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

We will report results following the project’s outcomes which include: (1) increase ethnic minority children’s access to quality, inclusive and culturally-relevant early formal/non-for[r]

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promoting Early Childhood CarE and dEvElopmEnt For diSadvantagEd EthniC minority ChildrEn in lai Chau provinCE

Tran Thanh Nam, Assoc Prof., PhD.1

Abstract: This paper provide an executive preintervention report of project titled “Promoting early childhood care and development for disadvantaged ethnic minority children in Lai Chau province” which will be implemented in four communes of Phong Tho district, Lai Chau province where disadvantaged children are living The study’s aims to support ethnic minority children aged 0-8 in their right to healthy development and quality education, and to be better prepared for success in life We will report results following the project’s outcomes which include: (1) increase ethnic minority children’s access to quality, inclusive and culturally-relevant early formal/non-formal learning opportunities; (2) strengthen school governance in order to provide effective support to teachers and improve the quality of teaching and learning; and (3) partner with local authorities in project areas to improve local knowledge and application of Early Child Care and Development (ECCD) as a multi-sectoral approach to supporting healthy child development and a smooth transition to primary education

Keywords:early education, early development, ethnic minority children, Lai Chau 1 Introduction

With support from KOICA and Plan International Korea, we conducted a research titled “Promoting early childhood care and development for disadvantaged ethnic minority children in Lai Chau province” which will be implemented in four communes of Phong Tho district, Lai Chau province where disadvantaged children are living

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effective support to teachers and improve the quality of teaching and learning; and (3) partner with local authorities in project areas to improve local knowledge and application of Early Child Care and Development (ECCD) as a multi-sectoral approach to supporting healthy child development and a smooth transition to primary education The survey was conducted in 2017 to provide baseline data Baseline data will serve as the basis for measuring the impact of project interventions Baseline data will be compared to post-intervention data in order to effectively evaluate the impact of project interventions at the end of the project

2 Methodologies

Both quantitative and qualitative methodologies were used to collect evaluation data for this study Study methods included the following: Observation (with check-lists), in-depth interviews (IDIs), focus group discussions (FGDs), EDI (Early Development Instrument) Test for child readiness assessment, tests for Grade and students, parent questionnaires, household visits (HHs) and document review

The study was undertaken in communes of the proposed project sites, including Ban Lang, Nam Xe, Khong Lao and Hoang Then In each commune, data was collected regarding (a) preschools and primary schools in both main sites and village sites and (b) community indicators from two villages per commune

Three members of the Consultant Team and two key-contact teachers in the districts (one manager in ECCD and one manager in primary education at the DOET) conducted field trips to project sites between 27 May 2017 to 31 May 2017 Plan International staff collaborated to collect data from the community The Plan team in Lai Chau and the Plan CO supported provided administration and logistic support for the data collection

Secondary data regarding the number of children going to school, and academic performance results of students Grades and for Math and Vietnamese Language subjects were collated from academic reports provided by the DOET in Phong Tho district

Data collected from parent questionnaires and observation checklists from class and home visits were analyzed using the Statistical Package for Social Sciences version 16.0 (SPSS) Qualitative data collected from the IDIs and FGDs were recorded by hand and manually compiled, analyzed and integrated into the report in accordance with the review objectives and themes

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Phần MÔI TRƯỜNG VÀ cÁc cHỦ THỂ GIÁO Dục 4.0 515 following: (i) Bad weather conditions (e.g., rain leading to poor driving conditions and inaccessable roads) interfered with the consultant team’s ability to collect data in remote sites where Mong ethnic minority group people are living Therefore, survey results may not accurately reflect the difficulties and hardships expereinced in the more remote regions of the communes and survey data may be relatively better than the actual reality of life in those remote areas (ii) Due to time, budget and human resource constraints, data on the ratio of 6-to-8-year-old-children met the national cirriculum requirement in Maths and Vietnamese Language subjects were collated from report provided by DOET in Phong Tho district However, in order to ensure data reliability, the baseline survey team was conducted assessment in Maths and Vietnamese Language on 40 students Statistical correlation measures were used to examine the data differences (iii) The EDI test is designed for preschool teachers to use with children in their class because the teachers are most likely to accurately report on these children In this survey, preschool teachers teaching 5-year-old children completed the EDI Although prior training regarding administration of the EDI test was provided, some teachers demonstrated difficulties mastering EDI administration Thus, there is a concern that the EDI results are inaccurate To ensure that the EDI results were accurate, the baseline survey team randomly double-checked EDI results for 27.2% of total children in each class In this process if any case was found to be inaccurate, preschool teachers were required to check and re-administer the test for that child

