Tóm tắt tiếng anh: Sử dụng vật liệu thiên nhiên trong tổ chức hoạt động chắp ghép nhằm phát triển kĩ năng quan sát cho trẻ mẫu giáo 5 – 6 tuổi

Sử dụng vật liệu thiên nhiên trong tổ chức hoạt động chắp ghép nhằm phát triển kĩ năng quan sát cho trẻ mẫu giáo 5 – 6 tuổi.Sử dụng vật liệu thiên nhiên trong tổ chức hoạt động chắp ghép nhằm phát triển kĩ năng quan sát cho trẻ mẫu giáo 5 – 6 tuổi.Sử dụng vật liệu thiên nhiên trong tổ chức hoạt động chắp ghép nhằm phát triển kĩ năng quan sát cho trẻ mẫu giáo 5 – 6 tuổi.Sử dụng vật liệu thiên nhiên trong tổ chức hoạt động chắp ghép nhằm phát triển kĩ năng quan sát cho trẻ mẫu giáo 5 – 6 tuổi.Sử dụng vật liệu thiên nhiên trong tổ chức hoạt động chắp ghép nhằm phát triển kĩ năng quan sát cho trẻ mẫu giáo 5 – 6 tuổi.Sử dụng vật liệu thiên nhiên trong tổ chức hoạt động chắp ghép nhằm phát triển kĩ năng quan sát cho trẻ mẫu giáo 5 – 6 tuổi.Sử dụng vật liệu thiên nhiên trong tổ chức hoạt động chắp ghép nhằm phát triển kĩ năng quan sát cho trẻ mẫu giáo 5 – 6 tuổi.Sử dụng vật liệu thiên nhiên trong tổ chức hoạt động chắp ghép nhằm phát triển kĩ năng quan sát cho trẻ mẫu giáo 5 – 6 tuổi.

MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

NGUYEN THI MY HANH

USING NATURAL MATERIALS

TO DEVELOP OBSERVATION SKILLS FOR PRESCHOOL CHILDREN

IN ORGANIZING SHAPING ACTIVITIES

ABSTRACT OF DOCTORAL THESIS IN EDUCATION SCIENCE

HANOI – 2022

The project is completed at:

HANOI NATIONAL UNIVERSITY OF EDUCATION

Scientific Supervisor:

1: Assoc Prof PhD Le Thanh Thuy 2: PhD Ta Thi Ngoc Thanh

Reviewer 1: Assoc Prof Dr Nguyen Thi Tinh

University of Education - Thai Nguyen University

Reviewer 2: Assoc Prof Dr Pho Duc Hoa

Hanoi University of Education

Reviewer 3: Assoc Prof Dr Nguyen Thu Huong

Hanoi National University of Education 2

The thesis is defended before Board of thesis examiners at University-level

met in Hanoi National University of Education

at … hour … date … month … year …

The thesis could be found at Library:

- National Library of Vietnam, Hanoi

- Library of Hanoi National University of Education

1 Necessity of the topic

The observation skill is a basic indispensable skill in the human activities, helps peopleeffectively solve the problems that occur to master the life, develop and improve themselves Theobservation skill development and completion should be started as early as possible, right from a veryyoung age, both in creating a positive cognitive tool and contributing to develop the comprehensivepersonality for children to meet the objectives set out in the preschool education program[6]: “Helpchildren develop physically, emotionally, intellectually, and aesthetically, form the first elements oftheir personality, and prepare children to enter the first class; form and develop in children the psycho-physiological functions, fundamental competencies and qualities, necessary life skills at their age".The preschool children of 5-6 years old are at the last age of the preschool level, at this age, thechildren need to be actively prepared to enter the primary school with cognitive and creative abilities inlearning The observation skill development for the preschool children of 5-6 years old will contribute

to the formation of children's willingness to approach and learn about the objects from the objectiveworld, on that basis, accumulate the experience and build the symbols, expand the knowledge capital tosolve the cognitive tasks in playing, studying, working and other socio-cultural activities at the school.The various playing, studying and working activities at the preschool create an ideal environment withvery favorable conditions to train and develop the observation sense for children, including an activity

of aesthetic and artistic nature such as shaping activity The shaping activity always stimulates thechildren to actively observe visual images, vivid and colorful objects with diverse and attractive shapes

to build the creative artistic image

In the shaping activity, there are different forms such as: Drawing, Molding, Gluing, Assemblingactivities The assembling activity is a very interesting form of cognitive, motor and creative activity,suitable for all ages of children The assembling activity provides the preschool children with countlessopportunities to see, find, discover, create, observe and enjoy the beauty of the surrounding nature aswell as artistic creative products It can be said that the assembling activity is the school to "teach thechildren to observe, teach them to reproduce the surrounding reality in a detailed and meticulous way"[12, p 267] In order to produce the creative shaping products in the assembling activity, young childrencan use a very rich and diverse source of shaping materials, notably including natural materials Thenatural materials always make strong emotions, bring to the children surprises, stimulate their curiosity,and ask many questions in discovering and observing to find answers about unknown things from theworld around The understanding of nature and love of nature are also the conditions that help thechildren's observation sense to be actively developed so the symbols and images become richer and thecreative ideas in the assembling activity will be easy to flourish Therefore, it can be affirmed that theuse of natural materials in the shaping activity organization will create an extremely favorableeducational environment for training and developing the observation skill for the preschool children.Kindergarten children always have the need to observe, explore to learn and perceive all thethings and phenomena that are happening around them, the need for creativity also arises and develops

