STATUS OF EARLY CHILDHOOD EDUCATION STUDENTS' COMPETENCY IN ASSESSING EARLY CHILDHOOD DEVELOPMENT AT SOME UNIVERSITIES IN VIETNAM

STATUS OF EARLY CHILDHOOD EDUCATION STUDENTS' COMPETENCY IN ASSESSING EARLY CHILDHOOD DEVELOPMENT AT SOME UNIVERSITIES IN VIETNAM

Tran Thi Thanh Tuyen* tuyenttt.ncs@hcmute.edu.vn Institute of Technical of Education, Ho Chi Minh City University of Tecnology and University
Duong Thi Kim Oanh oanhdtk@hcmute.edu.vn Ho Chi Minh City University of Technology and Education No.01 Vo Van Ngan, Thu Duc city, Ho Chí Minh City, Vietnam
Summary: 
The competency to assess the development of children is a crucial professional competency within the standards for early childhood teachers. Thus, evaluating the assessment capabilities of early childhood education students is essential for improving the quality of teacher training programs. This study utilizes a comprehensive literature review method to analyze relevant research on children's developmental assessment and the competency in assessing child development of students. In addition, a survey was conducted using questionnaires distributed to 19 lecturers teaching courses in child psychology, early childhood education, and educational assessment, as well as to 478 thirdand fourth-year students from three major pedagogical universities in Vietnam (Ho Chi Minh City University of Education, Hue University of Education, and Hanoi National University of Education). In-depth interviews with select lecturers and students were also carried out. Data analysis indicates that the current status of students' competencies in assessing children's development is at a moderate level. Moreover, these competencies are associated with various factors such as years of study, average grades, and the universities attended by the students. The findings of this study provide a foundation for future research aimed at developing strategies to enhance the assessment competencies of early childhood education students.
Keywords: 
competence
assessing childhood development
early childhood education students
competency in assessing child development
lecturers.
Refers: 

[1] Bộ Giáo dục và Đào tạo. (2018). Chuẩn nghề nghiệp giáo viên mầm non, Hà Nội

[2] Brodie, K. (2013). Observation, Assessment and Planning In The Early Years-Bringing It All Together: Bringing it all together, McGraw-Hill Education (UK)

[3] Clark, P., & McDowel, G. (2012). The Developing Child Observation Guidebook, McGraw-Hill Companies.

[4] Dubiel, J. (2016). Effective assessment in the early years foundation stage, Sage Publications.

[5] Gullo, D. F. (2005). Understanding assessment and evaluation in early childhood education (Vol. 95), Teachers College Press

[6] GOZUM, A. I. C., Gungor, S., & ALTINKAYNAK, S. O. (2021). Investigation of Child Assessment in Preschool Education Using Nominal Focus Group Technique, International Online Journal of Educational Sciences, 13(1)

[7] Lê Thị Thanh Thảo. (2023). Thực trạng hoạt động đánh giá sự phát triển của trẻ mẫu giáo 5-6 tuổi tại một số trường mầm non ở quận Phú Nhận, Thành phố Hồ Chí Minh, Tạp chí Khoa học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh, 20(10) tr.1860-1872

[8] McAfee, O., & Leong, D. (2007). Assessing and guiding young children’s development and learning (4th ed.), Boston, Mass. Pearson Allyn & Bacon.

[9] National Association for the Education of Young Children. (2020). Professional Standards and Competencies for Early Childhood Educators, https:// www.naeyc.org/sites/default/files/globallyshared/downloads/PDFs/resources/position-state ments/standards_and_competencies_ps.pdf

[10] North Dakota Department of Human Services, North Dakota Core Competencies for Early Education and Care Practitioners, https://www.ndgrowingfutures. org/files/pdf/nd_core_competencies.pdf

[11] Office of Early Childhood Development, Virginia Department of Social Services. (2008). Competencies for Early Childhood Professionals. Virginia’s Early Childhood Development Alignment Project, https:// va-itsnetwork.org/wp-content/uploads/2022/05/ VA-Competencies-for-Early-ChildhoodProfessionals.pdf

[12] Peterson, G., & Elam, E. (2020). Observation and Assessments in Early Childhood Education, Santa Clarita: Zero Cost Textbooks

[13] Trung tâm Từ điển học. (2015). Từ điển Tiếng Việt, NXB Đà Nẵng, tr.1037

[14] Trần Khánh Đức. (2014). Giáo dục và phát triển nguồn nhân lực trong thế kỉ XXI, NXB Giáo dục Việt Nam

[15] U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start. (2019). Ongoing Child Assessment: A Guide for Program Leaders, Washington, DC

[16] UNESCO and SEAMEO. (2018). Early Childhood Care and Education (ECCE) Teacher Competency Framework for Southeast Asia (SEA), United Nations Educational, Scientific and Cultural Organization, https:// unesdoc.unesco.org/ark:/48223/pf0000265271.

[17] Vương Thị Luận. (2015). Rèn luyện kĩ năng quan sát, đánh giá trẻ cho sinh viên ngành Giáo dục mầm non, Tạp chí Giáo dục, số đặc biệt. tr.34-46

[18] Wixson, J. (2021). Observation and Assessment, ECE 200: Introduction to Early Childhood Education

[19] Wortham, S. C., & Hardin, B. (2020). Assessment in early childhood education

[20] Yamane, T. (1967). Statistics, an introductory Analysis 2nd Edition: Horper and Row, New York

Articles in Issue