Competency Development of Early Childhood Teacher in the 21st Century

The goal of this study is to help early childhood educators in the province of Roi Et develop their management skills for early childhood learning in the 21st century. Examples include the 100 early childhood Teachers in the province of Roi Et, research study materials like the Competency Manual on Learning Management and the 21st Century Early Childhood Competency, and tests. Mean and standard deviations are two statistics that were utilized to analyze the data. The findings indicated that early childhood teachers’ competency development involves five areas: content, technology, knowledge creation, communication, and creativity. The results were obtained utilizing percentage and t-test statistically ready-made programs. Curriculum, learning experience management, media use, innovation and technology in 21st century learning management, and measurement make up the four areas of the 21st century early childhood teacher competency development in learning management.


Introduce the Problem
The 21 century has seen a dramatic shift from globalization, with the international community building partnerships at all regional levels.To expand the power base and increase the bargaining power between each other.All social units are driven cultural fusion (Saavedra & Darleen, 2012).The teacher shifts to the role of director and helper, allowing the learner to seek and build knowledge himself (Panich, 2012;Gut, 2011;Rotherham & Willingham, 2009;Saavedra & Darleen, 2012; The North Central Regional Educational Laboratory and the Metiri Group, 2003).Define the skills needed in the 21st century based on the vision and mindset for 21-century learning."Teach less-learn more" "3R" consists of 1) Reading, 2) Riting), 3) Rithmetics, and "7C" consists of 1) Critical Thinking and Problem Solving, 2) Creativity and Innovation, 3) Cross-Cultural Understanding, 4) Collaboration Teamwork and Leadership, 5) Communications, Information and Media Literacy), 6) Computing and ICT Literacy, and 7) Career and Learning Skills.Therefore, it is necessary to develop teachers to have competencies and characteristics in terms of behavior, knowledge, skills, and attitudes necessary for the successful performance of their duties as teachers (Klein et al., 2004) in line with the changes in education in the 21 century.
Early childhood teachers play a vital role in the development and promotion of children's learning.Teachers need to have knowledge and understanding in caring for and promoting early childhood development in order to prepare children before entering basic education.to intellectual development, including higher levels of academic achievement.Supervising Teacher Children who are directly involved in the preparation of early childhood should therefore be prepared and developed.Professions to provide knowledge and understanding Have experience and critical skills necessary to organize environments and activities.Learning appropriate to early childhood development From the preparation of a public hearing on vocational standard education, early childhood education of Suan Dusit Rajabhat University and the Guru Sabha Secretariat, it was found that early childhood teachers have standard problems.The early childhood teacher profession is at a large level.Lack of cognition and experience Lack of importance and understanding of the nature of children, lack of enthusiasm for self-improvement, and lack of training to have knowledge and understanding of new sciences (The Teachers' Council of Thailand, 2013).
Due to these issues, early childhood educators need to be trained in competences that will enable them to properly plan learning experiences and have the necessary knowledge and understanding of learning management.The researcher is therefore interested in creating a procedure that will enable early childhood teachers at Roi Et Provincial School to learn, understand, and be able to practice in a way that is appropriate for early childhood development.Through the use of crucial abilities in learning exchange and conventional learning, this notion also helps teachers create their own sustainable learning.This will be a crucial tool that instructors can utilize to better themselves in the management of early childhood education and care next

Research Objectives
The development of early childhood teachers' competencies in organizing early childhood teaching activities in the 21st century in Roi Et Province.This research has the following objectives.
1) To study the competencies in learning management skills in the 21st century of early childhood teachers.
2) To study the approaches for the development of early childhood teachers' competency in learning management in the 21st century in order to prepare the competencies of early childhood teachers in learning management in the 21st century.
3) To develop the learning management competencies of early childhood teachers in learning management towards the 21st century.

1.3
The Study Attempts to Answer the Following Questions.

Questions:
1) At what level are the current conditions and guidelines for early childhood teacher competency development in terms of learning management?
2) At what level do early childhood teachers develop 21st century competencies and 21st century learning management skills?
3) Are early childhood teachers' competencies and skills in learning management in the 21st century different?

