Nhận thức, thực hành và yếu tố ảnh hưởng đến việc triển khai đọc sách tương tác của giáo viên mầm non nhằm phát triển vốn từ cho trẻ 18-36 tháng tuổi

Tóm tắt

In the context of early childhood education in Vietnam increasingly emphasizing early language development, identifying effective approaches that are developmentally appropriate for children aged 18-36 months has become an urgent priority. However, qualitative research on preschool teachers’ practices in implementing dialogic reading for this age group remains limited. This study explores preschool teachers’ perceptions, practices, and influencing factors in implementing dialogic reading to support vocabulary development among children aged 18-36 months. Using a qualitative approach with 11 semi-structured interviews, the study identified three main themes: (1) teachers’ perceptions and understandings of dialogic reading; (2) practical strategies and techniques, particularly the PEER sequence and CROWD prompts; and (3) factors influencing the effectiveness of implementation, including teacher competence, children’s developmental characteristics, and learning conditions. The findings indicate that teachers perceive dialogic reading not only as a language learning activity but also as an emotional and communicative process that supports children’s natural language expression. The study recommends strengthening professional training and providing appropriate learning materials to expand the implementation of this approach in Vietnamese early childhood education.