Evaluation of Experiential Activities Organized for Children

Table 2.3. Evaluation of experiential activities organized for children

Activity name	Organizational Level (% - 85 people)
	TX		TT		Few
	SL	%	SL	%	SL	%
1	Activities to explore the changes of temperature, outdoor weather	71	83.5	14	16.5	0	0
2	Fun activities with equipment and toys outdoor play (swings, slides, ...)	70	82.6	15	17.4	0	0
3	Activities to explore the development of green tree	15	17.8	49	57.6	18	24.6
4	Water Experience Activities	9	10.1	19	22.9	50	67
5	Experiential activities with sand and gravel	8	9	64	75.2	12	15.8
6	Experiential activities with light and darkness	8	9.9	5	5.4	64	84.7
8	Experiential activities to explore the present natural phenomena (rain, wind,)	70	82.3	15	17.7	0	0
9	Experiential activities in craft villages traditional	81	95.2	4	4.8	0	0
10	Life cycle discovery activity butterfly	8	9.9	5	5.4	64	84.7
11	Activities to explore the living environment of fish, shrimp, crab	71	83.5	14	16.5	0	0
12	Pet care activities (cats, chicken, dog)	77	90.5	3	3.5	5	6
13	Activities of making traditional cakes (floating cakes, rice cakes) steamed rice, baked goods, etc.)	8	9.9	5	5.4	64	84.7
14	Daily food preparation activities (Making jellyfish salad, bean sprout salad, pho rolls, lotus seed sweet soup...)	8	9.9	5	5.4	64	84.7
15	Creative activity of creating toys from open materials (creative com butterflies, crabs, fish, making bracelets, making flowers from seashells, clam shells)	10	11.6	50	58.8	22	29.6
16	Miner costume creation activity, Fisherman costumes from paper, newspaper, plastic	10	11.6	50	58.8	22	29.6
17	Net weaving activity from nylon thread	24	28	57	67	4	5
18	Creative animal drawing activities from leaves	10	11.6	50	58.8	22	29.6
19	Fishing village tour activities	8	9.9	5	5.4	64	84.7
20	Activities to visit museums, libraries, Flower Fair, 312th Missile Corps…	20	24	61	71.7	3	4.3
21	Attend Ha Long Carnival Festival	8	9.9	5	5.4	64	84.7
22	Volunteer activities	8	9.9	5	5.4	64	84.7

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Comments on table 2.3: According to the assessment of teachers and education managers, at the regular level, there are activities: Experiential activities at traditional craft villages (81/85 opinions selected, accounting for 95.2%), Pet care activities (cats, chickens, dogs) (77/85 opinions selected, accounting for 90.5%), Activities to explore changes in temperature and weather outdoors; Activities to explore the habitat of fish, shrimp, crabs (71/85 opinions selected, accounting for 83.5%); Experiential activities to explore natural phenomena (rain, wind) (70/85 opinions selected, accounting for 82.3%);

Activities that are occasionally organized by the school and teachers with a high number of opinions include: Experiential activities with sand and gravel (64/85 opinions selected, accounting for 75.2%); Activities visiting museums, libraries, flower fairs, Missile Corps 312... (61/85 opinions selected, accounting for 71.7%); Activities of weaving nets from nylon threads (57/85 opinions selected, accounting for 67.0%); Activities of exploring the growth of green trees (49/85 opinions selected, accounting for 57.6%); Activities of creating animal shapes from leaves; Activities of creating toys from open materials (creating butterfly, crab, fish shapes, making bracelets, making flowers from seashells, clam shells), Activities of creating miner costumes, fisherman costumes from paper, newspaper, nylon (50/85 opinions selected, accounting for 58.8%);

Activities that are rarely organized in schools include: Participating in the Ha Long Carnival; Volunteer activities; Visiting fishing villages; Making traditional cakes (banh troi nuoc, banh chung, banh nuong...); Making daily dishes (making jellyfish salad, bean sprout salad, pho rolls, lotus seed sweet soup...); Exploring the life cycle of butterflies; Experiencing activities with light and darkness (72/85 opinions selected, accounting for 84.7%); Experiencing activities with water (57/85 opinions selected, accounting for 67.0%);

Through a survey of activities organized for children to perform, we found that many activities with diverse and rich content, forms of expression, practicality, and appropriateness for children's ages have not been regularly implemented by schools and teachers. Combining the use of observation methods

Observation and interview methods show that the organization of extracurricular activities for children sometimes lacks close attention from school management staff, is still formalistic, and is not effective. We believe that teachers' skills in organizing extracurricular activities are formed and developed through teachers' participation, regular and diverse organization of activities for children, therefore, limitations in the process of organizing activities will affect the development of teachers' skills in organizing activities.

2.4. Current status of preschool teachers' skills in organizing experiential activities

Based on theoretical research on the stages of skill development in relation to the development process; according to the perspective of activity psychology, applying the BJBloom assessment scale to determine the level of development of teachers' skills in organizing activities applied generally to skills including 5 levels with the following criteria:

(1). Imitation: Knowing how to observe models and follow them mechanically, not knowing how to use knowledge and autonomous actions in designing and organizing activities.

(2). Can do: Know how to reproduce, imitate, and follow the sequence of operations; establish a unified relationship between basic knowledge and skill formation; initially design and organize activities, complete work but at a low standard level, sometimes with small errors.

(3). Coordination: Implement the skills of organizing activities in a reasonable and accurate manner, completing work without errors in skills, and meeting prescribed standards.

(4). Accuracy: Complete standard organization skills of the activity, meeting the requirements of the organization in terms of time and results.

(5). Proficiency: Complete the skills of organizing activities in an automated manner, saving implementation time, ensuring accuracy, flexibility, creativity and exceeding standards, and being able to bring high quality to the activities.

Use the above scale to survey the level of skills in organizing activities of teachers in the form of teachers' self-assessment combined with assessment by managers, using questions 6 (Appendix 1,2) with a questionnaire consisting of 22 skills, including 8 skills in the design skills group; 6 skills in the implementation skills group, 5 skills in the testing and evaluation skills group; 04 skills in the supplementary skills group. Information on the survey results is as follows:

2.4.1. Current status of activity design skills group

Activity design is an extremely important and decisive task for the successful organization of activities. Activity design is the selection of forms and methods and the arrangement of them into a reasonable activity program based on science and practice to ensure high educational results compared to the requirements and educational goals set forth. The product of activity design is an activity organization plan - a whole set of specific tasks systematically outlined and intended to be done within a certain period of time, with specific methods, clear order and implementation deadlines.

To develop effective activity design skills, it is necessary to grasp the level of skills achieved in the group of activity design skills of teachers. To determine the survey and evaluate the current status of the activity design skill group, including 08 skills, including: 1. Activity naming skills; 2. Activity educational goal identification skills; 3. Activity content construction skills; 4. Activity organization method and means selection skills; 5. Activity organization form identification skills; 6. Activity organization time and location identification skills; 7. Activity identification skills to identify participating forces and coordinate implementation; 8. Activity design presentation skills, we solicited opinions from teachers and education managers, the results are shown in the following table:

Table 2.4. Assessment of the current status of teachers' skills in designing learning activities

Level of achievement
Teacher self-assessment										Management's review										Shared
(1)		(2)		(3)		(4)		(5)		(1)		(2)		(3)		(4)		(5)		(1)		(2)		(3)		(4)		(5)
SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%
1	24	32	16	21.3	25	33.3	8	10.7	2	2.7	4	40	1	10	3	30	1	10	1	10	26	30.6	19	22.4	28	32.9	9	10.6	3	3.5
2	16	21.3	12	16	23	30.7	12	16	12	16	2	20	1	10	3	30	3	30	1	10	17	20.4	13	15.8	25	29.6	14	16.6	15	17.6
3	13	17.3	13	17.3	25	33.4	12	16	12	16	2	20	2	20	2	20	2	20	2	20	17	19.6	15	17.6	27	31.8	13	15.5	13	15.5
4	19	25	15	20.3	19	24.7	20	26	3	4	3	30	1	10	3	30	2	20	1	10	24	28.2	11	12.9	23	27.1	23	27.1	4	4.7
5	22	29.4	12	16	18	24	16	21.3	7	9.3	3	30	1	10	2	20	2	20	2	20	25	29.4	13	15.3	20	23.5	18	21.2	9	10.6
6	9	12	9	12	15	20	16	21.3	26	34.7	1	10	1	10	2	20	3	30	3	30	10	11.7	10	11.7	17	20	19	22.3	29	34.3
7	25	33.3	13	17.7	16	21	12	16	9	12	3	30	2	20	2	20	2	20	1	10	28	32.9	15	17.6	18	21.3	14	16.5	9.9	11.7
8	22	29.4	15	20	12	16	16	21.3	10	13.3	3	30	2	20	2	20	2	20	1	10	25	29.4	17	20	14	16.5	18	21.2	11	12.9

