Tóm tắt luận án tiếng anh: Tổ chức hoạt động khám phá khoa học nhằm phát triển vốn từ cho trẻ mẫu giáo 3 4 tuổi.

Tổ chức hoạt động khám phá khoa học nhằm phát triển vốn từ cho trẻ mẫu giáo 3 4 tuổi.Tổ chức hoạt động khám phá khoa học nhằm phát triển vốn từ cho trẻ mẫu giáo 3 4 tuổi.Tổ chức hoạt động khám phá khoa học nhằm phát triển vốn từ cho trẻ mẫu giáo 3 4 tuổi.Tổ chức hoạt động khám phá khoa học nhằm phát triển vốn từ cho trẻ mẫu giáo 3 4 tuổi.Tổ chức hoạt động khám phá khoa học nhằm phát triển vốn từ cho trẻ mẫu giáo 3 4 tuổi.Tổ chức hoạt động khám phá khoa học nhằm phát triển vốn từ cho trẻ mẫu giáo 3 4 tuổi.Tổ chức hoạt động khám phá khoa học nhằm phát triển vốn từ cho trẻ mẫu giáo 3 4 tuổi.

MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

NGUYEN THI NGOC CHAU

ORGANIZATION OF SCIENTIFIC DISCOVERY ACTIVITIES

TO DEVELOP VOCABULARY FOR 3 – 4 YEAR OLD

The work was completed at:

Hanoi National University of Education

Scientific supervisors: 1 Assoc.Prof.Dr La Thi Bac Ly

Respondent 1: Prof.Dr Nguyễn Thị Hoàng Yến

Education Management Academy

Respondent 2: Assoc.Prof.Dr Trần Thị Bích Trà

Vietnam Institute of Educational Sciences

Respondent 3: Assoc.Prof.Dr Hoàng Thị Mai

Hong Duc University

The thesis will be defended before the School-level Thesis JudgingCommittee meeting at Hanoi National University of Education

on … hour…day…month… 2022The thesis can be found at: National Library, Hanoi or the Library of

Hanoi National University of Education

LIST OF PUBLICATIONS

BY THE AUTHOR RELATED TO THE THESIS

1 Nguyen Thi Ngoc Chau (2017), “The reality of vocabularydevelopment for 3 – 4 year old children in some preschools in ThanhHoa city” Education Journal, (Special issue), pp.36-39

2 Nguyen Thi Ngoc Chau (2018), “developing vocabulary for 3 – 4 yearold preschool children through exploring the plant world”, EducationJournal, (438), pp.23-27

3 Nguyen Thi Ngoc Chau (2019), “developing vocabulary for 3 – 4 yearold preschool children through exploring natural phenomena”, Journal ofScientific, Hanoi University of Education, (64), pp.122-130

4 Nguyen Thi Ngoc Chau (2020), "Several studies on organizingscientific discovery activities to develop vocabulary for preschoolchildren", Journal of Education, (Special issue), pp.41 - 45

5 Nguyen Thi Ngoc Chau (2021), "The reality of organizing scientificdiscovery activities to develop vocabulary for preschool children 3 – 4years old", Journal of Scientific, Hanoi University of Education, (66),

pp 197 – 206.”

1 Reason for choosing the topic

1.1 Language is a special signal system, the most important means of

communication, contributing to the cohesion among communitymembers and at the same time reflecting the cultural life of the nation Language education is an important task in early childhood education.Language helps children become a member of society and helps childrenexpress their aspirations and needs, which is a condition for participating

in all social activities, thereby, forming personality Through languageactivities, children are fully developed in terms of thinking, intelligence,aesthetics, morality, and social skills In the tasks of language educationfor children, vocabulary development is the most important task.vocabulary development helps children expand their understanding andawareness of the world around them to develop thinking Children want

to express their thoughts for others and to understand others, whichdepends a lot on vocabulary

1.2 Children at the age of 3 – 4 years have strong development in all

aspects This is considered a "golden opportunity" for languagedevelopment At this stage, children have the need to communicate,perceive the world around them, assert themselves and participate inactivities These needs motivate children to explore and provideopportunities for rapid vocabulary growth Children's vocabulary at thisstage develops rapidly in all aspects: the number of words, the structure

of words, and the ability to understand the meaning of words Therefore, together with the development of other elements such aspronunciation and model learning sentence, teaching and learning areimportant tasks in the process of language education for children,especially preschool children (preschool) 3 – 4 years old

