Preschool children (those who receive vocational education) do not yet have the awareness to control all thoughts and actions strictly. Therefore, educational managers, teachers, and parents need to educate children on essential life skills such as behavioral skills with adults and friends, thereby making children voluntarily accept the requirements of educators to form correct and healthy life skills, have behaviors, communicate, and cope with life's challenges.
3.2.1.3. How to implement measure One is , for managers and teachers
School managers regularly propagate and educate so that staff, teachers and parents are aware of their responsibilities in educating children. Through education, not only do they provide children with knowledge, behavioral standards, and emotional formation, but they also help children practice proper living habits through daily learning and educational activities.
Organize seminars, conferences, political studies, and council meetings to help teachers clearly understand their roles and responsibilities in ECD for children, and have the right attitude in coordinating with organizations in the school to participate in educating children in ethics, lifestyle, and positive emotions. The principal or vice principal, based on legal documents and regulations on the functions and duties of educational managers, teachers, and staff, organizes knowledge training and regulations on ECD for children through educational content, organizing recreational activities, collective activities, or other outdoor activities... as prescribed for each month, semester, and school year. Require teachers to study and grasp their functions and duties such as: being primarily responsible for teaching and educating children to develop their personality qualities. Or organize, manage, and coordinate educational activities of the class according to the assignment of tasks of the school's educational managers, thereby providing vocational education to children.
School education managers need to use professional meetings and weekly activities to propagate, mobilize, and explain to teachers, staff, and other educational forces in the school the role of preschool education in the formation and development of preschool children's personality.
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Because children in preschools are between 3 and 6 years old, their personalities are in the process of formation and development, and they are learning how to behave and communicate daily, teachers and educational forces in schools need to fully understand the role and importance of EDUCATION for children, so that each educational subject in the school clearly sees their responsibility in organizing and conducting EDUCATION activities for children to achieve effectiveness, meeting the requirements of educational innovation in the new situation.
Second , for young parents
Education managers, teachers, staff and other educational forces in schools need to do a good job of propaganda so that parents can see the great role of self-education in the formation and development of personality, training proactive behavior, and resolving relationships; through self-education, children can gradually expand their knowledge, creating interest for them to continue learning.
participate in learning activities according to the preschool education program. It is necessary to make parents see that preschool education has a positive impact on children's play activities, knowledge acquisition, language development and personality development, thereby creating consensus and support from parents in coordinating preschool education for children.
Through parent meetings at the beginning of the school year, the end of the first semester and the end of the school year, the school organizes propaganda so that parents of children have a correct and complete understanding of the content and methods of organizing self-education for children, thereby creating consensus between the school and family education, helping children develop their awareness.
At the same time, collect opinions reflecting thoughts, aspirations, difficulties in coordination between schools and families regarding content and organization methods.
Organizing vocational education for children, thereby creating close coordination between schools and families to develop plans and promptly help parents resolve problems, inviting representatives of children's parents to participate in organizing and managing children when organizing outdoor activities for vocational education for children.
Through GDTM, children continue to be educated in the spirit of solidarity, practice a civilized lifestyle, and have a cultured style in communication and behavior towards teachers, friends, family members, and people around them, helping children to respect their elders, give way to their juniors, and listen to their teachers, thereby arousing their feelings, attitudes of respect, belief, and sense of responsibility towards themselves and those around them.
3.2.2. Measure 2: Complete the management plan for aesthetic education activities for preschool children in kindergartens.
3.2.2.1. Purpose of the measure
The aesthetic education program for children is specified in the educational program. However, in reality, the content of creative activities in preschools is a very effective means of developing children's aesthetics. Through aesthetic education activities, children develop psychological functions such as the ability to perceive surrounding phenomena, thereby forcing children to think and that process develops creative imagination, the desire to create beauty, and the perception of beauty. This is a necessary factor that contributes to helping children develop their personality comprehensively. Therefore, teachers' creativity is needed in designing aesthetic education programs to enhance educational activities for children, creating excitement and novelty for children.
Ability to perceive beauty in nature, life, and works of art. Forming creativity and learning and playing skills. Especially through the new creative program content, helping children love and be more excited to participate in artistic activities.
3.2.2.2. Contents of the measure
Design aesthetic education activities through:
- Design activities such as: feeling the beauty of nature through exploring MTXQ, feeling art through literary works, through creative activities such as: tearing, pasting, cutting, drawing, molding, coloring. Through creating illustrative examples, create a lively environment for children to easily form their skills.
- Design aesthetic education activities combined with extracurricular activities for preschool children from 3 to 6 years old so that children can experience and explore practical activities to develop aesthetic thinking and artistic creativity.
- Design creative activities for children to practice and develop their social skills.
3.2.2.3. How to implement the measure
First: Conduct a plan to direct the development of the aesthetic education program content. For school management staff, it is necessary to base on the preschool and kindergarten education program that has been prescribed according to the basic framework to plan and direct each teacher to carry out the plan to implement the development of the aesthetic education program through creative activities.
