Toilet training in Vietnamese
Please note that Google and Microsoft Translator have been used to translate the English language into Vietnamese. I have done my best to translate all wording correctly to the best of my knowledge. To ensure the resource can be used to the best of it’s ability consult parents and guardians prior to use.
The above resource Toilet Training in Vietnamese has been developed to enable educators a way to communicate with Vietnamese students to teach toilet training. The resource has been developed to enable cultural transmission to occur. This is because the resource enables the process of learning toileting procedures through both the English and Vietnamese languages (Reber, 1995, as cited in Hall n.d). The resource can be used in a few different ways to ensure all children’s learning needs and understandings are met. Firstly, the resource is presented with English as its first language. This enables the educator to understand the steps and procedures within the resource. Next the English language is translated into Vietnamese coupled with pictures. By doing so, “interrelationships between culture, language and children’s identities are met” whilst ensuring inclusive practice is maintained (University of Southern Queensland, 2019). Additionally, the resource can be displayed as a poster or used as a printout. The educator can use verbal English language coupled with pointing to the pictures to convey a message and/or ask questions. The microphone button within the resource will then produce verbal communication in Vietnamese. By creating a resource which produces both English and Vietnamese verbal communication combined with pictures, semantic understanding is met. Overall, this ensures that the meanings and sentences are transmitted to ensure accurate and unambiguous communication (USQ, 2019b).
The resource additionally captures aspects of the Early Years Learning Framework [EYLF] for Australia (Department of Education, Employment and Workplace Relations (DEEWR), 2009). The following outcomes are met: –
Outcome 1: Children have a strong sense of identity
o Children feel safe, secure, and supported; Children develop their emerging autonomy, inter-dependence, resilience and sense of agency; Children develop knowledgeable and confident self-identities; Children learn to interact in relation to others with care, empathy and respect
Outcome 2: Children are connected with and contribute to their world
o Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation; Children respond to diversity with respect; Children become aware of fairness.
Outcome 3: Children have a strong sense of wellbeing
o Children become strong in their social and emotional wellbeing; Children take increasing responsibility for their own health and physical wellbeing.
Outcome 4: Children are confident and involved learners
o Children transfer and adapt what they have learned from one context to another.
Outcome 5: Children are effective communicators
o Children interact verbally and non-verbally with others for a range of purposes; Children express ideas and make meaning using a range of media; Children use information and communication technologies to access information, investigate ideas and represent their thinking.