III Main findings

3.1 The baseline rate of 5-year-old ethnic minority children meeting child readiness criteria for primary education.

The overall percentage of 5-year-old ethnic minority children meeting child readiness criteria for primary education in communes was 71.78% Most children demonstrated

an Average level of school readiness, accounting for from 58.57% to 61.45% of participating children A smaller number of children met child readiness criteria for primary education at a Good level, ranging from 9.25% to 14%

Child school readiness data demonstrated developmental strengths and weaknesses for participating children Children’s language abilities were relatively low, accounting for 68.55% An area of developmental strength for the children was the Emotion-Social abilities, where children … was the highest rate accounting for 80.99%

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two developmental areas showing the greatest difference between these groups were Language and Emotion-Social; children from main preschools performed xxx compared to children from satellite villages in these two areas

3.2 The baseline rate of ethnic minority children aged 6-8 years old in target schools successfully meeting minimum requirements of the national curriculum, in particular in Mathematics and Vietnamese Language.

Data collected from this baseline survey showed that the rate of students in Grades and meeting minimum standards as indicated in the national curriculum was low; Maths = 52.5% and Vietnamese Language = 50.0% There were significant differences between data provided by BOET in Phong Tho district and those collected by the survey team Students demonstrated particular difficulty with comprehensive reading skills, which may negatively impact their achievements in Vietnamese language and Maths Students could read fluently but struggled to understand the content, and misspelled words due to a of lack of understanding of Vietnamese This finding may be explained by the poor language abilities of 5-year-old children on child school readiness criteria measures

3.3 The rate of EM child access to school and participation in community-based groups.

The rate of EM children under years old participating in ECCD was low (M = 8.06%, ranging from 2.59% to 17.27%) Due to shortage in resources in each local commune,

only out of 27 satellite villages in communes had class(es) for children younger than years old Therefore, there is an urgent need to provide care and educational services for children under years old in communes participating in the project

The rate of EM children aged 3-5 with access to ECCD was 99.33%, most of schools gained the rate at approximately 100%

The rate of attendance for preschool children and primary students was good Among EM children enrolled in school, attendance rates were 96.07% in preschool and 96.84% in primary school.

The rate of children who received support from adults at home for early development, such as storytelling, reading, playing together, singing together with children, etc., was 31.47% for children under years old and was 56.78% for children from 36 to 59 months

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Phần MÔI TRƯỜNG VÀ cÁc cHỦ THỂ GIÁO Dục 4.0 517 Children did not have access to care and education services in the community due to limited availability of community groups and services Across the study region, there were community groups, including parent groups and CPRG groups for children aged 4-11 These community groups had all just recently been established There were no play groups for children younger than years old

3.4 Children’s participation in learning activities.

Chidren at school appeared clean and wore neat clothes They were able to understand Vietnamese and were able to communicate in basic Vietnamese However, they did not appear very comfortable while speaking in Vietnamese with peers and teachers Children appeared less enthusiastic and were not actively involved in classroom activities due to insufficient opportunities and support Children had few opportunities to explore, discover, find answers, or think of ways to solve problems Children had very limited opportunity to be learnable and understandable learners These results highlight the need for improved quality of education in the particiating schools Educational programs need to be more appropriate for EM children, and more supportive of children’s active participation in learning activities

