12/25 teachers chose this, accounting for 48% of the teachers asked. In third place are the contents: Getting acquainted with the alphabet; Scientific discovery, both chosen by 10/25 teachers, accounting for 40%. Next are the 3 contents: Discovering social phenomena; Getting acquainted with literary works; Developing children's perception, both chosen by 9/25 teachers, accounting for 36%. Content: Listening and understanding simple words, only chosen by 8/25 teachers at this level, accounting for 32%.
- The frequency level is also chosen by many teachers. Specifically, in the content: Getting acquainted with literary works, 15/25 teachers chose it, accounting for 60% of the teachers asked. Next are the contents: Discovering social phenomena; Listening and understanding simple sentences; Developing children's perception, both chosen by 14/25 teachers, accounting for 56%. In third place are the contents: Getting acquainted with the alphabet; Pronouncing correct spelling, 13/25 teachers chose it, accounting for 52%. Content: Discovering science, 12/25 teachers chose it, accounting for 48%. Content: Activities with objects through learning topics, 11/25 chose it at this level, accounting for 44%. Contents: Getting acquainted with some elementary concepts of mathematics; Listening and understanding the content of stories told in class was chosen by 10/25 teachers, accounting for 40% of the teachers asked.
- At the occasional level, only a few teachers choose this level. Specifically, the content: Scientific discovery; Listening and understanding simple sentences; Listening and understanding the content of stories told in class are both chosen by 3/25 teachers, accounting for 12%. The content: Getting acquainted with some elementary concepts of math; Discovering social phenomena; Getting acquainted with the alphabet; Developing children's perception; Activities with objects through learning topics are also chosen by 2/25 teachers, accounting for 8% of the teachers asked. The remaining only 1/25 teachers implement the content: Getting acquainted with literary works at this level, accounting for 4%. As for the content of standard pronunciation and spelling, no teacher chooses this level.
There is no teacher who does not implement these contents to form learning skills for preschool children. This is a positive situation, which proves that teachers know how to pay attention to and exploit the teaching content of each learning field to form learning skills for preschool children.
2.3.3. Current status of using teaching methods
The formation of learning skills for older preschool children depends largely on the teaching methods of teachers. The richness and diversity of teaching methods contribute to improving the quality of preschool education. Teachers are the ones who help children gain the most correct perceptions of knowledge and experience through teaching methods. Based on the assessment of the advantages of teaching methods to form learning skills, we conducted a survey of teachers who are directly teaching at 2 schools about teaching methods and the level of their use through question 6 (Appendix 1, page 111). The results obtained are shown in Table 2.6 as follows:
Table 2.6: Current status of teachers' use of teaching methods to form learning skills for preschool children
Status
Method | Level | ||||||||
Very often | Frequent | Sometimes | Do not use | ||||||
SL; % | TB | SL; % | TB | SL; % | TB | SL; % | TB | ||
1 | Explain | 20 80.0 | 1 | 5 20.0 | 5 | 0 | 5 | 0 0 | 2 |
2 | Conversation | 10 40.0 | 2 | 12 48.0 | 4 | 3 12.0 | 4 | 0 0 | 2 |
3 | Q&A | 5 20.0 | 5 | 15 42.0 | 1 | 7 28.0 | 2 | 0 0 | 2 |
4 | Storytelling, expressive reading | 6 24.0 | 4 | 12 48.0 | 4 | 7 28.0 | 2 | 0 0 | 2 |
5 | Observe | 4 16.0 | 6 | 13 52.0 | 3 | 8 32.0 | 1 | 1 4.0 | 1 |
6 | Visual presentation | 4 16.0 | 6 | 15 60.0 | 1 | 6 24.0 | 3 | 0 0 | 2 |
7 | Practice | 5 20.0 | 5 | 14 56.0 | 2 | 6 24.0 | 3 | 0 0 | 2 |
8 | Organize the game | 8 12.0 | 3 | 15 48.0 | 1 | 2 40.0 | 5 | 0 0 | 2 |
9 | Role play | 5 20.0 | 5 | 13 52 | 3 | 6 24 | 3 | 1 4.0 | 1 |
10 | Reward - punishment | 4 16.0 | 6 | 12 48.0 | 4 | 8 32.0 | 1 | 1 4.0 | 1 |
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The above table shows that: All methods have been used by teachers in the teaching process. None of the teachers interviewed did not use the above groups of methods. However, the level of use of the groups of methods is different. Specifically:
- The explanation method is chosen by 20/25 teachers to be used regularly, accounting for 80.0% of teachers, ranking first. Teachers believe that this method is very important for children in developing skills, children cannot yet perceive the world around them, so teachers are the ones who guide children by explaining to them to understand the knowledge they have acquired. Besides, 5/25 teachers use this method regularly, accounting for 20% of teachers asked, this shows that teachers attach great importance to this method in the teaching process to form learning skills for preschool children.
- The conversation method was chosen by 10/25 teachers very often, accounting for 40%. 12/25 teachers chose to use it frequently, accounting for 48%. 3/25 teachers asked to use it occasionally, accounting for 12%. Talking with children in teaching activities is very important, through this teachers can grasp the ability of each child to have a better teaching plan. Besides many teachers who are interested in choosing it, there are also some teachers who do not think that this method is effective in forming learning skills for preschool children, so they rarely use it.
- The question and answer method was chosen very often by 7/25 teachers, accounting for 28% of the teachers surveyed. 15/25 teachers chose it often, accounting for 52%. The remaining 3/25 teachers chose it occasionally, accounting for 12%. The majority of teachers believe that this method is very important to stimulate children's thinking in learning activities.
- Storytelling and expressive reading methods were chosen by 6/25 teachers, accounting for 24% of the teachers surveyed, who used them very often and 12/25 teachers, accounting for 48% of the teachers surveyed, who used them regularly. 7/25 teachers chose to use them occasionally, accounting for 28% of the teachers surveyed. This method depends on the teachers' ability to demonstrate, so according to the teachers surveyed, it depends on whether each teacher has the skills or not.
more or less
- Observation method is chosen by 4/25 teachers, accounting for 24% of teachers at the level of very frequent use. 13/25 teachers, accounting for 52% of teachers surveyed, are chosen at the level of frequent use. 8/25 teachers choose occasionally, accounting for 32%. This method is associated with teaching activities to form learning skills for preschool children, but some teachers have not paid due attention.
- The visual presentation method was chosen by 4/25 teachers, accounting for 16% of teachers who used it very often. Another 15/25 teachers chose it, accounting for 60% of teachers who used it regularly. Six/25 teachers chose it at the occasional level, accounting for 24%.
- The practice method was chosen by 5/25 teachers, accounting for 20% of teachers who used it very often. 14/25 teachers chose it, accounting for 56% of teachers who used it regularly, and 6/20 teachers chose it, accounting for 24% of teachers who used it occasionally. This method aims to help children perform the cognitive process better, but some teachers gave the reason that conditions had limited choice of this method.
- The method of organizing games is used very often by 8/25 teachers, accounting for 12%. 15/25 teachers use it regularly, accounting for 48%. 2/25 teachers use it occasionally, accounting for %. This method is associated with learning topics and is age-appropriate, so most teachers are interested in choosing it.
- The role-playing method is used very often by 5/25 teachers, accounting for 20%. There are 13/25 teachers who choose to use it often, accounting for 52%. At the level of sometimes, there are 6/25 teachers who choose to use it sometimes, accounting for 24%. Besides, there is 1/25 teachers who choose to not use it, accounting for 4% of the teachers asked. Thus, in this method, teachers are interested in using it, but when asked, some teachers said that this method does not have much influence on the process of forming learning skills for preschool children. This shows that there is still an uneven differentiation in the process of using teaching methods to form learning skills for preschool children.
- Reward and punishment method: This is a very important method for the teaching process, but to form the learning skills for preschool children, teachers choose this method as follows: At the very frequent level, 4/25 teachers choose, accounting for 16%. At the frequent level, 12/25 teachers choose, accounting for 48%. At the occasional level, 8/25 teachers choose, accounting for 32%. At the not-used level, 1/25 teachers choose.
chosen, accounting for 4% of the teachers surveyed. This method is very meaningful in forming learning skills for preschool children, so teachers need to pay more specific attention.