Literature Review
The components and indicators of desirable competencies of early childhood teachers consist of 3 main components: 1) Core Competency, 2) Non-core Competency, and 3) Management Competency.Core competency consists of 5 indicators: 1) Knowledge/expertise competency in early childhood education, which is in line with (Samutthai, 2013;Department of Local Administration, 2014;Boonpamee, 2013; Center for the Study of Child Care Employment, 2008;Derman-Sparks & Edwards, 2010;Head Start and Early Head Start, 2010;Agbenyega, 2012; National Association for the Education of Young Children, 2011;Sims, 2010;Lee & Recchia, 2016).That explains that core competencies in knowledge/expertise in the field of early childhood education are important indicators of teacher competency.This is because early childhood teachers must be proficient and precise in the body of knowledge of the field of early childhood education taught.To further develop expertise in the field of early childhood education.Department of Local Administration (2014;Australian Curriculum Assessment and Reporting Authority, 2011;Claro et al., 2012;European Commission, 2013;Pantic & Wubbels, 2010;Silva, 2008) which hold that it is an important competency for the development of early childhood education.3) Research and development competencies in line with the Office of the Civil Service Commission (2012); Department of Local Administration, 2014; Center for the Study of Child Care Employment, 2008;Kronborg & Plunkett, 2012;Sims, 2010) Since research is the primary function of early childhood teachers, in addition to teaching work according to the Education Act, research results can also be used to improve teaching and learning management and develop learners at the early childhood level-national/international.(Danby et al., 2011;Guralnick, 2010;Agbenyega, 2012; National Association for the Education of Young Children, 2011; New York State Center-Based and Family Child Care Center, 2010; Partnership for 21st Century Skills, 2009).Since the primary function of teachers is to develop learners, the Early Childhood Teacher is responsible for the development of early childhood in all four aspects: physical development; Intellectual development and 5) self-development competencies in line with the education of the Ministry of Education (2010), Intawong (2010), Center for the Study of Child Care Employment (2008), Hyson et al. (2008), Lee andRecchia (2016), andYüksel (2014).In particular the development of research knowledge in the field of early childhood education from attending academic conferences related to early childhood education or from research studies both domestically and internationally.Research in the field of early childhood education to be up-to-date in order to be used in the management of quality early childhood education.
Teacher competency development can take many forms according to the individual's beliefs in the organization based on philosophy.Which theory?It also depends on the nature of the educational institution, such as a private school.Sponsored or government-owned, small in size, medium or large located in the city.In municipalities in rural areas or on highlands, and includes culture.The politics of each act are important.All of these conditions have an impact on teacher competency development patterns (Thaisomboon, 2019).The 8 competencies of early childhood teachers in the 21st century are summarized as follows: 1) Content competency, 2) Computer technology competency, 3) Knowledge Creation Competency, 4) Linkage Competency, 5) Collaboration Competency, 6) Communication Competency, 7) Creativity Competency, and 8) Care Competency.(Meesomsan, 2017) According to a study on early childhood teachers' learning management skills in the twenty-first century, there are four components to both realistic and expected learning management skills in this age group: Curriculum comes first, followed by learning experience management, media use innovation and technology, measurement, and assessment.(Pongpanich, 2019) The investigation of the competency development model for early childhood teachers who speak Thai as a second language in managing teaching and learning it was discovered that Thai-speaking early childhood instructors have strong teaching and learning management skills.This is in line with the idea of professional learning communities.There are 4 components: 1) Characteristics of Early Childhood Teachers, 2) Learning Management Design, 3) Experience Management, and 4) the measurement and evaluation of early childhood development.
The research team synthesized the research of can see that the research on the development of early childhood teacher competencies in the 21 century consists of 5 aspects: 1) Content 2) Technology utilization 3) Knowledge creation 4) Communication and 5) Creativity.As for the competencies in learning management of early childhood teachers in the 21st century, it consists of 4 aspects: curriculum, experience management, media use Innovation and Technology in Learning Management measurement and evaluation The competencies in learning management skills of early childhood teachers consisted of 1) Curriculum 2) Learning Management Design 3) Learning Experience Management 4) Measurement and Evaluation (Meesomsan, 2017;Thaisomboon, 2019;Pongpanich, 2019).

Scope of the Research
Subject research the development of early childhood teachers' competencies in organizing early childhood teaching activities in the 21st century was conducted using Researcher and Development (R & D).Researchers have defined research methods as shown in Table 1.The sample group consisted of early childhood teachers.under the Office of Roi Et Primary Educational Service Area, Area 1-3, Academic Year 2022, Step 1 derived from a simple random sampling method 400 early childhood Teachers obtained by drawing lots for each school under the Office.Primary education area in Roi Et Province consists of Roi Et Province, 50 schools, 8 early childhood Teachers per school.
Step 2 from a simple random sampling method 100 poeples obtained by drawing lots for each school under the Office.Primary education area in Roi Et Province consists of Roi Et Province, 20 schools, 5 early childhood Teachers per school.