in that cognitive process Observation skills play an important role in helping children receiveinformation, form knowledge systems, and understand the world around them to adapt to life Theactual education in our country's preschools now shows that the investment in developing theobservation skill for preschool children of 5-6 years old has been paid attention, but there are still manylimitations Many preschool children of 5-6 years old are still inactive, even a part of them is quitepassive when facing the observation task that is given by the teachers in playing and studying activities.Many children are quite confused about conducting the observation operations by themselves, have a lot

of difficulties in expanding their understanding of the surrounding natural-social environment to satisfytheir curiosity, interest and ever-evolving cognitive need

A number of surveys on educational practice in Vietnamese preschools now show that the use ofnatural materials in the shaping activity in general and in the assembling activity in particular has beencarried out; however, the effectiveness of this activity hasn’t been high Some preschool teachers havehad interesting initiatives in using natural materials in the shaping activities, however, the utilization ofthis type of shaping material has not been properly invested, it requires an in-depth research withscientific and systematic requirements to create an educational environment with favorable conditionsfor developing the cognition, especially creating a mechanism for the gradual formation of children'sobservation skill

Originated from the above reasons, in order to contribute improving and renovating thechildren education – development contents and methods through the shaping activity, expanding

the teaching means for the preschool children, we bravely chose and conduct the research topic:

"Use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5-6 years old"

2 Research objective

On the theoretical and practical study on using natural materials in organizing the assembling activity todevelop the observation skill for the preschool children of 5-6 years old, we propose the measures to use thenatural materials in organizing the assembling activity to develop the observation skill for the preschoolchildren of 5-6 years old, then improve the children's observation skill

3 Research object and research subject

3.1 Research object: Use of natural materials in organizing the assembling activity to develop the

observation skill for the preschool children of 5-6 years old at the preschool

3.2 Research subject: Measures to use the natural materials in organizing the assembling activity to develop the

observation skill for the preschool children of 5-6 years old at the school

4 Scientific hypothesis

Observation skills of preschool children of 5-6 years old include a number of component skills,which can be developed by many activities including assembling activity, the use of natural materials inassembling activity will help train and develop observation skills for children

If applying some measures to use natural materials in the organization of grafting activities in the

direction of increasing the use of abundant and close natural materials to create an educationalenvironment for the assembling activity; create problem situations in assembling activity to stimulateinterest and demand observation and foster children's ability to learn about natural materials suitable forshaping purposes; combine natural materials with simple to complex shapes in the assembling activity

to guide the process of observation and help children actively experience different modes of observation

to explore , exploiting the aesthetic characteristics, diversity, uniqueness and shaping features of naturalmaterials; practice for children to know how to evaluate the effectiveness of forming observation skills

and actively using natural materials in the assembling activity will gradually form and develop

observation skills for preschool children aged 5-6 years

5 Research task

5.1 An overview and theoretical study on the development of observation skills, on the use of natural

materials in assembling activity to develop observation skills for preschool children aged 5-6 years old

5.2 Survey and assess the situation the actual use of natural materials in organizing the assembling activity to

develop the observation skill for the children of 5-6 years old in some preschools in Hai Duong city, HaiDuong province

5.3 Propose and experiment a number of measures to use the natural materials in organizing the

assembling activity to develop the observation skill for the children of 5-6 years old at the preschool

6 Research scope limit

6.1 Research content limit

Use of natural materials in organizing the assembling activity to develop the observation skill forthe children of 5-6 years old at the preschool

6.2 About the research sample

- The sample for the case study included 150 preschool teachers and 120 preschool children aged5-6 years in some preschools in Hai Duong city, Hai Duong province

- The pedagogical experiment is applied to 30 preschool children of 5-6 years in Hoa Senpractical preschool, Hai Duong city

6.3 About the study area and time:

- Study area: Surveying the current situation at 12 preschools in Hai Duong city, Hai Duongprovince; Experimental research on pedagogy in large kindergarten, Hoa Sen practical kindergarten,Hai Duong city, Hai Duong province

- Time to survey the situation: from October 2018 to December 2018; Pedagogical experimentperiod: from December 2019 to the end of March 2020

7 Research approaches and method

7.1 Research approaches: Including operational approach, systematic approach and experimental approach and

developmental approach

7.2 Research method

7.2.1 Group of theoretical research methods including theoretical analysis, analysis, synthesis, systematization

and generalization.