However, the survey results and observations also show that most teachers use traditional teaching methods. The combination of methods has been paid attention to by teachers, but the application efficiency is not high. Active teaching methods that bring high results have not been properly promoted. Because preschool children's thinking is still visual, using visual teaching methods, practical teaching, and teaching through games are highly effective methods. Thus, through the survey, it shows that the methods chosen by teachers have different levels of use. Some teachers always know how to combine teaching methods to bring about effectiveness.
2.3.4. Current status of using teaching aids to form learning skills for preschool children
Teaching aids include all technical devices from simple to complex used in the teaching process to facilitate the transmission and acquisition of knowledge, skills, and techniques. In the process of teaching preschool, teachers cannot lack teaching aids. Teaching aids are always associated with preschool teaching methods.
We have observed and surveyed teachers about the means commonly used in the teaching process to form learning skills for preschool children according to question 7 (Appendix 1, p.111). We have obtained the results shown in Table 2.7 (p.68).
Comments on data table 2.7:
Through the table of data on the current status of using teaching aids to form learning skills for preschool children, it shows that: most teachers have used all the teaching aids given but at different levels. Specifically:
- The group of books, newspapers, stories and magazines is used very often by the majority of teachers (12/25 teachers, accounting for 48%), accounting for a significant proportion, the remaining 11/25 teachers, accounting for 44%, use regularly, only 2/25 teachers (8%) use occasionally. This shows that the majority of teachers have a very correct perception of the importance of books, newspapers, stories and magazines in the teaching and learning process.
Table 2.7. Current status of using teaching aids to form learning skills for preschool children
status
The means | Level | ||||||||
Very Often | Frequent | Sometimes | Never | ||||||
SL | % | SL | % | SL | % | SL | % | ||
1 | Books, newspapers, stories, magazines | 12 | 48.0 | 11 | 44.0 | 2 | 8.0 | 0 | 0 |
2 | Sample model | 2 | 8.0 | 13 | 52.0 | 10 | 40.0 | 0 | 0 |
3 | Pictures, photos, drawings | 14 | 56.0 | 10 | 40.0 | 1 | 4.0 | 0 | 0 |
4 | Projector | 0 | 0 | 5 | 20.0 | 16 | 64.0 | 4 | 16.0 |
5 | TV, radio | 4 | 16.0 | 18 | 72.0 | 3 | 12.0 | 0 | 0 |
6 | Experimental tools and equipment | 2 | 8.0 | 12 | 48.0 | 11 | 44.0 | 0 | 0 |
7 | Chalk, board | 15 | 60.0 | 8 | 32.0 | 2 | 8.0 | 0 | 0 |
8 | Teacher's language of instruction | 20 | 80.0 | 5 | 20.0 | 0 | 0 | 0 | 0 |
9 | Teacher's model activity | 13 | 52.0 | 8 | 32.0 | 4 | 16.0 | 0 | 0 |
- The group of model and sample tools is used very often by 2/25 8% of teachers, 13/25 teachers, accounting for 52%, often used and 10/25 teachers, accounting for 40% of teachers surveyed, occasionally used. This is an important group of tools, but because some tools in this group are still lacking, teachers still have many difficulties in choosing them. Some teachers are reluctant to use models and samples and instead use other tools.
- The group of tools using pictures, photos, and drawings in teaching was chosen by 14/25 teachers, accounting for 56% of teachers who used them very often, 10/25 teachers chose them, accounting for 40% of teachers who used them regularly, and only 4% of teachers who used them occasionally. This shows that the majority of teachers are aware of the importance of visual teaching with these tools. Moreover, pictures, photos, and drawings are also easy to make and easy to find. Projectors are an advanced teaching tool, so when asked, no teachers used them very often, 20% of teachers used them regularly, 64% of teachers used them occasionally, and 16% of teachers did not use them. When asked, teachers who used them regularly had personal computers, while the rest often used them for necessary lessons. Teachers who did not use them were because they were old and not proficient in using computers.
