Renovating Early Childhood Education Pedagogy: A Case Study in Vietnam

Autor/inn/en	Thao, Dang Phuong; Boyd, Wendy Anne
Titel	Renovating Early Childhood Education Pedagogy: A Case Study in Vietnam
Quelle	In: International Journal of Early Years Education, 22 (2014) 2, S.184-196 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2014.909306
Schlagwörter	Foreign Countries; Curriculum Development; National Curriculum; Educational Change; Early Childhood Education; Teaching Methods; Preschool Teachers; Teacher Attitudes; Child Care; Faculty Mobility; Preschool Children; Young Children; Educational Philosophy; Teacher Role; Child Development; Kindergarten; Case Studies; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Frühe Kindheit; Bildungsphilosophie; Erziehungsphilosophie; Lehrerrolle; Kindesentwicklung; Case study; Fallstudie; Case Study
Abstract	Since 2003, the Vietnamese government has prioritised curriculum reform efforts and commitment to improving the quality of the national curriculum. The Vietnamese early childhood education renovation has encountered considerable changes and challenges, particularly in the area of pedagogical approaches. Many early childhood teachers continue to favour direct instruction over more appropriate teaching practices for early childhood. This paper reviews the implementation and renovation of the revised curriculum over the past 10 years in Vietnam, and examines the changing realities of early childhood teachers' work to explore ways to implement and sustain changes in pedagogy in Lam Dong Province, Vietnam. The paper explores how changing societal expectations and the changing educational philosophies and resultant pedagogy have impacted on the beliefs and practices of early childhood teachers. The teaching profession, as a whole, is facing ongoing change and challenge; not only are ongoing educational reforms redefining teachers' work, but increasing teacher attrition and turnover also creates problems for Early Childhood Education and Care (ECEC) in Lam Dong province. The paper concludes with suggestions for areas for future research in Vietnam in the field of ECEC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10