Browsing by Author "Vasunun Chumcha"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    The impact of the 101s positive discipline teacher training on teacher practices and preschoolers' executive function skills
    (2012-03) Pitchada Sutipan; Vasunun Chumcha; Nuanchan Chutabhakdikul; Panadda Thanasetkorn; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    The 101s Positive Discipline (The 101s) is a set of research-based techniques for teaching children to be self-discipline. The 101s techniques were carefully studied in a lab school in the United States by Dr. Katharine C. Kersey, a university professor in Old Dominion University, and her research team. In the current study, The 101s techniques were adopted from the lab school to implement in the sample schools in Thailand. The 101s positive discipline training was designed for Thai teachers by a Thai expert who acquired The 101s trainer certificate. The objectives of this study were (1) to investigate the impact of The 101s teacher training on changes in teacher interaction practices and preschoolers' executive function and (2) to examine the correlations between teacher interaction practices and executive function skills. Two kindergarten schools in Samuthprakarn were randomly assigned as an intervention group ( 4 teachers, 31 children) and control group(3 teachers, 29 children). For the data analysis, independent t tests were employed to investigate the mean differences on each subscale of teacher interaction checklist between the intervention and control groups. The results of this study showed that the trained teachers in The 101s teacher training had significantly higher scores on positive teacher interaction practices subscales and significantly lower scores on negative teacher interaction practices subscales, comparing to the teachers in the control group. In addition, multivariate analyses of covariance (MANCOVA) tests were employed to investigate the mean differences on each subscale of BRIEF®-P between the intervention and control groups. The results also showed that the students whose teachers received The 101s Positive Discipline training had significantly lower scores on inhibit, emotional control, working memory and plan/organization (F=5.087, 7.873, 7.230 and 5.562 respectively, p<.05) as measured by the BRIEF®-P, comparing to the control group. Finally, bivariate-correlations were performed to examine the relationships between teacher interaction practices and executive function skills. The results showed the significant negative correlations among the use of positive principles in The 101s and BRIEF®-P subscale. The results indicated that The 101s training had an impact on teacher interaction practices and children's executive function skills. Discussion, limitations, implications, and suggestions for future research are also presented .
  • Thumbnail Image
    ItemOpen Access
    Self-regulation in Thai preschoolers: the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation
    (2012-03) Piyada Pichitkusalachai; Panadda Thanasetkom; Vasunun Chumcha; Nuanchan Chutabhakdikul; Mahidol University. The National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    This research investigated the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation in Thailand, using quasi-experimantal, pre-post test research design. The 101s is a tool for teachers to interact to their students with warm and responsive care. It contains positive discipline techniques focusing on promoting children's social and emotional competence. Preschool teacher (n=11) and their children (n=45) at age 3-5 years old enrolled in two schools were the sample of the research. The sample was divided into two groups. First, the 101s training group in which the teachers received the training consisted of 6 teachers and 20 children. Second, the control group in which the teachers received no training consisted of 5 teachers and 25 children. An independent samples t-test and a series of analysis of covariance (MANCOVA) were utilized to evaluate the significant differences in the mean scores on teacher interaction practices, as measured by teacher interaction Checklist, and children's self-regulation, as measured by the BRIEF-P. The results showed that the teachers in The 101s training group had significantly higher scores on positive interaction practices and significantly lower scores on negative interaction practices (i.e., positive behavioral management and verbal punishment), comparing to the teachers in the control group. The results also showed that the children in The 101s training group had significant differences in self-regulation scores (i.e., inhibition and inhibitory self-control), comparing to the children in the control group. The findings suggested that The 101s teacher training program had a positive effect on teacher's interaction practices and children's self-regulation. The implications, Limitation and suggestions of the research are discussed.