7.2.2 Group of practical research methods including methods such as: Survey by questionnaire; Observation

method; Interview method; Operational product research method; Survey method by exercises; Experimentalpedagogical method

7.2.3 Data processing method by mathematical statistical method with the help of SPSS software.

8 Protected arguments

The use of natural materials in organizing the assembling activity at the preschool will create aneducational environment with favorable conditions to stimulate the observation interest, train anddevelop the observation skill for the preschool children of 5-6 years old

For the effectiveness of using the natural materials in organizing the assembling activity todevelop the observation skill for the children of 5-6 years old at the preschool, it is required tosynchronously apply the measures to organize the assembling activity in the following direction:Increase using of rich and diverse natural materials to create an educational environment to stimulatethe children's observation interest, need and determine the observation objectives, combine building theproblematic circumstances in organizing the assembling activity with natural materials to actively letthe children experience the different observation methods; Take advantage of diverse and rich sources

of natural materials in the forms of assembling activity to train the observation skill and help thechildren learn and exploit the aesthetic features, diversity and richness of natural materials in creatingthe assembled products

9 New contributions of thesis

9.1 For the theoretical aspect

Systematize and enrich the theory for using natural materials in organizing the assembling activity todevelop the observation skill for the preschool children of 5-6 years old

9.2 For the practical aspect

- Provide materials on the actual current use of natural materials in organizing the assemblingactivity to develop the observation skill for the children of 5-6 years old at some preschools in HaiDuong city, Hai Duong province, thereby helping Kindergarten has a basis to adjust the educationalprocess in a timely manner

- Measures of natural materials in organizing the assembling activity to develop the observationskill for the children of 5-6 years old in preschool is proposed as a reference to help researchers andeducational administrators make informed decisions orientation and solutions to integrate the task ofdeveloping the observation skill for children in organizing educational activities in general and teachingactivities using rich natural resources of localities and regions Preschools can refer to and creativelyapply these measures to the practical conditions of their schools, contributing to improving theeffectiveness of developing children's observation skill

10 Thesis structure

In addition to the preface, the thesis contains 4 chapters, conclusion, recommendation and list ofreferences

CHAPTER 1 OVERVIEW AND THEORETICAL BASIS ON USING NATURAL MATERIALS IN ORGANIZING THE ASSEMBLING ACTIVITY TO DEVELOP THE OBSERVATION SKILL FOR THE

PRESCHOOL CHILDREN OF 5 – 6 YEARS OLD 1.1 Overview of researches related to the topic

1.1.1 Research on observation and observation skill development

- Research on role of observation and observation skill in the cognitive activity

All researches of: L.X.Vygotxki, A.V.Daparogiet, N.D Levitov, P.A.Rudich, V.X.Mukhina, N.P

Xaculinna, Howard Gardner, Pham Minh Hac, Nguyen Quang Uan, Tran Trong Thuy, Hoang ThiPhuong… affirm that the observation skill plays an important role for developing the thinking andawareness and confirm that it is an important skill, basic skill for developing the children’s high levelawareness skills

- Research on observation skill characteristics in general and children’s observation skill in particular

All authors: L.X.Vưgotxki, A.V.Daparogiet, N.D Levitov, I.A Xorokina, Howard Gardner,Thomas Armstrong, J.A Komenxki, J.J Rutxo, K.Đ Usinxki, Lucia Kohlhauf – Ulrike Rutke – BirgitNeuhaus, Janina Klemm and Birgit J Neuhaus, Phan Trong Ngo… show the basic elements of theobservation skill that are the senses, of which the most important one was the vision in contactingdirectly the observation object in combination with the psychological process, old experience and anindispensable element that directly affects the quality of the observation activity is the emotions of theobservation subject

- Research on observation skill development method for the preschool children

The authors: Maria Montessori, Jane Susan Johnston, Janina Klemm và Birgit J Neuhaus, LuciaKohlhauf - Ulrike Rutke - Birgit Neuhaus, S.P Tomkins and S.D Tunnicliffe, K Yurumezoglu, NguyễnThi Xuan… indicated the methods to develop the observation skill such as: teach the children the way

to identify the observation goal, teach the children the way to use their senses to directly contact theobservation objects along with thinking, language, and previous knowledge and experiences to analyze,recognize and collect the observation activity information And point out the factors that directly affectthe children’s observation skill development are the context including active environment, what thechildren are interested in, and their personal social interactions with friends

1.1.2 Research on observation skill in the preschool children’s practical activity and assembling activity

All authors: A.V.Daparogiet, N.P Xaculinna, Nguyen Anh Tuyet, Nguyen Thi Nhu Mai, inh Thi

Kim Thoa, Le Thanh Thuy, Le Thi Thanh Binh think that the observation skill in the practical activity isthe process to mobilize the senses, particularly eyes and hand movements in combination withintellectual operations such as analysis, comparison, synthesis, generalization, concretization to recreatethe ambient reality meticulously, thoroughly and accurately

1.1.3 Research on use of natural materials in the educational activities and assembling activity to develop the observation skill for the preschool children

- Research on use of natural materials in the educational activities to develop the observation skill for the preschool children

All authors: I.A.Komenxki; M Montessori; K.D Usinxki, A.V.Daparozet, Nguyen Anh Tuyet,Hoang Thi Phuong, Nguyen Thi Xuan show that the nature and natural materials are the bridge, activeenvironment, basic factors to decide the children’s observation skill formation

- Research on use of natural materials in the practical activity and assembling activity to develop the preschool children’s observation skill

