Training Curriculum Development Based on the Guiding Concept to Promote the Ability to Organize Learning Experiences on Executive Functions in Early Childhood for Childcare Teachers

This research aimed to develop an instructional coaching model to enhance early childhood educators’ abilities in designing learning experiences for brain management. This research employed a mixed-methods approach, combining quantitative and qualitative methods and consisted of two phases: 1) developing an instructional coaching framework, and 2) validating the framework with seven expert raters, the expert panel consisted of individuals with expertise in curriculum and instruction, research and curriculum development, measurement and evaluation, and early childhood education. The selection criteria for the experts were: a master’s degree or higher, experience in curriculum development or coaching and willingness to participate in the research. A total of seven experts were selected through purposive sampling. Data was collected using a 5-point Likert scale. The findings revealed that: 1) The developed instructional coaching framework comprised six components: (1) background and significance, (2) principles, (3) objectives, (4) instructional structure, (5) media and learning resources, and (6) evaluation. 2) The expert raters highly agreed on the framework’s suitability (Mean = 4.64, S.D. = 0.54). However, they suggested further refinements, particularly in selecting activities that align with the context of brain management in early childhood and that can effectively connect to age-appropriate developmental learning.