Developing Early Childhood Educators to Meet Educational Reform Requirements: A Case Study from Vietnam

Background/purpose. Preschool education in Vietnam plays a critical role in fostering the development of children aged 3 months to 6 years. Enhancing teacher quality is essential to achieving educational goals, yet early childhood educators face significant challenges in professional skill development. This study examines the implementation of teacher development activities in the Mekong Delta region.

Materials/methods. A mixed-methods approach was employed, collecting quantitative data from 552 participants (50 administrators and 502 teachers) and qualitative insights through open-ended questions.

Results. Most institutions have structured plans for teacher development, with 81.2% assessing workforce needs and 91.8% establishing clear goals. Training participation is high, with 84.1% engaged in professional title courses and 73.9% in child-centered program development. Teachers favor courses on new programs, STEAM, and life skills education. Performance evaluations were generally positive, though teachers rated themselves higher (M = 4.09) than management (M = 3.36). Facility availability varied, with discrepancies between teacher and management perceptions. Policies remain inadequate, with only 10% finding salary support sufficient, underscoring the need for improved compensation.

Conclusion. Strengthening teacher capacity, refining evaluation methods, and improving salary policies are key to advancing early childhood education. Addressing these areas can drive continuous improvement, transform teaching quality, and enhance educational outcomes in Vietnam.

Keywords: Early childhood educator, preschool education, teacher development, educational reform, Mekong Delta region.

References

Abu Taleb, T. F. (2012). “NAEYC’s key attributes of quality preschool programs” applied to the Jordanian kindergarten context. Early Childhood Education Journal, 41(4), 307–314. https://doi.org/10.1007/s10643-012-0550-9

Adam, F. (2020). “Early Childhood Education in Ethiopia: A Case Study with Implications for Ethiopian Immigrants”. School of Education Student Capstone Theses and Dissertations, 4500. https://digitalcommons.hamline.edu/hse_all/4500

Boardman, K. (2019). Too young to read: Early years practitioners’ perceptions of early reading with under-threes. International Journal of Early Years Education, 28(1), 81–96. https://doi.org/10.1080/09669760.2019.1605886

Brown, C. P., & Feger, B. S. (2010). Examining the challenges early childhood teacher candidates face in figuring their roles as early educators. Journal of Early Childhood Teacher Education, 31(4), 286–306. https://doi.org/10.1080/10901027.2010.523774

Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175–183. https://doi.org/10.1037/a0038547

Cabell, S. Q., Zucker, T. A., DeCoster, J., Melo, C., Forston, L., & Hamre, B. (2019). Prekindergarten interactive book reading quality and children’s language and literacy development: Classroom organization as a moderator. Early Education and Development, 30(1), 1–18. https://doi.org/10.1080/10409289.2018.1514845

Caudle, L. A., & Moran, M. J. (2012). Changes in understandings of three teachers’ beliefs and practice across time: Moving from teacher preparation to in-service teaching. Journal of Early Childhood Teacher Education, 33(1), 38–53. https://doi.org/10.1080/10901027.2011.650784

Coplan, R. J., Bullock, A., Archbell, K. A., & Bosacki, S. (2015). Preschool teachers’ attitudes, beliefs, and emotional reactions to young children’s peer group behaviors. Early Childhood Research Quarterly, 30, 117–127. https://doi.org/10.1016/j.ecresq.2014.09.005

Cheng, M. M., Chan, K., Tang, S. Y., & Cheng, A. Y. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319–327. https://doi.org/10.1016/j.tate.2008.09.018

Denny, J. H., Hallam, R., & Homer, K. (2012). A multi-instrument examination of preschool classroom quality and the relationship between program, classroom, and teacher characteristics. Early Education & Development, 23(5), 678–696. https://doi.org/10.1080/10409289.2011.588041

Do, T. M. N, (2020). Comparing early childhood education teacher development programs in Vietnam and some countries in the region. Journal of Social Sciences, 35(1), 66-74. https://doi.org/10.1051/shsconf/202419001012

Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., Howes, C., & Barbarin, O. (2006). Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21(2), 174–195. https://doi.org/10.1016/j.ecresq.2006.04.004

Eckhardt, A. G., & Egert, F. (2018). Process quality for children under three years in early child care and family child care in Germany. Early Years, 40(3), 287–305. https://doi.org/10.1080/09575146.2018.1438373

Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis. Review of Educational Research, 88(3), 401-433. https://doi.org/10.3102/0034654317751918

Fackler, S., & Malmberg, L. (2016). Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195. https://doi.org/10.1016/j.tate.2016.03.002

Falenchuk, O., Perlman, M., McMullen, E., Fletcher, B., & Shah, P. S. (2017). Education of staff in preschool aged classrooms in child care centers and child outcomes: A meta-analysis and systematic review. PLoS ONE, 12(8), e0183673. https://doi.org/10.1371/journal.pone.0183673

Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literacy gains. Teaching and Teacher Education, 26(4), 1094–1103. https://doi.org/10.1016/j.tate.2009.11.005

Guo, Y., Sawyer, B. E., Justice, L. M., & Kaderavek, J. N. (2013). Quality of the literacy environment in inclusive early childhood special education classrooms. Journal of Early Intervention, 35(1), 40–60. https://doi.org/10.1177/1053815113500343

Hu, B. Y., Fan, X., Yang, Y., & Neitzel, J. (2017). Chinese preschool teachers’ knowledge and practice of teacher-child interactions: The mediating role of teachers’ beliefs about children. Teaching and Teacher Education, 63, 137–147. https://doi.org/10.1016/j.tate.2016.12.014

Hu, B. Y., Li, Y., Wang, C., Wu, H., & Vitiello, G. (2021). Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis. Early Childhood Research Quarterly, 55, 242–251. https://doi.org/10.1016/j.ecresq.2020.12.001

Kupila, P., Ukkonen-Mikkola, T., & Rantala, K. (2017). Interpretations of Mentoring during Early Childhood Education Mentor Training. Australian Journal of Teacher Education, 42(10). https://doi.org/10.14221/ajte.2017v42n10.3

Lim, C., & Torr, J. (2007). Singaporean early childhood teachers’ beliefs about literacy development in a multilingual context. Asia-Pacific Journal of Teacher Education, 35(4), 409–434. https://doi.org/10.1080/13598660701611412

Manning, M., Wong, G. T. W., Fleming, C. M., & Garvis, S. (2019). Is teacher qualification associated with the quality of the early childhood education and care environment? A meta-analytic review. Review of Educational Research, 89(3), 370–415. https://doi.org/10.3102/0034654319837540

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D. M., & Howes, C. (2008). Measures of classroom quality in Prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749. https://doi.org/10.1111/j.1467-8624.2008.01154.x

Mengstie, M. M. (2022). Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP). Journal of Early Childhood Research, 21(2), 121–132. https://doi.org/10.1177/1476718x221145464

Nguyen, B. T, (2023), The Reality of Management of Professional Training Activities for Teachers at Preschools in an Giang Province, Vietnam Country. International Journal of Membrane Science and Technology, 2023, 10(2), 220-228. https://doi.org/10.15379/ijmst,v10i2.1190

Nguyen, B. T., (2018), Theoretical basis for developing the teaching staff through a human resource management approach. Vietnam Education Publishing House. ISBN:978-604-9876-90-5.

Nguyen, B.T., Huynh, T. T., Tran, T. H., Le, T.H.H., & Chausoryaly. (2024), Research on The Development of Preschool Teacher Teams in An Giang Province, Pakistan Journal of Life and Social Sciences,, 22(1): 5813-5837 https://doi.org/10.57239/PJLSS-2024-22.1.00429

Nguyen, B. T., & Thai, T. H. (2022). The current situation of managing professional improvement activities for the teachers of preschools in Giang Thanh district, Kien Giang province. The Vietnam Teacher’ Scientific Magazine, 185(2022), 35-39. http://113.165.166.110:81/bitstream/DL_134679/68824/1/CVv436S1852022035.pdf

Perren, S., Herrmann, S., Iljuschin, I., Frei, D., Körner, C., & Sticca, F. (2017). Child-centred educational practice in different early education settings: Associations with professionals’ attitudes, self-efficacy, and professional background. Early Childhood Research Quarterly, 38, 137–148. https://doi.org/10.1016/j.ecresq.2016.07.001

Reyhing, Y., & Perren, S. (2023). The situation matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child care. Journal of Research in Childhood Education, 37(4), 582–597. https://doi.org/10.1080/02568543.2022.2161678

Salminen, J., Guedes, C., Lerkkanen, M., Pakarinen, E., & Cadima, J. (2021). Teacher–child interaction quality and children’s self-regulation in toddler classrooms in Finland and Portugal. Infant and Child Development. https://doi.org/10.1002/icd.2222

Santiago, C. D., Bustos, Y., Sosa, S. S., Jolie, S. A., Toussaint, R. F., Gebhardt, S., Stern, D., & Budd, K. S. (2022). Examining the implementation of Teacher-Child Interaction Training-Universal in public schools. Psychology in the Schools, 59(11), 2208–2228. https://doi.org/10.1002/pits.22753

Ulferts, H., Wolf, K. M., & Anders, Y. (2019). Impact of process quality in early childhood education and care on academic Outcomes: Longitudinal Meta-Analysis. Child Development, 90(5), 1474–1489. https://doi.org/10.1111/cdev.13296

Wolstein, K., Ehm, J., Peters, S., & Mischo, C. (2021). Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support—do professional vision competencies moderate this relation? European Early Childhood Education Research Journal, 29(4), 617–632. https://doi.org/10.1080/1350293x.2021.1941171

Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!

► Educational Process International Journal has changed to publish in article number order instead of in page range order beginning with Volume 14 (2025).