+ Stage 4: People use different skills creatively. This is the highest stage of skill development. At this level, people can easily perform tasks. At this stage, after being specifically instructed by the teacher, children grasp the process of learning skills. Actively and proactively perform learning operations and actions fully, proficiently, flexibly and creatively in various learning situations.
In any activity, to form and develop, it must go through stages. The formation of skills is no exception. Skill formation must go through stages from low to high, from not yet to having and at the level of maturity, flexibility and creativity. Starting from the awareness of purpose, motive, method of performing actions, forming preliminary skills to having knowledge about the method of performing activities and using existing skills and techniques. Thus, to accurately define children's learning skills. Teachers are required to help and guide children into specific activities and operations at each stage.
1.4.4. Factors affecting the process of forming learning skills for older preschool children
The formation of learning skills for older preschool children is influenced by many different factors. Including both subjective factors (the older preschool children themselves), and objective factors (teachers, family, school, society). Specifically:
* For students:
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- First, the psychological and physiological characteristics of older preschool children: This is a factor that greatly affects the formation of learning skills for older preschool children. Because at each age, grade level with different psychological and physiological characteristics and thinking abilities, there will be different levels and measures to form learning skills. The older preschool age is the age when physical growth and emotional and social intelligence development are very rapid. Children's relationships take place mainly in the classroom and with relatives in the family. Therefore, the formation of learning skills for children at this age must pay attention to the child's psychology.
In addition, children at this age are very active, eager to learn, and interested in finding out what is happening around them. Children's intellectual activities develop strongly.
strong, visual-figurative thinking begins to appear. The symbolic function of consciousness is formed, at the same time logical thinking and schematic thinking also appear. Problems of intellectual development have a direct impact on the formation of children's learning skills. Children evaluate their knowledge and skills more reasonably, initiative in psychological activities begins to form. Regarding language development, vocabulary development and grammatical structure, coherent language.
- Second, the learning methods of older preschool children in kindergarten. Depending on each child, each child has a different ability to perceive the learning process. However, the characteristics of this age group still have certain common factors. Therefore, to form a learning method to help form skills, teachers need to equip children with certain knowledge. Equip children with basic skills through learning activities in kindergarten.
* For teachers - schools - families - society:
The effectiveness of learning skills formation depends on the child. Besides, other factors such as teachers, schools, families, and society play an extremely important role.
- Teaching methods of teachers: teaching methods are the ways, the ways to organize and guide students' cognitive activities, thereby realizing the goals and tasks of learning activities in preschools. Teaching methods and forms of teaching organization have a great influence on cognitive activities and the process of forming learning skills of older preschool children. Manifested in the teaching process, the teaching methods of teachers have the ability to arouse interest in learning, stimulate self-awareness, independent thinking, and positivity in learning of older preschool children. Children will feel passionate and interested in learning activities, so they will also be active, proactive, and self-aware in learning.
- Teachers' testing and evaluation activities affect the process of forming learning skills of older preschoolers. In the process of discovering the world around them through learning activities, older preschoolers search for and acquire knowledge on their own, which may not be accurate or complete at first. But under the guidance of teachers, especially comments, evaluations, additions and final conclusions
together. Children, based on that, once again check their knowledge and trust the teacher's comments and assessments. Through that, the process of forming learning skills of older preschool children is increasingly developed. Following this process, teachers can help children adjust or promote their way of thinking, thinking ability and perception. The way of learning, the way of doing, the way of solving problems is thorough and comprehensive, developing learning skills effectively.
- Other factors: In addition to the role of teachers in guiding, organizing, and evaluating, the process of forming learning skills in older preschool children is also affected by other factors such as: school, family, society, infrastructure system, and teaching techniques.
Most of the knowledge, skills, and techniques that children acquire are acquired through school hours. Therefore, the way of teaching in school is a factor that affects the way of learning and the process of forming learning skills of preschool children.
The system of documents, learning aids, and tools to help preschool children grasp knowledge also affects the development of their learning skills. Diverse and rich learning aids and tools require children to think actively, independently, and creatively, creating favorable conditions for training learning skills for preschool children.
