Nhận thức của giáo viên mầm non trong việc phát triển kĩ năng đặt câu hỏi cho trẻ mẫu giáo 4–5 tuổi thông qua hoạt động đọc tương tác
Kỹ năng đặt câu hỏi trẻ 4-5 tuổi đọc tương tác
Tóm tắt
The development of questioning skills is essential in early childhood education, supporting children’s cognitive growth, language development, and active engagement. This study examines preschool teachers’ perceptions of fostering questioning skills in 4-5-year-old children through interactive reading. Using a qualitative case study approach, data were collected through semi-structured interviews with teachers in Vietnam. Findings indicate that teachers view questioning not only as a linguistic behavior but also as a reflection of curiosity and thinking. Interactive reading is considered an effective context for encouraging children to ask questions through dialogue and personal connections. Teachers employ strategies such as open-ended questions and scaffolding; however, their practices are constrained by factors including large class sizes and varying child abilities. The study highlights the need for professional development to support inquiry-based language teaching.
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