1.3 In preschool, all activities can be used to educate children Each

activity has its own advantages, in which scientific discovery is anactivity with many advantages Through this activity, children not onlyacquire knowledge about surrounding phenomena and know the names

of plants, flowers, animals, etc., but also expand their vocabulary withimproving variety, accurateness, and activeness Children use words toname and describe things and phenomena When directly participating inscientific discovery activities, children can touch, smell, hear, and feelthings as well as phenomena with their senses Therefore, children'sacquisition of knowledge and understanding of vocabulary will be closer

to real life and become more effective

1.4 In fact, at present, when organizing scientific discovery activities,

teachers often focus on cognitive development goals but pay littleattention to language development in general and child development inparticular The vocabulary development has not been placed in thesystem or in the combination of activities together Children do not havemany opportunities to communicate, share and express their ideas; thus,scientific discovery activities have not really created a positive languageenvironment for children On the other hand, most teachers still havedifficulties in building methods for children's development in scientificdiscovery activities These disadvantages and difficulties need to bestudied to find remedial methods to improve the quality of languageeducation and language development for children

1.5 Research on language development in general, and vocabulary

development in particular for children has been interested by manydomestic and foreign authors However, there has not been systematicalresearch into the organization of scientific discovery activities as ameans of vocabulary development for 3 – 4 year old preschool children.Stemming from the above reasons, I chose the research topic

"Organizing scientific discovery activities to develop vocabulary for 3 –

4 year old preschool children"

2 Research purpose

The study proposes methods to organize scientific discovery activities todevelop preschool for 3 – 4 year old children, contributing to helpchildren develop language for communication and learning and improvethe quality of care and education for children at preschool

3 Objects and research subjects

5 Research mission

5.1 Research on the theoretical basis of organizing scientific discoveryactivities to develop vocabulary for 3 – 4 year old children in preschool

5.2 Survey on the actual situation of organizing scientific discoveryactivities to develop vocabulary for 3 – 4 year old children in preschools

in Thanh Hoa province

5.3 Propose and experiment with methods to organize scientificdiscovery activities to develop vocabulary for 3 – 4 year old children inpreschool

6 Limit the scope of research

6.1 Research subjects

Thesis research on vocabulary development for 3 – 4 year old preschoolchildren, including receptive vocabulary and expressive vocabulary.Methods to organize scientific discovery activities aimed at developingvocabulary for 3 – 4 year old children are carried out at preschool

6.2 Objects and research area

- Survey of the situation:

+ 210 preschool teachers in 15 public preschools in Thanh Hoa province+ 120 children 3 – 4 years old in 04 schools (out of 15 schools above)

- Experiment: 120 children 3 – 4 years old in 02 preschools (in the above

activities with rich, diverse, and attractive objects suitable for 3 – 4 yearold children to help them with vocabulary development.

- Systematics approach: The process of organizing scientific discoveryactivities is an integral part of the educational process in preschools.This process includes many elements such as purposes, content,methods, means, and evaluation These elements have certain positionsand functions and interact with each other The systematicity requiredwhen instructing children on scientific discovery needs to be placed inrelation to other objective conditions that affect the process oforganization and operation such as economic and social conditions,characteristics of the natural environment, local society, and conditions

of preschool

- Integration approach: Applying an integrative approach, the thesisresearches the organization of scientific discovery activities for childdevelopment with a combination of many different methods andmethods vocabulary development for children needs to be integrated inactivities and daily activities of children Through the organization ofscientific analysis activities, teachers create conditions for children todirectly contact objects with their senses, perceive vocabulary alongwith the process of forming symbols about things and phenomena in thesurrounding world

- development approach: Child development is a continuous process ofinheritance Research on methods to organize scientific discoveryactivities for 3 – 4 year old children based on the general development ofthe child, at each stage, measures to strengthen the existing vocabulary,help them achieve a higher level of development On the basis ofinheriting the achieved results, the thesis is looking for ways to improvevocabulary of children 3 – 4 years old through organizing scientificdiscovery activities at preschools

7.2 Research Methods

- Group of theoretical research methods.