The researches of: A.V.Daparozet, Linda Thornton and Pat Brunton, A.E Velichkina, K.EGulyants, I.Y Bazikov, Luidmila Kusakova, A.I Pankevv, Phan Dong Phuong, Pham Thi Chau, NguyenThi Oanh, Tran Thi Sinh, Le Thanh Thuy, Phan Thi Viet Hoa, Mai Thi Cam Nhung affirm the importantrole of the nature and natural materials in the practical activity in general and assembling activity inparticular for the preschool children’s observation skill development and emphasize the creativeexperimental activities with natural materials to develop the children’s observation skill However suchresearches haven’t thoroughly solved the way to exploit and use the natural materials in the activities todevelop the children’s observation skill

1.1.4 General evaluation of research overview

* Inheritable issues: The researches have delved the roles and characteristics of the observation

skill in general and the children's observation skill, pointed out the basic components in the observationskill structure and development method for the preschool children in the educational activities includingshaping activity and assembling activity

* Unresolved issues:

Theoretic in-depth research on the children’s observation skill characteristics and structure in theassembling activity and way to choose and combine the measures to use the natural materials in theregions in organizing the forms of assembling activity to develop the observation skill for preschoolchildren of 5-6 years old in Vietnamese preschools

* Thesis issues to be focused on solving

- Prove that the observation skill for the preschool children of 5-6 years old will be formed anddeveloped through direct training and experience in the educational activities, especially artisticactivities at the preschool (assembling activity)

- The thesis brings the assumptions with scientific basis and experiments that are synchronous tothe measures in the direction: Increase the use of diverse and rich natural materials to create aneducational environment to stimulate children's observation interest and need and determine theobservation objective, combine building the problematic circumstances in organizing the assemblingactivity with natural material to actively let the children experience different observation methods; Takeadvantage of the diverse and rich sources of natural materials in the forms of assembling activity to trainthe observation skills, help children learn about and exploit the aesthetic characteristics, diversity andrichness of natural materials in creating the assembled products

1.2 Observation skills of preschool children 5-6 years old

1.2.1 Observation skills

1.2.1.1 Concept of observation: The observation is a cognitive activity of the human whose main components

are the close connection of perception, thinking and language to fully comprehend the external attributes of the

things and phenomena that affect directly the senses of the human.

1.2.1.2 Concept of skill: The skill is the ability to apply the knowledge and experience in a proper and effective

manner to solve a specific action or activity that has results in the allowable actual conditions

1.2.1.3 Concept of observation skill: The observation skill is the intentional actions and operations of each

individual on the application of knowledge and understanding about the observation objects in combination withmemory, thinking, language, attention, emotions, feelings and personal interest to quickly, accurately and fullyidentify the typical characteristics, properties, relationships, relations, changes and development of things andphenomena in accordance with the observation objectives given under certain conditions

1.2.2 Observation skills of preschool children 5-6 years old

1.2.2.1 Concept observation skills of 5-6 years: Observation skills of 5-6 years old preschool children are

intentional actions and manipulations of children on the basis of applying knowledge and understanding aboutobserved objects in combination with memory, thinking, and language, attention, emotions, feelings and interests ofchildren in order to quickly, accurately and fully identify the characteristics, specific properties, relationships, changesand development of objects or phenomena that are suitable for the purpose of observation under certain conditions.1.2.2.2 Structure of observation skills of 5-6 year old preschool children: Ability to identify observational tasks;Ability to use observation methods; Ability to detect and describe observational results; Ability to evaluate andcompare observations

1.2.3 Developing observation skills for preschool children 5-6 years old

1.2.3.1 Concept: Developing observation skills for preschool children 5-6 years old is the process of

pedagogical impact with purpose, content and plan according to a scientific sequence of educators to children tocreate changes Change in the direction of increasingly progressive actions, intentional manipulations in theprocess of perceiving objects and phenomena, helping children quickly, accurately and fully identify specificcharacteristics and properties , relationships, relationships, changes of things and phenomena to meetrequirements, and QS tasks

1.2.3.2 Stages of developing observation skills of preschool children 5-6 years old: Stage of imitation; Doable

stage (Do-it-yourself); Precision making stage; Skill development stage

1.2.3.3 Ways to develop observation skills for preschool children 5-6 years old: Promoting the perfection and

flexibility of the senses; Provide children with rich knowledge and experiences about the world around them;Stimulate children's curiosity and inquisitiveness; Stimulate children's interest and emotions; Developingchildren's language and thinking

1.3 Overview of assembling activity of preschool children of 5 – 6 years old

1.3.1 Concept: The assembling activity for the preschool children is a type of integrated shaping activity, in

which the children can apply many methods to describe the characteristics of different artistic forms such as:Drawing, molding, gluing, to re-enacting the objects and scenes in the surrounding world through models,structures, objects in three-dimensional space from different details and materials according to the children'simagination, richness and creativity

1.3.2 Similarities and differences of jigsaw activities with other types of shaping activities

- Similarity: The similarity of the assembling activity and other types of practical activities such

as: Drawing, gluing of pictures, molding… is the children’s art creativeness activity

- Difference: For the means of emotional conveyance; shaping materials and shaping techniques.

1.3.3 Assembling ability characteristics of preschool children of 5-6 years old:

- Emotions, feelings and aesthetic attitude in the assembling activity;

- Ability to learn about the described objects;

- Ability to select the described contents;

- Children’s shaping skill;

- Feeling, enjoyment of shaping result.