3.5 Among participating children, 27.65% of children under years old had access to reading materials and toys at home and/or in the community Children were most likely to have access to books, stories, and toys at schools This finding was consistent with observational data collected during HHs which showed that most families had a few or no toys, especially reading materials for children In many instances, there was only the alphabet board provided by a teacher to bring home and hang on the wall to teach children at home It is therefore necessary to increase children’s access to reading and educational materials at home through raising parents’ awareness of the importance of providing learning materials for children at home and increasing family access to educational materials

3.6 The main school had facilities to ensure appropriate learning conditions for children, such as classrooms, kitchens and sanitary facilities Satellite villages lacked classrooms, kitchens and facilities and equipment for children’s learning All children (100%) attending preschools had lunch at preschools

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3.7 No preschools and primary schools in the participating four communes were implementing the new professional teacher meeting.

The issue of It is recognized that teachers of EM students require additional support and development in order to serve those children effectively In preschools, teachers did not receive enough professional development support from school boards and professional divisions, or the support was not appropriate or effective DOET and schools did not have specific instructions for teachers about localization of content, language and learning materials appropriate for teaching ethnic minority children Professional seminar activities were considered to be effective ways of providing professional support to teachers, but schools did not organize these activities effectively Therefore, the schools expressed a need to receive continuing professional development trainings at their schools in order to solve specific problems and issues related to teaching and learning

Some managers and teachers recognized the need to change but did not understand the significance of adjustmenting teaching and educational activities to be more appropriate for ethnic minority children While they somewhat understood theoretical reasons for

adapting education for EM students, they did not have practical skills for doing so The teachers reported that they needed to change teaching materials when instructing EM children However, they did not understand core reasons for making these adaptations, including (a) that the lesson content did not reflect or was not appropraite to EM children’s living experience and culture, and (b) the teaching methods relied primarily on verbal presentation (rather than experiential activities) making lessons difficult for children with poor language comprehension skills Given these results, educational managers and teachers are in need of professional trainings in order to improve their ability to effecitvely teach EM children, and to teach Vietnamese for EM children as a second language

Most teachers lacked skills to encourage participation and active learning among EM students Only 19.05% of teachers in the survey implemented at least two teaching

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Phần MÔI TRƯỜNG VÀ cÁc cHỦ THỂ GIÁO Dục 4.0 519 that teachers talked too much, making it difficult for children to understand, especially in classes for younger children.Teachers showed a positive attitude towards children but very few teachers had developed close relationships with students Teachers had not provided an educational environment, including learning materials and toys, appropriate for local conditions and provided facilitators for students to learn

3.8 Each school reported having a Parent Association but there were no meetings to discuss children’s learning issues

Classes had periodic parent meetings at the beginning of school year, end of of term and end of the school year These meetings mainly informed parents of the child’s learning outcomes, and requested support/funding from parents Coordination between teachers and parents was limited

Some parents were able to serve as language teaching assistants when needed Parents

were able to contribute to the children’s education at schools when instructed Parent contributions included making furniture, toys, participating in school festivals with their children, being language teaching assistants, etc However, school and teacher capacity to gather parents and organize Parent Association activities at primary schools and preschools was limited

3.9 In the surveyed communes, there was no community plan to provide support for children’s transition from preschool to primary school

There were groups of CPRG established for children aged 4-11 in the survey villages In these groups, children participated in activities to develop pre-reading and pre-writing skills for primary school entry

At home, parents cared about their child’s learning Parentsreported that they

not ask their children to take school off, remind children to be on time to school, and ask their children about learning at school Among participating parents, 80.21% have some supportive activities for their children to attend preschools and primary schools However, materials supporting children’s learning at home were limited, particularly study tables, toys and reading materials

3.10 Local authorities in the four participating communes demonstrated awareness of the importance of ECCD While local authorities had participated in a number of activities in ECCD, their participation had been limited and infrequent Due to limited resources, local authorities did not have specific solutions to provide ECCD for children younger than years old.

