Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.Phát triển năng lực xây dựng môi trường vui chơi ở trường mầm non cho sinh viên đại học sư phạm ngành giáo dục mầm non.
Trang 1VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
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LẠI THỊ THU HƯỜNG
DEVELOPING ENVIRONMENTAL CONSTRUCTION CAPACITYFUN AT PRESCHOOL FOR STUDENTS UNIVERSITY OF PEDAGOGY IN EARLY EARLY
Trang 2The project was completed at:
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
The thesis will be defended before the Institute-level Thesis Examining Council
meeting at the Vietnam Institute of Educational Sciences,
101 Tran Hung Dao, Hanoi
Trang 3PREAMBLE
1 Reason for choosing the topic
In the context of globalization, our Party and State have taken a guiding stance on fundamental and comprehensive innovation in education and training, meeting the requirements of industrialization and modernization in market economic conditions socialist orientation and international integration In particular, developing and forming learners capacity is one of the important goals and tasks to successfully carry out the cause of industrialization and modernization of the country
Preschool education is the first and especially important level in the national education system In the plan to build a new Early Childhood Education Program issued by the Minister of Education and Training, the perspective of approaching capacity development and connection with the new General Education Program is clearly expressed Therefore, to achieve the goals of the Major, it is necessary to constantly improve the capacity and professional qualities of preschool teachers And the Pedagogical School needs to organize the training process so that preschool students have strong skills and increasingly meet the reality of innovation in Early Childhood Education
Building an educational environment in general and a play environment for children in preschool is an important capacity that needs to
be formed for students during the training process of preschool teachers [9], [10] Having this capacity will help students be confident when organizing activities, meeting the practical requirements of kindergarten Through practicing skills in building an environment for children to operate, students better understand preschool children; From there, develop children's physical, cognitive, aesthetic, emotional, social competence for children
Reality shows that the universities' teacher education programs do not pay adequate attention to developing the capacity to build capacity in kindergarten for students; The amount of time devoted to this activity is still small, and there are not many specialized activities aimed at developing students' capacity to build mental health systems in preschools The assessment of students' capacity
to build a fun environment (MTVC) during practice and internship is not very strict and is still formal
Developing the capacity to build a play environment in preschool for university students majoring in preschool education is an important task in the process of training preschool teachers at universities that have not yet received specialized research attention In depth, theoretical
Trang 4contributions are still quite limited
For the above reasons, the research on the topic "Developing the
capacity to build a play environment in preschool for university pedagogical students majoring in preschool education" aims to improve
the capacity and professional qualities of teachers Preschool staff is a necessary job in the current period
2 Research purposes
Based on theoretical and practical research, propose measures to develop the capacity to build a play environment in preschool for pedagogical university students majoring in Early Childhood Education, contributing to improving the quality of training
3 Objects and objects of research
3.1 Research object
Training activities on the capacity to build an educational environment in preschools for pedagogical university students majoring in Early Childhood Education
3.2 Research subjects
The relationship between the way of organizing experiential activities to build MTVC and developing the capacity to build MTVC in preschools of pedagogical university students majoring in Early Childhood Education
4 Scientific hypothesis
The current process of developing the capacity to build MTVC in preschools for pedagogical university students majoring in Early Childhood Education still has inadequacies in content and implementation form If we can identify the specific competencies of the activities of building mental health systems in preschools and organize for students to experience these activities through diverse forms, we will be able to develop the capacity to build high quality mental health skills in schools Preschool for pedagogical university students majoring in Early Childhood Education
5 Research mission
5.1 Research on the theoretical basis for developing the capacity to build a play environment in preschools for pedagogical university students majoring in Early Childhood Education
5.2 Research on the current status of developing capacity to build a play environment in preschools for pedagogical university students majoring in Early Childhood Education
5.3 Proposing some measures to develop the capacity to build a play environment in preschools for pedagogical university students majoring in Early Childhood Education
Trang 55.4 Organize pedagogical experiments to confirm the effectiveness and feasibility of some proposed measures
6 Limited scope of research
6.1 About research content