- The group of television and radio media is used very often by 16% of teachers, often by 72% of teachers, and occasionally by 12% of teachers, with no teachers using it.
not used. Teachers who use this tool say that children are very interested in the learning process.
- The experimental teaching aids group has 8% of teachers who very often research and use them, 48% of teachers who regularly use them, and 44% of teachers who occasionally use them. There is no teacher who does not use them. If these aids are regularly used in teaching, they will bring high efficiency to children's cognitive activities. Chalk and blackboard are used very often by 60% of teachers, 32% of teachers who regularly use them, and 8% of teachers who occasionally use them. Chalk and blackboard are useful tools in teaching activities, so teachers have fully exploited them, however, these are traditional tools in preschools.
- Regarding the language means of teaching of teachers, this is a very important and popular means in preschool teaching activities, so the majority of teachers surveyed chose this means. Up to 20/25 teachers chose this means very often, the remaining 5/25 teachers used it regularly. Teaching preschool, teachers always have to use their own language to explain, demonstrate, and describe to children, because preschool children cannot learn and carry out cognitive processes by themselves.
- 13/25 teachers chose the teacher's modeling tools very often, accounting for 52%. 8/25 teachers chose them frequently, accounting for 32%. 4/25 teachers chose them occasionally, accounting for 16% of the teachers surveyed. This tool is very important and necessary because preschool teaching activities are specific and require teachers to always give specific instructions to children in each learning situation.
Thus, the survey shows that teachers know how to use and apply teaching aids in practice. If teachers are fully trained, the effectiveness of preschool teaching will be improved.
2.3.5. Current status of organizing teaching methods to form learning skills for preschool children
Forming learning skills for preschool children can be done in many different ways. Each way has certain effects. To find out the level of using teaching methods for preschool children to form learning skills, we conducted a survey of teachers according to question 8 (Appendix 1, page 112). The results are as follows:
Table 2.8: Current status of using teaching methods to form learning skills for preschool children
status
Form of teaching organization | Level | ||||||||
Very Often through | Often through | Sometimes | Not included hour | ||||||
SL | % | SL | % | SL | % | SL | % | ||
1 | Class - lesson | 15 | 60.0 | 8 | 36.0 | 1 | 4.0 | 0 | 0 |
2 | Sightseeing | 3 | 12.0 | 7 | 28% | 15 | 60.0 | 0 | 0 |
3 | Game activities | 4 | 16.0 | 16 | 64.0 | 5 | 20.0 | 0 | 0 |
4 | Labor | 2 | 8.0 | 12 | 48.0 | 11 | 44.0 | 0 | 0 |
5 | Organize a walk | 2 | 8.0 | 13 | 52.0 | 10 | 40.0 | 0 | 0 |
Comments on the data table: Through the survey table, we found that: The forms of organizing teaching for older preschool children are correctly perceived by teachers. There is not a single teacher who does not use the forms of organizing teaching that we have proposed. Specifically, regarding the form of organizing classes - lessons, 60% of teachers use it very often, 32% of teachers use it regularly, and 4% of teachers surveyed use it occasionally. This is a necessary form of teaching, in which 1/25 teachers often use other forms instead of classes - lessons. Regarding the form of visiting, 12% of teachers choose it very often, 28% of teachers use it regularly, 60% of teachers use it occasionally. The majority of teachers believe that this form of teaching depends on each specific topic.
Regarding the form of organizing game activities, 16% of teachers used it very often, 64% of teachers used it regularly, and 20% of teachers used it occasionally. Thus, the majority of teachers had the right perception when choosing this form. This is a form that stimulates children's interest in learning. Because at this age, children learn while playing, play while learning. The form of organizing labor was used very often by 8% of teachers, 48% of teachers chose it regularly, and 44% of teachers used it occasionally. The majority of teachers believe that organizing labor must be suitable for children's learning purposes. This is also a form that contributes to raising preschool children's practical awareness.