Social Capital Utilization for Promoting Learning Experiences of Early Childhood: A Case Study of an Early Childhood Development Center


  • O. Nukaew
  • S. Chunuan
  • P. Jittanoon
  • A. Buapetch
  • P. Wattanasit
  • N. Cherngchalard


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.


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How to Cite

Nukaew, O., Chunuan, S., Jittanoon, P., Buapetch, A., Wattanasit, P., & Cherngchalard, N. (2015). Social Capital Utilization for Promoting Learning Experiences of Early Childhood: A Case Study of an Early Childhood Development Center. Asian Journal of Education and E-Learning, 3(3). Retrieved from