Being in Vietnam for this long, has definitely developed me as a person. I have grown so incredible so much, while being here. In the beginning I was a tourist, but several weeks later, it felt like home. I had the same daily structure as everyone else. I have become more fluent in the Vietnamese language, and have a better understanding of the north Vietnamese dialect - which I thought was impossible to me.
Even though I came here to work in the Kindergarten as a trainee, I feel this experience wasn't only a good working experience to me, but also a great personal experience. I have come so close to my own culture, and have finally got the last piece of the puzzle regarding parenting. Before I came here, I never clearly understood why parents raise their child(ren) in a certain way - that was just the way things were. Now, thanks to the teachers, because of all the discussions and reflections there has been, I have finally understood their way of thinking. I don't agree with all their methods - probably because of my Danish mentality. However, I can understand and appreciate why they raise the children which such strict and traditional norms.
It may never be a successful was of raising children in Denmark, however; we mustn't forget the fundamental requirements of the society, on parenting is essential due to the social context. The focus on the individual development isn't quite as important of the social integration in the parenting. The individual is latent controlled by the society - the parents must have solidarity, which means in this context, a common moral and understanding.
Reading about other cultures that are so distant to ones own culture, won't give you the complete understand. Adapting into the culture, day after day, gave me a significant better understanding of the culture.
Teaching the children in the class, and yet being the children's' "mother" takes a lot of pressure on the teacher/social worker. It's a very fine balance, and we (the Danish students) always had to be aware of our own working methods towards the children. I have often caught my self in a dilemma, when I was in a situation were I didn't agree with the teacher's behaviour/methods towards the children. I didn't interrupt the teacher, but just stood in the background, trying to understand why the teacher behaved like that. Afterwards I always discussed with the teacher. I can nod to some of their reasons for doing what they're doing, but other times I totally disagree - I guess it's our culture differences that is separating us, regarding norms, traditions and what's ethical to do towards the children as a professional - that's what alienating us from each others point of view.
It has definitely been the best working experience I've ever had during this education. It has been an utter joyful, painful, and excited journey - I feel I have accomplished much in the Kindergarten. My boundaries have moved incredibly much, since the first day I stepped into the Kindergarten!
I can only recommend it to those ones who's thinking of going abroad. Believe me, once you're there, in a new country, a foreign language, new surroundings, culture etc. it's going to be an experience for life!!!! Reading about their working methods in Vietnam, will not fulfill you with the same understanding as I have - then you're missing out on sensing the situation - you just have to experience it for yourself!!!
To me, being in the situation, is the best way to learn new things, because you will always have a graphic memory of what you have been taught or have learnt during the time you have spent in Vietnam.
Friday, July 31, 2009
Sunday, July 5, 2009
Reflection
The fact that I have a Danish/Vietnamese background, it didn't effect my pedagogic work in pr axis. When I was in a dilemma regarded the working methods, it was because I saw it from a Danish perspective. When I saw it from a Vietnamese perspective, I wasn't in a dilemma at all. I never saw the differences (Danish contra Vietnamese) as a conflict, but it allowed me to ask questions, in order to get a better understanding of their working methods. Sometimes they didn't understand why I had a different opinion than them, but its only because of the culture differences.
However, they're very open minded towards my opinion regarding parenting, and working with pedagogic methods. I don't always agree on how they think or how the working procedure is provided - but I have an understanding of why they do things in a certain way. It's because of the society in Vietnam, the culture, norms and traditions, that have been repeated for generations and are most certainly going to continue for many years from now......
Being in Vietnam for this long, has taught me to become a more patient person, more laid back, and takes things easily. Before I came to the Kindergarten, I didn't think I could be around children and enjoy being/working with them for an entire day. Working with children have given me the opportunity to understand a child. Theoretically I had a good understanding on children and their development. Although, I have never been so close to children (work wise), like I have in this Kindergarten. As I have mentioned before, the children considered me and the other teachers as our "mother". For that reason, the we bonded so quickly - no question asked, the connection between us developed in no time. This has benefit me, when I had to deal with conflicts in between the children, teaching them things, guiding them on how to behave so they could strengthen their social skills etc.
