ICAP — Proactive Data System for Child Development Centres
A system that tracks data from child development centres and kindergartens nationwide, using child-centred learning through play so every child can develop their potential at low cost and with high returns
Translated from Thai · reviewed by the CF team
Learning through play for fairness and equality
The Integrated Child-Centered Active Learning Project (ICAP), or the project to develop early childhood through integrated, child-centred learning through play, aims to ensure that every child has the opportunity to develop their potential at low cost and with high returns, fairly and equally, in line with the National Early Childhood Curriculum B.E. 2560 and the HighScope/RIECE Thailand approach.
From field project to digital monitoring system
The project began operating in the field around B.E. 2558–2559 at child development centres in Lop Buri before expanding nationwide through 2 main models — Model A (full coaching, with around 10 days of on-site visits, more than 300 learning materials and classroom improvements) and Model B (self-directed learning with online consultation). A digital system now tracks children’s development through DSPM and EF, allowing stakeholders to see progress in real time.
Two operating models
Model A (full on-site coaching, classroom improvements and 300+ learning materials) and Model B (self-directed learning with online consultation)
Assess and improve the environment
Assess classrooms, provide learning materials/toys/books, and train teachers to facilitate learning rather than control it
Monitor progress using DSPM and EF
Track children’s development through 5 areas of DSPM (gross/fine motor skills, language and social skills) and 5 areas of EF (inhibition, flexibility, emotional control, working memory and planning)
Collaborative network
Coordinate through a diverse network of partners, including community hospitals, the Equitable Education Fund (EEF), the Community Organizations Development Institute (CODI), the Department of Children and Youth, and the private sector
The figures above come from ICAP’s digital monitoring system, which only began operating in late B.E. 2568, so they cover only the latest cohort. The cumulative figures for the entire project since it began (data as at 31 December B.E. 2568 from Yuvabadhana Foundation, the main supporter) are much higher — 788 centres, 1,107 cumulative classrooms, 2,360 teachers trained cumulatively, and 25,675 children supported in their development cumulatively. Since the project began in B.E. 2559, it has covered 74 provinces. The two sets of figures cover different scopes (the latest digital system versus 10 years of cumulative project data), so they are presented separately and not combined into a single figure.
Main supporter
Yuvabadhana Foundation
System development and management
ChangeFusion (deepmatters)
Field partner network
Community hospitals, the Equitable Education Fund (EEF), the Community Organizations Development Institute (CODI), the Department of Children and Youth, local government organisations and the private sector
Academic approaches
HighScope and RIECE Thailand
The project founder has set a long-term target of 10,000 centres nationwide, and sees this as requiring collaboration among multiple parties rather than top-down directives (a target stated by the founder, not an officially announced plan on the website). An evaluation study by TDRI (February B.E. 2569) recommends integrating DSPM/EF data into the national information system and establishing “model centres” to support further quality-focused expansion.
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Choose the question that fits your role. Answers are summarised from our own records of the work, and you can talk to the CF team from any card.
What change does this work create, and how do we know it is effective?
ICAP tracks children’s development through DSPM and EF, and reports figures for centres, classrooms, teachers and children in the system. However, there are no records confirming developmental outcomes directly attributable to the project.
ICAP aims to give young children fair and equal opportunities to develop their potential through play-based, child-centred learning. This Project A digital system currently tracks development through DSPM and EF, enabling those involved to see progress in real time. This Project
Figures from the digital monitoring system, which began operating in late B.E. 2568, include 785 centres, 650 classrooms, 1,345 teachers who have completed training, and 5,780 children whose development is being tracked. This Project Cumulative figures for the entire project as of 31 December B.E. 2568 include 788 centres, 1,107 classrooms, 2,360 teachers trained, and 25,675 children supported, across 74 provinces. The two sets of figures cover different scopes. This Project
We do not yet have records confirming how much children’s development has changed as a result of participating in ICAP, or whether the measured outcomes are directly attributable to the project.
How was this work carried out, and what lessons can be applied going forward?