- Group of practical research methods

- Statistical methods of data processing

8 Defensive points

8.1 Children 3 – 4 years old can develop the spontaneous receptivevocabulary and expressive vocabulary during the process ofparticipating in scientific discovery activities at preschool

8.2 Vocabulary of 3 – 4 years old children is developed throughlanguage experience Scientific discovery is an activity with manyadvantages in creating opportunities for children to directly interact withobjects, using language in meaningful contexts, and is a goodenvironment for development Organizing scientific discovery activitiesaffects the development of children 3 – 4 years old

8.3 Measures to organize scientific discovery activities have a goodimpact on vocabulary development for 3 – 4 year old children when theyare designed with clear goals and conducted in a favorable environment,creating opportunities for children to experience language in ameaningful way that is natural, positive, and regular

9 New contributions of the thesis

9.1 Supplementing and enriching the theory of vocabulary development 9.2 Provide information on the actual situation of organizing scientific

discovery activities to develop vocabulary for 3 – 4 year old preschoolchildren by teachers in some preschools in Thanh Hoa as a scientificbasis for researchers and managers of preschool education in the area toadvance a local preschool education development plan

9.3 The methods to organize scientific discovery activities aimed at

developing vocabulary for 3 – 4 year old children proposed in the thesis

can be used as a reference for research, training and fostering ofpreschool teachers in Thanh Hoa province In addition, these methodscan be creatively applied in preschools with equivalent educationalconditions to contribute to improving the quality of children's education.

10 Thesis structure

In addition to the Introduction, Conclusions and Recommendations,References and Appendixes, the content of the thesis consists of 4chapters:

Chapter 1: Overview and theoretical basis of the organization of

scientific discovery activities to develop vocabulary for 3 – 4 year oldpreschool children

Chapter 2: The reality of organizing scientific discovery activities to

develop vocabulary for 3 – 4 year old preschool children

Chapter 3: Measures to organize scientific discovery activities to

develop vocabulary for 3 – 4 year old preschool children

Chapter 4: Pedagogical experiment.

Chapter 1 OVERVIEW AND THEORETICAL BASIS OF THE

ORGANIZATION OF SCIENTIFIC DISCOVERY ACTIVITIES

TO DEVELOP VOCABULARY FOR 3 – 4 YEAR OLD

PRESCHOOL CHILDREN

1.1 Research problem overview

1.1.1 Studies on vocabulary development for 3 – 4 year old children

First: Studies on the rate of vocabulary development of children 3 – 4

years old: In this direction, there are typical authors such as Owens;

Gard Gilman & Gorman; Linda & Catherine; Luu Thi Lan; NguyenXuan Khoa; Nguyen Thi Phuong Nga; Nguyen Thi Hien and NguyenThi Tuoi The above authors all confirmed that at the age of 3 – 4,children have a rapid growth in vocabulary However, each author offersdifferent studies on the specific number of words that children acquireand the quality of these words

Second: Studies on the relationship between vocabulary development

and children's cognitive and language development: In this direction,

there are typical authors such as J Piaget; L.S Vygotsky; E.I Tikheeva;Justice, L M., Meier, J., & Walpole, S… The above authors allestablished the relationship between vocabulary, language, and cognitiondevelopment of children In Vietnamese corpus, the authors NguyenHuy Can and Luu Thi Lan studied the children's pronunciationcharacteristics, vocabulary, ratio of the used word types, sentencecharacteristics, and common errors in speech… in relation to thechildren's language development at preschool age; at the same time, theyaffirmed that the development of each element of language is a conditionand a premise for the development of other elements

Third: Research on factors affecting children's vocabulary

development: Many studies have analyzed the influence of factors on

children's vocabulary development This direction of research canmention authors Van Kleeck, A.; Hoff E; Catherine L Taylor, DanielChristensen, David Lawrence, Francis Mitrou, Stephen R Zubrick;Hoang Thi Oanh; Luu Thi Lan The authors have declared that thereare many factors affecting the development of children's vocabularysuch as cultural - educational environment or children themselves

Fourth: Regarding the assessment of children's vocabulary: Research

results show that the assessment of children's vocabulary should focus

on the assessment of receptive vocabulary and expressive vocabulary as

well as the width (number of words) and the depth (degree ofunderstanding of the word's meaning) Pictures are a commonly usedvocabulary assessment tool.

Fifth: Research on methods and measures to develop vocabulary for

preschool children There are many studies around proposing methods

and measures to organize activities to develop vocabulary for children

Specifically, Daily communication and interaction with children to

develop vocabulary by authors Miller, P.H; Miller, P J & Mehler, R A;

Penno, Wilkinson & Moore; Elaine Weitzman Zucker, Piasta &

Kaderavek, McKeown and Beck, Girolametto, Huttenlocher; Typical

methods of reading, telling stories, singing and playing games by

authors Miller, P.H; Miller, Christ, T and Wang, C, Hoang Thi Oanh

1.1.2 Researches on organizing scientific discovery activities for 3 – 4 year old preschool children

First: The role of scientific discovery activities in the development of 3 –

4 year old preschool children.

