Vietnam Early Childhood Education

Hien, Phan Thi Thu

doi:10.1007/978-94-024-0927-7_31

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…This study supports findings reported in earlier work that "attending a preschool has a positive effect on children's vocabulary" (Van Druten-Frietman et al, 2015, p. 98). This inconsistency in findings may suggest that unlike many Western contexts, early education in the Vietnamese context provides cognitive-language stimulation (see Boyd & Dang, 2017;Hien, 2018) to the development of child language production.…”

Section: Predictors Of Preschoolers' Vocabulary Knowledge 17/24mentioning

confidence: 99%

An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

Hong¹,

Baten

Cuypere

2021

DuJAL

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This study explores the effects of child-external and child-internal factors on vocabulary skills of Vietnamese pre-schoolers. Thirty-nine Vietnamese children (54-77 months) were tested on vocabulary and cognition skills. Their parents completed a questionnaire on background information. Correlation and regression analyses were performed to explore the contribution of multiple factors to the variability in vocabulary skills. Results showed that the effects of multiple factors varied across modality and domain. Productive vocabulary was individually sensitive to more factors than receptive vocabulary; and phonologically-based vocabulary was more sensitive than semantically-based vocabulary. The strongest predictor of receptive vocabulary, productive vocabulary, semantically-based vocabulary and phonologically-based vocabulary was child intelligence, child pre-schooling length, household income and child age, respectively. The findings seem to support the multidimensional views of language with evidence that different domains or modalities of vocabulary skills respond to the effects of multiple factors differently; and components of verbal ability should be examined separately.

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Section: Predictors Of Preschoolers' Vocabulary Knowledge 17/24mentioning

confidence: 99%

An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

Hong¹,

Baten

Cuypere

2021

DuJAL

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“…While the government has invested in in-service professional development, Anh et al (2016) report that this has been largely ineffectual due to the theoretical, rather than practical, focus of the training, resulting in teachers finding it difficult to apply a child-centred teaching and learning approach in daily practice. Notwithstanding the MoET's ambition for Vietnamese kindergarten teachers to adopt more westernised pedagogical approaches, the researchers were mindful of Vietnam's long held and firmly established Confucian beliefs regarding hierarchical teacher/pupil relationships and transmission of knowledge from teacher to pupil (Hien 2018, Abbot et al 2019. Nevertheless, at the request of the MoET and CTU, the researchers sought to explore whether ILE can enable kindergarten teachers to understand and apply child-centred pedagogical approaches to STEAM education.…”

Section: Background To the Studymentioning

confidence: 99%

Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education

Shaw

Traunter

Nguyen

et al. 2021

International Journal of Early Years Education

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This paper presents a unique perspective into challenges faced by kindergarten teachers in engaging children in Science, Technology, Engineering, Arts and Mathematics (STEAM) education in Vietnam. It reports on teachers' perspectives of an adaptation of immersive learning experiences (ILE), to develop understanding of pedagogical approaches to STEAM education in real-world contexts. The study adopted a qualitative and interpretivist methodology, engaging 105 teachers in informal and collaborative activities. Their perceptions were gathered via participatory tools; photographic images recorded how they engaged with ILE. Data analysis occurred using de Freitas's four-dimensional framework. The study responds to evidence that STEAM education is not prevalent in Vietnamese schools, and reflects on the top-down siloed approach ubiquitous within its early childhood education (ECE) sector. Findings indicate the necessity for a prolonged period of training using ILE that enables teachers' development of pedagogical approaches to STEAM education. Significantly, it provides new insight for a variety of stakeholders (including teacher trainers and policy makers) into the under-researched field of Vietnamese teachers' pedagogical approaches in ECE, and extends its findings to countries adopting more formalised approaches to education.

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Vietnam Early Childhood Education

Cited by 2 publications

References 6 publications

An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education

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