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8 groups (4 groups of parents of childern aged 0-8 with 100 members and Under groups with 110 members) in the project communes The groups had been set up since 2016

However, the village groups that were planning to launch the project had only been in operation for 2-3 months

Local authorities in participating villages expressed a high demand for establishing community groups such as Playing Group for children yougher than years old (U3

group), parent groups for those with children aged 0-8, CPRG in order to improve knowledge, parenting skills for parents, and child activity groups

IV Recommendations

Based on the study results, the following recommendations are suggested by the consultant team in order to achieve the proposed objectives and outcomes of the project These recommendations include:

4.1 Regarding the project implementation

4.1.1 Increasing ethnic minority children‘s access to high-quality, inclusive, and culturally-relevant early formal/non-formal learning opportunities.

Increase EM child access to community-based care and education services, with particular emphasis on children under the age of 3, through the development of community

groups for children and parents Community groups may include parent groups, U3 playgroups, and CPRG It may be particularily important to focus on the U3 group because most of regional sub-school sites not have classes available for children under years old

Attendance rates and enrollment rates of children aged 3-to-8 in the project area were relatively high, but the quality of learning for ethnic minority children was limited Therefore, project activities should focus on improving the quality of learning

for children, especially in the area of language development (for preschoolers) and

Vietnamese language (for primary education students)

Improving the learning environment in preschools and primary schools towards a more friendly, safe and stimulating learning environment for children, especially in the regional

sub-school sites where there is the most urgent need for improving the quality of education This can be implemented through a number of activities, for example:

Constructing new or upgrading existing classrooms, sanitation works, and outdoor toys for preschool children at regional sub-school sites;

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Phần MÔI TRƯỜNG VÀ cÁc cHỦ THỂ GIÁO Dục 4.0 521 Providing professional trainings for teachers, parents and community members in making toys and other educational materials at low expense and from locally-available materials Providing guidance for teachers to make simple teaching materials and to get children’s participation in making toys and learning materials together;

Assisting in teaching language for children, especially in classes for younger children (children younger than years and children from to years old) when they attending children in the villages;

Developing user-friendly libraries, and providing more reading materials for children including books and stories Providing guidance and monitoring the implementation of user-friendly libraries in order to ensure that the library functions effectively based on each school’s conditions

Collaboration between schools, families and communities in order to create the best

environment for children Provide training for teachers in how to strengthen their relationship with children’s family, and to advocate for building collaborative paths where both teachers and parents take part in children’s care and education

4.1.2 Improve the quality of preschool and primary education teaching and learning for EM children and provide for EM students’ specific educational needs in order to support children’s school readiness and to promote teaching skills appropriate for EM children Some solutions include:

Provide professional trainings to improve teachers’ capacity to effectively teach EM children Training should focus on the following issues: (a) adaptation of lesson

content, teaching materials, and teaching methods; (b) use of engaging and interactive teaching methods and lessons; (c) making learning and teaching materials and toys; and (d) developing the learning environment

Professional trainings for teachers should be organized around practical topics and should utilize participatory, activity-based methods Tranings should be related to topics directly relevant to teachers classroom needs and should model the action-based teaching and learning methods recommended for EM students This type of traning may offer the best opportunity for teachers to learn practical teaching skills and methods most effective for EM students

Provide ongoing supervision and support for teachers regarding their ability to adapt classroom lessons to EM students, and their use of effective teaching methods for EM students (e.g., activity-based learning methods, participatory-based teaching Ongoing support for

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activities directly provided to children at their schools, especially at the regional sub-school sites Teachers will likley need support in the flexible use of new teaching techniques

Establish and train CTTs to be key staff groups for applying appropriate

teaching initiatives for ethnic minority children, supervising and assisting teachers in applying knowledge gained from the trainings into practice

4.1.3 Strengthen school governance in order to provide effective support and encouragement to teachers in improving professional capacity and applying innovative skills and initiatives

Provide trainings for educational managers at all levels on supervisory skills, professional support and promotion of teachers‘ innovations in teaching, providing practical and effective professional support for teachers

Support schools to implement new professional activity models Supervise and support the implementation of school activities in the early stages

4.1.4 Improve knowledge of the local authorities and community in ECCD.

Provide consultion for local authorities on issues related to ECCD Support the development of collaborative solutions for coordination between local departments and

organizations for ECCD Ensure close coordination between the community and the schools, and between primary and preschool education