1.3.4 Assembling activity organization for children of 5-6 years old at the preschool

1.3.4.1 Educational objectives and contents for the assembling activity for the preschool children of 5 – 6 years old

Objectives: Develop the children’s ability to feel, sense the beauty in the nature, life and art;establish the children’s ability to express the emotions and creativeness in the assembling activity; Have aloving, excitement attitude in participating in the assembling activity, a sense of preserving and protectingthe beauty

Contents: Form the special capacities, knowledge and skill for the assembling activity

1.3.4.2 Method to organize the assembling activity for the preschool children of 5 – 6 years old: Observation

method, Visual instruction method, Word using method, Practical method, Discovery - creativity method andamusement measures

1.3.4.3 Form of assembling activity organization for the preschool children of 5 – 6 years old

*/ Classification by the nature of symbols and image: Assembling activity under the sample,Assembling activity according to the available topic, Assembling activity according to the selectedtopic.

*/ Classification by the scale of class organization: Assembling activity organized by smallgroup, Assembling activity organized by large group, General assembling activity for the whole class

*/ Classification by the operational environment: Assembling activity organized in the class,Assembling activity organized out of the class space

1.3.4.4 Required conditions and facilities for organizing the assembling activity for the preschool children of 5 – 6 years old: Condition on teachers, condition on children and educational environment.

1.3.4.5 Evaluation of the results of the process of organizing assembling activities of the preschool children of 5

– 6 years old

1.4 Assembling activity with the observation skill development for the children of 5 – 6 years old in the preschools

1.4.1 The relationship between for the assembling activity and the development of children's observation skills:

Children’s observation skills have positive effects on the quality and effectiveness of children's assembling activities

or the quality of assembling activities depends a lot on the development of children's observation skills

1.4.2 Content and methods of developing observation skills for preschool children 5-6 years old in assembling activities

1.4.3 The manifestations of observation skills of preschool children 5-6 years old in in organizing assembling activity: skills to identify observation tasks; skills to use observation methods; skills to detect and describe

observational results; skills to evaluate and compare observational results

`*/Contents: Build an educational environment for the interesting, new assembling activity to stimulate the

observation interest and need; the teachers need to create problematic circumstances in organizing the forms ofassembling activity; Increase organizing the activities for the children to train the observation skill in the forms

of diverse assembling activity; evaluate the observation effectiveness in the assembling activity

* Methods to develop the observation skill for the preschool children of 5-6 years old:

First step: Organize the actions for the preschool childrenSecond step: Bring the children to the observation practiceThird step: Train, consolidate, apply

1.4.4 Conditions to develop the observation skill for the preschool children of 5-6 years old in the assembling activity: Objectives; Contents; Methods; Organization type; Educational environment organization conditions;

Teachers

1.4.5 Levels of development of observation skills of preschool children 5-6 years old in in organizing assembling activity: Level 1 (High level); Level 2 (Medium) and Level 3 (Low level).

1.5 Natural materials and the use of natural materials in the assembling activity to develop the

observation skill for the preschool children of 5-6 years old in at preschool

1.5.1 Natural materials

1.5.1.1 The concept of natural materials: The use of natural materials in the assembling activity for the

preschool children is to bring the close, suitable ones that are easy to find in the surrounding space for thechildren to re-enact the model, structures, objects in three-dimensional space from different shaping details andmaterials according to the children's imagination, richness and creativity

1.5.1.2 Classification of natural materials used in organizing the assembling activity for the preschool children

Classification of natural materials by the formation origin;

Classification of natural materials by the shaping features, functions

1.5.2 Using natural materials in assembling activity with the development of observation skills for preschoolers

1.5.2.1 The concept of using natural materials: Using natural materials in assembling activities of preschool children is to use details, whether nature is close, suitable and easy to find in nature to help children recreate models, textures and objects in three-dimensional space according to children's rich imagination and creativity 1.5.2.2 The role of natural materials used in organizing the assembling activity for the development develop the observation skill for the preschool children of 5-6 years old

The process of organizing the assembling activity using natural materials always poses manyobservation tasks, when performing these observation tasks, the component skills in the structure ofchildren's observation skills are regularly trained and developed Therefore, it can be affirmed that usingnatural materials in organizing the assembling activities is an environment with favorable conditionsand means to train and develop observation skills for 5-6 year old preschool effectively

1.5.2.3 Process use of natural materials in organizing the assembling activity to develop the observation skill

for the preschool children of 5 – 6 years old

a/ Identify the purpose of using natural materials as a means of developing observation skills

Forming in children attitudes, emotions and interest in observing natural materials in the process of organizingpuzzle activities; Improve the effectiveness of children's cognitive activities in the process of observing andsearching for puzzle materials; Fostering children's observation skills, forming the ability to actively seek andchoose appropriate observation methods and evaluate observational effectiveness

b/ Implementation of the content use of natural materials in organizing the assembling activity

to develop the observation skill for the preschool children of 5 – 6 years old

Using natural materials as visual aids to illustrate the process of organizing observations, forming

in children a positive attitude towards the observation process; Using natural materials in helpingchildren orientate their goals, identify observational tasks and acquire observational techniques, andform the ability to choose observation methods; Using natural materials as the main teaching medium infostering observation skills, collecting information about descriptive objects, understanding andchoosing visual materials; Using natural materials creates many opportunities and contexts to foster andstrengthen observation skills for children

c/ Organization of forms use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5 – 6 years old: use of natural materials in

the puzzle class and assembling activity outside of school hours

d/ Combination of methods use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5 – 6 years old: Visual presentation method;

