Promoting early childhood care and development for disadvantaged ethnic minority children in Lai Chau province

ently moves around in the classroom to select their favorite objects, toys, activities 4,5% 9,1% 86,4% 1.4 Facial expressions, gestures show enjoyment, excitement 22,7% 45,5% 31,8% 1.5 Confidently share his/her comments, ideas with teacher, friend in both mother tongue and Vietnamese 13,6% 40,9% 45,5% 1.6 Spontaneously ask friend, teacher one more time if they do not know something or do not know how to do 4,5% 72,7% 22,7% 1.7 Focus on their activities, find the ways to implement his/her intent/ ideas 4,5% 63,6% 31,8% 2 The child participates in classroom activities 2.1 Participate in activities with his/her teacher, friends 59,1% 40,9% Phần 4. MÔI TRƯỜNG VÀ cÁc cHỦ THỂ GIÁO Dục 4.0 529 Evaluation criteria Often/ Yes (>50%) Sometimes/ Not too much (<50%) No 2.2 Self-implement an appropriate task with excitement, try to complete task on his/her own 31,8% 59,1% 9,1% 2.3 Focus on their activities, find the ways to implement his/her intent/ ideas 45,5% 40,9% 13,6% 2.4 Be allowed to think, and give a variety of answers 9,1% 54,5% 36,4% 2.5 Asks teachers questions 0% 13,6% 86,4% 2.6 Be allowed with “trial and error”, exchanged ideas with his/ her teacher and friends 13,6% 54,6% 31,8% 2.7 Be allowed to transfer to other activities/ tasks when completing the product or finding out the results / answers 18,2% 68,2% 13,6% 2.8 Work directly with real samples / objects, toys 45,5% 27,3% 27,3% 2.9 The child is learning all day and eating lunch at school 100% 3 The child has many opportunities to learn and understand 3.1 The child has a support (from a assistant teacher) when he/she did not understand (when the teacher did not use his/ her mother tongue) 0% 4,5% 95,5% 3.2 The child is instructed appropriately, clearly and easily / conveniently when performing his/ her teacher’s request 59,1% 31,8% 9,1% 3.3 Used objects, toys, learning materials close to the real life of the child 27,3% 54,5% 18,2% 3.4 Child is educated and taken care in age – appropriate way 86,4% 4,5% 9,1% 3.5 The child learns Vietnamese with visual devices 40,9% 54,5% 4,5% 3.6 The child has easily access to materials, objects, and toys in the classroom 40,9% 54,5% 4,5% 3.7 The child listens when his/ her teacher or friend speaks 45,5% 50% 4,5% Kỷ yếu Hội tHảo quốc tế CáC vấn đề mới trong khoa họC giáo dụC: tiếp Cận liên ngành và xuyên ngành530 Evaluation criteria Often/ Yes (>50%) Sometimes/ Not too much (<50%) No 3.8 The child have some good routines in their activities, meeting the requirements of the teacher 72,7% 27,3% 3.9 The child receives timely support from his/ her teacher (when the child does not know how to do it, when the child is in conflict with his/ her friend, when the child is tired / sad ...) 63,6% 27,3% 9,1% 3.10 Children with difficulties (disabilities, illness...) are facilitated to operate in appropriate environments / appliances; obtained the appropriate requirements and support 4,5% 9,1% 86,4% B Teachers 4 Working style, attitude with children 4.1 Agile style (show initiative and know the tasks) 86,4% 9,1% 4,5% 4.2 Attentive, kind attitude. Treat children fairly 77,3% 22,7% 5 Ways to organize activities for children 5.1 Organizing the activities according to the age-classes prescribed in the preschool education program (adjusted for plausible reasons) 90,9% 9,1% 5.2 Have separate activities for different age groups in the classroom (with multigrade classes) 4,5% 13,6% 81,8% 5.3 Assigning and coordinating the work among teachers in class in a scientific and effective way 36,4% 9,1% 54,5% 5.4 Use a variety of ways, using visual objects or a facilitator to guide the child when they have difficulty participating in class activities. 4,5% 54,5% 40,9% 5.5 Organize activities for children in class with appropriate and effective methods and forms 31,8% 68,2% 5.6 Develop a stimulating environment, create opportunities for children to practice and promote creativity 9,1% 72,7% 18,2% Phần 4. MÔI TRƯỜNG VÀ cÁc cHỦ THỂ GIÁO Dục 4.0 531 Evaluation criteria Often/ Yes (>50%) Sometimes/ Not too much (<50%) No 5.7 Observation and detection of children need support and timely and appropriate support for these children 45,5% 45,5% 9,1% 5.8 Spend a time for the child to think and find a way to do the task 9,1% 45,5% 45,5% 5.9 Educational content / tasks are close to children 21,1% 68,2% 9,1% 5.10 Accept the child’s ideas, their finding, encourage the child to find their own answers, and ways to explain in the experience, explore, create products process. 