desired by the model

of La-or Utis Kindergarten in the past. Nevertheless, the focus on thinking skills of children seem to be more

clearly strengthened. The details are shown in Table 1 as follow.

Table 1 Focal Points for Early Childhood Development in Model Kindergartens of 14 Southern Provinces

Focal

Points

Abilities

and Skills

Domains of

Development

Desirable

Characteristics

# 1 Physical health and healthy

habits appropriate to his/her

age.

Physical Domain

- Weight and height that

reach the standards

- Caring for one’s own

sanitation

1. Physical growth according

to the develop-mental stage,

with good habits for health.

2. Strong muscles, both large

and small, ability to use them

effectively.

3. Good mental health and

happiness.

4. Moral & ethical behaviors.

5. Appreciation of and abili-

ties to express arts, music,

movements, and physical

exercises.

6. Ability to help oneself

according to his/her age.

7. Love for nature, environ-

ment, culture, and Thai-ness.

8. Ability to live with others

harmoniously and to act as a

good member of democratic

society.

9. Ability to use appropriate

language to communicate.

10. Ability to think and solve

problems according to his/her

age.

11. Imagination and creative

thinking.

12. Good attitudes towards

learning, with skills for inquiry

for knowledge.

# 2 Good spirits. Emotional & Spiritual

Domain - Public-mindedness

- Cheerfulness

# 3 Thai-ness Social Domain - Thai manners

(bright smiling & beautiful

greeting with “Wai”)

- Responsibility

# 4 Love to learn and have

appropriate thinking skills for

his/her age.

Intellectual Domain - Thinking skills (basic

skills for the learning of

sciences, mathematics, and

language)

- Good reading habit

Note: Translated from _180511_214113.doc by Chantana Chanbanchong. 02/02/2014.

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4. The Cultural Background and Challenges from Social Change

According to Thida Pitaksinsook (http://www.m-culture.go.th/ilovethaiculture/index.php/ Retrieved 02/02/14),

an expert in early childhood education an a member of the Administrative Board of Kindergarten Education

Association of Thailand, Thai children lived in extended families where children could learn directly from what

the elder people really acted. Thida mentioned that Thai children in the past were surrounded with play things

from nature, thus the children did not demand for materials as much as today’s children. However, this expert

stated that the weak-point in the past was “strict discipline” that traditional Thai parents usually forced on their

children; and allowed very little room for children to practice their own thinking and to spend their free life.

Thida (ibid.) raised two factors that cause many problems in early childhood education and care in Thailand

today, money and knowledge of parents. The important question is “How to balance between the traditional

way and the new way?” Thida saw that more and more have become nuclear families, while the society has

become more dangerous to children. She believed that parents in Thailand need to be more aware of the social

change and how to raise children with flexibility and ability to think for themselves.

It’s a tradition of Thai families to ask children to help with home chores. When in primary school, the writer

used to help her parents clean the house after coming back from school. Taking care of younger siblings was

also a regular work that big sisters could help. When growing up as a teenager, more difficult works were

required such as cooking, clothes washing and ironing, Her younger brothers were given the roles appropriate

to boys, such as fishing and gardening. These works were usually conducted along with elder relatives in the

family or the neighborhood.

Today, things have changed. A number of families are broken because of divorce, or separation. In some rural

schools, more than 80% of the children are living with grandparents or some other relatives, because the parents

have to work away from home. Demands for child care centers for the poor, as well as for kindergartens which

have been serving the upper classes, become greater and greater.

Since the promulgation of the National Act of 1999, early childhood education has become a part of basic

education system which the law demanded that at least 12 years of education would free of charge. However,

kindergarten education is not free yet. Elite kindergartens are directed toward bilingualism, or English program,

that cost a lot more than regular program. Early childhood education and care at the childcare centers run by the

local administrative organizations are free, but quite low quality. Gaps among social classes still remain, though

the first principle of educational provision in Article 8 of the National Act of 1999 said “to provide for lifelong

education for all”.

The Case Studies

1. Kindergarten A: a preparatory kindergarten for elite schools

Kindergarten A is located on Sathorn Road, near the French Embassy in Bangkok. It was established by a

medical doctor in May 1973. At the beginning, the kindergarten started with 3 teachers. It expanded quickly.

Today, the compound of four big houses and a big yard in the middle is used for educating and caring for pre-

kindergarten (before 3 years old) and K1 to K3. Each year, about 120 children are admitted into four classes

of K1. Only two pre-kindergarten classes are admitted. Parents have to be interviewed before the admission.

K1 children have to attend the one-month preparatory class in April, before K1 classes start in May.

The school buildings are quite safe and very clean, following the school’s slogan which says “happy kids who

love to learn and promote morality”. The administrative board is composed of a medical doctor as the grantee

from the Ministry of Education for school establishment; a graduate in Education and Music from Youngstown

University, Ohio, and trained at Midwest Montessori Teacher Training Center in Chicago, Illinois as the school

manager; and a graduate with bachelor and master’s degrees from Boston University as the school principal.

Kindergarten A has used applicable methods from various schools of kindergarten education, especially the

Montessori’s. Project learning is also focused. The projects that children in K1 learned in 2013 included

“Beautiful Butterflies” and “Kite Playing”. In K 2, the children worked out the projects that reached out of the

school-houses such as “The Zoo” and “The Excursion”. The activities for cultivation of desirable characters

of children were matched with traditional events such as Mother’s Day, Father’s Day, Buddhist Lent, Christmas,

and so on. In 2013, the summer camp called KidzArts was held 7 times in March.

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A few native speakers of English were employed to teach English pronunciation, singing, and speaking. To

prepare for the ASEAN Community, the teacher who was interviewed stated that Chinese language for children

would also be introduced. The foreign languages would be elective, decided by the parents of each child. The

curriculum and focal points of this kindergarten are mandated by the Ministry of Education.

The kindergarten has become quite popular because a large number of graduates from this kindergarten were

able to enter famous primary schools preferred by Bangkok elites. The cost for tuition, uniforms, and lunch fee

in the year 2014 is 46,000 Baht per semester. The preparatory class before entering K1 costs 10,000 Baht. It is

quite expensive, compared with the starting salary of 15,000 Baht if a worker graduated with bachelor degree.

2. Kindergarten B: a kindergarten in Bangkok with the intensive English program

Kindergarten B is located on Sri Nakarin Road in the outskirt of Bangkok, not very far from Suvanarbhumi

International Air Port. It was established by a private body who is a relative of Kindergarten A’s owner. This

kindergarten admits the children at 1 ½ years up to aged 5 for Nursery up to K3.

The English program of Kindergarten B offers English as a Foreign Language (EFL) courses from Nursery to

Kindergarten 3. The curriculum is designed to create a foundation in the English skills needed for a successful

transition to Primary 1 in bilingual, English and international schools. The four basic English skills are covered;

reading, writing, speaking and listening. In order to cover these four skills effectively, Kindergarten B has split

the program so that each teacher focuses on teaching a different aspect of English. The teaching of English

conversation uses topic-based EFL. The focus in nursery is less about language production and more about

listening comprehension. The story-based EFL is used for Reading and Writing to promote English learning

through meaningful context. The phonics program is also adopted, aiming to develop the fundamental skills

necessary to further improve the children’s English reading and writing. During the school holidays in March

and October, the kindergarten offers an optional English camp that provides a completely bilingual environment

for the full duration of the holidays. The content of the camps are based around some of the most popular

pieces of children’s literature in order to nurture a love of reading and of stories. Students in the English camps

are immersed in English and the studying of science, math, arts and crafts, storytelling, cookery and music.

In addition to the regular English program, Kindergarten B offers an optional, supplementary program to further

develop students’ English skills. Extra English teacher uses modern teaching methodologies, as well as a range

of multi-sensory teaching aids in order to keep the students’ interested and engaged.

Kindergarten B is providing the early childhood education which is based on six principles: 1) child-centered

instruction; 2) promotion of scientific thinking and ethical thinking; 3) promotion of natural environment

preservation – think green; 4) providing experiential learning based on the philosophy of Sufficiency Economy;

5) whole-person development through suitable playing and activities; and 6) close cooperation with parents and

community in the development of children.

Through observation, the writer found that Kindergarten is appropriately facilitated and equipped. The school’s

location in the outskirt area allows for more open space than Kindergarten A. Teachers in Kindergarten B seem

to be younger than those in Kindergarten A. The tuition and other fees for regular program are similar to those

in Kindergarten A. However, the prices for English program are about 3 times higher than the tuition and fees

for regular program.