The Kindergarten has taught me so much regarding parenting, and how important teachings are, instead of playing like children should. It has taught me a million new things regarding the culture, which has given me a better understanding of the teachers' working methods.
Most of all, this experience has taught me, that even if the society is controlled form the higher forces, and everyone should be treated equally and, and not for being individuals....I could still see they were individuals. Living up to the role "a good student" in the Kindergarten - they all did everything in their power to live up to that role so they could make the teachers and parents proud. When I looked beyon that, the children had their own personality, own morals and norms.
I must admit I was a bit worried in the beginning of the practise, as they all seemed the same to me - that's the impression the teachers gave me in the beginning. But shortly after, I noticed, they're all individuals. The teachers are aiming for, the children to become the same, regardless of their family history, age, gender and social skills; the children know how to to adapt into certain situations, which was a positive experience for me, as it was a sign of that they could think independently, and it will develop the child and strenghtens the child's personality to become more mature in its own pace.
However, they're very open minded towards my opinion regarding parenting, and working with pedagogic methods. I don't always agree on how they think or how the working procedure is provided - but I have an understanding of why they do things in a certain way. It's because of the society in Vietnam, the culture, norms and traditions, that have been repeated for generations and are most certainly going to continue for many years from now......
Being in Vietnam for this long, has taught me to become a more patient person, more laid back, and takes things easily. Before I came to the Kindergarten, I didn't think I could be around children and enjoy being/working with them for an entire day. Working with children have given me the opportunity to understand a child. Theoretically I had a good understanding on children and their development. Although, I have never been so close to children (work wise), like I have in this Kindergarten. As I have mentioned before, the children considered me and the other teachers as our "mother". For that reason, the we bonded so quickly - no question asked, the connection between us developed in no time. This has benefit me, when I had to deal with conflicts in between the children, teaching them things, guiding them on how to behave so they could strengthen their social skills etc.
The Kindergarten has taught me so much regarding parenting, and how important teachings are, instead of playing like children should. It has taught me a million new things regarding the culture, which has given me a better understanding of the teachers' working methods.
Most of all, this experience has taught me, that even if the society is controlled form the higher forces, and everyone should be treated equally and, and not for being individuals....I could still see they were individuals. Living up to the role "a good student" in the Kindergarten - they all did everything in their power to live up to that role so they could make the teachers and parents proud. When I looked beyon that, the children had their own personality, own morals and norms.
I must admit I was a bit worried in the beginning of the practise, as they all seemed the same to me - that's the impression the teachers gave me in the beginning. But shortly after, I noticed, they're all individuals. The teachers are aiming for, the children to become the same, regardless of their family history, age, gender and social skills; the children know how to to adapt into certain situations, which was a positive experience for me, as it was a sign of that they could think independently, and it will develop the child and strenghtens the child's personality to become more mature in its own pace.
Thursday, May 28, 2009
Ha Long Bay
Inside the cave
The local people that live on floating houses
A little boat trip sailing in between the islands and underneath the caves
Sunset
Enjoying the sunset
Back in Hanoi, with some nice people whom we met at the Ha Long Bay trip. The picture was taking at the restaurant Quang An Ngon - highly recommeded if you're keen on authentic Vietnamese food!
My boyfriend's last night in Vietnam....
Nha Trang
After Hoa Loi, we went to Nha Trang. I've been there 3 times before, but I simply love that city! It's clean and the air is freash - not to mention, they have beautiful beaches there.....a good place to relax!
What a stunning view!!!
At VinPearl Beach
Cham Temple
Monkey Island
The beach again, from the main road...
What a stunning view!!!
At VinPearl Beach
Cham Temple
Monkey Island
The beach again, from the main road...
