Abstract
This study focuses on evaluating the impact of resources, the coordination between preschool teachers and other educational forces, and the individual capabilities of teachers in facilitating/supporting vocabulary development for children with delayed speech aged 18-24 months in Hanoi, involving 255 teachers. Grounded in theories of early childhood education, the research employs quantitative methodology through data collection from questionnaires, aiming to understand the methods and factors influencing this process. The results not only provide a comprehensive view of language development practices for children with delayed speech but also propose strategies for improving training and professional development programs for teachers. Thus, the study highlights the importance of enhancing resources and improving coordination among stakeholders to best support children's language development, while also contributing to the formulation of appropriate policy recommendations.
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