Research in this direction has typical authors such as Pextalodi J.H;Worth, K, Nguyen Thi Thu Hien These authors emphasize the greatrole of the process of observation and contact with nature and society inthe acquisition of knowledge, intellectual development, and language ofchildren

Second: Research on guiding the organization of scientific discovery

activities for 3 – 4 year old children Authors Marilyn Fleer & Tim

Hardy offer approaches to teaching preschoolers to explore science;Mary & Susan offer preschool scientific discovery activities in the form

of play Other authors like Thomas, Bloom have considered scientificdiscovery as a means of comprehensive development education forpreschool children and built a "bank" of specific scientific discoveryactivities to guide preschool teachers to organize scientific discovery for

children in a variety of ways to create opportunities for children toparticipate effectively, thereby developing children's vocabulary.

1.1.3 Researches on organizing scientific discovery activities to develop vocabulary for 3 – 4 year old preschool children

First: Research using exercises, games, experiments in the process of

letting children explore science to develop vocabulary Author Tikheeva

E I believes that the only way to expand vocabulary of children is toregularly observe things and phenomena Therefore, children need to beexposed to real objects and know its properties This point of view isstill valid so far in enriching vocabulary, developing the content ofwords, and helping children know how to use words correctly whilespeaking Therefore, we will select and apply them to organize scientificdiscovery activities for 3 – 4 year old children to acquire vocabulary

Second: Organizing experiential activities and discussing activities in

the process of scientific discovery to develop vocabulary for children,

with authors such as Smith, Lauren Lowry, Humphyryes, Luu Thi Lan,Dinh Hong Thai, Nguyen Van Can, La Thi Bac Ly, Bui Thi Lam Theabove authors have focused on research on language development,language development measures by using scientific discovery activities

as means for language development and then proposed some measures

to organize activities to develop language for preschool children

In summary, there are many studies on vocabulary and developingvocabulary for preschool children 3 – 4 years old In particular, research

on organizing activities of scientific discovery in general and scientificdiscovery to develop children's vocabulary in particular have beeninterested Studies in this direction have also guided how to organizescientific discovery activities for the comprehensive development ofchildren However, there is still a gap in the research of organizatingscientific discovery activities to develop vocabulary for 3 – 4 year oldpreschool children in Vietnam Therefore, it is necessary to study how toorganize scientific discovery activities to develop children's vocabulary

in a methodical and systematic way, thereby building measures toprepare scientific discovery activities to develop vocabulary for 3 - 4year old children in preschool.

1.2 Theoretical basis of the topic

1.2.1 Words and vocabulary

- Vietnamese word: According to Do Huu Chau: "Vietnamese word is

one or a number of fixed, invariant syllables, bearing certaingrammatical features, in certain structural types, all corresponding to acertain type of meaning, the largest in Vietnamese and the smallest tocreate a sentence”

- Vocabulary: According to Le Huu Tinh, "an individual's vocabulary is

all the words and word-equivalent units of the language stored in theindividual's mind and used by that individual in communicationactivities "

1.2.2 Developing vocabulary for 3 – 4 year old preschool children

- The concept of vocabulary of 3 – 4 year old preschool children: A

child's vocabulary is the total of words and equivalent word units in a language, which are stored in the child's mind in the form of receptiveness (understanding the meaning of words) or expressiveness (using appropriate words)

- Vocabulary characteristics of 3 – 4 year old preschool children:

Vocabulary in terms of quantity; vocabulary in terms of word structure; children's ability to understand word meanings.

- The word learning process of 3 – 4 year old preschool children:

Studies on the word learning process of children have shown that to learn a word, children need to go through stages of listening # understanding # imitating # speaking.

- Expression of vocabulary development of 3 – 4 year old preschool children: Accumulating the number of words necessary for linguistic

communication; creating a reasonable word structure; the ability to understand the meaning of words and the ability to use words in meaningful communication contexts

- Developing vocabulary for 3 – 4 year old preschool children:

+ Developing vocabulary for preschool children 3 - 4 years old is a pedagogical process with a purpose and a plan to help children increase the number of words, understand the meaning (receptive vocabulary), and use words (expressive vocabulary) in different communication contexts

+ Developing children's vocabulary includes two aspects: increasing thechildren's receptive vocabulary and expressive vocabulary

+ In this study, the content of vocabulary development for childrenfocuses on words related to the content of scientific discovery inpreschool (objects, natural phenomena, plants, animals, and parts of ofbody)

