Research into classroom quality and child engagement and disaffection is essential for Vietnam in its current situation. Vietnam is undergoing educational reforms, and MOET has put a lot of efforts into improving ECE quality, such as (1) introducing of the new “Regulations on Standards for Assessing the Education Quality of Kindergar-tens” (World Bank, 2013); (2) investing hundreds of millions of U.S. dollars in different projects, i.e. the Vietnam School Readiness Promotion Project (SRPP) (World Bank, 2013) to improve school readiness for five-year-old children, and (3) the Renovation of General Education Project (World Bank, 2015; MOET, 2019) for increasing student learning outcomes by revising the curriculum and improving the effectiveness of instruction. The study’s findings provide information for educators and teachers in Vietnam to improve classroom quality and the effectiveness of teacher instruction. The outcomes of the research might also be useful for the national administration, school leaders, or educational policymakers. The findings of the dissertation provide prelimi-nary empirical evidence of Vietnamese kindergarten quality. They have contributed to an awareness of the interactions between teachers and children, which play a very crucial role in child academic engagement. Therefore, the national administration and educators could consider an additional approach to improve children’s classroom engagement, and through that, increase child development along with reforms of textbooks and classroom organization and instruction, which have been underway during the last few decades. It is also suggested that pre-service and in-service teacher training should be more focused on classroom processes quality to help students be-come less disaffected in learning. Finally, the study adds more evidences of the roles of structural quality (i.e. teacher age, teaching experience, student age, student gender, class size, and school type) in classroom quality and child classroom engagement and disaffection. More studies of these issues are needed in order to improve teaching practice and facilitate the children’s learning in Vietnam.
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ORIgINAL ARTICLES
aRtiCle i
Hoang, N., Holopainen, L., & Siekkinen, M. (2018). Quality of teacher–child interac-tions and its relainterac-tions to children’s classroom engagement and disaffection in Vietnamese kindergartens. International Journal of Early Years Education, 26(4), 387-402.
doi:10.1080/09669760.2018.1478281
aRtiCle ii
Hoang, N., Holopainen, L., & Siekkinen, M. (2018). Classroom quality profiles and associations with children’s classroom engagement in Vietnamese kindergartens.
Learning Environments Research, 1-16. doi:https://doi.org/10.1007/s10984-018-9273-1
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International Journal of Early Years Education
ISSN: 0966-9760 (Print) 1469-8463 (Online) Journal homepage: https://www.tandfonline.com/loi/ciey20
Quality of teacher–child interactions and its
relations to children’s classroom engagement and disaffection in Vietnamese kindergartens
Nhi Hoang, Leena Holopainen & Martti Siekkinen
To cite this article: Nhi Hoang, Leena Holopainen & Martti Siekkinen (2018) Quality of teacher–child interactions and its relations to children’s classroom engagement and disaffection in Vietnamese kindergartens, International Journal of Early Years Education, 26:4, 387-402, DOI:
10.1080/09669760.2018.1478281
To link to this article: https://doi.org/10.1080/09669760.2018.1478281
Published online: 23 May 2018.
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Quality of teacher–child interactions and its relations to children’s classroom engagement and disaffection in Vietnamese kindergartens
Nhi Hoang a, Leena Holopainenaand Martti Siekkinenb
aSchool of Educational Sciences and Psychology, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland;bSchool of Applied Educational Sciences and Teacher Education, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
ABSTRACT
This study investigated the quality of teacher–child interaction and its effects on children’s classroom engagement and disaffection in Vietnamese kindergartens. The quality of teacher–child interaction was measured using the Classroom Assessment Scoring System.
Children’s classroom engagement and disaffection were assessed by Engagement versus Disaffection in Learning. There were 1474 kindergarten children and 60 teachers from 12 kindergartens in three cities in Vietnam participating in the study. The results indicated that classrooms in Vietnam kindergartens had a moderate quality of teacher–child interaction. Compared to the results from other countries published previously, teacher sensitivity and regard for student perspectives of Vietnamese samples were lower than those of Finland, Germany, the United States, and China. Productivity and the instructional learning format in Vietnamese kindergarten classrooms were higher than those of all the other countries except Finland. The results of fixed-effects and random-effects modelling suggested that children in better organised classrooms were more engaged in learning. Emotional support had a negative effect on children’s classroom engagement. Children’s classroom disaffection was not significantly affected by the quality of the teacher–child interaction.
ARTICLE HISTORY
Teacher–child interaction is a key factor in classroom quality and contributes to children’s social development and competence in school (Hamre and Pianta2007; Siekkinen et al.
2013). The use of observation to study the quality of teacher–child interaction has
2013). The use of observation to study the quality of teacher–child interaction has