Raise awareness and change the behaviors of local government staff and parents in ECCD through the establishment and operation of community groups Particular

attention should be given to the establishment of U3 groups as an opportunity to create stimulating educational environments for young children, and a forum to guide parents to support children’s learning and development at home

The content of group activities in the community should provide for parents’ knowledge and skills to support their children’s learning at school and at home, and to guide parents how to make toys using locally-available materials in order to increase child access to toys, as toys are good learning tools for children at home

Quickly preparing activities for the community groups to function such as providing trainings to improve management and organizing skills for volunteers

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Phần MÔI TRƯỜNG VÀ cÁc cHỦ THỂ GIÁO Dục 4.0 523

4.2 Regarding regular supervision, midterm and final evaluations of the project

Although this initial survey had some limitations (as mentioned in the introduction to the report), the survey data can serve as an initial baseline (see the Annex 1) to compare with subsequent assessments conducted at the midterm and final evaluations of the project

Based on the information obtained from this initial survey, the project should identify specific objectives and outcomes to be achieved for each indicator for each district and commune annually These will be benchmarked for ongoing monitoring and evaluating of the project

Development of a core team who will provide supervision and professional support to schools, and teachers in teaching appropriate with EM children

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ANNEX

Annex 1: Summary of the survey results

Goal/Outcome Indicators Baseline results

Goal: Ethnic Minority children aged 0-8 in Phong Tho District of Lai Chau Province increasingly enjoy their right to development and quality education, and to be better prepared for success in life

% of 5-year old EM children meeting child

readiness criteria for primary education 71,78 % of EM children (6-8 years old)

successfully meeting minimum requirements of the national curriculum

Vietnamese Mathematics

50,0% 52,5%

Outcome 1: Increased ethnic minority children’s access to quality, inclusive, and culturally relevant early formal/non-formal learning opportunities

% of EM children under years accessed to preschool

% of EM children under years accessed community initiatives

% of EM children 3-5 years old enrolled in preschool

% of school attendance of EM children 3-5 years old

% of school attendance of EM students 6-8 years old

8,06

99,33 96,07% 96,84

% of children aged under with whom an adult household member engaged in activities that promote early stimulation and learning

% of children aged 36-59 months with whom an adult household member engaged in activities that promote learning and school readiness

31.47

56,78

% of children under years old accessed to reading materials and toys at home and/or in the community

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Goal/Outcome Indicators Baseline results

Outcome 2:Strengthened school governance to provide effective support to teachers in improving quality of teaching and learning

# of schools with new PTM functioning

% of teachers in target schools that can demonstrate at least adapted teaching practices to suit the needs of EM children

19,05 Preschool: 13,64

Primary school: 25,0

% of EM children accessing learning opportunities with relevant teaching methods and support

20,89 Preschool: 12,97

Primary school: 31,02

# of PTA meetings carried out # of mommunity based groups

Parents of children aged 0-8 group Child play and reading group

U3 group

Outcome 3: The local authorities in project areas with improved knowledge and

application of ECCD as multi-sectoral approach for child development and smooth transition to primary education

# of commune, district and provincial level department staff have improved understanding on the benefits of quality services for child smooth transition to preschool

0

# of lessons and effective practices of holistic ECCD model documented and disseminated

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Annex 2: Summary of the CSP4 indicators

No. Code Indicators Result

1 1.1.1 % of children aged under 3, in target communities, with whom an adult household member engaged in activities that promote early stimulation and learning 31,47

2 1.1.2 % of children aged 36-59 months, in target communities, with whom an adult household member engaged in activities that promote learning and school readiness 56,78

3 1.1.3 % of teachers in target schools that can demonstrate at least adapted teaching practices to suit the needs of EM children

19,05 Preschool: 13,64 Primary School: 25,0

4 1.1.4 % of EM children accessing learning opportunities with relevant teaching methods and support 20,89 Preschool: 12,97 Primary school: 31,02 1.1.5 # of functioning community based initiatives to promote early stimulation and child development