The Culture
The government sets the guidelines, which the teachers of the Kindergarten follow efficiently. Before I started the trainee position, the children have been taught about Ho Chi Minh; his love for Vietnam, passion for making Vietnam an independent country etc. The teachers teach the children to be proud of being Vietnamese. When they have finished their morning exercise, the teachers shout "Vietnam!!!" the children yells "co len!!!!" - which means "Vietnam is the best!".
Vietnamese New Year (Tet) is a national feast, and they also celebrate it in the Kindergarten. The children have been taught about Tet, were they welcome the new star sign "The Ox". Furthermore, they give lucky-money (in little red envelopes) to others, as a symbol of good health and prosperity for the new coming year.
At the end, they went to the temple, were they also burnt "money" (fake money notes), as a symbol of giving money to their relatives who has passed, their ancestors, prophets and Buddha. Visiting temples doesn't necessarily mean that you’re a Buddhist, as it has become a national custom to do during Tet.
I have mentioned in the earlier sections/chapters that the parents have a high influence on the teachings in the Kindergarten - not only the teachings, but also with the child upbringing. The children must obey the teachers as if they were the children’s parents. There are no room for individuals; the child must follow the rest of the group. The child represent their parents, the parents represent their child. One “weak link” could break the entire family name - so they're are taught by the teachers, not to display emotions in public. This has come to my understanding of why the teachers hardly comforts a child, when a child is crying - they don't want to make the child soft.
Children are often very emotional, and aren't always in control of their emotions - it's only natural. Maintaining the family name, is a big burden to carry on ones shoulder as a child, and they constantly need guidance from the teachers. Upbringing the cchildren is also one of the major part of the teacher's task in the Kindergarten.
A Vietnamese saying says "you're a child, as long as your parents live, regardless of your age". So with that understanding, it means that you have to show respect for elders - in this case, the teachers are like the children's mother. The teacher teaches the children, how to respect elders; love for their parents, teach them about empathy - how to treat others, which is bound to strengthen their social skills.
They have a lot of poetry reading which the children have to learn by heart. Most of the poetry is about one’s love for their parents, especially for their mother, love for their country, and love for the teachers....because the teachers are making an effort of upbringing the child, the child have to give again by showing appreciation towards the teachers.
When the children are being collected, it's highly important, that the children are dressed nicely (or have changed their clothes, if they have been sweating during playing) and that their hair is neat. If the parents turn up in the class, and their child looks messy, it also means (according to the parents) the teacher has failed to look after their child – that the teachers have been neglected their child. The same principles, if a child have been bruised during playing in the playground.
The consequences could be, that it will affect the teacher’s salary, as the parents pays a certain amount of their salary.
At our last workshop, the topic was Motor Skills. We were trying to make the teachers aware of, that children need to use their body more actively, so they could be more aware of their movements, so it could be more controlled. When the children run, the teachers scream “stop running” - as they will only trip and fall. In most cases, the teachers are right - but it's also because the child has no control over his/her movement.
We have encouraged the teachers to make more activities that involve movements and running. The teachers agree with us to a certain extent; however the obstacles are the parents. The parents will not approve the Kindergarten as a qualified place, if their child returns home with bruises or scratches on the body. So for that reason, the teachers are prevented in developing the children in certain areas - the parents are often focused on teachings, like school children, so they're well prepared when they start schooling.
So it's obvious, that the daily structure is teachings and lessons. When they play, it's controlled play, were the children are "learning by doing". If they have a certain topic, the children create things, draw things, and play with things that are related to the topic. There’s no time for free playing, when the government's guidelines and the parents are focused on teaching the children.
Vietnamese New Year (Tet) is a national feast, and they also celebrate it in the Kindergarten. The children have been taught about Tet, were they welcome the new star sign "The Ox". Furthermore, they give lucky-money (in little red envelopes) to others, as a symbol of good health and prosperity for the new coming year.
At the end, they went to the temple, were they also burnt "money" (fake money notes), as a symbol of giving money to their relatives who has passed, their ancestors, prophets and Buddha. Visiting temples doesn't necessarily mean that you’re a Buddhist, as it has become a national custom to do during Tet.