Method of using words; Methods of practice, experience

e/ Take measures natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5 – 6 years old: Group of methods of selection, visual

presentation; Group of methods of using words; Group of practice and experience methods

g/Effective evaluation use of natural materials in organizing the assembling activity to develop

the observation skill for the preschool children of 5 – 6 years old

1.6 Requirements on selection and preservation of natural materials in organizing the assembling activity to

develop the observation skill for the preschool children of 5 – 6 years old: Requirements for choosing natural

materials; Requirements on preservation of natural materials

1.7 Factors affecting the use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5 – 6 years old

1.7.1 Development characteristics of personal children

1.7.2 Preschool teachers’ capacity

1.7.3 Educational environment for the assembling activity in the preschools

1.7.4 Family, community factors and socio-cultural activities

1.7.5 Vehicle factors, conditions and facilities

Conclusion of chapter 1

1 The observation skill from the preschool children of 5-6 years old is a very necessary skill for

the creative process in their assembling activity; this skill is not formed and developed naturally butmust be practiced regularly The use of natural materials in organizing the assembling activity is anenvironment with favorable conditions for developing effectively the children’s observation skill

2 The observation skill from the preschool children of 5-6 years old is formed in the activities,

structured with the following skill component: skill to identify the observation task; Skill to use theobservation method; Skill to detect and describe the observation result; Skill to evaluate and comparethe observation result The skill is formed and developed through 4 stages: Initial skill formation stage(Imitation phase); Making stage; Precisious making stage and completed skill stage

- The organization of the assembling activity to develop the observation skill for the preschool

children of 5 – 6 years old is that the teachers use the impact measures to create the opportunities for thechildren to practice and experience the observation skill in the different assembling activity organizationtypes, then to train and develop the observation skill for the children

3 Assembling activity is a type of general shaping activity, combining knowledge and skills of othertypes of shaping activities This activity also has features that are close to play activities, giving childrenmany opportunities to experience observation skills and express the insights and impressions gathered fromthe surrounding world combined with the ability to individual pieces to create different models and products

to use in children's lives.

4 Using natural materials in organizing assembling activity is a favorable condition to train and developobservation skills for children because: this activity is an environment that creates many opportunities for children

to identify important tasks; Practice using different modes of observation; Practice skills in detecting anddescribing observations in language, sharing observational experiences with friends and teachers; Practice theskills of assessing observation results, thereby creating the habit of observing and applying observation skills indifferent activities at preschool

5 The use of natural materials in organizing the assembling activity to develop the observationskill for the preschool children of 5-6 years old is influenced by the following factors: Developmentalcharacteristics of personal children; Preschool teachers’ capacity; Educational environment in thepreschools; Family, community and socio-cultural activities; Vehicle factors, conditions and facilities

CHAPTER 2 ACTUAL USE OF NATURAL MATERIALS IN ORGANIZING THE ASSEMBLING ACTIVITY TO DEVELOP THE OBSERVATION SKILL FOR

THE PRESCHOOL CHILDREN OF 5 – 6 YEARS OLD 2.1 Organize a situation survey

2.1.1 Survey objective:

2.1.2 Survey contents: Preschool teachers’ actual use of natural materials in organizing the assembling

activity to develop the observation skill for the preschool children of 5-6 years old; Actual observationskill expression of the preschool children of 5 - 6 years old

2.1.3 Survey area: The survey was carried out in 12 preschools in Hai Duong city, Hai Duong

province

2.1.4 Survey audience:

*/ Research sample150 teachers and 120 children in preschools in Hai Duong city

*/ Actual survey time: from October 2018 to December 2018.

2.1.5 Survey method and tool

1/ Survey by the questionnaire for the preschool teachers

2/ Pedagogical observation3/ Discussion

4/ Analyze the educational products

2.1.6 Observation skill evaluation criteria and scale

2.2.6.1 Evaluation criteria

Criterion 1: Skill to identify the observation taskCriterion 2: Skill to use the observation method Criterion 3: Skill to detect and describe the observation resultCriterion 4 : Skill to evaluate, compare the observation skill

2.2.6.2 Evaluation scale: Total points of each exercise are evaluated as follows:

Bad level:

Weak level:

Average level:

Good level:

Very good level:

Total points of each exercise < 4 Total points of each exercise from 4 to < 8 Total points of each exercise from 8 to < 12 Total points of each exercise from 12 to < 16 Total points of each exercise from 16 to 20

2.2 Actual survey result

2.2.1 The reality of teachers' awareness about using natural materials in organizing assembling activity to develop observation skills for preschool children aged 5-6 years.

a/ Perception of preschool teachers about the on the use of natural materials in assembling activity to develop observation skills for preschool children aged 5-6

