Năng lực chăm sóc ứng đáp của giáo viên mầm non trong bối cảnh chuyển đổi số giáo dục: Khung năng lực và chu trình đề xuất

Tóm tắt

In the context of digital transformation in education and the increasing emphasis on child-centered education, developing responsive caregiving competency has become an essential professional requirement for preschool teachers. However, existing studies have primarily approached responsive caregiving as a set of caregiving practices or skills, while its professional competence framework and implementation process remain insufficiently conceptualized. This study aims to propose a competency framework for responsive caregiving among preschool teachers and to develop an implementation cycle for applying this competence in early childhood care and education. The study employed document analysis, synthesis, and theoretical comparison of domestic and international literature on responsive caregiving, child-centered education, teacher professional competence, and digital transformation in education. The study proposes a competency framework comprising six core components, together with an iterative implementation cycle in which observing, interpreting, responding, and adjusting are continuously integrated and supported by trusting relationships, family collaboration, and the use of data and digital technologies. The proposed framework contributes to the theoretical understanding of responsive caregiving as a professional competence for preschool teachers and provides a foundation for developing teacher education programs, professional development activities, and assessment tools. Future studies are recommended to empirically validate and further refine the proposed competency framework in educational practice.