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Research Article

Developing an Aesthetic Education Program Based on the Reggio Emilia Approach for Preschool Children in Early Childhood Education Settings: A Quantitative Study in Urban Vietnam

Authors

  • Nguyen Thi Thanh VNU University of Education, Vietnam National University, Hanoi, and National College for Education, Hanoi, Vietnam https://orcid.org/0009-0006-8981-380X

    hathanh4050@gmail.com

  • Duong Thi Hoang Yen VNU University of Education, Vietnam National University, Hanoi, Vietnam
  • Nghiem Thi Duong VNU University of Education, Vietnam National University, Hanoi, Vietnam

Abstract

Vietnam’s early childhood education is undergoing a transformative phase, with an increasing emphasis on children’s holistic development. Among emerging pedagogical approaches, the Reggio Emilia philosophy has garnered attention for its potential to nurture children’s aesthetic perception and creative expressive capabilities. Although this approach offers significant possibilities, its success heavily relies on the preparedness of preschool teachers, who play a pivotal role in shaping meaningful aesthetic experiences in the classroom. This study investigates the readiness and implementation capacity of preschool teachers in designing and implementing Reggio Emilia-inspired aesthetic education programs. Conducted in Hanoi, the research employed a quantitative design, collecting survey data from 271 participants, including 136 teachers (GVMN) and 135 school administrators (CBQL), across 20 early childhood education settings using a structured questionnaire assessing key competencies related to program development, supplemented by interviews for further clarification. Findings indicate that survey participants generally hold a positive perception of Reggio Emilia-inspired aesthetic education. However, many reported challenges in translating these ideas into practice, particularly in areas of content design, curriculum delivery, and program adaptation. The perceived level of readiness was found to be significantly correlated with factors such as teachers’ qualifications, competencies, teaching experience, and the extent of multi-faceted support. These results highlight the importance of targeted professional development and collaborative engagement with pedagogical experts specializing in the Reggio Emilia approach. Such support can be instrumental in enhancing teachers’ confidence and competence, ultimately enabling the sustainable and contextually appropriate integration of Reggio Emilia-inspired aesthetic education into early childhood settings across Vietnam.

Keywords:

Aesthetic Education Early Childhood Education Program Development Quantitative Research Reggio Emilia Approach Vietnam

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

2(1), (2025)

Pages

212-225

Published

05-06-2025

How to Cite

Nguyen, T. T., Duong, T. H. Y., & Nghiem, T. D. (2025). Developing an Aesthetic Education Program Based on the Reggio Emilia Approach for Preschool Children in Early Childhood Education Settings: A Quantitative Study in Urban Vietnam. Journal of Education, Learning, and Management, 2(1), 212-225. https://doi.org/10.69739/jelm.v2i1.557

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