Interaction Between Significant Adult and Toddler in Russia and Vietnam

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. © 2019 Moscow State University of Psychology& Education.