Data Collection and Statistics
The data collection was carried out between January 6, 2022 and August 31, 2022.Semester 1 Academic Year 2022 with pre-and post-secondary testing of early childhood competency development and early childhood competency development.In the field of learning management in the 21st Century.Statistics used to analyze data include mean ( ) standard deviation (S.D.) and t-test

Early Childhood Teacher Competency Development in the 21st Century in Learning Management
The Early Childhood Teacher Competency Development in the 21st Century in Learning Management consists of 3 phases as follows: A study of opinions on the competencies of early childhood teachers in learning management.The 21st survey collected data from 400 administrators and early childhood teachers, mostly early childhood teachers (85.00%), administrators (15%), early childhood teacher competencies in the 21st century, and early childhood teacher competencies in learning management in the 21st century.

Competency Development of Early Childhood Teachers in the 21st Century
The results showed that the competency development of early childhood teachers in the 21st century, which consists of 5 aspects: content, technology use, knowledge creation, communication, and creativity, overall was at a good level, and there was a statistically significant difference of 0.05 among early childhood teachers in Roi Et province, with the average score after the competency development of early childhood teachers in the 21st century higher than the average score before the development of competencies of early childhood teachers in the 21st century.It was discovered that the findings contrasted the performance growth of elementary teachers in each location in the twenty-first century.The average score following early childhood performance development in the 21st century was greater than the average score before to the development of early childhood performance in the 21st century, resulting in a statistically significant difference of 0.05.

The Development of Early Childhood Learning Management Skills in the 21st Century.
The results showed that the development of learning management skills in the 21st century consisted of four areas: curriculum, learning experience management, media use, innovation and technology in learning management, and measurement and evaluation.The average score after developing learning management skills in the 21st century was higher than the average score prior to developing learning management skills in the 21st century, according to the results of comparing the development of learning management skills in the 21st century at Roi Et Primary School, which were statistically significantly different at 0.05.Table 7 shows the comparison's findings between organizing performance before and after development.After the development of organizational performance, the average score showed a statistically significant difference at 0.05.Before the 21st century's early childhood saw the emergence of learning management competencies, learning in that era was more advanced than the average score.

