A Bakhtinian Dialogical Approach to Understanding Young Vietnamese Children’s Narratives and Identities Formation in Preschools
How to Cite
Previous studies have claimed that young children’s everyday narratives reflect their identities formation. Guided by Bakhtinian theory of dialogism and qualitative research, this paper aims to explore two young Vietnamese children’s everyday narratives and identities formation in a preschool in Hanoi. Young children’s identities formation is understood as an ongoing process of their articulation of others’ words to make sense of themselves and the world. Children’s narratives are conceptualized in multimodal forms of language (e.g. verbality, gestures, body movements) and were collected through diverse resources (e.g. close observation, informal conversations, fieldnotes, and artifacts). Semistructured interviews and informal conversations were conducted to access parents’ and teachers’ narratives about children. Data analysis was completed through two steps (including transcription and analysis of children’s stories). The findings showed that children are agentive narrators in telling and constructing themselves. Cultural resources and adults’ beliefs and practices are contextual factors influencing children’s identities. These findings both support and differ from prior studies on teacher-child interactions in the Vietnamese context and recommend preschool teachers to design their classes as the dialogical environment to support children’s well-being.
Bakhtin, M. M. (1981). The dialogic imagination: Four essays (Vol. 1). University of Texas Press.
Bakhtin, M. M. (1986). Speech genres and other late essays. University of Texas Press.
Bakhtin, M. M. (1993). Toward a Philosophy of the Act. University of Texas Press.
Burr, R. (2014). The complexity of morality: Being a ‘good child’ in Vietnam?. Journal of Moral Education, 43(2), 156-168. https://doi.org/10.1080/03057240.2014.893421
Cohen, L. (2017). Preschool discourse interactions: Playful meaning making from a carnival lens. Knowledge Cultures, 5(3), 60-70. https://doi.org/10.22381/KC5320175
Cresswell, J., & Baerveldt, C. (2011). Bakhtin’s realism and embodiment: Towards a revision of the dialogical self. Culture & Psychology, 17(2), 263-277. https://doi.org/10.1177/1354067X11398308
De Vocht, L. (2015). Reconceptualising teacher-child dialogue in early years education: A Bakhtinian approach. https://ir.canterbury.ac.nz/handle/10092/10936
Dinh, D.-H. T. (2014). The Early Childhood Curriculum (2009) in Vietnam: Tensions in the First Three Years of Implementation Victoria University of Wellington. Wellington. http://hdl.handle.net/10063/8726
Dyson, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. Teachers College Press.
Frank, A. W. (2012). Practicing dialogical narrative analysis. In James, A. H., &. Jaber, F. G. (Ed.), Varieties of narrative analysis (pp. 33-52). CA Sage.
Gillespie, A. (2006). Descartes’ demon: A dialogical analysis of meditations on first philosophy. Theory & Psychology, 16(6), 761-781. https://doi.org/10.1177/0959354306070527
Hallett, C., & Prout, A. (2003). Hearing the voices of children: Social policy for a new century. Routledge.
Hoang, N., Holopainen, L., & Siekkinen, M. (2018). Quality of teacher-child interactions and its relations to children’s classroom engagement and disaffection in Vietnamese kindergartens. International Journal of Early Years Education, 26(4), 387-402. https://doi.org/10.1080/09669760.2018.1478281
Kinnunen, S., & Einarsdottir, J. (2013). Feeling, wondering, sharing and constructing life: Aesthetic experience and life changes in young children’s drawing stories. International Journal of Early Childhood, 45(3), 359-385. https://doi.org/10.1007/s13158-013-0085-2
Kuby, C. R., & Vaughn, M. (2015). Young children’s identities becoming: Exploring agency in the creation of multimodal literacies. Journal of Early Childhood Literacy, 15(4), 433-472. https://doi.org/10.1177/1468798414566703
Lenaerts, F., Braeye, S., Nguyen, T. L. H., Dang, T. A., & Vromant, N. (2017). Supporting Teachers in Vietnam to Monitor Preschool Children’s Wellbeing and Involvement in Preschool Classrooms. International Journal of Early Childhood, 49(2), 245-262. https://doi.org/10.1007/s13158-017-0188-2
Leroy, L. M. R., Nguyen, T. C., & Nguyen, D. K. D. (2021). Preschool in CITIES: Learning in Da Nang, Vietnam. Childhood Education, 97(1), 50-55. https://doi.org/10.1080/00094056.2021.1873694
Matusov, E. (2009). Journey into dialogic pedagogy. Nova Science Publishers Hauppauge, NY.
Matusov, E., Marjanovic-Shane, A., & Gradovski, M. (2019). Dialogic pedagogy and polyphonic research art: Bakhtin by and for educators. Palgrave Macmillan.
National Assembly Vietnam (2013). The constitution of the Socialist Republic of Vietnam. https://constitutionnet.org/
Ødegaard, E. E. (2007). What’s up on the teachers’ agenda?. International Journal of Early Childhood, 39(2), 45-64. https://doi.org/10.1007/BF03178224
Pahl, K. (2009). Interactions, intersections and improvisations: Studying the multimodal texts and classroom talk of six-to seven-year-olds. Journal of Early Childhood Literacy, 9(2), 188-210. https://doi.org/10.1177/1468798409105586
Pham, M. H. (2021). Young Vietnamese children’s identities-in-flux in Vietnam and Aotearoa New Zealand: A focus on their living stories. https://researchspace.auckland.ac.nz/handle/2292/57892
Puroila, A.-M. (2013). Young children on the stages: Small stories performed in day care centers. Narrative Inquiry, 23(2), 323-343. https://doi.org/10.1075/ni.23.2.06pur
Save The Children (2020). Survey results report young voices in Vietnam. https://resourcecentre.savethechildren.net/node/17792/pdf/young_voices_in_vietnam_full_report_eng_final.pdf
UNICEF (2016). A situation analysis of children in Vietnam in 2016. https://www.unicef.org/vietnam/media/3621/file/A%20situation%20analysis%20of%20children%20in%20Viet%20Nam%202016.pdf
Vitanova, G. (2010). Authoring the dialogic self: Gender, agency and language practices. John Benjamins Publishing Company.
Vitanova, G. (2016). Exploring second-language teachers’ identities through multimodal narratives: Gender and race discourses. Critical Inquiry in Language Studies, 13(4), 261-288. https://doi.org/10.1080/15427587.2016.1165074
Vu, T. T. (2021). Early childhood education in Vietnam, history, and development. International Journal of Child Care and Education Policy, 15(1), 1-18. https://doi.org/10.1186/s40723-020-00080-4
White, E. J. (2020). Mikhail Bakhtin: a two-faced encounter with child becoming (s) through dialogue. Early Child Development and Care, 191(3), 1-10. https://doi.org/10.1080/03004430.2020.1840371
How to Cite
Copyright (c) 2022 Vietnam Journal of Education
This work is licensed under a Creative Commons Attribution 4.0 International License.