The capacity to build an educational environment in a preschool includes groups of component competencies, such as: the capacity to build
an environment to organize educational activities, the capacity to build an educational environment, the capacity to build a communication environment in a kindergarten preschool, This thesis focuses on researching and developing the capacity to build mental health equipment
in preschools for pedagogical university students majoring in Early Childhood Education through subject experience, training pedagogical skills, and experiencing preschool practice
6.2 About the object and research area
* Subjects and location for surveying the current situation: 234 fourth-year students of the Faculty of Pedagogy of Hanoi Capital University (80 students), Faculty of Education of Vinh University (76 students), Faculty of Preschool Education of Hanoi University
* Subjects and experimental location: 73 undergraduate students majoring in Early Childhood Education at Hanoi Capital University, course
2019 - 2023, Faculty of Pedagogy, Hanoi National University
7 Research approaches and methods
7.1 Research approach: Target approach; Access to experience; Development approach
7.2 Research Methods
- Theoretical research methods: Document review; Generalize the theory
- Practical research methods: Using questionnaires; Professional solution; Conversational method; Pedagogical observation method; Product research methods work; Method of summarizing practical experience; Experimental method of pedagogy
Information processing method: Mathematical statistics
8 New contributions of the thesis
8.1 Theoretically
Supplementing and systematizing a number of basic theoretical issues on the development of capacity to build educational programs in preschools for pedagogical university students majoring in Early Childhood Education, including: concepts of educational environment, educational environment in kindergartens ; Determining the structure of the capacity to build MTVC in preschool and the expression of the component capacity; Develop a number of
Trang 6measures to organize activities to develop the capacity to build MTVC in preschools for pedagogical university students majoring in Early Childhood Education through experiential activities
8.2 In terms of practice
- Identify the current situation (in terms of awareness, path, content, form, measures ) of developing capacity to build MTVC in preschools for pedagogical university students majoring in Early Childhood Education today
- Point out some main problems and causes of the above situation
- Provide three groups of measures to develop capacity to build educational materials in preschools for pedagogical university students majoring in Early Childhood Education The measures have many new elements that impact the components of the capacity for building and constructing structures through organizing for students to experience the construction activities at preschools
The above contributions will be valuable reference materials for educational managers, teachers, researchers and students at pedagogical higher education institutions in the process of training pedagogical university students in the field of Early Childhood Education, in order to develop in children the ability to build an educational environment in general, and educational environment for preschool children in particular
9 Defense argument
9.1 The capacity to build capacity is an important component in the professional skills system of pedagogical university students majoring in Early Childhood Education Thus, right from the teacher training process, Pedagogical schools must form the capacity to build educational materials
in preschools for students
9.2 In order to build educational activities for children in preschool,
it is necessary to form and develop for students of preschool pedagogical universities: Capacity to determine the goals of preschool children, characteristics of preschool children; NL planning; Capacity to carry out activities to build student structures: Capacity to observe pedagogy, evaluate and adjust students' activities to build materials
9.3 Developing the capacity to build mental health equipment in preschools for pedagogical university students majoring in Early Childhood Education through organizing professional practice experience activities is
an effective and optimal path
10 The structure of the thesis includes: Introduction, 4 chapters and
Conclusion
Trang 7CHAPTER 1: THEORETICAL BASIS FOR DEVELOPING CAPACITY IN BUILDING A PLAY ENVIRONMENT IN PRESCHOOL FOR UNIVERSITY STUDENTS OF PEDAGOGY IN
EARLY CHILDHOOD EDUCATION
1.1.Overview of related studies
1.1.1 Research on the educational environment in preschool facilities and the play environment of preschool children
There have been many research works by domestic and foreign educators
on this issue in the following directions:
Currently, education for children in countries with developed education systems has the common characteristic that the content of activities is built according to an integrated approach Child education methods are based on a child-oriented perspective, creating appropriate conditions for the development of each child such as Australia, America, England, New Zealand, Canada In particular, the High/Scope education model was born in American in the 1960s, used for preschool, primary school and primary school age children, built from the ideas of Piaget and Dewey The central issue is understanding children through the process of observing children in interaction with people, materials and children's ideas in the preschool play environment
