Tổng quan nghiên cứu về sử dụng tác phẩm văn học trong giáo dục đa văn hóa cho trẻ mầm non

Tóm tắt

In the context of an increasingly diverse society in terms of culture and identity, developing intercultural communication skills for preschool children is an urgent need. This study presents a systematic critical review of the role and use of literary works in multicultural education for preschool children. Based on the theories of J.A. Banks, L. Derman-Sparks & J.O. Edwards, the article analyzes key international and Vietnamese studies to highlight major themes. The findings show that literary works are powerful tools for building identity and fostering multicultural understanding. Effective pedagogical methods go beyond simple storytelling to promote critical dialogue and creative connections. Preschool teachers play a crucial role but require continuous professional development support. The article offers specific implications for material selection, pedagogical innovation, and teacher training in Vietnam, while also suggesting priority areas for future research. The paper's contribution is demonstrated by linking the research findings with a rigorous theoretical framework and drawing practical implications for materials selection, pedagogical innovation and teacher training in Vietnam.