I have mentioned in the earlier sections/chapters that the parents have a high influence on the teachings in the Kindergarten - not only the teachings, but also with the child upbringing. The children must obey the teachers as if they were the children’s parents. There are no room for individuals; the child must follow the rest of the group. The child represent their parents, the parents represent their child. One “weak link” could break the entire family name - so they're are taught by the teachers, not to display emotions in public. This has come to my understanding of why the teachers hardly comforts a child, when a child is crying - they don't want to make the child soft.
Children are often very emotional, and aren't always in control of their emotions - it's only natural. Maintaining the family name, is a big burden to carry on ones shoulder as a child, and they constantly need guidance from the teachers. Upbringing the cchildren is also one of the major part of the teacher's task in the Kindergarten.
A Vietnamese saying says "you're a child, as long as your parents live, regardless of your age". So with that understanding, it means that you have to show respect for elders - in this case, the teachers are like the children's mother. The teacher teaches the children, how to respect elders; love for their parents, teach them about empathy - how to treat others, which is bound to strengthen their social skills.
They have a lot of poetry reading which the children have to learn by heart. Most of the poetry is about one’s love for their parents, especially for their mother, love for their country, and love for the teachers....because the teachers are making an effort of upbringing the child, the child have to give again by showing appreciation towards the teachers.
When the children are being collected, it's highly important, that the children are dressed nicely (or have changed their clothes, if they have been sweating during playing) and that their hair is neat. If the parents turn up in the class, and their child looks messy, it also means (according to the parents) the teacher has failed to look after their child – that the teachers have been neglected their child. The same principles, if a child have been bruised during playing in the playground.
The consequences could be, that it will affect the teacher’s salary, as the parents pays a certain amount of their salary.
At our last workshop, the topic was Motor Skills. We were trying to make the teachers aware of, that children need to use their body more actively, so they could be more aware of their movements, so it could be more controlled. When the children run, the teachers scream “stop running” - as they will only trip and fall. In most cases, the teachers are right - but it's also because the child has no control over his/her movement.
We have encouraged the teachers to make more activities that involve movements and running. The teachers agree with us to a certain extent; however the obstacles are the parents. The parents will not approve the Kindergarten as a qualified place, if their child returns home with bruises or scratches on the body. So for that reason, the teachers are prevented in developing the children in certain areas - the parents are often focused on teachings, like school children, so they're well prepared when they start schooling.
So it's obvious, that the daily structure is teachings and lessons. When they play, it's controlled play, were the children are "learning by doing". If they have a certain topic, the children create things, draw things, and play with things that are related to the topic. There’s no time for free playing, when the government's guidelines and the parents are focused on teaching the children.
Sunday, April 26, 2009
Pedagogic methods in the Kindergarten
I find it difficult to compare the Kindergarten with a Danish Kindergarten (where the employees are social workers with pedagogic methods), and here in Vietnam, the employees are teachers – so for that reason, I consider Hoa Thuy Tien as a school. There aren’t any education for social workers with pedagogic methods here in Vietnam.
The teachers get a guideline from the government, and they have to follow it throughout. The teachers have a weekly schedule they must follow. The teachers don’t have much time for playing with the children, as they mainly have lessons. The children don’t bring their own lunch to the Kindergarten; it’s all prepared in the kitchen by the chefs. Their meals (nutrition and vitamins), how much liquid each child should drink for a day, is also a part of the guidelines from the government.
Even though they have to follow the guidelines regarding teachings/lesson, the teachers chose their own topics of the week. The topics are mainly relevant to the Vietnamese culture or social system. When the teachers have a meeting (once a week), they make plans for the following weeks, which the vice principal and the principal have to approve.
I consider the principal as a humble person, even though she has a lot of authority, however I don’t get the impression of that she’s taking advantage of her power. On the contrary, every teacher shows fear for the vice principal. During the lessons, the vice principal often visit all the classes; to check if the teachers are teaching the children in the correct way.
