Interaction Between Significant Adult and Toddler in Russia and Vietnam

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Abstract

The article discusses the role of child interaction with a significant adult (parent, kindergarten teacher, caregiver) in child’s neurocognitive development within socio-cultural contexts of Russia and Vietnam.The article presents the results of a pilot study that included focus group interviews with kindergarten specialists from Russia and Vietnam.The pilot study sample consisted of 74 participants (72 women, 2 men), aged 32 to 54 years (M = 43.04; SD = 6.61).Of these, Russian participants (10 cities) — 42 people (40 women and 2 men) aged 32 to 50 (M = 40.19; SD = 6.28) and Vietnamese participants (1 city) — 32 people (32 women) aged 38 to 54 years (M = 46.67; SD = 5.12).The interviews followed the questionnaire developed by the authors.It consisted of 21 open-ended questions grouped in 3 blocks: Block 1.What characteristics and skills should be developed during early childhood? Where and how should these be developed? Block 2.How are children under 3 years of age developed? Block 3.Who is involved in the development of a child under 3 years of age? A comparative analysis of the responses of the Russian and Vietnamese kindergarten specialists revealed no significant differences between the groups, which suggests similarities in educational and developmental strategies of young children in a kindergarten environment.

General Information

Keywords: early childhood, significant adult, adult-child interaction, joint activity

Journal rubric: Developmental Psychology

DOI: https://doi.org/10.17759/pse.2019240605

Funding. The reported study was funded by RFBR and VASS, project number 19-513-92001.

For citation: Galasyuk I.N., Shinina T.V., Shvedovskaya A.A., Morozova I.G., Efremova E.V., Nguyen T.H., Nguyen T.L. Interaction Between Significant Adult and Toddler in Russia and Vietnam. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2019. Vol. 24, no. 6, pp. 47–62. DOI: 10.17759/pse.2019240605.

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Information About the Authors

Irina N. Galasyuk, PhD in Psychology, Associate Professior, Department of Neuro and Pathopsychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-6333-8293, e-mail: igalas64@gmail.com

Tatyana V. Shinina, PhD in Psychology, Associate Professor, Department of Neuro- and Pathopsychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5572-9104, e-mail: shininatv@mgppu.ru

Anna A. Shvedovskaya, PhD in Psychology, Head of Department of Information & Publishing Projects, Associate Professor, Age Psychology Department named after L.F. Obukhova, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3154-4601, e-mail: anna.shvedovskaya@mgppu.ru

Inna G. Morozova, PhD student (Psychology), Russian State Social University, Moscow, Russia, ORCID: https://orcid.org/0000-0003-0880-097X, e-mail: inna.opinion@gmail.com

Evgenia V. Efremova, Ed.M.in Mind, Brain and Education, Junior Research Associate, Brain and Neurocognitive Development Lab, Ural Federal University after the name of the first President of the Russia B.N. Yeltsin, Ekaterinburg, Russia, e-mail: evgeniya.efremova@gmail.com

Thi H. Nguyen, Rector, National Pedagogical College of Nha Trang, Nha Trang, Vietnam, e-mail: thuanpq@sptwnt.edu.vn

Tuyet L. Nguyen, Rector, National Pedagogical College of Nha Trang, Nha Trang, Vietnam, ORCID: https://orcid.org/0000-0003-2212-4779, e-mail: lannt06@gmail.com

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