We use play-based learning, assess and adapt classrooms, train teachers, and monitor DSPM and EF, with two delivery models; however, there are no direct records summarising lessons or failures.
ICAP uses child-centred, play-based learning in line with the National Early Childhood Curriculum B.E. 2560 and the HighScope/RIECE Thailand approach. This Project There are two delivery models: Model A, which includes on-site coaching, classroom adaptation, and learning materials; and Model B, which involves self-directed learning and online consultation. This Project
In each area, classrooms are assessed, and learning materials, toys, and books are provided. Teachers are trained to facilitate learning rather than control it. This Project Development is monitored using DSPM and EF, and a digital system helps stakeholders see progress in real time. This Project
One point to consider from the delivery models is that they offer both an intensive, on-site option and a self-directed learning option, alongside developmental monitoring. This Project However, we do not yet have records summarising how the models differ in effectiveness or what mistakes should be avoided.
What kinds of areas is this approach suitable for, and what is needed to get started in our area?
ICAP began at child development centres in Lopburi before expanding nationwide. It has both a coaching model with on-site visits and a self-directed learning model, but there is no record of criteria for selecting areas or minimum requirements for starting work.
ICAP began operating in areas with child development centres in Lopburi around B.E. 2558–2559, before expanding nationwide. This Project The Project aims to ensure that every child has a fair and equal opportunity to develop their potential through play-based, child-centred learning. This Project
The work includes Model A, in which coaches visit the area, adapt classrooms and provide learning materials, and Model B, which focuses on self-directed learning with online consultations. This Project The local approach also includes assessing classroom conditions; sourcing materials, toys and books; training teachers to facilitate learning; and monitoring children's development through DSPM and EF. This Project
The network coordinating the work includes community hospitals, the Equitable Education Fund, CODI, the Department of Children and Youth, local government organisations and the private sector. This Project We do not yet have a record of the area conditions, staffing levels, budget or minimum resources required to start ICAP.
What methods or tools can we start using straight away?
The tools used in the work include classroom assessments, arranging learning materials and toys, teacher training, and monitoring through DSPM and EF. However, there is no record of how to access these tools or the steps to start using them immediately.
The tools in ICAP begin with classroom assessments and adjustments to the learning environment, including providing learning materials, toys and books suited to learning through play. This Project Another component is training teachers to act as learning facilitators rather than controlling the children. This Project
To monitor development, the Project uses 5 areas of DSPM and 5 areas of EF, with a digital system helping stakeholders see progress in real time. This Project The approaches include Model A, with coaches visiting sites, adjusting classrooms and using learning materials, and Model B, which involves self-directed learning and online consultation. This Project
The latest figures in the monitoring system show 785 centres, 650 classrooms, 1,345 teachers trained, and 5,780 children whose development is being monitored. This Project We do not yet have records of the steps for accessing the DSPM or EF systems, guides to using the tools, or ready-to-use instructions for getting started.
How is this work connected to systemic issues, and what kind of collaboration is needed?
ICAP connects child development with the systems around children through teachers, child development centres, public health personnel and funding sources, drawing on a multisectoral network and a developmental monitoring system.
ICAP sees early childhood development as something that must be addressed collectively, not merely through classroom learning. It uses play-based learning and monitors children’s development through DSPM and EF. This Project Digital systems help those involved see progress in real time, while the approach also works with children’s surrounding environment, including adapting classrooms and developing teachers’ roles. This Project
The network includes community hospitals, the Equitable Education Fund (EEF), the Community Organizations Development Institute (CODI), the Department of Children and Youth, local government organisations and the private sector. Yuwapat Foundation is the main supporter, while ChangeFusion (deepmatters) develops and maintains the system. This Project This approach aligns with the challenge of promoting the well-being of children and young people, which requires cross-sector collaboration among schools, teachers, public health personnel and funding sources to address physical, emotional, social and intellectual development. IssueChildren, Youth and Well-being
The project founder set a long-term target of 10,000 centres and considers collaboration among many parties necessary, rather than top-down directives. This target is not an officially announced plan on the website. This Project