CURRENT STATUS OF EXPLOITING LOCAL CULTURAL ELEMENTS IN STEAM PROJECTS TO DEVELOP VIETNAMESE COMMUNICATION SKILLS FOR 5-6 YEAR OLD ETHNIC MINORITY CHILDREN IN TUYEN QUANG PROVINCE
DOI:
https://doi.org/10.51453/3093-3706/2026/1406Keywords:
Văn hóa địa phương, dự án STEAM, kĩ năng giao tiếp tiếng Việt, trẻ dân tộc thiểu số, Tuyên QuangAbstract
Developing Vietnamese communication skills for ethnic minority children is a paramount task to prepare a solid foundation for them before entering first grade. This article analyzes the current status of exploiting local cultural elements in organizing STEAM projects at three kindergartens in ethnic minority areas of Tuyen Quang province. Through a survey of 35 teachers and 10 administrators using questionnaires combined with in-depth interviews, the results indicate that although teachers have a correct perception of the role of integrating local culture (Mean = 3.99), the actual implementation remains very modest (Mean = 3.03), mainly occurring at the "occasionally" level. Elements such as culinary culture and typical festivals are implemented more frequently than historical-cultural relics and folk performances or music. This discrepancy stems from a lack of specialized instructional materials, financial difficulties, and the absence of specific tools to assess communication skills. Based on these findings, the author proposes orientations for capacity building in integrating local culture into STEAM projects to create a practical linguistic environment, helping ethnic minority children confidently communicate in Vietnamese based on their cultural identity.
Downloads
References
Bui, T.-L., Tran, T.-T., Nguyen, T.-H., Nguyen-Thi, L., Tran, V.-N., Dang, U. P., Nguyen, M.-T., & Hoang, A.-D. (2023). Dataset of Vietnamese preschool teachers’ readiness towards implementing STEAM activities and projects. Data in Brief, 46, 108821. https://doi.org/10.1016/j.dib.2022.108821
Espinosa, L. M. (2008). PreK-3rd: Challenging Common Myths About Dual Language Learners.
Figueras-Daniel, A., & Li, Z. (2021). Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA). Early Childhood Research Quarterly, 54, 271–285. https://doi.org/10.1016/j.ecresq.2020.09.011
Giang Thi Gam (2019). Forming Vietnamese communication skills for 5-6 year old H'Mong ethnic children [Doctoral dissertation, Hanoi National University of Education].
Insura, S., & Pimvichai, J. (2024). Integration of STEAM With Local Context for Enhancing Early Childhood Students’ Creativity. 835–848. https://doi.org/10.22492/issn.2186-5892.2024.72
Nguyen Thi Hong Lam & Dao Thi Hien (2022). Applying the STEAM model in organizing educational activities in preschools. Journal of Education, 22(13), 1-6.
Kim Thi Hai Y. (2022). Factors affecting communication skills of ethnic minority children in compound kindergarten classes. Journal of Science Educational Science, 67(4A), 260–266. https://doi.org/10.18173/2354-1075.2022-0112
Liberman, Z., Woodward, A. L., Keysar, B., & Kinzler, K. D. (2017). Exposure to multiple languages enhances communication skills in infancy. Developmental Science, 20(1), e12420. https://doi.org/10.1111/desc.12420
Matindike, F., & Ramdhany, V. (2025). Incorporating indigenous knowledge perspectives in integrated STEM education: A systematic review. Research in Science & Technological Education, 43(3), 1022–1042. https://doi.org/10.1080/02635143.2024.2413675
Ng, A., Kewalramani, S., & Kidman, G. (2022). Integrating and navigating STEAM (inSTEAM) in early childhood education: An integrative review and inSTEAM conceptual framework. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2133. https://doi.org/10.29333/ejmste/12174
Peng, D. (2020). Micro-project Design of STEAM Education for Preschoolers Based on Striking Life Phenomena. Education Journal, 9(3), 59. https://doi.org/10.11648/j.edu.20200903.11
Nguyen Thanh Tam, Ho Huu Nhat, Le Van Huy, Nguyen Thuy Nhung, Le Thi Nhung (2022). Measures to educate local culture for preschool children. Journal of Education, 22(13), 177-182.
Nguyen Thi Phuong Thao (2016). Developing Vietnamese language for preschool ethnic children in the context of educational reform. Journal of Education and Science,
Tran Viet Nhi (2024). A literature review on organizing STEAM projects for preschool children. Dong Thap University Journal of Science, 13(9), 3-14. (131), 100-102.
Webb, G. (2022). Cultural connections in early childhood: Learning through conversations between educators and children. The Australian Journal of Indigenous Education, 51(2). https://doi.org/10.55146/ajie.v51i2.43
Kim, T. H. Y. (2022). Factors affecting communication skills of ethnic minority children in compound kindergarten classes. HNUE Journal of Science: Educational Sciences, 67(4A), 260-266. https://doi.org/10.18173/2354-1075.2022-0112
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles published in SJTTU are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license. This means anyone is free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided they give appropriate attribution to the original author(s) and SJTTU, link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to SJTTU to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
Although the conditions of the CC BY-SA license don't apply to authors (as the copyright holder of your article, you have no restrictions on your rights), by submitting to SJTTU, authors recognize the rights of readers, and must grant any third party the right to use their article to the extent provided by the license.
