STUDY ON THE FACTORS AFFECTING THE PRACTICE OF VOCABULARY DEVELOPMENT FOR LATE-TALKING CHILDREN AGED 18-24 MONTHS BY EARLY CHILDHOOD TEACHERS INHANOI

DOI: 10.18173/2354-1075.2024-0027

Abstract

This study focuses on evaluating theimpact of resources, the coordination betweenpreschool teachers and other educational forces, andthe individual capabilities of teachers infacilitating/supporting vocabulary development forchildren with delayed speech aged 18-24 months inHanoi, involving 255 teachers. Grounded in theoriesof early childhood education, the research employsquantitative methodology through data collectionfrom questionnaires, aiming to understand themethods and factors influencing this process. Theresults not only provide a comprehensive view oflanguage development practices for children withdelayed speech but also propose strategies forimproving training and professional developmentprograms for teachers. Thus, the study highlights theimportance of enhancing resources and improvingcoordination among stakeholders to best supportchildren's language development, while alsocontributing to the formulation of appropriate policyrecommendations.