31,8% 36,4% 31,8% 5.11 Talk and respond to the child to understand and make them feel cared for 45,5% 40,9% 13,6% 5.12 Praise the child’s success, including the ones that are considered the smallest in a particular way 50% 50% 5.13 Unlimited use of objects, toys, learning materials which have been arranged in the classroom 13,6% 59,1% 27,3% 5.14 Assign challenging tasks to the child, giving them the opportunity to do by themselves 13,6% 40,9% 45,5% 5.15 Observe and detect the child who needs to support and find the effective solution to support that child 50% 13,6% 36,4% 5.16 Educational contents are close to the child, use many visual materials, real life familiar with the child to explain 13,6% 77,3% 9,1% 6 Establish a friendly environment that encourages the child to explore and enhance their activities 6.1 Classroom placement helps teachers and children move easily and actively participate in the activities 72,7% 27,3% 6.2 Arrange the toys in a convenient way so that the child is easy to take and store after use 59,1% 27,3% 9,1% Kỷ yếu Hội tHảo quốc tế CáC vấn đề mới trong khoa họC giáo dụC: tiếp Cận liên ngành và xuyên ngành532 Evaluation criteria Often/ Yes (>50%) Sometimes/ Not too much (<50%) No 6.3 Objects, toys are familiar in everyday life and apropriate with the culture 68,2% 31,8% 6.4 Have documents, materials and pictures appropriate to the context and culture of the child 13,6% 72,7% 13,6% 6.5 Many types of toys, tools (for writing, drawing, styling, cutting, gluing,...). The child can use in many ways to maintain their interest. 23,6% 59,1% 27,3% 6.6 All children’s products are displayed at their eye level 13,6% 59,1% 27,3% 6.7 Parents easily participate in classroom activities, in the school 77,3% 13,6% 9,1% 6.8 Has many outdoor toys for children to play 0% 59,1% 40,9% 6.9 The campus is clean, safe and hygienic for children’s outdoor activities. Has clean water and toilets for children and teachers 86,4% 4,5% 9,1% 6.10 Objects, toys, playing angles are labeled in Vietnamese and ethnic languages 9,1% 63,6% 27,3% 6.11 Has a reading corner/ library with variety books, documents, and pictures 0% 18,2% 81,8% 6.12 Operational corners are clear, recognizable and attractive 36,9% 45,5% 18,2% Table 17: Observation results of educational activities in elementary school Evaluation criteria Often/ Yes (>50%) Sometimes/ Not too much (<50%) No A Children 1 The child feels comfortable in the classroom 1.1 Clean, neat (clothes, hair, shoes/ sandals) 90% 10% 0% 1.2 The child have natural communication with his/ her friend, teacher, and others (in both language and gestures) 65% 30% 5% Phần 4. MÔI TRƯỜNG VÀ cÁc cHỦ THỂ GIÁO Dục 4.0 533 Evaluation criteria Often/ Yes (>50%) Sometimes/ Not too much (<50%) No 1.3 Confident, active use of materials and objects, activities and implement activities in and out of school hours 50% 45% 5% 1.4 Has facial expressions, gestures that show attention, and interest in learning 25% 70% 5% 1.5 Not afraid, confidently share the ideas in their own ways with their teacher, and friends in their mother tongue or Vietnamese. 20% 40% 40% 1.6 Naturally ask friend, teacher one more time if they do not know or do not know how to do something 15% 5% 80% 2 The child participates in classroom activities 2.1 Use visual materials to observe, review, explore and understand to the lessons 59,1% 40,9% 2.2 Use appropriate documents, learning objects and materials during school hours 31,8% 59,1% 9,1% 2.3 Be encouraged and try to find the answers / completes the product in different ways, including fail trial 45,5% 40,9% 13,6% 2.4 Students engage in dialogue and feedback with each other (in both languages) while learning and finding answers or how to perform the tasks. 10% 50% 40% 2.5 Be allowed to tried-and-error, discuss with their friend (in both languages), find different ways to perform tasks with enough objects, toys, time and do with their friend 0% 30% 70% 2.6 Students feel free to ask / share their opinion to their teacher/ friends for support 5% 30% 65% 2.7 Know how to support their friends by explaining to them how to do rather than just say the result 10% 30% 60% 2.8 Listening to their friend 25% 60% 15% 2.9 Be allowed to transfer to other activities/ tasks when completing the product or finding out the results / answers 60% 15% 20% Kỷ yếu Hội tHảo quốc tế CáC vấn đề mới trong khoa họC giáo dụC: tiếp Cận liên ngành và xuyên ngành534 Evaluation criteria Often/ Yes (>50%) Sometimes/ Not too much (<50%) No B Teacher creates positive learning environment and relationships (interactive, friendly classroom) 3.1 Listen when the students answer, discuss with each other, understand what the student is saying and tell the students (with or without supporter) 65% 15% 20% 3.2 Choose the stand position where can always observe to the student’s activity, especially students with difficulty. Recognize students’ difficulties (when instructed these students) 60% 35% 5% 3.3 Has actions to develop close relationships between teachers and students 45% 15% 40% 3.4 Communication: talk with appropriate volume, slowly, always observes students when talking, encourages students to study, accept their difference characteristics. 