In addition, the formation of learning skills for preschool children is also affected by the surrounding environment such as teaching conditions, family and social perspectives. These factors affect both teachers and children. The school's facilities and equipment include the classroom system and learning tools. Adequate and modern facilities will create favorable conditions for the learning process as well as the formation of learning skills for children. The school's landscape also greatly affects the learning activities and the process of forming children's self-study skills.
Family and social perspectives also have a significant impact on the formation of learning skills for older preschool children. Many families always create conditions for their children to actively participate in learning and forming skills for them. However, besides that, some families are not fully aware of the learning issues of older preschool children. Or there are also families that place too much importance on teaching children to read before entering first grade, which causes boredom for children when entering first grade.
There are many factors that affect the process of forming learning skills for children, there are subjective factors, objective factors. Every factor is important and necessary. For preschool children, timely attention is needed so that the formation of learning skills takes place smoothly so that children can adapt and cultivate their knowledge in the best way for themselves, preparing them mentally to enter primary school.
1.4.5. The relationship between teaching and the process of forming learning skills
Activity psychology has shown that the path to forming KNHT is the path of purposeful and systematic practice. When discussing the mechanism of forming actions, skills, techniques... authors such as: K. Mark; F. Engels; and psychologists: LX Vygotsky; AN Leonchiev; XL Rubinxtein; J. Piagie; P.Ia. Galperin; VV Davydov... have classified the types of practice: Random practice (by trial and error); Programmatic practice (Practice according to a certain process); Controlled, guided practice (purposeful, intentional).
Theoretical research shows that learning skills are an effective way to carry out learning activities of students, specifically in this case, of preschool children in cognitive activities. Through the teaching process with the goal of forming learning skills for preschool children, teachers will design and use many teaching methods with different multi-layered and hierarchical relationships to maximize the development of children's cognitive capacity. From there, children's learning skills will be formed, consolidated and developed. Thus, to best form learning skills for preschool children, it is necessary to have guidance, control and organization from teachers. Teachers are the ones who will carry out the process of forming learning skills using methods and forms of organization that are accurate in terms of content and technique through teaching activities.
It can be said that teaching and the formation of learning skills for older preschool children have a dialectical and unified relationship with each other. Teaching is the path to developing skills, and at the same time, skills are the basis and condition for successful teaching.
However, to teach effectively in the relationship of developing learning skills. In our opinion, teaching must comply with the following requirements:
- Teaching must follow predetermined goals and plans.
- Must be based on the teaching object.
- Developing skills through teaching activities must be carried out step by step. It must proceed from easy skills to more difficult skills.
- Choose the right time to impart skills to children (ie when their cognitive needs are highest).
- Create a favorable learning environment for children to regularly apply and repeat the knowledge they have learned.
- Regularly check and evaluate children's cognitive process to improve the quality of their learning skills.
DW Jonhson and RT Jonhson said: "Learning skills do not come by chance, they require teachers to train and foster them consciously. However, they also said: "The progressive nature of learning skills formation does not necessarily need to be implemented at a high level, it must be trained at a low level, but before implementing it, knowledge and experience about that skill must be fostered to be successful."[dt.40]
1.5. Conclusion of chapter 1
Through studying the theoretical basis of the problem, we draw the following conclusions:
The issue of learning skills is an important issue in education for all ages, however there has not been any specific research on the issue of forming learning skills for older preschool children in kindergarten.
Learning skills of preschool children are built and formed through learning activities, based on the goals of preschool education, originating from the requirements of children's comprehensive development.
The nature of learning activities is an active and creative cognitive process. This cognitive process, under the guidance of teachers, helps children perform learning actions more easily and in the right direction. Teaching activities are not only aimed at helping children acquire knowledge but also at guiding them on how to acquire that knowledge, that is, specific learning skills.