The research direction follows an integrated and developed approach based on the perspective of "child-centered education" Approach based on the perspective of "child-centered education" Educators are always interested in building an educational environment, specifically a healthy, diverse, and attractive educational environment for children, creating conditions and opportunities for children to actively communicate, share, and cooperate together as in Singapore, Korea, Japan, China Notably, Shichida's early education method (Japan) and Phung Duc Toan's Zero Age Plan (China) all mention MTVC for early education for children
In the current period, the theory and practice of Russian ECCE are still being improved and developed, with always paying attention to children's educational environment, organizational structure, an environment where children are free to operate, stimulate creativity, Maximum support to develop all children's abilities
Nguyen Anh Tuyet, Nguyen Thi Hoa, Dinh Van Vang, Tran Thi Lan Huong, Nguyen Thi Mai Chi all said that MTGD, MTVC with prepared space is one of the necessary conditions to help children form a "society" Children's Association" while playing
The goal of Early Childhood Education is to help children develop physically, emotionally, intellectually, and aesthetically, form the first
Trang 8elements of personality, and prepare children to enter first grade, the educational environment, and the children's environment Play is a necessary condition and means to achieve set educational goals
1.1.2 Research on play environments for children in preschools
n the former Soviet Union and Eastern European countries, there
have been many research projects on the construction of motorbikes in preschools in the training of students at Pedagogical colleges with typical authors such as Vygotsky, A.N.Leonchiev, A.P.Uxova, Ph.I.Rucopxkaia, D.VMenzerkaia, Makarenco, N.K Crupxkaia, D.V Enconhin, E.U Chikhiepva, Sorokina, L.Vinogradova, J.A Komenxki, Petxtalogi, A.X Macarenco, L.X Vygotsky, Machado, A.A.Smirnov…They all believe that the educational environment is very necessary and important in a child's life and the teacher's task is to create a friendly and close educational environment for children
Collection of articles on ECEC such as Judith Colbert on "Classroom design and its influence on children's behavior", M.N.Paliakopva with the article "Building a developmental environment" L.Vinogradova in the article "Creating the necessary conditions for play", Parten (1932) and Van Alystyne (1933), Johnson, Smith and Connolly (1980); Wachs (1985); Moore (1987); Christie (1988), Johnson (1980), Smith and Connolly (1980), Bailey and Wolery (1992), High Scope educational method, Reggio Emilia educational method … Research the role of the educational environment on young children's play behavior; interaction between teacher and children; Classroom layout and learning tools suggest that the environment governs children's play behavior, refers to the actual equipment and arrangement of physical equipment at preschools, and offers experiences in equipping and arranging Toy environment, activity corner for children "
A number of domestic studies addressing the issue of building
an educational environment for preschool children have affirmed the great role of a humanistic environment in children's personality development; Nguyen Anh Tuyet, Nguyen Thi Hoa (2009), Hoang Thi Nho, Nguyen Thi Thu Hien, Tran Thi Lan Huong, Dinh Van Vang……
1.1.3.Research on capacity development for MTVC construction
When researching in the field of preparing students for pedagogical practice, the formation and training of pedagogical capacity has become a system of theory and experience, including the capacity to build an educational environment education, play environment for children with research works of N.V.Kuzmina, Ph.N.Gonobolin, H.K.Gutsen, Vygotsky; J.Watshon (1926), A.Pojoux (1926), F.Skinner (1963) Parten (1932), Alystyne (1933), Smith and Connolly (1980)
Advanced educational methods in the world also mention the development of learners' abilities such as Waldorf/Steiner educational methods, Montessori, High Scope, Reggio Emilia, Glenn Doman, Phung Duc Toan, Schichida Makato, Howard Gardner Hortsh Hanno (2003), Hermanr Satedag (2004), Michaei Steig (2000), Sonntag (1993) built a model of competencies for teachers and one of those competencies is the
Trang 9competency to build an educational environment suitable for teachers learn
In Vietnam, a number of studies on the development of capacity to build mental health facilities for students have also been carried out such as: Early Childhood Education Program; Nguyen Thi Bach Chien (2012); Nguyen Thi Mai Chi (2015) Nguyen Thi My Trinh (2002) Tran Thi Ngoc Tram (2002), Nguyen Thi Ngoc Chau (2015), Nguyen Thi Thanh Ha (2002), Ta Thi Ngoc Thanh – Nguyen Thi Thu (2005), Nguyen Thi Thanh
Ha (2006); Pham Hong Quang (2006); Nguyen Thi Thu (2009)… also mentioned the activities of designing and building educational environment
in general and educational environment in particular, thereby serving as a basis for forming the capacity to build educational environment for children
of students during the training process
The diagram above shows:
* The educational environment is the place where pedagogical communication activities take place between teachers and learners, and between learners Educational environment is a condition and catalyst that affects the formation of learners' awareness, attitudes, emotions and behavior The psychological and personality development of learners in school cannot be separated from the educational environment
