Đề xuất quy trình ra quyết định giáo dục dựa trên dữ liệu quan sát nhằm hỗ trợ phát triển ngôn ngữ cho trẻ mầm non

Tóm tắt

The process of translating observational data into educational decisions to support children’s language development remains insufficiently described in existing research. This study proposes an observation-based educational decision-making process. Data were collected from 139 preschool children using a teacher-rated questionnaire on diverse language needs covering five domains: receptive language, expressive language, social communication and interaction, linguistic-cultural context, and individualized support needs. Descriptive statistics and co-occurrence analysis showed that 81.3% of the children demonstrated prominent needs in two or more domains, suggesting that language needs should be considered in relation to children’s abilities, communication contexts, and support conditions. By integrating the survey findings with the theoretical framework, the study proposes a six-step process comprising observation, screening, needs analysis, planning, support implementation, and reassessment. The proposed process contributes to clarifying the link between multidimensional observational data and educational decision-making and provides a basis for further empirical validation.