28/10/2015
Well-being and involvement in
early childhood education in Vietnam
Filip Lenaerts, Nguyen Thi Lan Huong & Dinh Thi Thu Trang
VVOB Vietnam
Why are we here?
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Listen carefully and follow my instruction
And follow my instruction closely, we only have a minute!
Take your paper, I take mine
I draw the line, you draw the line
Make sure you produce the same drawing!
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28/10/2015
Quite often, we see this in practice
Policy vs Practice
Policy (2009)
Practice
Holistic development
Learning? Teach >< Play
Elements of integrated ECCD
A friendly environment, created
by teachers
Child-led
Lack of child-initiated activities
Thematic
Child observation skills lacking
Deep learning
Parents ask ‘real’ education
= framework for quality early
childhood education
= capacity gaps among
kindergarten teachers
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Illustrating the gap
How do you know that children are learning?
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Well-being and Involvement
= Deep Learning
Leuven Scale
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Leuven Scale
Care width, ensuring that all children
develop to their full potential
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Ten Action Points
#1
Rearrange the classroom in appealing corners or areas
#2
Check the content of the corners and replace unattractive materials by more
appealing ones
#3
Introduce new and unconventional materials and activities
#4
Observe children, discover their interests and find activities that meet these
orientations
#5
Support ongoing activities through stimulating impulses and enriching
interventions
#6
Widen the possibilities for free initiative and support them with sound rules
and agreements
#7
Explore the relation with each of the children and between children and try
to improve it
#8
Introduce activities that help children to explore the world of behaviour,
feelings and values
#9
Identify children with emotional problems and work out sustaining
interventions
#10
Identify children with developmental needs and work out interventions that
engender involvement within the problem area
Effect on
all children
Focus on
individual child
Process-Oriented Child Monitoring System
Care width
Actions
Child
Observation
Well-being
Involvement
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We introduced this approach in Vietnam
Interesting
Useful
Relaxed
Applicable
What our partners shared with us
Vo Thi Hoai Binh, Department of Education,
Quang Ngai province
“The child monitoring system helps teachers
to observe children in a systematic way, by
focusing on involvement and well-being”
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What our partners shared with us
Bui Thi Lan, Quang Nam University
“I like how the teachers make the classes
comfortable. And they also need to create
challenges for learning.”
What our partners shared with us
Nguyen Thi Cam Tu, Nghe An Teacher Training
Institute
“I like the focus. And as a training content, I
find the concept easy to absorb.”
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What our partners shared with us
Ho Lam Hong, national experts on early childhood
“The content is innovative and very
important as a foundation to change
practice in Early Childhood Education in
Vietnam”
What our partners shared with us
Vu Thi Huyen Trinh, Early Childhood Education
Department, Ministry of Education and Training
“I would be really interested in applying this
approach through action research to see
how we can contextualize child observation
and use it in Vietnamese kindergartens.”
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Action research, contextualizing the approach
• Thai Nguyen: 11/2015 – 04/2016
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Practice schools of teacher training institutes, remote schools
Well-being and involvement, 10 Action Points, care width
Data? Observations beginning, middle and end
Data+? Action plans, documentations of actions
Will contribute to contextualization of POMS
• Quang Nam: 01/2016 – 05/2016
– More focus on remote schools
– Well-being and involvement, 10 Action Points
– Include focus on ethnic minority children’s barriers to learning
and participation
– Contribute to contextualization of POMS
– Contribute to better understanding of equity in early education
If time allows, let’s try one more thing
• 1 minute, we don’t have much time left…
• Take the same paper with the flower, and turn it into an
airplane
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And let it fly!!!
Xin cảm ơn!
Thank you!
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