3. Kindergarten C: an English Language Focus kindergarten in an industrialized province

Kindergarten C is a part of the school in an industrialized province near Bangkok and the sea port. The school

was established by a private body who wanted to create a good school outside Bangkok, so that children would

no longer need to travel to Bangkok for education. The establishment started in 1994, and the former principal

of the Demonstration Primary School of Srinakarinwirot University at Prasarnmitr was invited to work as the

principal of the new school. The whole-man development philosophy has been adopted. The ambitious aim is to become one of the leading

schools which equip their graduates with Thainess, modern knowledge and abilities, creativity, problem solving

skills, and the ability to confront various obstacles in life. The major factors that could bring about such results

are the good learning environments which include supportive parents and teachers,

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Kindergarten C is a department of this school, designed for early childhood education and care starting from

Pre-Kindergarten or Nursery to K1-3. The school’s curriculum in all levels are English Language Focus (ELF).

Math, science, and English Language are taught by native speakers of English who have been well trained in

teaching of the specific subjects – together Thai teachers who give supplementary teaching for those who might

not clearly understand the subjects. The “Lead in Me” curriculum was used for the development of students’

leadership. The class size is limited to 25 students.

Kindergarten C is facilitated with a compound of one-storey houses surrounded by a number of shady trees

around the school playground. A house is used as a classroom. The houses are connected by walkways laid

with bricks and earth, covered with grass roof to protect strong sun light and rain. The central walkway is

bigger than the others, and allows for the assembling of all children and parents. The children’s playground

is fully equipped. There is enough space, so that the noisy playing of children outdoor does not disturb the

others in the houses.

Through an observation, the writer saw that a Filipino teacher with good English accent was using picture cards

to teach English vocabulary to K1 children. She sometimes incorrectly read the cards. The kids then protested

in polite manners, and corrected the words. In another class, a foreign teacher taught her children to match two

related words. After the teaching, the children were split into two groups. Two Thai teachers help lead two

different games and switch between the two groups, in order to supplement the previous teaching.

An interview with the school principal revealed that the school is lucky to have a number of foreigners with

good teaching qualification who volunteer to teach with inexpensive salary. The foreign teachers would be

provided with appropriate accommodation. The children do not need to worry about finding the other schools

to go after their graduation from kindergarten, primary, and lower secondary levels.

During the school visit for data collection, the writer noticed that an interviewing of parents and a child who

wanted to enter the kindergarten took quite a long time. The principal, who is already 84 years old but still

very energetic and smart, mentioned that the school needed to inform all parents about the school culture and

the uniqueness of the learning programs.

The writer has been acquainted with the principal of this school for over 20 years. She was a professor in the

College of Education who wrote several books related to brain-based learning, tales and activities for small

children, multi-intelligence and cooperative learning, teaching Thai language through the Whole Language

approach, and so on.

4. Kindergarten D: a model kindergarten in a lower-northern province

Kindergarten D was a model kindergarten in a lower-northern province. Its establishment dated back to the

year 1942, by attaching it to the first secondary school for girls built in this province by the Ministry of

Education. At the beginning, Mrs.Sangwal Sukharochana was the principal. There were only 30 children in

1943, when the first group of children were admitted.

The kindergarten, with 6 classes, was separated from the secondary school in 1955. In 1980, the kindergarten –

with a number of classes for primary education - became a primary school under the supervision of the Office

of National Primary Education Commission. Nowadays, it’s an extra-large school under the Office of Basic

Education Commission.

In 2003, the school committee decided to develop the Mini-English Program (MEP) started from Grade 1 of

primary education. Nowadays, there are MEP classes - in parallel with the general classes from G1 to G6.

Table 2 – 4 show the structures of the Mini English Program at this school

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Table 2 The Structure of Mini-English Programs for Grades 1 and 2

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Table 3 The Structure of Mini-English Programs for Grades 3 and 4

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Table 4 The Structure of Mini-English Programs for Grades 3 and 4

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To prepare children for the MEP primary education, the school has started the project for development of the

kindergarten with English language learning. According to the briefing by a primary school teacher, this project

has been supported by the Office of Primary Education Area of this province; and the model will be expanded to

other kindergartens.

A number of foreign teachers, mostly from the Philippines, have been employed to teach English language here.

The facilities and teaching equipments are quite appropriate. However, the observation revealed that the class

size is too large for kindergarten children, although assistant teachers help take care of the kids.

5. Kindergarten E: a demonstration kindergarten for teacher education

Kindergarten E is similar to La-or Utis Kindergarten in the past, if considered from the roles of teacher training.

The kindergarten is attached to the university which used to be a normal school for the preparation of primary

school teachers and kindergarten teachers.

Nowadays, the demonstration school is under the supervision of the Office of Higher Education Commission.

