Sự tham gia của trẻ em, giáo viên, gia đình và cộng đồng trong giáo dục trẻ mầm non: Một nghiên cứu tổng quan

Tóm tắt

Within the child-centred orientation and the realisation of children’s rights, the participation of stakeholders in the educational ecosystem is increasingly regarded as an indicator of quality in early childhood education (ECE). Existing studies, however, tend to examine each stakeholder in isolation and lack an integrated synthesis linking children, teachers, families and communities within a single framework relevant to the Vietnamese context. Drawing on document analysis and synthesis, this study systematises the theoretical foundations and recent findings on participation in ECE. The study shows that participation comprises three core components — presence, voice and influence; is enacted at varying levels; and requires the simultaneous roles of the child (an active agent), the teacher (a designer of the learning environment and a bridge), the family (an educational partner) and the community (a resource context). The main contribution of the article is an integrated participatory-ecosystem framework connecting these four stakeholders, illustrated in a conceptual model. An ECE ecosystem that values participation fosters children’s holistic development, particularly communication, thinking, self-regulation and cooperation skills; the article thereby suggests directions for research and practice in Vietnamese ECE.