DEVELOPING RESPONSIVE CAREGIVING SKILLS AMONG EARLY CHILDHOOD EDUCATION STUDENTS THROUGH AN OBSERVATION-REFLECTION CYCLE: QUASI-EXPERIMENTAL RESULTS
Main Article Content
Abstract
Responsive caregiving requires early childhood teachers to identify children’s signals and needs and provide appropriate responses. This study examined the effectiveness of a structured five-stage training cycle: observation, needs identification, responsive feedback, reflection, and activity adjustment. A pretest–posttest quasi-experimental design with a control group was conducted over eight weeks with 84 third-year early childhood education students at Saigon University during their practicum in three kindergartens. Findings showed that the experimental group had a significantly greater improvement in responsive caregiving skills toward individual children than the control group (p < .001; d = 0.825). Observed professional practice also showed a significant improvement (p < .001; d = 1.169), while reflective practice improved significantly (p = .014; d = 0.562). No significant between-group difference was found in group-level responsive caregiving skills (p = .450). The findings indicate that the training cycle is effective in developing specific aspects of responsive caregiving skills, while longer and more integrated training may be needed to strengthen responsiveness at the group level.
Keywords
responsive caregiving, early childhood education, quasi-experiment pre-service, reflection
Article Details
References
Duong, H. C., & Le, H. C. T. (2023). Constructing models for training and career practice for students in early childhood teacher education through collaboration between teacher education institutions and early childhood education settings. Dong Thap University Journal of Science, 12(3), 3–8. https://doi.org/10.52714/dthu.12.3.2023.1040
Foong, L., Md Nor, M. B., & Nolan, A. (2018). Individual and collective reflection: Deepening early childhood pre-service teachers’ reflective thinking during practicum. Australasian Journal of Early Childhood, 43(1), 43–51. https://doi.org/10.23965/AJEC.43.1.05
Fukkink, R., Helmerhorst, K., Gevers Deynoot-Schaub, M., & Sluiter, R. (2019). Training interaction skills of pre-service ECEC teachers: Moving from in-service to pre-service professional development. Early Childhood Education Journal, 47(4), 497-507. https://doi.org/10.1007/s10643-019-00928-6
Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487. https://doi.org/10.1086/669616
Hoang, T. N., Luu, T. C., & Nong, T. K. H. (2024). Hướng dẫn thực hiện chương trình thực hành, thực tập cho sinh viên ngành Giáo dục mầm non dựa vào sản phẩm hoạt động [Guidelines for implementing practicum and field-based professional practice programs for Early Childhood Education students based on activity products]. Hanoi National University of Education Journal of Science: Educational Sciences, 69(4A), 45–54. https://doi.org/10.18173/2354-1075.2024-0079
Ministry of Education and Training. (2026). Thông tư số 28/2026/TT-BGDĐT ngày 09 tháng 4 năm 2026 quy định Chuẩn nghề nghiệp giáo viên mầm non [Circular No. 28/2026/TT-BGDDT dated April 9, 2026, prescribing professional standards for early childhood teachers].
Nguyen, T. C. B., & Hoang, T. N. (2022). Phát triển chương trình giáo dục nhà trường trong các cơ sở giáo dục mầm non theo tiếp cận lấy trẻ làm trung tâm [Developing school-based education curricula in early childhood education settings through a child-centered approach]. Hanoi National University of Education Journal of Science: Educational Sciences, 67(4A), 132-141. https://doi.org/10.18173/2354-1075.2022-0100
Osman, S., Alex, J., Takriti, R., Alketbi, L., & Tareq, A. (2026). Self-reflection or supervisor feedback? Misconceptions and practices among student teachers in early childhood education. Social Sciences & Humanities Open, 13, 103010. https://doi.org/10.1016/j.ssaho.2026.103010
Pianta, R. C., & Hofkens, T. (2023). Defining early education quality using CLASS-observed teacher-student interaction. Frontiers in Psychology, 14, 1110419. https://doi.org/10.3389/fpsyg.2023.1110419
World Health Organization, United Nations Children’s Fund, & World Bank Group. (2018). Nurturing care for early childhood development: A framework for helping children survive and thrive to transform health and human potential. World Health Organization.