Discussion
Early Childhood Competency Development in the 21st century in which the development of early childhood competencies consists of 5 aspects: content, technology, knowledge creation, communication and creativity.There was a statistically significant difference of 0.05, with the average score after the development of early childhood performance in the 21st century higher than the average score before the development of early childhood performance in the 21st century.This is especially true in all aspects to suit the development of learning management in the 21st century and to promote modernization and keeping pace with current technological changes.In addition, the development of learning management skills in the 21st century consists of four areas: curriculum, learning experience management, media use, innovation and technology in learning management, and measurement and evaluation.In the 21st century, there was a statistically significant difference of 0.05, each of which was considered an important component that contributed to the effective management of learning that encouraged the development of skilled children in the 21st century.
The development of early childhood competencies in the 21st century which has developed the competencies of early childhood teachers in five areas: content, technology, knowledge creation, communication, and creativity.Important competencies for early childhood teachers, especially in terms of content, are considered important and essential for teachers to have the knowledge to organize experiences for children.Technology is changing in the world, and early childhood teachers need to use technology to manage learning so that children can learn on their own so that they can build knowledge.Be successful in communicating and being creative.A crucial feature for teachers is thought to be the caliber of their knowledge, abilities, and actions.To fulfill their responsibilities as educators at the school, teachers must make use of this.The crucial part that educators believe teachers play in the development of human resources in the educational process (Muijs et al., 2014;Sidik, 2016;Balitbang Kemendikbud, 2017).Undergraduate early childhood education students it features advanced viewpoints on environmentally friendly electronic capabilities.In terms of economic potential and digital sustainability, this is particularly true.However, given the slight difference, it may be inferred that pedagogical arguments in favor of future teachers acquiring these skills are required.Early childhood educators are expected to have a higher level of digital proficiency in the future, though.On the other hand, and in terms of the capacity of Estrada-Vidal et al (Estrada-Vidal et al., 2020) can be maintained.Additionally, elements related to the development of technological knowledge and abilities are produced.Early childhood education can benefit from the advanced services that teachers can offer in this area.This is thought to be directly tied to how people feel about and perceive the process (Zilka, 2021).
However, early childhood teachers are still desperately needed to develop their own competencies.This is especially true in all aspects to suit the development of learning management in the 21st century and to promote modernization and keeping pace with the changes in today's technology.Designing training exercises is therefore a crucial tactic, particularly those with ICT and reflective elements.Partnership and the enthusiastic method (Albareda-Tiana et al., 2019;Lozano et al., 2021).In spite of the fact that preschool education has the ability to meet children's needs throughout their early development, many nations, including Indonesia, have neglected to stress the urgency of this stage of education.They will develop into adults as a result, and it will get them ready for college.The quality and success of young children's preschool education can be significantly influenced by teachers (Alkan, 2005).The effectiveness of teaching and learning is also facilitated and improved by teacher competence (Romstein & Stakovic, 2017).By explicitly defining ICT, instructors should use it as part of their ongoing professional development.to improve the standard of the learning environments.However, due to limited resources, such as a lack of teacher preparation, the usage of ICT by early childhood educators is still very low (Sultana & Shahabul Haque, 2018).Furthermore, it cannot simulate reality in the classroom in a separate curriculum for teaching technology.As a result, the curriculum needs to cover practice-based learning management.Additionally, it suggests expanding teachers' opportunities for instruction and hands-on practice in order to better prepare them for this type of service (Howard et al., 2021) The development of learning management skills in the 21st century of early childhood consists of four areas: curriculum, learning experience management, media use, innovation and technology in learning management, and measurement and evaluation.Each competency is considered an important component that contributes to the effective management of learning that promotes the development of 21st century skills.Have the skills to think, be aware of changes, be able to work with others, and be a good citizen of society.Learning experience capabilities enable early childhood teachers to design learning activities.Innovative learning for children is developed and experiences can be aligned according to the objectives set out in the curriculum.Performance in the use of media, innovation and technology in organizing.The learning experience will allow teachers to develop and choose teaching materials.Learning innovations and technologies used in learning management to provide children with effective 21st century skills and measurement and evaluation competencies.It enables early childhood teachers to effectively select tools to measure and assess children's development and skills in the 21st century and to use the results of such assessments to improve and correct learning management.Learning management competencies are critical to the further development of learning management for early childhood teachers.It is believed that having a thorough understanding of the curriculum will enable teachers to deliver education that is both appropriate and appropriate for the situation.Additionally, the learning management system is suitable for meeting the demands of both teachers and students (Druzhinina et al., 2018).However, it makes it easier for instructors to carry out their academic and professional responsibilities.The specialization of that skill will show how well the teacher can design the curriculum as a lesson.meaningful learning based on classroom management and effective learning principles (Gallego & Caingcoy, 2020).To improve their ability for teaching and learning, teachers, according to Amalia and Saraswati (2018), should constantly improve their classroom management techniques.This is due to the fact that the effectiveness of the teaching process is also influenced by the teacher's proficiency (Zamri & Hamzah, 2019).According to the logical procedures employed in the pedagogical technology curriculum in teacher education initiatives, this is the rationale.To lead a significant digital revolution that will help future teachers be more prepared (Taibe & Mehmet, 2022).Overall, training can be viewed as a crucial component in strengthening teachers' digital competence before they enter the field of modern education (Romero-Tena et al., 2020).Therefore, it is a practice to research educational technology.Before the service, it can present teachers with more opportunities.to comprehend the nature of subject-matter expertise.Technology-based education As a result, several of the disclosures including teaching/learning techniques to lessen the integration of initiation issues with learning management systems inside a curriculum created with a hands-on learning management approach-are seen as crucial for further study.The process of preparing teachers for the digital age is intricate and varied.A detailed research is necessary because of this (Howard et al., 2021) Additionally, according to Battelle (2019), the 21st century talents are those that students will need in order to excel in the modern workplace, including adaptability, effective communication, and critical thinking abilities.It also assists in transferring the knowledge and abilities required for future students and workers to succeed in the modern economy.
the needs and guidelines for the development of early childhood teacher competency in the 20th century.21 The data were analyzed using a questionnaire and summarized the data by using basic statisticsand Sample of Research Population: early childhood teachers under the Office of Roi Et Primary Educational Service Area, Regions 1-3, Academic Year 2022, totaling 2,491 people (Source: Roi Et Provincial Office of Education.on March 31, 2022)

Table 1 .
Research methodologies used to present information on early childhood teacher competency development in learning management skills in the 21st century

Table 2 .
Feedback on early childhood teacher competencies in the 21st century

Table 3 .
Comments on early childhood teacher competencies in learning management in the 21st century

Table 4 .
Compares the development of early childhood competencies in the 21st centuriesTable1shows the findings comparison of the performance development of elementary teachers over the past two centuries.The average score following early childhood performance development in the 21st century was greater than the average score before to the development of early childhood performance in the 21st century, resulting in a statistically significant difference of 0.05.

Table 5 .
Compares the development of early childhood competencies in the 21st century

Table 6 .
Compares the development of learning management skills in the 21st century of early childhood teachers

Table 7 .
Compares before and after the development of early childhood competencies in learning management in the 21st century *p < 0.05.