* Educational environment is understood as a combination of necessary natural and social conditions, including physical and psychological factors, directly affecting teaching and learning activities in schools, and the effectiveness of those activities This action is intended to contribute to the good implementation of teaching and educational goals
and tasks
*The educational environment in a preschool is a combination of necessary natural and social conditions that directly affect child care and education activities in preschool, and the effectiveness of these activities to contribute to Part of successfully implementing the goals and tasks of child
care and education
b) As a part of children's educational environment in preschool,
MT Vui chơi
MT vệ sinh chăm sóc
MT học
Trang 10MTVC is the defined space where children's play activities take place, it includes both the physical environment and the psychological - social environment that affects the process of play children's play
1.2.2 Capacity to build MTVC for children in preschool of pedagogical university students majoring in Early Childhood Education
1.2.2.1 Concept and structure of capacity
a) Concept of capacity
Energy is a combination of physical and mental actions corresponding to a certain type of activity, which is a flexible and organized combination of knowledge, skills, attitudes, emotions, values, and motivations individual muscles, to successfully carry out the requirements of a given activity
b) Capacity structure
In this thesis, we follow the viewpoint of the structure of general (core) and specialized competencies because it clearly shows the system of competencies that pedagogical students need to form
1.2.2.2 Capacity to build MTVC
The capacity to build physical structures of pedagogical university students majoring in Early Childhood Education is a combination of physical and mental actions corresponding to the student's activities of building physical structures for children in preschool, which is a flexible combination between knowledge, skills, attitudes, emotions, values, personal motivations, etc of students to successfully implement the requirements of the activity of building mental health facilities for children
in preschools
1.2.3 Developing the capacity to MTVC for children in preschool
of pedagogical university students majoring in Early Childhood Education
1.2.3.1 Development concept
In the thesis, the concept of development is approached in the direction of improving the old quality status to a new quality status for those who need to be developed, helping them improve their awareness, capacity, and attitude on the basis of quality Based on the knowledge and capabilities you have acquired through studying and training to supplement, perfect, and develop your capabilities according to requirements and goals
to be achieved
1.2.3.2 The concept of developing capacity to build MTVC equipment for children in preschools of pedagogical university students majoring in Early Childhood Education
From the concept of the capacity to build capital equipment of university students majoring in Early Childhood Education and the concept
of development, we can understand that developing the capacity to build capital capacity for university students majoring in Early Childhood
Trang 11Education is a pedagogical process to transform the capacity to build capital capacity in schools Kindergarten for university students majoring in Early Childhood Education in the direction of increasingly perfecting knowledge, skills, attitudes, emotions, values, personal motivations , meeting the goals and requirements of building MTVC at preschool
1.3 Some theoretical issues about children's play environment in preschool
1.3.1 Some theoretical issues about children's play environment in preschool
1.3.1.1 Classification of play environments
Classification of educational environment according to the classification of educational environment Within the scope of the thesis,
we follow the direction of classifying educational environment into physical environment and psychological - social environment
1.3.1.2 Structure and characteristics of the play environment:
* Structure of educational environment: The structure of educational environment is approached according to 2 components: Physical environment and Social-psychological environment:
* Characteristics of educational environment: School is a special social institution, in which the main and typical interpersonal relationships are those of teacher - student, colleagues (teacher - teacher), friends (students) - game) takes place in a MTGD
The structure of MTVC is approached in two components: Physical
environment and psychological-social environment
*MTVC characteristics: Physical MTVC characteristics (Softness and hardness, closed and open, intrusive and hidden, freedom and safety, language-rich environment); Psycho-social environment (Always ensure children's safety anytime, anywhere, Is a "hidden" environment, not "tangible", has the nature of a family environment, Multi-dimensional interactive environment, Environment school is controlled by social norms)
1.3.1.3 The role of the play environment in the development of preschool children
*The role of the physical play environment: The role of play space, The role of play time, The role of utensils, toys, and play materials to help children gain interest, help children get ideas Be creative while playing
* The role of the socio-psychological environment: Help children play according to their wishes to maximize their potential and creativity, help them express themselves authentically, and establish relationships close with friends
1.3.2 Structure of capacity to build MTVC of pedagogical university students majoring in Early Childhood Education
The structure of the capacity to build educational activities for children of pedagogical university students majoring in Early Childhood
Trang 12Education is shown through: (1) The capacity to determine the goals of the early childhood education council and the characteristics of preschool children; (2) Planning capacity; (3) Capacity to carry out the activities of constructing the mental structure; (4) Capacity to observe pedagogy,
evaluate and adjust the construction activities of the students
1.4 The process of developing capacity to build MTVC for pedagogical university students majoring in Early Childhood Education
1.4.1 The goal is to develop the capacity to build MTVC in preschools for pedagogical university students majoring in Early Childhood Education
Firstly, through practicing pedagogical skills Second, helping students apply knowledge and skills to solve practical and hypothetical situations in the process of pedagogical training and practice pedagogy, pedagogical practice Third, help students combine learning with practice, theory with practice Fourth, create training links between universities and preschools
1.4.2 Content of developing capacity to build MTVC for pedagogical university students majoring in Early Childhood Education
Fostering and developing students' knowledge system about MTVC construction activities; Develop MTVC construction skills system; Forming in students values, attitudes, emotions, and motivations for building child welfare
1.4.3 The path to developing capacity to build MTVC in preschools for pedagogical university students majoring in Early Childhood Education
In this thesis, we focus on researching and developing the capacity to build mental health equipment in preschools for university students majoring in Early Childhood Education mainly through practice and experience according to David Kolb's model David Kolb built an experiential education model expressed through a 4-stage cycle: 1/ Having specific experience; 2/ Thoughtful observation of that experience; 3/ Concept formation and generalization; 4/ Actively test applications of concepts in new situations
1.5 Evaluating the development of capacity to build MTVC education of university students majoring in Early Childhood Education
1.5.1 Evaluate the capacity to build MTVC through fun activities
The capacity to build mental structures in students' preschools is most clearly shown in the children's participation in play in that environment and is an important standard to evaluate the capacity to build mental structures at students' preschools
1.5.2 Self-assessment and peer assessment
Peer assessment is an assessment process between students
Trang 13participating in activities, to provide feedback to learn and support each other It creates opportunities for students to talk, discuss, explain and challenge each other
1.5.3 Evaluation through instructor observation
Evaluation through observation is through observation to evaluate the operations, motivation, behavior, and energy of activities in the process
of building a student's mental health system in kindergarten Observing the activities of building bicycle structures at students' preschools can be done directly during the process of building bicycle structures at students' preschools or indirectly through the products created from this activity of students
1.5.4 Instructor's assessment through the competency scale
The scale for assessing the level of capacity development in general and the capacity to build mental health equipment in preschool students in particular is often a nominal scale, specifying the qualitative order of behavioral characteristics and capacities that need to be observed and evaluated at SV Each student's behavior and capacity will be evaluated on
a 3-level scale: Level 1 (Ability at an unsatisfactory level; Level 2 (Ability
at a satisfactory level); Level 3 (Ability at a good level)
1.5.5 Factors affecting the development of capacity to build MTVC for children in preschools of university students majoring in Early Childhood Education
1.5.5.1 Subjective factors
* On the student side: Students' knowledge and skills in building MTVC; Students' needs; Interest; Personal consciousness; Will; Professional sentiment; Positivity, self-discipline, and creativity in activities:
* On the lecturer's side: Competence level of the lecturer; Awareness and sense of responsibility of lecturers
1.5.5.2 Objective factors: Educational environment in the university;
Family; Friend; Training programs, practice facilities, internships (preschools)
Conclusion of chapter 1
The play environment is an important element of educational environment
in preschools Therefore, developing the capacity to build MTVC equipment in preschools for pedagogical university students majoring in Early Childhood Education is one of the important tasks in the training process of universities
Thus, the structure of the capacity to build child learning activities for children in preschools of pedagogical university students majoring in Early Childhood Education includes the following skills: Determining the goals
of VC activities, Characteristics of preschool children; Make a plan to build MTVC for children in kindergarten; Carry out activities to build MTVC for children; Observe pedagogy, evaluate and adjust activities of building