All It Takes for a Teacher Is to Know the Children? An Empirical Study on Increasing Child Development in Vietnamese Preschools

Autor/inn/en	Cabus, Sofie; Lenaerts, Filip; Trinh, Nguyen Th? My; Trang, Nguyen Thi; Phuc, Le Thi Dieu; Phuong, Nguyen Hoang
Titel	All It Takes for a Teacher Is to Know the Children? An Empirical Study on Increasing Child Development in Vietnamese Preschools
Quelle	In: Journal of Research in Childhood Education, 37 (2023) 3, S.387-404 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cabus, Sofie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2023.2211119
Schlagwörter	Child Development; Preschool Education; Comparative Analysis; Disadvantaged; At Risk Persons; Ethnic Groups; Minority Groups; Diversity; Faculty Development; Preschool Teachers; Holistic Approach; Foreign Countries; Social Emotional Learning; Health Behavior; Gender Differences; Cognitive Ability; Educational Change; Teacher Student Relationship; Vietnam + Suchen Sie Ihr Suchwort? Kindesentwicklung; Pre-school education; Vorschulerziehung; Risikogruppe; Ethnie; Ethnische Minderheit; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Holistischer Ansatz; Ausland; Health behaviour; Gesundheitsverhalten; Geschlechterkonflikt; Denkfähigkeit; Bildungsreform; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Process-oriented child monitoring (POM) deals with systematic monitoring of the observed learning needs of children in early childhood education by teachers. Between 2017 and 2021, a teacher professional development trajectory was implemented using POM in ethnically diverse preschools in Central Vietnam. These preschools typically consist of disadvantaged children at risk of barriers to classroom activity engagement. This study evaluates the effectiveness of POM using a pre- and posttest research design with a treatment and control group. Participants (N = 339) in the study were assigned to the treatment or control group using a clustered-randomized sampling approach. Whereas Kinh children rarely occur in the school population, the analysis focuses on ethnic minorities only in both treatment and control groups. Results indicate that POM is promising in increasing holistic child development. Five-year-old girls show most progression in cognitive functioning and socio-emotional development, while boys at this age indicate advances in socio-emotional development and health behaviors. Further evidence indicates that changes in teaching children from poor households play out much faster for child development, as opposed to what is observed among wealthier households. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01