Table 2.6 Perception of preschool teachers about the on the use of natural materials in assembling activity to

develop observation skills for preschool children aged 5-6 No

Rate (%)

1

Use of natural materials in assembling activity to develop observation skills for

preschool children aged 5-6 is a visual teaching process that helps teachers exploit

and use natural materials as the main teaching aids to organize specific forms in

assembling activity with the basic goal of training and develop observation skills for

preschool children 5-6 years old

Use of natural materials in assembling activity to develop observation skills for

preschool children aged 5-6 a is the process by which teachers teach children how to

identify observation tasks and choose appropriate observation methods in the process

of in assembling activity using natural materials

3

Use of natural materials in assembling activity to develop observation skills for preschool

children aged 5-6 a is the process by which teachers teach children how to detect and

describe observed objects in the process of assembling activity using natural materials 38 25,34

Use of natural materials in assembling activity to develop observation skills for

preschool children aged 5-6 a is the process by which teachers teach children how

evaluate and compare observation results observed in the process of assembling

activity using natural materials

Table 2.6 shows, perception of preschool teachers about the on the use of natural materials inassembling activity to develop observation skills for preschool children aged 5-6 not very uniform andscattered The above results show that the majority of teachers surveyed have insufficient awareness ofchildren's observation skills and the nature on the use of natural materials in assembling activity todevelop observation skills for preschool children aged 5-6

b/ Perception of preschool teachers about the necessity of using natural materials in assembling activity to develop observation skills for preschool children aged 5-6

23

77

necessary very necessary

Chart 2.1 Perception of preschool teachers about the necessity of using natural materials in assembling

activity to develop observation skills for preschool children aged 5-6

The result achieved from the chart 2.1 shows that almost teachers are how necessary it is to usenatural materials in assembling activity to develop observation skills

c/ Teacher's perception of assembling activity with the development of observation skills forpreschool children 5-6 years old

Table 2.7 Teacher's perception of assembling activity with the development of observation skills for

preschool children 5-6 years old

No Perception of preschool teachers Quantit y Rate (%)

1

Assembling activity create an attractive, aesthetically pleasing environment

with favorable conditions for training and the development of observation

skills for preschool children

2 The quality of assembling activity depends a lot on the development of children'sobservation skills 99 66,0

3 Assembling activity have created an environment to train and developsenses for children 35 23,34

Assembling activity have created an environment to train psychological

qualities such as memory, thinking, language, and attention in children's

observation skills

5 Assembling activity created an attractive and aesthetic environment to trainchildren's emotions, feelings and personal interest in observation skills. 72 48,0

The results of Table 2.7 show that the majority of preschool teachers have a certain understanding ofassembling activity with the development of observation skills for preschool children aged 5-6, but they areonly aware of one aspect there are some aspects about the role and relationship of the assembling activitywith the development of children's observation skills, however, the judgments and evaluations of eachteacher are different

d/ Perception of preschool teachers about the expressions of self-study skills of preschool

children 5-6 years old in teaching activities using self-study

Table 2.8 Observation skill expressions of preschool children of 5 – 6 years ol in the assembling activity in

using natural materials

.

Observation skill expression Quantity Rate (%)

1 Identify properly the observation task in the assembling activity; 72 48.0

2 Identity accurately the flexible method to survey the natural materials,

5 Detect rapidly, exactly the typical signs of natural materials (feature, shape, color,size, space location…) in accordance with the assembled products; 81 54.0

Thus, the teachers' awareness of the children's observation skill expressions is still notsynchronous and not comprehensive and focused, this proves that they haven’t the most completeunderstanding of the observation skill in organizing the assembling activity with use of natural materialsfor the children

2.2.2 Actual use of natural materials in organizing the assembling activity to develop the observation skill for the children

2.2.2.1 The reality of the process of using natural materials in the process of organizing assembling activity to develop observation skills for children of preschool teachers

a/ Determining the goal of using natural materials in the process of organizing assembling activity to develop observation skills for children

Table 2.9 the goal of using natural materials in the process of organizing assembling activity to develop

observation skills for children of preschool teachers

1 Form in children attitudes, emotions and interest in observing activitiesnatural materials in the process of organizing assembling activity 42 28.0

2 Improve the effectiveness of children's cognitive activities in the process ofobserving and searching for assembling materials 62 41,3

3 Fostering children's observation skills, forming the ability to actively seek andchoose appropriate observation methods and evaluate observational effectiveness 45 15,0

Most teachers have clearly seen the role and importance of using natural materials in the process

of organizing assembling activity to develop observation skills for children However, it is still limited

to determine the goal of using natural materials in the process of organizing the assembling activity inorder to fully develop observation skills for children

b/ Implement the contents using natural materials in the process of organizing assembling activity to develop observation skills for children

Table 2.10 The contents using natural materials in the process of organizing assembling activity to develop

observation skills for children of 5 – 6 years

Use level (n=150)