1.2.3 Organize scientific discovery activities with vocabulary development for 3 – 4 year old preschool children

1.2.3.1 The concept of scientific discovery activities

Scientific discovery activities of preschool children 3 - 4 years old is the

process where children directly participate in learning and exploring the world around them with their senses through activities: observation,

comparison, classification, test, simple experimentation, discussion, ;thereby acquiring the right knowledge, skills and attitudes towards thesesubjects

1.2.3.2 Characteristics of scientific discovery activities of 3 – 4 year old preschool children

Scientific discovery activities for children 3 – 4 years old are like whatfor those at any other age However, due to the influence of age,scientific discovery activities for children aged 3 – 4 years are less

academic, complex and novel than scientific discovery activities forthose at older ages Scientific discovery of 3 – 4 year old children is toexplore and discover things and phenomena in the surrounding world sothat they can recognize and name and know how to use words in specificsituations.

1.2.3.3 Advantages of scientific discovery activities for vocabulary development for 3 – 4 year old preschool children

- Scientific discovery activities create a diverse environment for children

to interact, observe, and recognize to accumulate vocabulary

- Scientific discovery activities stimulate children to interact andexchange to use words in sentences

- Scientific discovery activities create opportunities for children toexpand the range of words used

1.2.3.4 The process of organizing scientific discovery activities to develop vocabulary for 3 – 4 year old preschool children

* Concept: Organizing scientific discovery activities to develop children's vocabulary is the process by which teachers carry out necessary tasks to create conditions and influence children to help them become self-disciplined, positive, and independent in participating in scientific discovery activities, through which children's receptive and expressive vocabulary is increased

*Objectives of organizing scientific discovery activities to develop children's vocabulary

- Provide opportunities for children to interact, observe and recognizethe surrounding environment

- Create opportunities for children to interact and use language in theprocess of discovery

- Bring newness, diversity and attractiveness of objects in thesurrounding environment to children, making them excited whenparticipating in scientific discovery activities.

* Content of organizing scientific discovery activities to develop children's vocabulary

Scientific discovery is one of three contents in the field of CognitiveDevelopment Education (besides the content "Social Discovery" and

"Getting acquainted with some elementary concepts of math") Scientificdiscovery is considered as one of the means to develop vocabulary forpreschool children Vocabulary needs to be developed based on thecontent of the preschool education program

*Methods and measures to organize scientific discovery activities to develop children's vocabulary

- Methods of organizing scientific discovery activities: group of visual

methods, group of verbal methods, group of practical and experientialmethods

- Measures to organize scientific discovery activities: The method of organizing scientific discovery activities to develop children's vocabulary is a specific way between teachers and children working together to carry out discovery activities to help children achieve the development of receptive vocabulary (understanding the meaning of words) and expressive vocabulary (using words in the right context) The form of organizing scientific discovery activities: the form of

organizing scientific discovery activities for 3 – 4 year old childrenmainly through learning, playing, and other activities (visiting,picnicking, working )

- Evaluation of the results of organizing scientific discovery activities:

Evaluation of the results of organizing scientific discovery activities for

3 – 4 year old preschool children at preschool should be based on

educational goals, which includes both cognitive development andvocabulary development goals.

- The process of organizing scientific discovery activities to develop

vocabulary for preschool children 3 - 4 years old: Step 1: Design

activities Step 2: Prepare the operating environment Step 3: Performthe activity Step 4: Evaluate the activity

1.2.4 Factors affecting the organization of scientific discovery activities to develop vocabulary for children 3 – 4 years old

There are 3 basic factors affecting the organization of scientificdiscovery activities to develop vocabulary for children 3 - 4 years old:

Developmental characteristics of children 3 - 4 years old; children’s working environment; and pedagogical competence of teachers.

Conclusion of Chapter 1

The issue of language development for preschool children in general,and vocabulary development for 3 – 4 year old preschool children inparticular has been studied extensively in the world and in Vietnam.Organizing scientific discovery activities has many advantages indeveloping children's vocabulary When participating in scientificdiscovery activities, children have many opportunities to directlyexplore, observe, practice and experience, thereby developing languageskills as well as vocabulary Organizing scientific discovery activitieshelps children to hear, understand, imitate and use words correctly.Teacher is the person who directly organizes activities of scientificdiscovery, orientation, and pedagogical impact to develop children'svocabulary according to educational orientations and goals Children arethe subject of the educational process In the educational environment, it

is needed to pay attention to the social environment and communicationbetween objects around the child These factors have a reciprocalrelationship with each other Therefore, it is necessary to combine the