In 2013, its kindergarten department comprised 7 classes – a nursery, and 2 classes each from K1 to K3. The

total number of preschool children were 177, with 67 boys and 60 girls. The average class size was 25.3 in the

early childhood department. Including the primary education department, the total number of children in this

school were 832, and more than 70% of them came from the families in which the parents were government

officials or running private businesses or working in government enterprises.

Recently, the school building has been moved to situate next to the demonstration secondary school of another

public university which used to be a campus of the College of Education. The two demonstration schools are

separately managed by two different government universities.

The principal of Kindergarten D has specialized early childhood education from the College of Education in

Bangkok. She has more than thirty-year experience in teaching and supervising students of Early Childhood

Education since the university held the status of a normal school. The writer has met her a few times in 2013,

at the meetings of the Girl Guides - Girl Scouts Association of the province, and found that she is a dedicative

teacher with civic-mindedness and a love for children. She has worked closely with kindergarten teachers of

this province in the development of various early childhood education projects.

6. Kindergarten F: a private kindergarten in a Lower Northern province

Kindergarten F is a part of the private school which covers the nursery, the K1 to K3 kindergarten, and the

primary school grades from G1 to G6. It’s located in the same province as Kindergarten D and Kindergarten E.

The principal of Kindergarten F was educated from the university where Kindergarten E is attached. She also

worked hand-in-hand with the principal of Kindergarten E in creating the activities for young Girl Guides –

Girl Scouts.

In fact, the former establisher of this kindergarten was a grandson of the lady who was the first principal of the

provincial kindergarten – Kindergarten D. He and his wife were good friends of the writer. In 1982, they went

to observe the attached kindergarten of Okayama University and the conditions of early childhood education in

Japan, coordinated by the writer and her Japanese academic advisor – Prof.Nakashima – who was then the

principal of the attached kindergarten. In 1985, his wife and his mother went to observe two childcare centers

and three kindergartens in Ibaraki Prefecture, coordinated by the writer and her academic advisor – Prof.Murata

of the School of Education, the University of Tsukuba.

After the first visit to Japan, the couple improved the school facilities such as the playground, the painting of

school walls, the classroom environment, the washroom sanitation, and so on. Catalogs of kindergarten toys

and teaching instruments were received from the writer’s friend - Mrs. Maeda - whose friend was then working

as the principal of a Buddhist kindergarten in Tsuchiura City, Ibaraki Prefecture.

The couple have passed away, and the school is now managed by their son and daughters who graduated with

business degrees from England. The son has completed the master degree in educational administration, and is

pursuing the doctoral degree in the same field. He’s now managing the school and wishes to create and English

Focus Program in the kindergarten and the primary education departments.

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The school is attached with dormitories, one for boys and the other for girls. Kindergarten children are not

admitted in the dormitories, however. The school has just attached a modern swimming pool to its play-

ground. Swimming classes are optional, and are mostly conducted on weekends and during school vacations.

Moral training is practiced daily, in the nursery and kindergarten classes of this school. Kindergarten children

are trained to solemnly sing the national anthem, to chant Buddhist prayers, and to vow that they would become

good children who love the nation, religion, and the King; and who love to learn. Drawing, singing, and acting

are regularly emphasized in the kindergarten classes. Participation of kindergarten children in local events is

encouraged by the administrative board of this school, if the events are deemed appropriate.

Two nieces and two nephews of the writer went to the kindergarten and primary classes of this school. They

not only received general education, but were also trained the social manners of educated elites. Here, teachers

of the kindergarten usually addressing themselves “Mother…” when they talked to small children. An interview

of a niece of mine, now a sophomore in the Faculty of Medicine, revealed that she still feels thankful to her

kindergarten teachers. She believes that her expression and learning skills were formed since the kindergarten

years.

Conclusion and Suggestion

Early childhood education in Thailand has been developed for more than seventy years along the western lines.

Froebel, Montessori, and their followers in Japan had greatly influenced a group of Thai educators who created

public kindergartens and normal schools for the training of kindergarten teachers before and after World War II.

With the limitation of time, this paper does not cover the early childhood education and care for children of the

poor and the minorities. Although the competencies for early childhood aged 0-3 and 3-5 have already been

approved as the measures for needs assessment, and four national strategies have been announced, gaps of the

education and care for children are still wide between the rich and the poor. The case studies reveal that urban

and city areas of big provinces have kindergartens with better conditions. But, through observing many child-

care centers in Phitsanulok, Uttaradit, and Tak, the writer could say that conditions of early childhood and care

in the centers were very poor. To improve those conditions, the Ministry of Education, the Ministry of health,

and the Ministry of Social Development and Human Security still have a lot of work to do.