Apparently, there’s only one way to teach, one way to speak, one way to think. There are no room for being an individual, even though if you’re a teacher. Sometimes she tells the teachers how it should be done, because they’re not teaching in a proper way.
Most of the teachers don’t know how to justify what they’re teaching in, or why they use that kind of methods. Most of the times, they just say “Miss Phuong” which means, it’s because that’s how the vice principal wants the work to be done.
The children don’t have free play like the children in Denmark. It’s controlled by the teachers. Most of the times, they games are linked to the weekly topic. The only time they play were they aren’t under the influence of the teachers, is when they play Lego or in the play ground.
The Kindergarten has subjects like Vietnamese, maths, psychical skills, music, creativity, personal/social skills and topics that are related to their culture. The teachers chose the main themes of the week, were the children will be taught about the themes/topics, and they combine it with activities so the children get a better knowledge of the topics.
For instance, the topic was “Pagoda”. The children were taught what about the Pagoda – why it’s made and who comes to visit, and for what reason? A trip to the Pagoda was arranged, and the children spent a couple of hours at the Pagoda. When they returned, they had to draw their impression of the Pagoda.
This method is used in all the topics. They get taught about something, and then they make activities that are related to the topic. During my time, as a student (even though the children has to show the same courtesy to me as the other teachers) in the Kindergarten, we have had “Pagoda” “seed – plant a seed” “Hat” and now “Primary school”.
The children in my class are nearly at the end of their journey of Kindergarten. Right now they’re all preparing for school. In their last week of the Kindergarten, the children will have a test in all the subjects, so they can get evaluated by the teachers. This test is made, so the parents know what level their child is in, when they start at the Primary School.
If I should link any theory to the teachers’ methods in teachings, I’d combine it with behaviorism – more specifically “Operant conditioning” that sometimes also is referred to as instrumental conditioning. It’s a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
For instance, in the English classes they get rewarded. All the good “pupils” get stickers as a reward, or the teacher encourage all the other children to applause the good child, and tell them, that they should look up to the child for his/her exemplary behavior/skills.
They use the same method in the drawing classes. The child with the best drawing, get applauded, and the ones that are less talented get overseen by the teachers.
It’s funny the teachers have their own opinion on, what is pretty/nice. I believe all the children do the best they can, and should therefore be acknowledged for their skills – for who they are as individuals. But here in Vietnam, there are certain ways on doing things in a specific way.
In the writing class, a child showed me his handwriting. It was the letter “ph”. I thought he was doing well, but also told him he had to practice a bit more. He went proudly towards the head teacher, and showed her his handwriting. She said it was ugly, told him to rub it out, and start all over again. I fell so sorry for the poor boy, he was so proud of himself and suddenly he had to start over again. The children that finish quickly get to play Lego. His concentration was low, as all he could focus on, was the Lego, as he really wanted to play with his mates.
If a child is behaving badly, the child gets told off, and as for punishment, they have to sit in a corner doing nothing. The child isn’t allowed to speak to anyone, and in this occasion, the other children laugh at the child and make fun of him/her. Sometimes, when the child is misbehaving, the teacher threat to call the parents, so they can get send home for the rest of the day.
They kiss and cuddle the children a lot, but when it comes to a crying child. They tell the child to stop crying (as I said before in “my expectations” section, it’s not a part of the culture to display one’s emotions). When a child is crying, it’s not considered as a positive behavior. It shows weakness, and the Vietnamese people are a very proud nation. When a child is crying and I’m giving them comfort, I usually get told, that I should leave the child alone, as I will shape the child into a soft person, or the child will get so used to it, that it will demand comfort each time he/she is hurt. I know it is part of the culture, but I can’t help on being frustrated sometimes.
My parents used exactly the same methods in my childhood when I was hurt – no comfort at all. I remember how devastated I was, when I was a child. I can relate to those children when they don’t get comfort when they’re hurt. However, I also know I can’t change this mentality which has been shaped for centuries. I just know, there’s a reason for the child is coming to me, when he/she is hurt and not the teacher. So I believe the child knows how to adapt to one another person – as they can tell the differences on me and the other teachers, when it comes to seeking comfort. I don’t think I’m confusing the child with mixed messages, regarding giving the children comfort, so I’ll continue on tat act, as long as no one is preventing me.