Comments on table 2.4: Level of achievement in designing skills for learning activities according to teachers' self-assessment and assessment of education managers:

At the level of "imitation": 32.9% of teachers achieved the skill of identifying participating forces and coordinating implementation, 30.6% of teachers achieved the skill of naming activities, 29.4% of teachers achieved the skill of determining the form of organizing activities and the skill of presenting educational activity designs. Compared to the levels achieved in different types of skills, the level of imitation showed that many teachers concentrated in the group of design skills. We believe that, perhaps due to the lack of professional focus on experiential activities, teachers have not paid much attention to practicing this skill.

At the "can do" level: 20% of teachers achieved the skill of presenting educational activity designs; 17.6% of teachers achieved the skill of developing activity content, and 15.8% of teachers achieved the skill of determining educational goals of activities.

At the "coordination" level: 27.1% of teachers achieved the skill of choosing methods and means of organization, 32.9% of teachers achieved the skill of determining the name of the activity, and 29.6% of teachers achieved the skill of determining the educational goals of the activity.

At the level of "accuracy": 22.3% of teachers achieved the skill of determining the time and place of organization, 16.6% of teachers achieved the skill of determining the educational goals of the activity, and 27.1% of teachers achieved the skill of determining the methods and means of organization.

At the "proficient" level: 34.3% of teachers achieved the skill of determining the time and place of organization, 12.9% of teachers achieved the skill of presenting the design of educational activities, and 15.5% of teachers achieved the skill of determining the content of activities.

General data in the assessment of educational managers and teachers on the level of teachers' achievement in the group of skills in designing experimental activities is shown in Figure 2.1.

Imitate Do Coordinate Precisely

Proficient

KN KN KN KN KN KN KN KN 1 2 3 4 5 6 7 8

Chart 2.1. General assessment of the level achieved in the design skills group

Looking at chart 2.1, it can be seen that with 08 skills in the group of skills for designing activities that preschool teachers need to form and develop, the level of achievement is mainly at the level of imitation; the rate of skill achievement at the proficiency level is almost limited to survey skills; only 01 skill, the skill of determining the time and place of organization, has a rate of achievement of over 30%, the remaining skills all do not reach 20%.

Using the method of researching pedagogical activity products to study teachers' plans for organizing activities for children, we found that the activity design skills have been formed but are still at an average level, the way the design is presented is not unified in structure, the content presented still has some limitations, in which, the biggest limitation is the activity naming skill; many designs have not accurately identified the target components of knowledge, skills, and attitudes; the key content has not been clearly expressed and many teachers have not determined the appropriate method to convey the content.

2.4.2. Current status of skill groups for organizing and implementing activities

Identify and evaluate the group of skills for organizing the HĐTN with 6 skills, including: 1. Task assignment skills, 2. Guidance skills, 3. Delegation skills, 4. Process management skills; 5. Promotion skills, 6. Coordination skills. We obtained the results in the following table:

Table 2.5. Assessment of the current status of teachers' skills in organizing activities

Level of achievement
Teacher self-assessment										Management's review										Shared
(1)		(2)		(3)		(4)		(5)		(1)		(2)		(3)		(4)		(5)		(1)		(2)		(3)		(4)		(5)
SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%	SL	%
1	24	32	24	32.3	17	23	8	10	2	2.7	4	40	2	20	2	20	1	10	1	10	28	32.9	27	31.7	18	21.3	9	10.6	3	3.5
2	23	30.7	16	21.3	12	16	12	16	12	16	3	30	2	20	2	20	2	20	1	10	26	30.6	18	21.1	14	16.5	14	16.5	13	15.3
3	13	17.4	13	17.3	25	33.3	12	16	12	16	3	25	3	25	3	30	1	10	1	10	17	20.1	17	19.6	28	32.9	12	13.7	12	13.7
4	21	28	10	13.3	20	26.7	21	28	3	4	3	30	1	10	2	20	2	20	2	20	24	28.2	11	12.9	22	25.9	23	27.1	5	5.9
5	22	29.3	18	24	12	16	16	21.4	7	9.3	3	30	3	30	2	20	1	10	1	10	25	29.5	21	24.7	17	19.5	14	15.9	8.8	10.4
6	15	20	12	16	9	12	16	21.3	23	30.7	3	30	2	20	1	10	2	20	2	20	18	21.2	14	16.5	9.9	11.7	18	21.2	25	29.4