What is nursery education

Daniel British. Libby British. Mia British. Karen Australian. Hayley Australian. Natasha Australian. Veena Indian. Priya Indian. Neerja Indian. Zira US English. Oliver British. Wendy British. Fred US English. Tessa South African. Most, if not all, day nursery staff will hold a certificate in childcare training, and will offer your child age-appropriate care and activities.

For example,. Local authority LA day nurseries can be run by your county council or your local community. They tend to be a cheaper alternative to private day nurseries, but are often difficult to get your child into due to long waiting lists.

Private or independent day nurseries, on the other hand, tend to be run by individuals or employers. The cost, of course, depends on the age of your child. For example, the cost of caring for babies is higher as they need a larger staff to child ratio.

Although all early years establishments follow the Early Years Foundation Stage curriculum , nursery schools provide more educational exercises and assessments that aims to prepare children for primary school education.

This, of course, will involve literacy, numeracy and creative learning. Answers to the most commonly asked questions here. To read the full version of this content please select one of the options below:. Other access options You may be able to access this content by logging in via your Emerald profile. Rent this content from DeepDyve.

These changes affected the innovations in different fields including education in Vietnam. Based on some research, several Vietnamese educators confirmed that the socioeconomic transformations have had effects on every aspect of ECE such as financial resources, policy, curriculum and pedagogy Dinh, ; Phan, It is clear that socioeconomic development since caused positive effects to enhance public awareness about the importance of ECE.

It took around 10 years to stabilize the new society and to overcome the economic recession in Vietnam. After 10 years of this reform, the number of children in preschool increased from 1.

After , there were some positive changes in ECE in Vietnam when the improved curriculum was introduced. All of the lessons for each month of a school year were given in detail.

The guidelines provided a method for performing each type of school lesson, which was accompanied by detailed suggestions for teachers to prepare their documents before teaching in the class.

These guidelines had both advantages and negative effects. They supported teachers to estimate what kind of knowledge should be introduced and what methods could be used in the class. However, the detailed nature of the guidelines led teachers to be dependent on the content of teaching, as well as methods, and they were applied in a mechanical way throughout the country.

Furthermore, these guidelines were proof for the teacher-centric or direct-instruction approach that was used popularly in Vietnam. It prevented play-based approach, which is considered as core discipline in many education systems in the world Fleer, , from being used in many Vietnamese schools before In addition, preschool children acquired knowledge primarily by memorizing or repeating what teachers said.

They did not explore and gain new knowledge through experiencing the practice. These shortcomings had been seen in ECE in Vietnam before and were not overcome until the first Innovation in , which will be discussed further in the next section.

There has been two eras of reform in ECE in Vietnam since First, the education law of came out into society. This law marked a new step forward from the perspective of ECE and affected its curriculum and pedagogy. A new preschool program called the Innovative Program P was first introduced in Phan, The P was piloted in some kindergartens and then replaced the before Program throughout the country. The P proposed some new viewpoints for ECE in Vietnam and asserted that children-centered was a compass and integration was the essence of preschool education.

The theme-based teaching was used to replace a subject-based curriculum that applied in the BP. Some main thematics were introduced with the guidelines, but teachers based their practice in the classroom to implement the theme of teaching.

They could choose the number of lessons as well as the content of each lesson that suit with children in their class. Also, teachers were encouraged to apply creatively different strategies in teaching.

This P required teachers to design a child-centered environment and set up different open play corners that give children an opportunity to work individually or in small groups. However, the essence of integration was not defined clearly in the P, leading to misunderstandings in practice. Many teachers believed that integration was the combined knowledge from different aspects by adding more information in one lesson. This belief made their lessons to be overloaded and lose focus.

In addition, P still introduced learning topics with guidelines about content and implementation, which was an obstacle to applying child-centered teaching Phan, Consequently, these shortcomings were considered and solved by the Program P that piloted in some preschools from MOET, and then has become the official national curriculum since Phan, The P improves reforms about child-centered approach and integration that were proposed in P.

In addition, the P attaches great importance to individual access to care and education. However, in general, the perspective in teaching in this program is the same as P. Currently, early childhood education in Vietnam is still gaining interest and support from the Government. This project also promotes socialization in ECE and invites public—private partnership investment in constructing more schools. Through the ups and downs of history, Vietnam has successfully built an ECE system.

The change comes not only from the expansion of the number of educational institutions but also from the curriculum and pedagogy that are considered as the most important changes. In general, since the establishment in , ECE in Vietnam has experienced a number of reforms in curricula and changed their views toward pedagogy.

The development of Vietnam's early childhood education reflects the ups and downs of the country's historical context and economic conditions. During the war, although the Vietnamese Government tried to develop its early childhood education system to ensure the rights of mothers and children, the shortage of facilities somewhat limited the quality of the ECE in this period.

However, positive changes in educational views and methods were found in the period after Especially since , the teacher-centered has been replaced by the child-centered approach, making a remarkable movement for ECE in Vietnam.

Gradually escaping the influence of teacher-centered pedagogy, Vietnamese ECE is aiming to build a child-centered education, thereby helping learners reach their full potential. Ashwill, M. Vietnam today: a guide to a nation at a crossroads 1st ed. Yarmouth, ME: Intercultural Press. Google Scholar. Boyd, W. Early childhood education in Vietnam: history and evaluation of its policies.

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Democratic Republic of Vietnam. Dinh, H. Vietnam early childhood education: challenges and development policies to Feny de Los y de Los Angeles-Bantista.

Early childhood care and education in South-East Asia, Working for access quality and inclusion in Thailand, the Philippines and Vietnam. Fleer, M. Early learning and development: cultural-historical concepts in play. Book Google Scholar. Hamano, T. McLeod, M. Culture and customs of Vietnam. Westport, CT: Greenwood Press. Ministry of Education and Training Vietnam. Guidance for innovating forms of organising activities for 5—6 years old children according to integrated approaches.

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