Gender-responsive pedagogical practices in early childhood care and education in Vietnam: A qualitative study
Background: Gender-responsive pedagogical approaches in early childhood education play a crucial role in creating equitable learning environments where all children can actively engage. However, societal gender norms continue to influence how early childhood educators organise the classroom environment, communicate with children, assess children’s abilities, and conduct care and educational activities. This affects children’s self-confidence, enthusiasm, and participation in classroom activities.
Aim: This study explores how gender beliefs influence gender-responsive pedagogical practices among preschool teachers. By examining these processes, the study clarifies some of the micro-mechanisms that contribute to the formation and reproduction of gender stereotypes in preschool classrooms.
Method/approach: Using observations and semi-structured interviews, framed by gender-responsive pedagogy and implicit bias theory, this study examined eight classrooms across two preschools in Nghe An (urban/rural), covering ages 24–36 months to 5–6 years. The researchers recorded teacher-child interactions, environment, communication, assessment, and activity organisation. Eight teachers were interviewed post-observation using 11 key questions. Thematic analysis identified gender-related patterns. Ethical approval and participant consent were obtained.
Results/findings: The findings show that teachers attempted to implement gender-responsive care and educational practices by responding to children’s individual characteristics, abilities, and needs. While teachers generally did not intentionally discriminate, gender biases persisted in their pedagogical practices. Three prominent patterns were identified: arranging learning spaces and materials according to gender expectations; using language and assessing abilities differently for boys and girls; and organising care and educational activities based on gendered notions of strength, obedience, dexterity, and independence.
Conclusion: This study contributes to identifying how traditional gender norms are maintained at the micro level in the classroom. Based on these findings, the paper suggests that policies and teacher training activities on gender equality should be translated into practical guidelines. These may include selecting non-stereotypical teaching materials, organising open play spaces, using gender-neutral language in feedback, and developing teachers’ self-reflection abilities to recognise implicit biases in everyday pedagogical situations.
Implications for children and families: The research helps families recognise that teachers’ everyday practices can shape children’s self-confidence, thereby enabling families to collaborate with schools to create an equal and barrier-free environment for their children.
Implications for practitioners: The research helps practitioners identify “blind spots” in their daily teaching habits and provides reflective tools to adjust language use and classroom organisation, thereby enhancing professionalism and supporting high-quality teaching practice in early childhood education.
Keywords: early childhood education, gender-responsive pedagogy, implicit bias, gender stereotypes, preschool teachers, qualitative research, Vietnam
This presentation relates to the following United Nations Sustainable Development Goals: