Current Status of Observation Skills of 5-6 Year Old Preschool Children in Puzzle Activities Using Natural Materials

- Means and conditions of organization

The surveyed teachers exploited and used locally available natural materials of plant origin including: some types of leaves, flowers, branches, seeds, nuts... in the process of organizing activities to develop children's knowledge and skills, as shown in all 80 plans (100%). Only 11 teachers (14%) exploited and used natural materials of animal and inorganic origin.

The surveyed preschools are all fully equipped with facilities such as shelves, boxes, cabinets, etc. to display the materials and models, and assembled products. The tools used by preschool teachers are usually simple, mainly: glue, pins for flowers and leaves, or clay to stick the materials together.

In summary, through analyzing lesson plans, observing lessons and directly interviewing preschool teachers in the survey, we found that: the use of natural materials in organizing activities to train children's knowledge of defense and security has not been given due attention and focus by preschool teachers. The determination of goals, implementation of content, implementation of forms, methods and measures for using natural materials in organizing activities to develop children's knowledge of defense and security still reveals many limitations and shortcomings that need to be adjusted. Preschool teachers have been aware of training children's knowledge of defense and security in the process of organizing activities using natural materials, but these activities are often spontaneous, without clear content and plans, so the results are not high. Therefore, it is very necessary to select and develop appropriate educational measures, promote the advantages and favorable conditions that activities using natural materials create towards the goal of training and developing children's knowledge of defense and security to achieve higher results.

2.2.3. Current status of observation skills of 5-6 year old preschool children in assembling activities using natural materials

2.2.3.1. The level of expression of KNQS of 5-6 year old preschool children through experimental exercises

To clarify the current status of the level of KNQS expression of 5-6 year old preschool children, we conducted a survey through 02 assessment exercises. [Appendix 6]

Table 2.15. Results of the survey on the knowledge and skills of 5-6 year old preschool children according to the measurement exercises

Exercise name

Number

number of children

Level of children's KNQS expression (%)

Good

Rather

Weak

Least

BT1: Choose the right type of leaves to use to weave the lanterns.

Weathercock.

120

5.8

30.8

33.3

26.7

3.3

10.85

3.81

BT2: Choose suitable types of construction materials to create a deer model.

turtleneck

120

9.2

32.5

41.7

16.7

11.88

3.25

Average score

11.37

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The results of table 2.15 show:

Exercise 1 has an average score of X 10.85, with the average score (mainly in the 9 to 12 point range) accounting for 33.3%. The percentage of children with weak scores is 26.7% and poor scores is 3.3%, only 7 children (5.8%) have good scores (3 children have 17 points and 4 children have 18 points). The highest score that children achieved in this exercise is 18 (4 children achieved) and the lowest is 4 (1 child achieved).

Directly observing children, we found that: Some children identify the QS task relatively quickly, but most children are still slow and cannot identify the QS task without analysis, guidance and explanation from the teacher. Children already know how to use their senses to examine the leaves, some children already know how to use eye and hand coordination to look, touch, stroke or point to the outline of the structure and surface of the leaves to compare, contrast and make analysis and judgments but sometimes still make mistakes, some others when surveying the object are still passive, mechanical, some children only glance at it. Many children have limited QS skills so it is difficult to detect and remember the typical characteristics of the object, so when choosing the result is not accurate, most children are influenced by the color tone characteristics of the leaves so they are confused, have to choose again many times, so the rate of children achieving average, weak, poor scores when doing this exercise is still high.

The exercise with a higher percentage of children scoring is exercise 2, shown in the value of X ( 11.88). In this exercise, the percentage of children scoring at a good level (from 17 to 20 points) is 11 children, accounting for 9.2%, the fair level (from 13 to 16 points) accounts for 32.5%, and no children scored at a poor level in this exercise. The highest score a child achieved in this exercise was 19 (1 child achieved) and the lowest was 6 (4 children achieved). Directly observing children when measuring, we found that: The number of children who understand and receive the QS task quickly is still small, some children know how to choose the appropriate senses to survey the QS object but sometimes they are still confused, not really suitable, need the help and suggestions of the teacher to come up with the correct choice, the ability to apply thinking operations to analyze and make judgments about the QS results of children is still limited, so most of the children's exercise results are not high, the ability to use language to describe the QS results of children is still limited, children are lazy and not confident when making comments or describing the QS results.