From a Danish perspective, I’m convinced that one would think these teachers are cold, unacknowledged towards the children and lack common knowledge on children. But we mustn’t forget, there a culture that is so strong in their traditions, norms, and child upbringing that it’s so far from the Danish culture. In order to get a better understanding of the teachers’ actions or teaching methods, you have to have a better understanding of the Vietnamese culture….
The teachers get a guideline from the government, and they have to follow it throughout. The teachers have a weekly schedule they must follow. The teachers don’t have much time for playing with the children, as they mainly have lessons. The children don’t bring their own lunch to the Kindergarten; it’s all prepared in the kitchen by the chefs. Their meals (nutrition and vitamins), how much liquid each child should drink for a day, is also a part of the guidelines from the government.
Even though they have to follow the guidelines regarding teachings/lesson, the teachers chose their own topics of the week. The topics are mainly relevant to the Vietnamese culture or social system. When the teachers have a meeting (once a week), they make plans for the following weeks, which the vice principal and the principal have to approve.
I consider the principal as a humble person, even though she has a lot of authority, however I don’t get the impression of that she’s taking advantage of her power. On the contrary, every teacher shows fear for the vice principal. During the lessons, the vice principal often visit all the classes; to check if the teachers are teaching the children in the correct way.
Apparently, there’s only one way to teach, one way to speak, one way to think. There are no room for being an individual, even though if you’re a teacher. Sometimes she tells the teachers how it should be done, because they’re not teaching in a proper way.
Most of the teachers don’t know how to justify what they’re teaching in, or why they use that kind of methods. Most of the times, they just say “Miss Phuong” which means, it’s because that’s how the vice principal wants the work to be done.
The children don’t have free play like the children in Denmark. It’s controlled by the teachers. Most of the times, they games are linked to the weekly topic. The only time they play were they aren’t under the influence of the teachers, is when they play Lego or in the play ground.
The Kindergarten has subjects like Vietnamese, maths, psychical skills, music, creativity, personal/social skills and topics that are related to their culture. The teachers chose the main themes of the week, were the children will be taught about the themes/topics, and they combine it with activities so the children get a better knowledge of the topics.
For instance, the topic was “Pagoda”. The children were taught what about the Pagoda – why it’s made and who comes to visit, and for what reason? A trip to the Pagoda was arranged, and the children spent a couple of hours at the Pagoda. When they returned, they had to draw their impression of the Pagoda.
This method is used in all the topics. They get taught about something, and then they make activities that are related to the topic. During my time, as a student (even though the children has to show the same courtesy to me as the other teachers) in the Kindergarten, we have had “Pagoda” “seed – plant a seed” “Hat” and now “Primary school”.
The children in my class are nearly at the end of their journey of Kindergarten. Right now they’re all preparing for school. In their last week of the Kindergarten, the children will have a test in all the subjects, so they can get evaluated by the teachers. This test is made, so the parents know what level their child is in, when they start at the Primary School.
If I should link any theory to the teachers’ methods in teachings, I’d combine it with behaviorism – more specifically “Operant conditioning” that sometimes also is referred to as instrumental conditioning. It’s a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
For instance, in the English classes they get rewarded. All the good “pupils” get stickers as a reward, or the teacher encourage all the other children to applause the good child, and tell them, that they should look up to the child for his/her exemplary behavior/skills.
They use the same method in the drawing classes. The child with the best drawing, get applauded, and the ones that are less talented get overseen by the teachers.
It’s funny the teachers have their own opinion on, what is pretty/nice. I believe all the children do the best they can, and should therefore be acknowledged for their skills – for who they are as individuals. But here in Vietnam, there are certain ways on doing things in a specific way.