GPA Rank

High attention

3 points High attention 3 points High attention 3 points

Q.tyRate (%)Q.tyRate (%)Q.tyRate (%)1

Using natural materials as a visual aid to

illustrate the process of organizing observations,

forming in children a positive attitude towards the

observation process

2

Using natural materials in helping children

orientate their goals, identify tasks Observing and

absorbing observation techniques, forming the

ability to choose observation methods

3

Using natural materials as the main teaching

medium in fostering observation skills, collecting

information about descriptive objects, learning

and choosing composite material

4

Using natural materials creates many

opportunities and contexts to foster and

strengthen children's observation skills

c/ Proceed types of using natural materials by the preschool teachers in the assembling activity

to develop the observation skill for the preschool children of 5-6 years old

Table 2.11 Types of using natural materials by the preschool teachers in the assembling activity to develop

the observation skill for the preschool children of 5-6 years old

Type of class hour organization

Use level (n=150)

GPA Rank

Regular Occasional Less use

Q.tyRate (%)Q.tyRate (%)Q.tyRate (%)

Assembling activities out of class hours (Assembling

activity in combination with amusement, Assembling

activity applied in the daily activities, Assembling activity

in the free time, Outdoor assembling activity by group…)

Notes: Low level: 1.00 ≤ GPA <1.93; Medium level: 1.93 ≤ GPA < 2.43; High level: 2.43 ≤ GPA≤ 3.00.

With GPA = 2.01, it shows that the types of assembling activity organization to develop the

observation skill for the children of 5 – 6 years old are displayed at the medium level The number 1

with GPA of 2.43 is the assembling hours under the sample; The assembling hours under the availabletopic hold the number 2 with GPA of 2.11; The assembling hours under the selected topic take thenumber 4, the lowest position at GPA of 1.56

d/ Implement methods using natural materials in the assembling activity to develop the observation skill for the preschool children of 5-6 years old

Table 2.12 Reality of methods using natural materials in the assembling activity to develop the observation

skill for the preschool children of 5-6 years old of preschool teachers

Method

Use level (n=150)

GPA Rank

Regular Occasional Less use

Q.ty Rate (%)Q.tyRate (%)Q.tyRate (%)

e/ Proceed of exploitation of measures to use natural materials in organizing assembling activities to develop observation skills for preschool children 5-6 years old of preschool teachers

Table 2.13 Frequency of use of measures to use natural materials in organizing the assembling activity to

develop the observation skill for the children of 5 – 6 years old

No. Measures Regular Occasional Use level (n=150) Less use GPA Rank

Q.tyRate (%)Q.tyRate (%)Q.tyRate (%)6.1Exploiting rich and diverse natural materials to build aneducational environment for puzzle activities to stimulate

children's interest and observation needs; 90 60,0 29 19,3 31 20,7 2.39 36.2Create problem situations in the process of organizing puzzleactivities using Natural Materials to help children determine

the purpose and task of observation 78 52,0 32 21,3 40 26,7 2.25 6

6.3 Guide children to master the observation process in assemblingactivities using natural materials 78 52,0 69 46,0 3 2 2,40 26.4Organizing for children to experience diverse observational tasksin the form of organizing activities using a variety of natural

6.5Organize children to practice experiences using observation methodssuitable for each object in a puzzle activity using natural

6.6Guide and let children practice to experience how to detect anddescribe observation results in the process of organizing

puzzle activities using natural materials; 57 38,0 69 46,0 24 16,0 2,22 76.7 uide and let children practice to experience how to evaluate theeffectiveness of observations in the process of organizing puzzle

activities using natural materials; 74 49,3 72 48 4 6,7 2,35 4

Notes: Low level: 1.00 ≤ GPA <2.00; Medium level: 2.00 ≤ GPA < 2.41; High level: 2.41 ≤ GPA≤ 3.00.

With GPA = 2.33, in shows that the measures of using natural materials in organizing jigsaw activities

to develop observation skills for children are used by teachers in the survey at preschools at a medium level,

in which The method of guiding and giving children practice to experience how to detect and describe theresults observed in the process of organizing puzzle activities using natural materials has not been given dueattention and respect by preschool teachers, occupies the 7th position in the ranking (meaning average 2.22)

2.2.2.2 Analysis of teacher's work products

Table 2.14 Statistics of operational products analyzed during the survey

Topic Teacher's product

Am o u n t Children's products Amount

1 Family

Plan to organize a patchwork lesson

- Decorate postcards for loved ones from naturalmaterials and colored paper (according to thegiven topic)

- Create themed pictures from leaves and cotton,cloth, newspaper (Optional topic)

3567

Planning outdoor activities

- Collecting and classifying leaves from the school garden as shaping materials;

- Arrange the house by natural materials (According to the model).

66

Plan to organize fun activities

- Game: Sorting and pasting leaves to create a theme picture (According to a given topic)

- Arrange the letters learned from the natural language (According to the model)

1212

- Stickers made from leaves

- Model of letters arrangedfrom natural materials

3752

2 Job Plan to organize a patchwork lesson

- Making tools for trades from scrap and natural materials (according to the sample);

- Decorate the teacher's costume from flowers and leaves (The topic is available).

66

- Tools for trades made fromnatural materials

- Model of ao dai decoratedwith flowers and leaves

4636

Planning outdoor activities

- Create labor tools from natural materials (According to the given topic). 8

Labor tools from natural materials 42

Plan to organize fun activities

- Game: See pictures of ceramics;

- Observe the costumes of the professions.

57

By observing and analyzing preschool programs, teachers' plans and lesson plans, and directly