Research on Kindergarten Children with Disorders Development and Teacher’s Supporting (Research at Da Nang city and Quang Ngai province, Viet Nam)

Nguyen  Thi Hang Phuong

doi:10.14456/jsasr.2021.29

Authors

Nguyen Thi Hang Phuong Psychology-Education Department, Education University, University of Da Nang, Viet Nam https://orcid.org/0000-0002-7937-3867

DOI:

https://doi.org/10.14456/jsasr.2021.29

Keywords:

Developmental Disorders; , Children, , Kindergarten Children ; , Characteristics of Developmental Disorders; , Kindergarten Teachers; , Supporting

Abstract

Developmental disorders in kindergarten children comprise a group of psychiatric conditions originating in childhood that involve serious impairment in different areas. The narrowest concept is used in the category "Specific Disorders of Psychological Development" in the ICD-10. Developmental disorders make influence physical, intellectual, psychological, behavioral, and language disorders in children. If kindergarten teacher knows the characteristics of children, they can support children better. In our research with 413 kindergarten teachers in Da Nang and Quang Ngai, there are 76.5% of teachers can realize the characteristics of kindergarten children with developmental disorders. This is the result of the project «Improve the capacity to realize characteristics of autism spectrum disorders for kindergarten teachers in Da Nang city", code T2017-03-07. Based on the results of the research, we propose training programs for kindergarten teachers on characteristics/ identifying children with developmental disorders and ways of supporting/ educating them in the coming time.

References

American Psychiatric Association (APA) (2013), Diagnostic And Statistical Manual of Mental Disorders (DSM-5), Fifth Edition, published on May 18, 2013.

Buckley SJ. (2000), Speech, language and communication for individuals with Down syndrome - An overview. Down Syndrome Issues and Information.

Carver CS, Scheier ME (1981), Attention and self-control: A control theory approach to human behavior. New York: Springer–Verlag; 1981

Goldberg, M. R., Dill, C. A., Shin, J. Y., Nguyen, V. N. (2009), Reliability and validity of the Vietnamese Vineland Adaptive Behavior Scales with preschool-age children, Research in Developmental Disabilities 30 (2009) 592–602

Le My Dung, Nguyen Thi Hang Phuong, Le Thi Thu Trang, Tran Thi My Ny, Nguyen Thi Nhung, Phan Thi Loi (2020), Application of dohsa-hou on a social parent of children with autism at Cadeaux Center - Da Nang, Vietnam, Proceedings of The 1st International Conference on Education: Innovation and Development for Classrooms in The 21st Century (1st ICE 2020), UdonThani University, Thailand. ISBN 978-616-8097-11-3, pp.67-76.

Le Thi Phi, Nguyen Thi Hang Phuong (2018), The reality of preschool teachers' awareness of the psychological characteristics of children with autism spectrum (Research in Da Nang city), Journal of Social Science Information. ISSN 0866-8647, 44-50

Macey, K. D. (2005), Attention-deficit/hyperactivity disorder: Teacher knowledge and referral for assessment (Doctoral dissertation, Texas A&M University).

Nguyen Thi Hang Phuong, Le Thi Phi (2018), Research on kindergarten children with disorders development and teacher’s supporting (research at da nang city and Quang Ngai province), Proceedings of The 7th International Conference on Sciences and Social Sciences “Innovative Research for Stability, Prosperity, and Sustainability” Date: 11 - 12 January 2018, Rajabhat Maha Sarakham University, Thailand. pp. 42-51.

Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., Rohde, L. A. (2007), The worldwide prevalence of ADHD: a systematic review and metaregression analysis, The American journal of psychiatry, 164, 6, 942-948.

Scahill, L., & Schwab-Stone, M. (2000), Epidemiology of ADHD in school-age children, Child and adolescent psychiatric clinics of North America.

Scruggs, T. E., Mastropieri, M. A. (1996), Teacher perceptions of mainstreaming/inclusion, 1958–1995: A research synthesis, Exceptional children, 63, 1, pp. 59-74.

Searight, R. (2001), Conduct Disorder: Diagnosis and Treatment in Primary Care. American Family Physician, April 15, 1579-1589.

Szatmari, P., Offord, D. R., Boyle, M. H. (1989), Ontario Child Health Study: prevalence of attention deficit disorder with hyperactivity, Journal of Child Psychology and Psychiatry, 30, 2, 219-223.

The National Institute of Mental Health (NIMH) is part of the National Institutes of Health (NIH), a component of the U.S. Department of Health and Human Services. http://www.nimh.nih.gov.

To Thi Quyen, Bui Van Van, Nguyen Thi Hang Phuong (2018), Kindergarten teachers' measures in inclusive education for children with developmental disorders (research in Da Nang city), Journal of Educational Science, pp15-25 (In Vietnamese).

Vu Van Thuan and Tran Van Cong (2014), Attitudes of preschool teachers in Hanoi on autism spectrum disorders, Proceedings of the national scientific seminar "Mental health in schools", VNU Publishing House. HCM, ISBN: 978-604-73-2638-9. pp. 486-496 (In Vietnamese)