In the writing class, a child showed me his handwriting. It was the letter “ph”. I thought he was doing well, but also told him he had to practice a bit more. He went proudly towards the head teacher, and showed her his handwriting. She said it was ugly, told him to rub it out, and start all over again. I fell so sorry for the poor boy, he was so proud of himself and suddenly he had to start over again. The children that finish quickly get to play Lego. His concentration was low, as all he could focus on, was the Lego, as he really wanted to play with his mates.
If a child is behaving badly, the child gets told off, and as for punishment, they have to sit in a corner doing nothing. The child isn’t allowed to speak to anyone, and in this occasion, the other children laugh at the child and make fun of him/her. Sometimes, when the child is misbehaving, the teacher threat to call the parents, so they can get send home for the rest of the day.
They kiss and cuddle the children a lot, but when it comes to a crying child. They tell the child to stop crying (as I said before in “my expectations” section, it’s not a part of the culture to display one’s emotions). When a child is crying, it’s not considered as a positive behavior. It shows weakness, and the Vietnamese people are a very proud nation. When a child is crying and I’m giving them comfort, I usually get told, that I should leave the child alone, as I will shape the child into a soft person, or the child will get so used to it, that it will demand comfort each time he/she is hurt. I know it is part of the culture, but I can’t help on being frustrated sometimes.
My parents used exactly the same methods in my childhood when I was hurt – no comfort at all. I remember how devastated I was, when I was a child. I can relate to those children when they don’t get comfort when they’re hurt. However, I also know I can’t change this mentality which has been shaped for centuries. I just know, there’s a reason for the child is coming to me, when he/she is hurt and not the teacher. So I believe the child knows how to adapt to one another person – as they can tell the differences on me and the other teachers, when it comes to seeking comfort. I don’t think I’m confusing the child with mixed messages, regarding giving the children comfort, so I’ll continue on tat act, as long as no one is preventing me.
From a Danish perspective, I’m convinced that one would think these teachers are cold, unacknowledged towards the children and lack common knowledge on children. But we mustn’t forget, there a culture that is so strong in their traditions, norms, and child upbringing that it’s so far from the Danish culture. In order to get a better understanding of the teachers’ actions or teaching methods, you have to have a better understanding of the Vietnamese culture….
Saturday, April 25, 2009
Hoa Loi - My Village
Hoa Loi is located 60 km from Qui Nhon, at the coast side. We stayed at a nice little motel nearby my village. After we have relaxed a little, my cousins came out to pick us up.
My grandparent 2-in-1 house. The second house was built approx. 5 years ago. They live 4 generations in the house. My grandparents, my auntie and my 4 cousins, one of my cousin is married, and her husband moved into the house. Their daughter is 9 months old.
I also have another antie and uncle and other cousins in the same village....we visited them all.
I haven’t seen my grandparents and my other relatives since the last time I was in Vietnam - which was a year ago. My boyfriend came and visited me for 2 weeks. We took the opportunity to pay them a visit.
My Grandpa
Me, my cousin Lien and her daughter.
My cousin Khanh at the beach, in between all the rocks!
My cousin Loan.
My auntie Di Nam, and me.
Me at the beach! It's an unusual beach, where the sand has turned into stone...
The local fish market during sunrise.
Grandma and her great granddaughter. She has now 12 great grandchildren!
My grandparent 2-in-1 house. The second house was built approx. 5 years ago. They live 4 generations in the house. My grandparents, my auntie and my 4 cousins, one of my cousin is married, and her husband moved into the house. Their daughter is 9 months old.
I also have another antie and uncle and other cousins in the same village....we visited them all.
I haven’t seen my grandparents and my other relatives since the last time I was in Vietnam - which was a year ago. My boyfriend came and visited me for 2 weeks. We took the opportunity to pay them a visit.
My Grandpa
Me, my cousin Lien and her daughter.
My cousin Khanh at the beach, in between all the rocks!
My cousin Loan.
My auntie Di Nam, and me.
Me at the beach! It's an unusual beach, where the sand has turned into stone...
The local fish market during sunrise.
Grandma and her great granddaughter. She has now 12 great grandchildren!
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