Observing Nguyen Huy S (Hoa Sen Kindergarten) when doing the exercise "Choosing the right type of leaves to make pinwheels" , we noticed that he only glanced at the leaves and photos of pinwheel models with a very indifferent attitude, then gave options without using other senses to examine the object, so he often chose the wrong option. When asked to describe the results of the QS, he was very confused and could not describe or explain the results of the QS coherently for others to understand. Observing 3 other children Nguyen Thanh L, Tran Dinh H and Le Phuong A (Nhi Chau Kindergarten), we also noticed that these children were very lazy to describe and explain their QS results in language. When the teacher asked them to describe, they answered very hesitantly, answering only when asked, incoherently. This also partly reflects the reality of the process of organizing activities using VLTN for children. GVMN rarely organizes for children to give comments or describe their QS results.

Surveying 2 exercises with the tasks "Choosing the right type of leaves to use to weave Pinwheels" and "Choosing suitable types of VLTN to create a model of a Giraffe" can see: Children's ability to identify QS tasks in exercise 2 is better than in exercise 1. After identifying the QS task, some children quickly used the appropriate senses to survey the object, but the QS results were not outstanding. The reason is that most children are often hasty, hasty, and not persistent in the QS process, so they often make mistakes when identifying difficult-to-detect signs of VLTN. Some children do not have the ability to detect and describe QS results, and often judge QS results based on emotions or are influenced by

are greatly influenced by the color signs of the materials, so they "choose randomly". Based on the statistical scores when measuring children's KNQS expression through exercises, we found that most children with KNQS only stopped at the early stage of development, shown in the very high proportion and number of children achieving scores corresponding to the levels of Average, Weak and Poor, while the number of children with KNQS reaching a higher level expressed at the level of Good assessment is not much.

2.2.3.2. Level of expression of KNQS of 5-6 year old preschool children according to criteria

In this study, we evaluated the knowledge of preschool children aged 5-6 through 2 measurement exercises (Appendix 2) with 4 criteria corresponding to 4 component skills: Knowledge of determining knowledge tasks; Knowledge of using knowledge methods; Knowledge of detecting and describing knowledge results; Knowledge of evaluating and comparing knowledge results. The results of the survey on the levels of knowledge expression of 120 preschool children aged 5-6 in 03 preschools: Hoa Sen preschool, Nhi Chau preschool, Hoa Su preschool in Hai Duong city, Hai Duong province. The results are as follows:

Table 2.16. Results of children's KNQS survey according to criteria

The criteria

Level of expression of KNQS (%) (n=120)					X	Sort class
Good	Rather	TB	Weak	Least
1. KN determines QS tasks	3.3	19.2	55.8	13.3	8.3	2.96	1
2. KN uses QS method	5.0	16.7	54.2	15.0	9.1	2.93	2
3. KN detects and describes QS results	5.0	22.5	32.5	26.7	13.3	2.79	4
4. KN evaluates and compares QS results	5.8	15.0	46.7	20.8	11.7	2.83	3
Average score						2.88

55.8

54.2

46.7

19.2

32.5

26.7

22.5

20.8

16.7

13.3

8.3

9.1

11.7

3.3

5.8

1. KN determines QS tasks

2. KN uses QS method

3. KN discovery and description

QS result description

4. KN evaluates and compares QS results

The KN

Good Fair Average Poor

Average score

Note: Low level: GPA ≤ 2.79; Average level: 2.83 ≤ GPA < 2.93; High level: 2.96 ≤ GPA≤ 3.00

Chart 2.2: Level of expression of KNQS of 5-6 year old preschool children

Table 2.16 and chart 2.2 show:

With the average score of 2.88, it shows that the knowledge and skills of 5-6 year old preschool children are being surveyed and evaluated at the Average level . Each criterion corresponds to each component knowledge in

The children's QS structure has different levels of expression. In which, the QS task identification skill has the highest survey result of 2.96 but is only 0.08 higher than the average level of 2.88. The second highest skill is the QS method usage skill with a survey result of 2.93, 0.05 higher than the average level. The remaining two skills are the QS detection and description skill and the QS evaluation and comparison skill with survey results lower than the average level, expressed as 2.79 and 2.83 respectively.

The skills of 5-6 year old preschool children are shown in Table 2.16 and the survey results of each criterion correspond to the component skills and are clearly shown in the chart.

2.4 shows us: very few children have the level of KNQS expression at the Good level (only 3.3% to 5.8%), the Average level always has the highest rate (from 32.5% to 55.8%) in all the component skills of KNQS. Specifically:

- Skills in identifying QS tasks : The number of children showing the lowest level of skills in identifying QS tasks was Good, 3.3%; Fair, 19.2%; Average, 55.8%; Weak and Poor, 13.3% and 8.3%, respectively. The above data shows that very few children fully and accurately identify the QS tasks set by the teacher; the number of children who correctly identify QS tasks at the Fair level is not high; most children only show this skill at the Average level. A significant number of the remaining children can only identify very few QS tasks (ie only show the skills in identifying QS tasks at the Weak and Poor levels). Children's skills in identifying QS tasks are still shown at the Average level.

- Skills in using the QS method : The number of children with the lowest level of Good skills in using the QS method is 5.0%; the Fair level is 16.7%; the Average level is the highest level is 54.2%; the Weak level is 15.0%; the Poor level is 9.1% of the total number of children surveyed. Accordingly, very few children choose and use the QS method suitable for the subject, most children choose not really suitable, showing that most children only show an average level of flexibility in choosing the right senses right from the first time to perceive and survey the object during the QS process. The rate of children showing this skill at the Fair level is not really high, the rate of children with this skill at the Weak and Poor levels is still large, showing that many children still have difficulty and confusion when choosing the QS methods suitable for the subject.

- Skill in detecting and describing QS results : The number of children achieving the Good level in this skill accounts for the lowest percentage of 5.0%; the Fair level accounts for 22.5%; the Average level accounts for the highest percentage of 32.5%; the Weak and Poor levels account for 26.7% and 13.3% respectively of the total number of children. It can be seen that very few children fully detect the characteristic signs of the QS object in accordance with the creative ideas in the HDCG and correctly name those signs, which is shown in the percentage of children achieving this skill assessment score at the Average level, especially, the number of children expressing this skill at the Weak and Poor levels still accounts for a high percentage (both above 10%). Accordingly, very few children are able to clearly describe and explain in coherent language the characteristic signs of the object that has been QS, most children have difficulty and confusion when commenting and reasoning about making QS conclusions in language.

- Skills in evaluating and comparing QS results : Number of children who regularly evaluate and take actions to adjust QS methods to better suit the QS target, know how to give accurate comments on the results of their own and their friends' QS tasks when required to achieve

The Good level accounts for the lowest percentage of 5.8%; the Fair level accounts for 15.0%; the Average level accounts for the highest percentage of 46.7%; the Weak and Poor levels account for 20.8% and 11.7% respectively. According to the above data, very few children demonstrate this Skill Well, the majority can only perform at the Average level. The percentage of children with this Skill at the Fair level is still low, the Weak and Poor levels account for a high percentage (both above 10%). Thus, it can be seen that very few children can make regular and accurate comments on the results of performing the QS task in order to take actions to adjust the QS method to better suit the QS subject.

2.2.3.3. Level of expression of KNQS of 5-6 year old preschool children by gender

Table 2.17. Results of KNQS expression of 5-6 year old preschool children by gender

Skills

Boys (n = 63)	Girls (n = 57)
1. KN determines QS tasks	2.96	2.92
2. KN uses QS method	2.93	2.91
3. KN detects and describes QS results	2.79	2.75
4. KN evaluates and compares QS results	2.75	2.83
Medium	2.86	2.85

The survey results showed that the level of KNQS expression in the organization of HĐCG using VLTN between boys and girls was not much different, in which boys expressed KNQS better than girls (overall average was 2.86 compared to 2.85) (Appendix 8). However, this difference was not statistically significant because the results of the Independent Samples Test showed that p>0.05 (sig =0.875).

2.95

2.9

2.85

2.8

2.75

2.7

2.65

2.6

2.96

2.92

2.93

2.91

2.83

2.79

2.75

1. KN determines QS tasks

2. KN use 3. KN detection and 4. KN evaluation, the QS method describes the QS result and projects the QS result

The KN

Boys Girls

Average score

The specific results are shown in the following chart:

Chart 2.3. Comparison of KNQS expression of 5-6 year old preschool children by gender

The chart above shows that both boys and girls demonstrate the best skills in identifying QS tasks . Boys demonstrate 3 skills including: skills in identifying QS tasks , skills in using QS methods, skills in detecting and describing QS results better than girls; girls demonstrate skills in evaluating and comparing QS results better than boys. However, this difference is not statistically significant because P>0.05. (Appendix 8)

2.2.3.4. General overview of children's observation skills

From the results of a survey on the current status of the development of knowledge and skills of 5-6 year old preschool children in kindergarten, we would like to make some comments as follows:

- The level of development of QS skills of children in the survey group only reached the Average level, in which the skills to identify QS tasks were best demonstrated but most of them only reached the Average level, followed by the skills to use QS methods, while the skills to detect and describe QS results were the worst (at a low level).

- Children always show interest and desire to explore and learn about the QS object, however, during the QS process, children do not know how to accurately determine the QS task, do not know how to flexibly coordinate the use of QS methods suitable for each type of QS object, most children only use vision to QS mainly, very few children know how to coordinate other QS methods.

- Children are able to detect and describe QS objects but not completely or accurately. Many children have difficulty describing QS results.

- Skills in evaluating and comparing QS results are also very limited. Children know how to comment on their own QS results and those of their friends, but it is often subjective, inaccurate, and not frequent if not reminded by the teacher.

- Children's cognitive skills are still limited, the information they provide about the cognitive object is superficial and not very accurate, very few children are able to detect the hidden characteristics of the cognitive object.

2.2.4. Factors affecting the current situation of using VLTN in organizing HĐCG to develop scientific research skills for 5-6 year old preschool children

43.3

39.2

33.3

29.2

21.7

18.3

9.2

5.8

On the children's side On the teachers' side On the facilities Factors

influence pill

other

Advantages and disadvantages

Advantages Disadvantages

Average score

2.2.4.1. Advantages and disadvantages of using VLTN in organizing HĐCG to develop scientific research skills for 5-6 year old preschool children

Chart 2.4. Advantages and disadvantages in the process of using VLTN to organize HĐCG to develop scientific research skills for 5-6 year old preschool children in kindergarten

a/ Advantages:

The advantage for children was chosen by 39.2% of teachers. They said that children really like QS and creating shapes with VLTN because of the new appeal of this material.

The advantage from the teacher side is chosen by 33.3% of preschool teachers. The preschool teachers asked all said that: Preschool teachers love their job, love children, are skillful and passionate about exploring and creating new things, this is a favorable condition for using VLTN in organizing activities to develop children's knowledge and skills.

The advantages of facilities and other influencing factors have a lower percentage of GVMN choosing, respectively 18.3% and 9.2%. The advantages of facilities pointed out by GVMN are that preschools are equipped with the best facilities for children's assembly and shaping lessons. Other advantages include: Hai Duong is a province with a large and fertile natural land area divided into two main regions: the midlands and the plains, so the local source of natural materials is very diverse, rich, easy to find, and can be collected from children's surrounding life.

b/ Difficulties:

According to teachers' assessment, the difficulties they encounter when using VLTN in organizing teaching activities to develop children's ability to think creatively come first from the children. Most children have not really felt and exploited the aesthetic characteristics of VLTN used in teaching activities. Children's shaping techniques with VLTN are still very limited, so the children's collage products are not really attractive and appealing, and the effectiveness of teaching activities is not high. Part of the reason is that children do not know how to choose and use appropriate teaching methods for their subjects and are lazy to use language to describe teaching results. Preschool teachers are aware of this problem, but because the number of children in each preschool class is too large, teachers are not able to care for, adjust, shape and train each child in the process of organizing teaching activities using VLTN.

The second difficulty is the lack of facilities, mainly the lack of diverse sources of natural materials. Most preschools are located in Hai Duong city, Hai Duong province. Due to the rapid urbanization in cities, land for nature and gardens is increasingly limited in schools as well as in the surrounding lives of children. Natural materials are increasingly scarce, which creates difficulties in finding sources of natural materials to organize activities for children. This idea has the highest rating of 43.3%. The alternative solution often chosen by preschool teachers is to use artificial materials, recycled materials that are both beautiful and durable to decorate and create an environment without having to spend a lot of time searching and collecting.

Teachers also face many difficulties, due to the nature of their profession, the pressure of working hours of preschool teachers in a day is too long and spread out, in addition, the pressure of work is also quite high, preschool teachers have to invest in preparing lesson plans, building all kinds of educational plans, making toys and equipment, approaching the continuous changes and development of the preschool education program.

A few other opinions, accounting for 5.8%, said that the content of developing scientific research skills has not been mentioned and specified in the content of developing scientific research activities and scientific research activities in the preschool education program, so in the process of organizing scientific research activities using natural materials for children, preschool teachers have not really paid attention to developing this skill.

When conducting interviews with teachers to learn more specifically about their difficulties and advantages in the process of using VLTN in organizing activities to develop knowledge and skills for 5-6 year old children. Teacher Nguyen Thi H (Hai Tan Kindergarten) added: "There are many types of VLTN that are difficult to preserve, for example, in the fall there are many beautiful yellow leaves, children really like knowledge and have many ideas to create shapes with those leaves, but teachers collect and preserve them and after only a few days, those leaves have changed color, no longer have the original appeal to children". This is also a difficulty and challenge that teachers encounter when organizing activities with this type of material. In addition, teacher Nguyen Thi H also said, "Some parents do not have the right awareness about these lessons, they are always afraid that the lessons do not ensure hygiene and safety for children" , this is also the reason why teachers reduce the interest and enthusiasm of teachers in this activity.

2.2.4.2. The influence of factors on the use of VLTN in organizing HĐCG to develop scientific research skills for 5-6 year old preschool children in kindergarten.

There are many factors that influence the use of VLTN in organizing HĐCG to develop KNQS for 5-6 year old preschool children in kindergarten. Some factors come from the characteristics and development of the individual child, some factors come from the ability of the teacher, but there are also some factors from the educational environment in the kindergarten, family, community and cultural and social activities taking place around the child. Specific results are shown in table 2.18 .

Table 2.18. Influence of factors on the use of VLTN in organizing HĐCG to develop scientific research skills for 5-6 year old preschool children

S TT

Influencing factors	Level						Average	Rank
	Very photo enjoy		Affect		Few photos enjoy
	SL	TL (%)	SL	TL (%)	SL	TL (%)
1	Characteristics and development of young individuals							2.58	1
	Children's cognitive characteristics	98	65.3	32	21.3	20	13.3	2.36	4
	Children's positivity and initiative	78	52.0	52	34.7	20	13.3	2.39	3
	Knowledge of creation techniques basic child shape	130	86.7	20	13.3	0	0	2.87	1
	Knowledge and experience capital the world around and basic knowledge about HDCG	110	73.3	30	20	10	6.7	2.67	2
2	Teacher's ability							2.53	2
	Correct and complete attitude and awareness about goals, content, methods and forms Developing children's skills in HĐCG organization	66	44	64	42.7	20	13.3	2.31	4
	Love and passion for collage art, QS ability and aesthetic perception	78	52	62	41.3	10	6.7	2.45	3

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