65% 20% 15% 3.5 Encourage students to find answers, ask their friend, seeking support, and working together 35% 40% 25% 3.6 Do not blame, denigrate when students make mistakes in learning 50% 30% 20% 3.7 Teacher often encourages the child to share their creative ideas 15% 40% 45% 3.8 Use appropriate and effective reinforcements (verbal, action, physical reinforcement) 25% 40% 35% B Teachers use teaching methods appropriate to the ethnic minority student’s characteristics and development level 4.1 Use a variety of ways to help the ethnic minority student to understand the lesson (explaining, instructing, using visual objects, for example, illustrating reality close to students, ...) 30% 10% 60% 4.2 Ensuring adequate support (peer - support and teacher support) and enough time for students to practice 30% 50% 20% 4.3 Use visual teaching objects to bring students closer to the real life 20% 15% 65% Phần 4. MÔI TRƯỜNG VÀ cÁc cHỦ THỂ GIÁO Dục 4.0 535 Evaluation criteria Often/ Yes (>50%) Sometimes/ Not too much (<50%) No 4.4 Uses open-ended questions instead of closed-ended questions, allows students to give different answers, create and deepen their thinking. 25% 55% 20% 4.5 Interested in finding out the student’s needs, wishes and preferences 5% 40% 55% 4.6 Identify students’ difficulties and have a different approach with lesson plans to help students understand these lesson 30% 30% 40% 4.7 Use handmade learning objects and materials to helps students learn more easily 35% 10% 55% 4.8 Spend time to asking the questions that requiring brainstorming and implementing personal support 45% 30% 25% 4.9 Use student mistakes as opportunities for students to understand the lesson (how did you get there?, why?...) 15% 30% 55% 4.10 Encourag students to complete assignments and tasks by themselves 35% 30% 35% 4.11 Create peer - support groups 20% 60% 20% 5 Adjusted the content, learning materials and language materials appropriate to the characteristics and living context of ethnic minority students 5.1 Do not teach a fixed lesson plan and modifies those lesson plan to fit with student’s learning ability 25% 30% 45% 5.2 Adjusted the method, the ways to guide when students have difficulty 40% 20% 40% 5.3 Teachers have changed and modified their teaching methods, but they haven’t made their students interested in the lesson 15% 30% 55% 5.4 Change the content, language, teaching methods compared with the textbook in order to appropriate to the students 25% 40% 35% 5.6 The learning content related to the living knowledge, and close to the students 25% 10% 65% Kỷ yếu Hội tHảo quốc tế CáC vấn đề mới trong khoa họC giáo dụC: tiếp Cận liên ngành và xuyên ngành536 Evaluation criteria Often/ Yes (>50%) Sometimes/ Not too much (<50%) No 5.7 Assign the learning tasks, challenging questions, asking students to think, discuss with their friend, try - error ... to find out the results/ answers 10% 5% 85% 5.8 Arrange, decorate safe, attractive classroom 60% 15% 25% 5.9 Classroom placement makes it easy for students to access classroom and study materials 25% 10% 65% 5.10 Ensure light, time and space for children working in the classroom 100% 0% 0% TĂNG CƯỜNG CHĂM SÓC VÀ PHÁT TRIểN SớM CHO TRẻ EM DÂN TỘC THIểU Số VùNG KHÓ KHĂN TẠI LAI CHÂU Tóm tắt: Bài viết là báo cáo tóm tắt kết quả khảo sát ban đầu dự án “Tăng cường chăm sóc và phát triển sớm cho trẻ em dân tộc thiểu số vùng khó khăn tại Lai Châu” tại 4 xã của huyện Phong Thổ, tỉnh Lai Châu nơi có nhiều trẻ em bị thiệt thòi đang sinh sống. Mục tiêu chung của dự án là gia tăng trẻ em DTTS 0- 8 tuổi của tỉnh Lai Châu được hưởng quyền phát triển và giáo dục có chất lượng, nhằm chuẩn bị tốt hơn cho sự thành công trong cuộc sống. Bài viết sẽ tập trung báo cáo kết quả theo mục tiêu dự án bao gồm: (1) Gia tăng trẻ DTTS được tiếp cận các cơ hội học tập chính thức/không chính thức có chất lượng, hòa nhập và phù hợp với văn hóa; (2) Nâng cao năng lực của trường học trong hỗ trợ GV cải thiện chất lượng dạy và học; (3) Nâng cao kiến thức, thực hành của cán bộ chính quyền địa phương về dịch vụ chăm sóc, phát triển trẻ thơ và chuyển tiếp trẻ từ mầm non sang tiểu học. Từ khóa: giáo dục sớm, phát triển sớm, dân tộc thiểu số, Lai Châu.