Current Status of Teachers' Awareness of Using Materials in Organizing Activities to Develop Skills for 5-6 Year Old Preschool Children.

Good (4 points)

- Identify

right item

Objectives and tasks of QS in HĐCG when suggested;

- Present each QS task when the teacher gives visual and verbal suggestions.

- Use vision to QS objects in a sequence (look from the whole, then to the large and small parts, and finally to the details);

-When encountering signs that are difficult to QS visually, knowing how to coordinate other QS methods (tactile, olfactory, gustatory, ... or combining support tools) but still not flexible

active

- Detect most of the basic aesthetic signs and features of the QS object that are consistent with the creative ideas in the HDCG;

- Name, describe, and explain those characteristics relatively clearly and accurately in language.

- Self-evaluate and take actions to adjust QS methods when suggested.

- Comment relatively clearly on the results of your and your friends' QS tasks when requested.

Average (3 points)

- Identify

correct purpose, QS tasks when instructed;

- QS task presentation is unclear and confusing.

- Use vision to QS objects in no particular order;

- Only combine the use of other QS methods (kinesthetic, olfactory, gustatory)

…) when prompted.

- Detect 50% of the characteristics and aesthetic features of the QS object;

- Name, describe and explain the characteristics and aesthetic features of the QS object that are still wrong.

confused, unclear

Know how to comment, evaluate and adjust actions and QS methods appropriately when adults guide.

Weak (2 points)

- Having difficulty and confusion when determining QS goals and tasks;

- Difficulty presenting QS tasks

the objects described.

- Using vision to QS an object is very superficial;

- Only combine the use of other QS methods (kinesthetic, olfactory, gustatory)

…) when instructed, give specific examples.

Detecting some aesthetic features of the QS object, naming these aesthetic features is not accurate.

Only evaluate the performance of your own and your friends' QS tasks when adults give detailed instructions and suggestions.

Poor (1 point)

Children are indifferent, have difficulty determining the purpose and tasks of QS, and are constantly confused despite being taught.

instruct.

Glance at the QS object, not knowing how to choose other QS methods to identify the object's characteristics.

Only 1 to 1 detected

2 aesthetic features of the QS object, cannot describe those aesthetic features.

Not knowing how to self-evaluate and evaluate your and your friends' QS results.

Maybe you are interested!

- The total score of each exercise is evaluated as follows:

Average Level: Good Level:

Good Level:

Poor Level: Weak Level:

Total score of each exercise < 4

Total score of each exercise from 4 to < 8 Total score of each exercise from 8 to < 12 Total score of each exercise from 12 to < 16

Total score of each exercise from 16 to 20

2.2. Results of current research

2.2.1. Current status of teachers' awareness of using VLTN in organizing activities to develop scientific research skills for 5-6 year old preschool children.

a/ Teachers' awareness of using VLTN in organizing activities to develop knowledge and skills for 5-6 year old preschool children

Table 2.6. Teachers' awareness of using VLTN in organizing HĐCG to develop scientific research skills for 5-6 year old preschool children

STT

GVMN's awareness

Quantity (Qty)

Ratio (%)

It is a visual teaching process that helps teachers exploit and use visual aids as the main teaching aids to organize specific forms of teaching activities with the basic goal of training and

Developing KNQS for 5-6 year old preschool children.

30.0

It is the process in which teachers teach children how to identify QS tasks and choose appropriate QS methods during the organization process.

HDCG uses VLTN.

16.7

It is the process in which teachers teach children how to detect and describe objects.

QS image in the process of organizing HDCG using VLTN.

25.3

It is the process in which teachers teach children to evaluate and compare QS results.

in the process of organizing HDCG using VLTN.

28.0

Table 2.6 shows that the awareness of preschool teachers on the issue of using VLTN in organizing teaching activities to develop knowledge and skills for preschool children aged 5-6 is not really uniform and scattered, in which only 30% of teachers have full and correct awareness on the issue of using VLTN in organizing teaching activities to develop knowledge and skills for children, stating that "Using VLTN in organizing teaching activities to develop knowledge and skills for preschool children aged 5-6 is a visual teaching process that helps teachers exploit and use VLTN as the main teaching aids to organize specific forms of teaching activities with the basic goal of training and developing knowledge and skills for preschool children aged 5-6". The remaining 70% of teachers have incomplete, biased, and lacking awareness. They commented that the use of VLTN in organizing teaching activities only develops one component skill in the structure of children's knowledge of quality control, of which 16.7% commented that "it is the process of teaching children how to identify quality control tasks and choose appropriate quality control methods" , 25.3% commented that "it is the process of teachers teaching children how to detect and describe quality control objects" and 28% commented that "it is the process of teachers teaching children how to evaluate and compare quality control results".

The above results show that the majority of surveyed teachers have inadequate awareness of children's knowledge of natural sciences and the nature of using natural sciences in organizing activities to develop knowledge of natural sciences for 5-6 year old preschool children in a unified and logical manner. Through a conversation with Ms. Pham Thi O. (Thanh Binh Kindergarten), we learned that: "Most preschool teachers are not trained, fostered and equipped with knowledge related to developing knowledge of natural sciences for children as well as the issue of using natural sciences in organizing activities to develop knowledge of natural sciences for children, so many teachers do not fully understand the nature of this activity, so that activities using natural sciences are still being implemented but the quality and effectiveness of developing knowledge of natural sciences for children are not high".

b/ Teachers' awareness of the necessity of using VLTN in organizing activities to develop knowledge and skills for 5-6 year old preschool children

Very necessary

Necessary

0% Required

23%

Very necessary 77%

Figure 2.1. Preschool teachers' awareness of the necessity of using VLTN in organizing activities to develop knowledge and skills for 5-6 year old preschool children

The results obtained in chart 2.1 show that the teachers in the survey were aware of the necessity of using VLTN in teaching activities to develop children's knowledge and skills. 77% of opinions said that using VLTN in teaching activities is very necessary for the development of knowledge and skills of 5-6 year old preschool children, because they are very aware of the role of teaching activities using VLTN in teaching activities to create an environment with the necessary conditions for the process of training and developing knowledge and skills for 5-6 year old preschool children. 23% of opinions said that using VLTN in teaching activities is necessary for the development of children's knowledge and skills. Teachers who chose this level also recognized the effectiveness of using VLTN in teaching activities to develop knowledge and skills and organized this activity regularly in practice. There were no opinions that the use of VLTN in teaching activities was not necessary for the development of children's knowledge and skills.

The above results show that, although most teachers do not have a correct understanding of the nature of developing children's knowledge and skills in activities using natural materials, they are all very aware of the necessity of using natural materials in organizing activities to develop children's knowledge and skills. Teacher Nguyen Ngoc H (Hai Tan Kindergarten) shared: "Natural materials have a great attraction for children, when they are regularly exposed to and practice.

When combined with VLTN, children actively explore and discover these friendly materials and easily come up with creative ideas with those materials. Children are very interested in VLTN when they are exposed to and create shapes, such as exclaiming when discovering new things, admiring when seeing beautiful, strange pieces of VLTN. When creating shapes with VLTN, children feel comfortable and participate in activities more actively.

Thus, most of the surveyed preschool teachers are clearly aware of the necessity of using VLTN in organizing HĐCG for the process of developing knowledge and skills for 5-6 year old preschool children.

c/ Teachers' awareness of HĐCG in developing knowledge and skills for 5-6 year old preschool children

Table 2.7. Teachers' awareness of HĐCG in developing scientific knowledge for 5-6 year old preschool children

STT

GVMN's awareness	Number quantity	Ratio (%)
1	HDCG creates an attractive, aesthetically pleasing environment with favorable conditions for training and developing military skills for children	121	80.7
2	The quality of HDCG depends a lot on the development. Children's KNQS	99	66.0
3	HDCG has created an environment to practice and develop the senses. children's	35	23.3
4	HDCG has created an environment to practice spiritual qualities. such as memory, thinking, language, attention in children's cognitive skills	62	41.3
5	HDCG has created an attractive, aesthetically pleasing environment to Cultivating emotions, feelings and personal interests in children's KNQS	72	48.0

The results of Table 2.7 show that most preschool teachers have some understanding of the activities in developing children's cognitive skills for 5-6 year old preschool children. 80.7% of teachers chose "Cultural activities create an attractive, aesthetic environment with favorable conditions to practice and develop children's cognitive skills" ; 66% chose "The quality of Cultural activities depends a lot on the development of children's cognitive skills" , these are the 2 expressions with the highest percentage of teachers choosing. The number of opinions choosing Cultural activities to create an environment to practice the senses, psychological qualities, emotional feelings and personal interests in children's cognitive skills accounted for 23.3%, 42.3% and 48% respectively.

Most of the teachers surveyed were only aware of some aspects of the role and relationship of the activities and relationships with the development of children's knowledge and skills. However, each teacher has a different way of assessing and evaluating. Through a conversation with Ms. Nguyen Thi L, Nguyen Anh H (Hoa Sen Kindergarten), we learned: "Most preschool teachers have not been trained, fostered and equipped with knowledge related to the development of knowledge and skills for children and the process of using natural resources in organizing activities and activities to develop knowledge and skills for children, so they do not clearly understand the nature and role of activities and activities in the development of children's knowledge and skills, so the assessments they make are not consistent, complete and accurate."

d/ Teachers' awareness of the manifestations of KNQS of 5-6 year old preschool children in the teaching activities using natural materials

Table 2.8. Expressions of KNQS of 5-6 year old preschool children in the teaching activities using VLTN

STT

Expression of KNQS	Number quantity	Ratio (%)
1	Correctly identify the objectives and tasks of the QS object described. and VLTN corresponding to the assembling task;	72	48.0
2	Select the method of surveying the described object and flexible VLTN, suitable for QS tasks;	89	59.3
3	Accurately detects characteristic features of the described object and natural shaping materials (structure, shape, color) color, size, spatial position...);	45	30.0
4	Fully capture the general aesthetic characteristics of the QS object and visual materials needed for descriptive content;	136	90.7
5	Describe QS results in clear, concise language;	81	54.0
6	Quickly contact QS results of descriptive objects and materials visual materials with descriptive content.	42	28.0

The results of Table 2.8 show that the majority of teachers have a certain understanding of the manifestations of KNQS in the process of organizing activities using children's natural materials. 90.7% of teachers choose: Fully grasp the general aesthetic characteristics of the observed object and the necessary visual materials for the description content and 59.3% choose: Choose a flexible way to survey the described object and natural materials, suitable for the QS task , these are the 2 manifestations of KNQS in organizing activities using children's natural materials chosen by teachers with the highest rate. 54% choose the expression Describe the observation results in clear, coherent language and 48% choose Correctly identify the observation objectives of the described object and natural materials corresponding to the piecing task . The number of opinions choosing the expression Accurately detecting the characteristic signs of the described object and the natural shaping material (structure, shape, color, size, spatial position...) accounted for 30%, and Quickly connecting the results of the QS of the described object and the shaping material with appropriate description content was 28%. These were the 2 expressions with the lowest percentage of teachers choosing, no teachers gave other expressions.

Most of the surveyed teachers were only aware of some aspects of the manifestations of KNQS in the process of organizing activities using VLTN for children. However, each teacher has a different way of identifying and evaluating the manifestations of KNQS of children in this activity. Through talking with Ms. Dang Thi H, Nguyen Tuyet A (Hoa Su Kindergarten), we learned: "Most preschool teachers are not trained, fostered and equipped with knowledge related to KNQS and the manifestations of KNQS in the process of using VLTN to organize activities using VLTN for children, so many teachers do not clearly understand the nature and manifestations of KNQS in this activity, so their assessments are not consistent."

The survey results show that most of the teachers surveyed were aware of the core issues of using VLTN in organizing teaching activities, the necessity of using VLTN in organizing teaching activities to develop children's knowledge and skills for preschool children aged 5-6, teaching activities and the development of children's knowledge and skills and the manifestations of children's knowledge and skills in this activity. However, their awareness was incomplete, inaccurate, not comprehensive, not focused and had many limitations regarding the knowledge and skills of 5-6 year old preschool children and the use of VLTN in the process of organizing teaching activities to develop children's knowledge and skills.

2.2.2. Current status of teachers using VLTN in the process of organizing activities to develop children's knowledge and skills

2.2.2.1. Current status of using VLTN in organizing HĐCG to develop children's knowledge and skills of GVMN

a/ Determine the goal of using VLTN in the process of organizing HĐCG to develop children's military skills

Table 2.9. Objectives of using VLTN in the process of organizing activities to develop children's knowledge and skills of preschool teachers

STT

Target	Number quantity	Ratio (%)
1	Forming children's attitudes, feelings and interest in activities Observe VLTN during the organization of HĐCG	42	28.0
2	Improve children's cognitive performance during the process QS, looking for patchwork materials	62	41.3
3	Nurture children's research skills and develop their ability to proactively search. and select appropriate QS methods and evaluate QS effectiveness	45	15.0
4	All of the above	119	79.3

The results of Table 2.9 show that the majority of preschool teachers have certain understanding and identify the goals of using VLTN in the process of organizing activities to develop children's knowledge and skills. 79.3% of preschool teachers with correct awareness have selected all the goals. The number of preschool teachers choosing to identify 1 or 2 goals of using VLTN in the process of organizing activities to develop children's knowledge and skills is from 15% to 41.3%.

It can be seen that most teachers have clearly seen the role and importance of using VLTN in the process of organizing activities to develop children's knowledge and skills. However, to determine the goal of using VLTN in the process of organizing activities to fully develop children's knowledge and skills is still limited.

Talking with teacher Le Thi H (Nhi Chau Kindergarten), we learned: "Most of us, when determining the goals in the plans for organizing creative activities using natural materials for children, often pay attention to the specific goals of creative activities to form knowledge and skills in children or aim at the results of creative activities such as what kind of assembled products children can make because in our opinion, these are the main goals that need to be aimed at in creative activities. Therefore, the goals we choose do not emphasize much on training and developing creative skills for children."

b/ Implement the content of using VLTN in the process of organizing activities to develop children's knowledge and skills.

STT

Content

Implementation level (n=150)

Average

Rank

Often

through 3 points

Please

2d occasionally

Less than 1 point

(%)

Use VLTN as visual aids to illustrate the organization process.

QS function, forming in children a positive attitude towards the QS process

42.0

51.3

6.7

2.35

Using VLTN to help children orient their goals, determine QS tasks and acquire QS techniques, forming the ability to choose

Select QS method

12.7

64.0

23.3

1.95

Using VLTN as the main teaching tool in fostering scientific knowledge, collecting information about the described object, learning and

selection of patchwork materials

8.7

21.3

105

70.0

1.37

Using VLTN creates many opportunities and

contexts to foster and strengthen children's military skills

1.3

12.7

129

86.0

1.15

Average score

1.71

Table 2.10. Teachers of preschool children implement the content of using VLTN in organizing activities to develop knowledge and skills for 5-6 year old preschool children.

Note: Low level: 1.00 ≤ GPA <1.15; Average level: 1.15 ≤ GPA < 2.41; High level: 2.41 ≤ GPA≤ 3.00.

With the average score of 1.71, it shows that the current situation of preschool teachers implementing the content of using natural materials in the process of organizing teaching activities to develop children's knowledge and skills is only at the average level . This means that teachers in the surveyed preschools have not covered and fully implemented the content of using natural materials in the process of organizing teaching activities to develop children's knowledge and skills. The level of implementation of the content of using natural materials in organizing teaching activities to develop children's knowledge and skills for 5-6 year old preschool teachers is different and inconsistent.

Most teachers have seen the need to implement the content of using VLTN in the process of organizing teaching activities to develop children's knowledge of quality control. The content " Using VLTN as visual aids to illustrate the process of organizing quality control, forming children's positive attitudes towards the quality control process" has the highest percentage of teachers choosing and implementing it most often, taking the number 1 position with an average score of 2.35. The percentage of teachers choosing to implement the content "Using VLTN as visual aids to illustrate the process of organizing quality control, forming children's positive attitudes towards the quality control process" has the highest percentage of teachers choosing and implementing it most often, ranking first ...

Using VLTN to help children orient their goals, determine QS tasks and acquire QS techniques, and form the ability to choose QS methods ‖ ranked second with an average score of 1.95. In fact, using VLTN as the main teaching tool in fostering QS skills, collecting information about the described object, researching and selecting composite materials and using VLTN to create many opportunities and contexts to foster and consolidate QS skills for children were also chosen by teachers, but the level of regular implementation was very low, only reaching an average score of 1.37 and 1.15.

The reason for this result is that, when developing the content of organizing activities using VLTN for children, preschool teachers often base it on the preschool education program and the content prescribed in the preschool education program. The content of developing children's knowledge and skills has not been clearly shown as an element in the preschool education program, so teachers are very confused when developing and organizing activities, often do not integrate this content into their activities, the choice of implementing the content of using VLTN in organizing activities to develop knowledge and skills for 5-6 year old preschool children by preschool teachers also shows incomplete and inaccurate feelings.

c/ Implement forms of using VLTN in organizing HĐCG to develop knowledge and skills for 5-6 year old preschool children of GVMN

Table 2.11 . Forms of GVMN using VLTN in organizing activities to develop knowledge and skills for 5-6 year old preschool children

S TT

Forms	Implementation level (n=150)						Average	Rank
	Often through		Please occasionally		Less progress
	SL	TL (%)	SL	TL (%)	SL	TL (%)
1	Pattern matching lesson;	89	59.3	36	24.0	25	16.7	2.43	1
2	Lesson time to match the topic available resources	45	30.0	77	51.3	28	18.7	2.11	4
3	Lesson time to match the topic optional	16	10.7	52	34.7	82	54.6	1.56	7
4	HDCG combined with fun in class	37	24.7	77	51.3	36	24.0	2.01	6
5	HDCG combined activities outdoor	77	51.3	73	48.7	0	0	2.33	2
6	HDCG in free time while at school	45	30	87	58	18	12	2.14	3
7	HDCG in art activities synthesis	37	24.7	28	18.7	85	56.6	2.05	5
	Average score							2.09

Note: Low level: 1.00 ≤ GPA <1.93; Average level: 1.93 ≤ GPA <2.43; High level: 2.43 ≤ GPA≤ 3.00.

With the average score of 2.09, it shows that the forms of using VLTN in organizing HĐCG to develop the capacity for 5-6 year old children of GVMN are expressed at the Average level . The level of exploitation and use of forms of using VLTN in organizing HĐCG