Support for early learning and development ofchildren under five years old from ethnic minority groups in Viet Nam
Lam Bui, Ha Noi National University of Education, Viet Nam (email@example.com)
Ben Phạm, Ha Noi National University of Education, Viet Nam (firstname.lastname@example.org)
Lien Tran, Ha Noi National University of Education, Viet Nam (email@example.com)
Dung Nguyen, Ha Noi National University of Education, Viet Nam (firstname.lastname@example.org)
Hung Ho, Hong Duc University, Viet Nam (email@example.com)
Ly La, Ha Noi National University of Education, Viet Nam (firstname.lastname@example.org)
Background: Support provided for children’s early learning and development is one of the core goals in early childhood education. In Viet Nam, children from ethnic minority groups generally live in remote areas and have a low social-economic status. Few studies have been conducted that examine early learning and the development of Vietnamese children from ethnic minority groups or the support to which these children have access.
Aim: This study investigated the support provided for early learning and development for children from ethnic minority groups in Viet Nam.
Method: Participants were children under five years old from Hmong, Dao, and Lu ethnic minority groups living in Lai Chau province, and children from MoNam and SeDang groups living in KonTum province. Data were collected from parent questionnaires (n = 261), preschool classroom observation checklists (n = 36), home visit checklists (n = 24), and school yearly reports (n = 8).
Results: Support for children’s early learning and development were provided for participants in their homes, preschools and communities. Home support included activities such as playing, telling stories, singing and providing learning materials that encouraged children to participate in activities with adults to learn. Preschool support included teaching strategies to assist children from ethnic minorities to feel comfortable and engage in the class. Community support included two clubs for parents named Parents of Children Under Eight and Child’s Playing and Book Reading for children from four to 12 years old. Results also revealed significant differences between the support provided dependent on the participants’ age, region and ethnic minority group. Children who were under 36 months of age received less support than children who were older.
Conclusions: Support for early learning and development were provided in home, preschool and community environments for Vietnamese children from ethnic minority groups. The quantity and quality of support provided varied in terms of ethnic minority group, region and child age.
Implications for children: Your parents, educators and people in your community need to understand how important your early development is and they need to work very hard to support your early childhood education.
Implications for families: Your child’s early learning and development during early childhood is very important. Collaborating with educators and other stakeholders is important to be able to support your child and empower your child’s early development.
Implications for practitioners: Educators need to work collaboratively with different partners to achieve better outcomes for children in early childhood education. You need to reflect on the importance you attribute to your role in make changes in children’s lives, particularly children from disadvantaged areas or ethnic minority groups. Tiny things you do in your everyday work can make a big difference.
Key words: Early learning and development, ethnic minority, support, Viet Nam.
This presentation relates to the following United Nations Sustainable Development Goals: