In addition, in previous research, there has not been a systematicstudy on teaching communication skills for pre-school children aged 5 to 6through the organization of theme-based role p
Trang 1VU THI THUY
DEVELOP COMMUNICATION SKILLS FOR
PRESCHOOL CHILDREN AGED 5-6 THROUGH ORGANIZING THEME-BASED ROLE PLAYING GAMES
IN THE NORTHERN MOUNTAINOUS REGION
Specialty: Theory and History of Education
DISSERTATION SUMMARY
Trang 3Supervisors: 1 Assoc Prof Dr Nguyen Thi Tinh
2 Dr Tran Thi Minh Hue
Trang 4Reviewer 1:
Reviewer 2:
Reviewer 3:
The dissertation will be defended in university committee:
THAINGUYEN UNIVERSITY – UNIVERSITY OF EDUCATION
At…….o’clock………, 2019
Trang 5The dissertation can be read at:
- National library of Việt Nam.
- Thai Nguyen University - Learning Resources Center
- Library of University of Education
LIST OF WORKS OF SCIENCE OF AUTHOR HAS BEEN DISCLOSURE RELATED TO THE THESIS THESIS
1 Vu Thi Thuy (2014), The reality of life skills education forpreschoolers through organizing thematic role-playing games insome preschool schools in Cao Bang province, EducationJournal, Special issue in June, pp.113-114
2 Vu Thi Thuy (2015), The reality of communication skills education forpreschool children aged 5-6 through organizing thematic role-playing games in some preschool schools in Thai Nguyen province,Education Journal, Special issue in November, pp.60-61
3 Vu Thi Thuy (2016), Some communication characteristics of
Trang 65-6-year-old preschoolers in the Northern mountainous area,Education and Social Journal, Special issue in November, pp247-250.
4 Vu Thi Thuy (2017), Educating communication skills for preschoolchildren aged 5-6 through organizing role-playing games atpreschools, Education and Social Journal, Special issue in May,
pp 126-130
5 Vu Thi Thuy (2018), Educating communication skills forpreschoolers 5-6 years old by organizing thematic role-playinggames at preschools, Education and Social Journal, No.December, pp 126 -130
6 Vu Thi Thuy (2018), Development of communication skills ofpreschool children in role-playing games by subjects,
Sociosphere Journal, No 4, pp 195-200.
Trang 71 Rationale for the study
Nursery schools in Vietnam northern mountainous region have paidmuch attention to teaching communication skills for pre-school children of 5
to 6 years old to ensure educational goals at preschool level However, theteaching process of communication skills for pre-school children aged 5 to 6still has certain limitations; particularly, teachers have not yet exploited thestrengths of fun activities in general and the theme-based role play inparticular In addition, in previous research, there has not been a systematicstudy on teaching communication skills for pre-school children aged 5 to 6through the organization of theme-based role play in the northernmountainous region of Vietnam to address the issues: What role does theme-based role play play in the development of communication skills for pre-school children aged 5 to 6? What can be done to ensure the effectiveness ofeducating communication skills for pre-school children aged 5 to 6 throughtheme-based role play in the nursery schools in Vietnam northernmountainous region?
From the above reasons, with the desire to study and evaluate thecurrent status of teaching communication skills for children of 5-6years old through organizing fun activities, developing effectiveeducation measures to improve the quality of teaching communicationskills for children of 5-6 years old in the northern mountainous region,
we chose the thesis "Teaching communication skills to pre-schoolchildren aged 5 to 6 through the organization of theme-based role play
in the northern mountainous area"
2 Aims of the study
On the basis of theoretical and practical research of teachingcommunication skills for pre-school children of 5-6 years old throughtheme-based role play, the thesis proposed the procedure and measures
Trang 8of teaching communication skills for pre-school children of 5-6 yearsold through theme-based role play in order to improve the quality ofteaching communication skills for pre-schoolers of 5-6 years old innursery schools in the Northern mountainous region.
3 Object and participant of the study
3.1 Object of the study
The teaching of communication skills for pre-schoolers of 5-6 years oldthrough the organization of theme-based role-play in nursery schools 3.2 Participant of the study
The relationship between the teaching of communication skills forpre-schoolers of 5-6 years old and the organization of theme-basedrole-play to establish a procedure and measures to organize theme-based role-play to improve the effectiveness of the teaching ofcommunication skills for pre-schoolers aged 5 to 6 through theorganization of theme-based role-play
4 Hypothesis of the study
Teaching communication skills for children of 5-6 years old is animportant task in the educational program in nursery schools to helpchildren adapt to life and prepare children for the first grade Theteaching of communication skills for children of 5-6 years old in thenorthern mountainous area is still limited due to the poor condition ofteachers' capacity, the social environment, and due to the fact that thechildren are mostly of ethnic minorities and the role of the organization
of fun activities, especially theme-based role play has not yet beenexploited.If the procedure and measures of teaching communicationskills through organizing theme-based role play for children of 5-6 yearold can be set up appropriately, they will contribute to improving thequality of teaching communication skills for children of 5-6 years old
in the current northern mountainous region
5 Tasks of the study
Trang 95.1 Developing a theoretical basis of teaching communication skills for school children of 5-6 years old through the organization of theme-basedrole play at nursery schools.
pre-5.2 Surveying and assessing the actual situation of teaching communicationskills for pre-schoolers of 5-6 years old through theme-based role play atnursery schools in Vietnam northern mountainous area
5.3 Proposing a procedure and measures of teaching communication skillsfor pre-school children of 5-6 years old through theme-based role play inVietnam northern mountainous area
5.4 Conducting an experiment to verify the procedure and measures ofteaching communication skills for pre-school children of 5-6 years oldthrough theme-based role-play
6 Methodology, methods and scope of the study
6.1 Methodology of the study
- Structural system view
- Practical view
- Operational and personality views
- The view of approaching the standards of five-year-old childrendevelopment
- The view of teaching life skills for children of 5-6 years old
6.2 Methods of the study
6.2.1 Theoretical research methods
6.2.2 Practical research methods
6.2.3 Supplementary research methods
7 Argument of the study
Teaching communication skills for pre-school children of 5-6 yearsold through theme-based role-play is one of the basic pathways ofdeveloping pre-schooler’s personality
Certain results of teaching communication skills for pre-schoolchildren of 5-6 years old in nursery schools in the northern
Trang 10mountainous region have been achieved but there are still someshortcomings in the procedure, measures and conditions forimplementation.
Teaching communication skills for pre-school children of 5-6 yearsold in nursery schools in the northern mountainous region should becarried out in the established procedure and measures to ensureimplementation conditions contributing to the development of pre-schoolers of 5-6 years old
8 New contributions of the study
8.1 Theoretical perspective
The study contributes to developing the theoretical system of teachingcommunication skills for pre-school children in Vietnam; developing the theory ofteaching communication skills for preschool children aged 5-6 through organizingfun activities mainly based on the approach of personality-activity and life skillseducation; Clarifying the predominance of theme-based role play in teachingcommunication skills for children of 5-6 years old
8.2 Practical perspective
- Assessing the actual situation of communication skills of pre-schoolers aged
5 to 6 through theme-based role play and the status of teaching communicationskills for children of 5-6 years old through organizing theme-based role play in thenorthern mountainous areas of Vietnam
- Setting up a bank of predominant theme-based role play games inteaching communication skills for children of 5-6 years old in thenorthern mountainous region
- Establishing a procedure and measures for the organization of based role play to teach communication skills for children of 5-6 years old
theme-in the northern mountatheme-inous nursery schools theme-in Vietnam today
- The thesis is a reference in research and teaching of preschool
Trang 11education and teaching communication skills for children of 5-6 yearsold through organizing fun activities in nursery schools.
CHAPTER 1 THEORETICAL BACKGROUND OF TEACHING
COMMUNICATION SKILLS FOR PRE-SCHOOL CHILDREN AGED FIVE TO SIX THROUGH THE ORGANIZATION OF THEME-BASED
ROLE PLAY IN NURSERY SCHOOLS 1.1 Literature review
1.1.1 In the world
First research direction: Research on communication
Many authors have been interested in researching this issue, typically Germanphilosopher Ludwig Andreas Feuerbach; Russian researcher Ivan Petrovich
works deeply studied communication, the role of communication in society andthe development of individual personality, and clarified the origin ofcommunication and importance of communication skills, the need for teachingcommunication skills for pre-schoolers and school students
Second research direction: Communication skills and the education of communication skills
In this research direction, there were authors such as: A Toffler;K.D.Usinxki; A.V Zaporozhets- M.I.Lixina; A.G.Ruxkaia; Lev Vygotsky;B.Ph Lomov; Kak - Hai – Nowdich and V.P.Dakharov The works in the worldstudied the importance of communication skills in the structure of human capacity,the role of communication skills in learning, training and professional
Trang 12development; identified communication skills that need to be developed forpeople in general and children in particular
Third research direction: Teaching communication skills for pre-school children through organizing theme-based role play
In this research direction, there were authors such as: philosopher Ludwig
A.P.Uxova; Tara Winterton; A.V Zaporozhets and M.I.Lixina; V.N.Avanesova; A.G Ruxkaia; Dr Miriam Stopard; and A N Pere Klerman.Research projects in the world on teaching communication skills focused on therole of communication for the development of the child's personality, proposedskills and contents of communication skill education to children through activitiesand exchange, especially organizing games for pre-school children
1.1.2 In Vietnam
First research direction: Research on communication
In our country, since the 1970s, there have been many scientific researchprojects on communication such as: Nguyen Thac; Hoang Anh; Nguyen Van Le;Tran Trong Thuy; Nguyen Sinh; Nguyen Ba Minh; Dang Xuan Hoai; Tran VanPhong; Ngo Thi Nu; Ha The Ngu; and Phung Thi Hang The above worksstudied the communication and people’s communication needs in socialrelationships The authors affirmed clearly that communication plays an importantrole in the development of human personality, communication skills are onlyformed through the interaction between people in the society
Second research direction: Research on communication skills and teaching communication skills
In recent years, the issue of communication skills and teaching
Trang 13communication skills has been addressed by many authors: Nguyen VanLe; Ngo Cong Hoan; Hoang Anh; Hoang Thi Anh; Chu Van Duc; NguyenHuu Do; Ngo Giang Nam; Ngo Cong Hoan; Le Xuan Hong; Vu Thi Ngan;Hoang Thi Phuong; Nguyen Van Luy; Tran Thi Tuyet Hoa; Cao ThịXuân; Nguyen Thanh Binh; Nguyen Thi Tinh; Nguyen Thi Thanh Theirprojects studied the role of communication skills in education and careerdevelopment; the need for teaching communication skills to students;necessary communication skills for elementary students Research works
on teaching communication skills for preschool children have beenconducted, however, they were just conducted with special children;children of 3-4 years old; for children 5-6 years of age, however, researchwas in the form of cultural behavior
Third research direction: Research on teaching communication skills for school children through the organization of theme-based role play.
pre-In this research direction, there were the following authors: Nguyen AnhTuyet; Nguyen Van Luy; Tran Thi Tuyet Hoa; Le Xuan Hong; NguyenXuan Thuc; Nguyen Thi Thu Ha and Pham Thi Thu Thuy; Nguyen ThiPhan Their works studied the role of theme-based role play games for thecomprehensive development of children’s personality includingcommunication skills However, there has not been any research in depth onteaching communication skills for pre-school children of 5-6 years oldthrough organizing theme-based role play
Through the review of previous research, there have been many studies
on communication and teaching communication skills for pedagogicalstudents, high school students and pre-schoolers However, there has not
Trang 14been any in-depth research work on teaching communication skills forchildren of 5-6 years of age through the organization of theme-based roleplay at nursery schools in northern mountainous region Therefore, research
on teaching communication skills for children ageed 5-6 through theorganization of theme-based role play in the northern mountainous area ofVietnam is an objective and necessary requirement
1.2.2 Communication skills of preschool children aged 5-6
Communication skills are well-trained manipulations, actions inusing verbal and non-verbal communication means to influence theobject to achieve a certain purpose
1.2.3 Educate communication skills for preschool children aged 5-6
Teaching communication skills for children of 5-6 years old is apurposeful and planned influence process of preschool teachers to help
Trang 15children of 5-6 years of age form and develop well-trained manipulationsand actions in using verbal and non-verbal communication means toinfluence the object to achieve a certain purpose.
1.2.4 Theme-based role-play
Theme-based role-play is a typical game of pre-school children ingeneral and pre-schoolers of 5-6 years old in particular Whenparticipating in the game, children themselves figure out the theme ofplay, find partners, cast roles, find alternative toys to play the game
1.2.5 Teaching communication skills for pre-school children aged
5-6 through the organization of theme-based role play
Teaching communication skills for pre-school children aged 5-6through theme-based role play is a purposeful and planned process, inwhich under the leading role of teachers children of 5-6 years old formand develop well-trained actions in using verbal and non-verbal means
to play a certain character, perform adult social functions and simulatehuman lives in the society
1.3 Key issues of teaching communication skills for children aged 5-6 years in nursery schools.
1.3.1 Communication characteristics of pre-schoolers aged 5-6 1.3.2 Objectives, meanings, principles, contents, methods, forms of teaching communication skills for children of 5-6 years old.
1.3.3 Procedure of organizing communication skill teaching activities for children of 5-6 years old.
1.4 Teaching communication skills for pre-school children of 5-6 years old through organization of theme-based role play in nursery schools.
1.4.1 Advantages of theme-based role play in teaching communication skills for children of 5-6
Trang 16years old.
Theme-based role-play is a type of game in which children simulate
a certain part of adult life in society by playing a character in life toperform their social functions Through theme-based role play, childrenexperience adult life During the game, children must interact withpartners through communication Therefore, the dominance of theme-based role play in the process of teaching communication skills tochildren of 5-6 years old can be seen through the following factors:i) Characteristics of theme-based role play;
ii) Structure of theme-based role play;
iii) Theme and content of the game;
iv) Roles and actions;
v) The inter-relationship between children in the game
From the advantages mentioned above, we can claim that: based role play is a dominant activity in teaching communication skillsfor children of 5-6 years old
theme-1.4.2 The objectives of teaching communication skills to pre-school children of 5-6 years old through the organization of theme-based role
play at nursery schools.
Teaching communication skills for pre-school children of 5-6 yearsold through organization of theme-based role play aims to providechildren with knowledge about the requirements, methods,manipulations of training, creating an environment for children topractice to form the skill of listening comprehension, verbal expression,communication rule implementation in theme-based role play
1.4.3 The contents of teaching communication skills for pre-school children aged 5-6 through the organization of theme-based role play
at nursery schools.
Trang 17According to the five-year-old children's development standard, there are 4areas of development, 28 standards and 120 indexes [7], which specifiesstandards of language and communication development Therefore, in order toachieve these standards, children of 5-6 years need to have the followingspecific communication skills: (1) listening comprehension in theme-basedrole play, (2) verbal expression in theme-based role play, (3) communicationrule implementation in theme-based role play
1.4.4 Methods of teaching communication skills for pre-school children through organization of theme-based role play.
The methods are: using verbal expressions; creating educationalsituations; encouragement
1.4.5 Evaluation of communication skills of pre-school children of
5-6 years old through organization of theme-based role play.
1.4.5.1 Objectives of the evaluation of aged 5-6 pre-school children’s communication skills through theme-based role play.
1.4.5.2 Contents of the evaluation of aged 5-6 pre-school children’s communication skills through theme-based role play.
Achievement levels of each following communication skill of schoolers aged 5-6 when participating in theme-based role play areevaluated:
pre-(1) listening comprehension in theme-based role play,
(2) verbal expression in theme-based role play,
(3) communication rule implementation in theme-based role play
1.4.5.3 Types of evaluation
1.4.5.4 Criteria and rating scale
Trang 18Table 1.1 Criteria and rating scale of aged 5-6 pre-school
children’s communication skills in theme-based role play No
Communi
cation
skills
Specific manifestations
when they are
happy, sad, angry,
in theme-based role play.
Recognize some expressive nuances
of partners’ words when they are happy, sad, angry, scared, worried, .
in theme-based role play
Not recognize the expressive nuances
of partners’ words when they are happy, sad, angry, scared, worried, .
in theme-based role play.
Follow
instructions
regarding the role
and play actions
in theme-based
role play.
Follow all the instructions regarding the role and play actions in theme-based role play.
Follow some instructions regarding the role and play actions in theme-based role play.
Not follow instructions regarding the role and play actions in theme-based role play.
Understand the meaning of some words related to the role and specialized words according to each theme of the play
Not understand the meaning of words related to the role and specialized words according to each theme of the play
Listen, and understand some situations that occur during the game.
Not Listen, and understand situations that occur during the game
Say some full sentences clearly, appropriate to the role.
Not say full sentences clearly, appropriate to the role
Use words that
Trang 193 (Above passed) 2 (Passed) 1 (not passed)
items and tools,
appropriate to the
theme, actions and
situations that
occur in the game.
specific items and tools, appropriate to the theme, actions and situations that occur in the game.
specific items and tools, appropriate to the theme, actions and situations that occur in the game
items and tools, appropriate to the theme, actions and situations that occur
in the game Use simple
to exchange, cast the role, persuade partners to choose a theme, instruct partners in necessary situations.
Use some simple sentences and complex sentences
to exchange, cast the role, persuade partners to choose a theme, instruct partners in necessary situations.
Not Use simple sentences and complex sentences
to exchange, cast the role, persuade partners to choose a theme, instruct partners in necessary situations Establish
Establish some relationships and create some communication situations in theme- based role play
Not Establish relationships and not create communication situations in theme- based role play
Adjust the voice in accordance with some
of the communication situations in theme- based role play.
Not adjust the voice
in accordance with the communication situations in theme- based role play.
Listen to partners
during the game.
Attentively listen to partners during the game
Rarely listen to partners during the game.
Not listen to partners during the game
Not disturb, not
Sometimes disturb, not interrupt partners during the communication process .
Usually disturb, not interrupt partners during the communication process .