6 1.1.6 # of target schools receiving effective supports from TA’s 1.1.7 # of schools with new PTM functioning 1.2.4 # of children (0-15 years) accessed to program support/ initiatives 110 1.2.5 # of parents involved in project initiatives 100

Annex 3: Findings

Table 11: Parents participants’ demographic information

Sex Age EM Language

Male Female Min Max Mean Dao Day Thai Tay Dao Day Thai Vietnamese

N 17 90

17 60 27,47 73 24 73 23

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Table 12: Children who are given information via parents/caregivers questionnaire

Sex Age (month) Children

Boy Girl Min Max Mean (youngest)Child Child Child

N 90 79

1 96 44,77 107 58 4

% 53,3 46,7 63,3 34,3 2,4

Table 13: Demographic characteristics of children tested by the EDI test N

(n = 217) (%

Sex FemaleMale 101116 46,553,5

Children in the regional sub-school sites 88 40,6

Using Vietnamese and Ethnic language 127 100

Poor family 112 51,6

Mother’s education

Illiterate Primary education level Lower Secondary education

level

Upper Secondary education level

University level

29 66 36 10

13,4 30,4 16,6 4,6 1,4

No of siblings

None - and more

9 179

29

4,1 82,5 13,4 Table 14 The rate of 0- years old children’s enrollment in preschool

Commune Female Male EM Kinh Total

N % N % N % N % N %

Ban Lang 14 42.42 19 57.58 32 96.97 3.03 33 5.96

Nam xe 53.85 46.15 13 100.0 0 13 2.59

Hoang

Then 41.67 58.33 10 83.33 16.67 12 4.67

Khong Lao 22 66.67 11 33.33 13 39.39 20 60,61 33 17.28

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Table 15 The rate of 3- years old children’s enrollment in preschool

Commune Female Male EM Kinh Total

N % N % N % N % N %

Ban Lang 329 50.23 326 49.77 643 98.17 12 1,83 655 99.24

Nam xe 269 48.12 290 51.88 548 98.03 11 1.97 559 99.11

Hoang

Then 146 47.25 163 52.75 307 99.35 0,65 309 100.0

Khong Lao 130 48.87 136 51.13 240 90.22 26 9,88 266 100.0 Total 874 48.85 915 51.15 1.738 97.15 51 2.85 1789 99.33

Table 16: Observation results of educational activities in preschool/ kindergarten Evaluation criteria Often/ Yes

(>50%)

Sometimes/ Not too

much (<50%)

No

A Child

1 Child feels comfortable in classroom

1.1 Clean, neat (clothes, hair, shoes/ sandals) 86,4% 9,1% 4,5%

1.2 Child has spontaneous communication with his/ her friend, teacher (in both language and

gestures) 63,6% 31,8% 4,6%

1.3 Confidently 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 not know something or not

know how to 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% The child participates in classroom activities

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Evaluation criteria Often/ Yes (>50%)

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%

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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 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

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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 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 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%

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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

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

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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 not know or not know how to

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 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 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

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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%

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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%

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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 báo cáo tóm tắt kết khảo sát ban đầu dự án “Tăng cường chăm sóc phát triển sớm cho trẻ em dân tộc thiểu số vùng khó khăn Lai Châu” xã huyện Phong Thổ, tỉnh Lai Châu nơi có nhiều trẻ em bị thiệt thịi sinh sống Mục tiêu chung dự án gia tăng trẻ em DTTS 0- tuổi tỉnh Lai Châu hưởng quyền phát triển giáo dục có chất lượng, nhằm chuẩn bị tốt cho thành công sống Bài viết tập trung báo cáo kết theo mục tiêu dự án bao gồm: (1) Gia tăng trẻ DTTS tiếp cận hội học tập thức/khơng thức có chất lượng, hịa nhập phù hợp với văn hóa; (2) Nâng cao lực trường học hỗ trợ GV cải thiện chất lượng dạy học; (3) Nâng cao kiến thức, thực hành cán quyền địa phương dịch vụ chăm sóc, phát triển trẻ thơ chuyển tiếp trẻ từ mầm non sang tiểu học