Learning skills of older preschool children can be divided into basic skill groups: learning preparation skills group; implementation organization skills group and assessment and evaluation skills group. The division of skills is specified in each group.
skills. Due to the specific requirements of preschool teaching activities, based on the research and inheritance of educational scientists, we choose the KNHT system including 9 basic skills that preschool children need to form. These skills are not separate from each other but interact dialectically with each other, moving and developing together.
Learning activities of preschool children are closely related to the teaching activities of teachers in preschools. In the teaching process, the content, methods, and forms of organizing teaching activities of teachers greatly determine the process of forming learning skills. In addition, there are many factors that affect the process of forming learning skills for children, but the important and main thing is that preschool teachers with their teaching activities are the biggest deciding factor in the formation of learning skills of preschool children.
Chapter 2
CURRENT STATUS OF ORGANIZING TEACHING ACTIVITIES TO FORM LEARNING SKILLS FOR OLDER PRESCHOOLERS IN SOME KINDERGARTENS IN CAO BANG PROVINCE
2.1. Overview of the current situation survey
2.1.1. Survey objectives
Assessing the current state of awareness and the current state of organizing teaching activities to form learning skills for older preschool children in some kindergartens in Cao Bang province and the causes of the current state.
2.1.2. Survey subjects
The practical research process was conducted at Kindergarten 3-10 and Kindergarten in Nuoc Hai Town with 4 management staff, 25 teachers teaching in kindergarten classes and 139 kindergarten children.
2.1.3. Survey content
- Research on the current teaching and learning program for 5-6 year old children at Kindergarten 3-10, Cao Bang city and Kindergarten of Nuoc Hai town, Hoa An district, Cao Bang province.
- To study teachers' awareness of organizing teaching activities to form learning skills for preschool children of Kindergarten 3-10, Cao Bang city and Kindergarten of Nuoc Hai town, Hoa An district, Cao Bang province.
- Current status of organizing teaching activities to form learning skills for preschool children at Kindergarten 3-10, Cao Bang city and Nuoc Hai Town Kindergarten, Hoa An district, Cao Bang province.
2.1.4. Survey method and result processing
Analyze the content of the program to organize activities to form learning skills for older preschool children at 3/10 Kindergarten, Cao Bang city and Nuoc Hai Town Kindergarten, Hoa An district, Cao Bang province.
- Investigation by security ticket
- Pedagogical observation
- Exchange, chat
- Data processing by mathematical statistics method
Using Surveys for Teachers
- Analyze the system of measures to form skills for older preschool children through a number of activities organized for children.
- Use mathematical statistics methods to process data after conducting the survey.
2.1.5. Evaluation scale and criteria
Based on the requirements to be achieved for the skills of 5-6 year old children, we have developed the following assessment scale and criteria:
* Skills in preparing and preserving school supplies:
- Level 1: Good (8 points)
Accurately carry out the process of preparing school supplies. Know how to put away and retrieve supplies in the right place quickly. Know how to coordinate with the teacher in creating appropriate school supplies, at the same time children know how to preserve their school supplies, not to mix them with their friends.
- Level 2: Good (6 points)
Can perform the process of preparing school supplies almost exactly. Knows how to put and retrieve school supplies in the right place. Can coordinate with teachers to create appropriate school supplies. Knows how to preserve school supplies that are sometimes mixed up with other students.
- Level 3: Average (4 points)
Prepares for learning but not accurately. Stores and retrieves school supplies but not in the correct place. Only with specific guidance from the teacher can appropriate school supplies be created. Does not know how to store school supplies and often mixes them with those of other students.
- Level 4: Weak (2 points)
Children have identified the purpose of preparing school supplies but do not know how to do it. Do not know how to put away and retrieve school supplies. Do not know how to coordinate with the teacher to create school supplies. Do not know how to preserve their school supplies.
* Skills in using learning tools:
- Level 1: Good (8 points)
Fully perform the operations in using learning tools skillfully and flexibly. Know how to skillfully move hands, know how to coordinate hands and eyes quickly in the learning process. Apply learning tools in many situations. Perform learning operations accurately.