Social Capital Utilization for Promoting Learning Experiences of Early Childhood: A Case Study of an Early Childhood Development Center
Keywords:social capital, learning experience, early childhood development center, case study
This research aimed to explore the utilization of social capitals for promoting learning experiences of
early childhood in an early childhood development center (ECDC). The sample comprised one ECDC under a sub-district municipality, southern, Thailand. A total of 31 key informants comprising 16 teachers, 7 parents and 8 community leaders and scholars was purposively selected. Data were collected using focus group interview along with in-depth interview. Content analysis was used to analyze the information gained.
The findings revealed that several social capitals were utilized including: 1) human capital (e.g., community leaders and scholars, teachers, and health care personnel); 2) institutional capital (e.g., a sub-district municipality, an elderly club, and a parenting association); 3) local wisdom capital (e.g., shadow play, lullaby, and local materials); 4) cultural capital (e.g.,Thai traditional uniform, traditional and Buddhist rituals); and 5) natural resource capital (rice fields and para-rubber fields). Several strategies were applied to utilize the social capital consisting of policy support, teacher advocating, parenting involvement, community participation, and scholarly volunteers.
The findings could be applied by other ECDCs to promote learning experiences for early childhood. However, social capital utilization should take into consideration the characteristics and community context of each ECDC.
Larson, J. and J. Marsh, The SAGE Handbook of early childhood ed. ed. 2013 Thousand Oaks, California: SAGE Publications Inc.
Ministry of Education Thailand., Early childhood curriculum B.E. 2546 (A.D. 2003), 2014
Khemmani, T., B. Tantiwong., and S. Vidhayasiriun. Principles and models of early childhood development in Thai cultural ways: Selected research findings relating to social context and child's transition from home to school 1995; Available from: http://eric.ed.gov/?id=ED390574.
Mungmachon, R., Knowledge and Local Wisdom: Community Treasure. International Journal of Humanities and Social Science, 2012. 2(13): p. 174-181.
Suttisa, C. and W. Ratanaphet. Community learning center on local culture and local wisdom 2015; Available from: http://www.localinfonet.msu.ac.th/2013/LearningCenter2ch.pdf.
Bagdi, A. and J. Vacca, Supporting Early Childhood Social-Emotional Well Being: The Building Blocks for Early Learning and School Success. Early Childhood Education Journal, 2005. 33(3): p. 145-150.
Janssens, W., J.V.D. Gaag, and J.W. Gunning, The role of social capital in early childhood development: evidence from rural india 2004.
Oâ€™Kane, M. and N. Hayes, The transition to school in Ireland: Views of preschool and primary school teachers. International Journal of Transitions in Childhood 2006. 2: p. 4-16.
Schlee, B.M., A.K. Mullis, and M. Shriner, Parents social and resource capital: Predictors of academic achievement during early childhood. Children and Youth Services Review, 2009. 31: p. 227-234.
Tennent, L., A. Farrell, and C. Tayler. Social capital and sense of community: What do they mean
for young childrenâ€™s success at school? . in International Education Research Conference. 200. Sydney: Australian Association for Research in Education (AARE)
Department of Social Development and Qulity of Life. Social capital 1993; Available from: http://pattanathai.nesdb.go.th/Knowledge_pdf/social_capital.pdf.
Group, T.H.W. Community capacity Thai Health 2011; Available from: http://www.hiso.or.th/hiso/picture/reportHealth/ThaiHealth2011/eng2011_9.pdf.
Epstein, J.L., School/family/community partnerships: caring for the children we share. Phi Delta Kappa International., 1995. 56(3): p. 701-712.
Farrell, A. and L. Tennent. Social capital and early childhood education Available from: http://core.ac.uk/download/pdf/10872767.pdf.
How to Cite
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.