Effects of the Guardian Participatory Learning Program on Executive Function Development in Early Childhood: Administered in Child Development Centers in Eastern Thailand
Abstract
Objective: To examine the effects of a participatory learning program for guardians on the development of executive function (EF) in early childhood. The study was conducted at child development centers in Mueang District, Chonburi Province.
Material and Methods: This quasi-experimental study involved 60 guardians of young children, recruited from two centres and analysed according to each centre’s designation (30 participants per group), with no randomization at either centre or the individual level. The intervention was designed utilizing Kolb’s Experiential Learning Theory. The experimental group participated in five structured EF-focused learning activities delivered weekly over five weeks. In contrast, the control group received standard educational sessions provided by local agencies. Data collection instruments included a demographic questionnaire, a knowledge test, attitude and childrearing behavior questionnaires, and a tool for evaluating children’s EF. Descriptive statistics were used to analyze general characteristics, and paired sample t-tests and independent sample t-tests were employed to compare pre- and post-intervention outcomes within and between groups.
Results: Participants in the experimental group showed significantly higher levels of knowledge, attitude, childrearing behavior, and EF development in their children compared to both their pre-intervention scores and those of the control group (p-value<0.05).
Conclusion: The program’s effectiveness demonstrates its potential to be a practical tool for public health personnel. The program may be adapted to local contexts. Further studies with a prolonged follow-up are recommended to evaluate the sustainability of childrearing behaviors.
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