School administrators assign responsibility to each teacher for the program content based on the number of hours and periods of aesthetic education in each class.
Second: School teachers when being instructed on designing the content of aesthetic education programs need to carry out. First, it is necessary to base on the psychological characteristics of children of each age group to use that as a basis to build the content of aesthetic education. The previous aesthetic education content is often built in the form of simple activities, not lively and attracting the attention of children, so teachers need to pay attention and consider when building the content for this educational activity. School teachers must prepare
details of each lesson through what activities to proceed to plan lessons for each period. Normally, each week for children often includes playing, eating and physical education activities, health and nutrition education and emotional and aesthetic education. Therefore, the aesthetic education program needs to be built with very concise content but must help children form basic skills in shaping while developing their emotions and psychology. Therefore, in order to build aesthetic education content through shaping activities, teachers need to have a firm grasp of the duration and requirements while educating children. At the same time, teachers must collect highly practical educational activities.
Third: Conduct testing and evaluation of the developed aesthetic education program. By evaluating children's ability to recognize objects, imitate creative activities, and their ability to think and create through activities. Through evaluating children's activities, it will be the basis for evaluating whether the program content meets the educational goals and requirements of preschool education. At the same time, it also evaluates the teaching ability of teachers.
3.2.2.4. Conditions for implementing measures
- The staff and teachers participating in educational activities must have professional expertise, pedagogical capacity, design capacity and experience in preschool education.
- Planning capacity of school management staff.
- Assessment capacity of school management staff.
3.2.3. Measure 3: Direct professional groups and homeroom teachers to diversify forms of aesthetic education activities for preschool children.
3.2.3.1. Purpose
Aesthetic education is an important content in the current educational program at all levels, contributing positively to personality formation and improving
aesthetic education also helps each individual to recognize and correctly evaluate the meaning of beauty as well as the value and rules of beauty. Contribute to promoting creativity and preserving the traditional cultural values of the nation.
The goal of aesthetic education is to develop the right, the good, and the beautiful in people evenly. Through the contents and curriculum of aesthetic education, awareness is raised, behavior is changed, and life skills are formed for teachers and preschool children. Therefore, the work of directing professional groups and homeroom teachers to diversify forms of aesthetic education activities requires creative organizational methods, promoting the goals of aesthetic education in general and ensuring the cognitive process of preschool children in general.
Directing professional groups and homeroom teachers to diversify forms of aesthetic education activities to avoid boredom and repetition in the teaching and education process of teachers, creating interest for children, helping children develop comprehensive personalities.
3.2.3.2. Content
Preschool children begin to be exposed to creative education activities from the age of 3. Children are especially interested in new and highly visual educational activities. Therefore, innovating methods of organizing creative activities, it is necessary to pay attention to the characteristics of children. The content of innovating methods of organizing creative education activities includes:
+ Direct the professional team and homeroom teachers to diversify the forms of aesthetic education activities for children according to the following criteria:
- According to the purpose and content of education, it is organized according to the teacher's intended activities or organized according to the children's interests.
- According to the teaching space organized in the classroom and organized outside the classroom
- According to the number of children, organize them into pairs, small groups or large groups.
+ Innovation in educational goals for children is to determine that it is necessary to provide knowledge about beauty, to create feelings for beauty in children through creating environments in and out of the classroom.
+ Focus on training children's skills right from the beginning of their exposure to GDM activities.
3.2.3.3. How to do it
First: School administrators and teachers must identify the need to innovate methods of organizing creative activities as a necessary need and must be carried out to help children in school form the skills to recognize and express their feelings towards everything around them. Previous methods of organizing creative activities are no longer suitable for the practical conditions of the school and need to be changed or completely innovated.
Second: Identify and grasp the psychology of children to guide them to adapt to the new methods of organizing creative activities of teachers. It is necessary to classify preschool children in the process of innovating creative methods. For children with poor cognitive and receptive abilities, teachers need to know clearly to pair them with children who have fast learning abilities so that they can develop more evenly. In particular, it is necessary to identify the aesthetic needs as well as the cognitive abilities of children to guide the organizational methods and educational content.
Third: Identify active and creative organizational methods that must be appropriate to the practical conditions of the school. These organizational methods include organizing in groups of preschool children, in pairs of preschool children, inside or outside the classroom. Specifically, to change the classroom environment to create a close environment for children, it is necessary to:
Decorate to create an artistic environment to evoke emotions and impress children with the visual arts.
Creating a beautiful environment in the classroom is so that when children come to class, the first impression that affects them is the entire arrangement and decoration of the classroom. Children observe the surroundings to see if their classroom is different from their home? Is it more beautiful than their home?... The classroom environment itself will create an unforgettable impression on the child. This is a necessary impact to form artistic emotions in children. Therefore, teachers must understand the requirements of the subject, based on the structure of the classroom and the psychological characteristics of children at different ages to create an artistic environment around the children.
With the classroom environment: The main areas in the classroom such as the topic area, the titles of the corners. To impress children, teachers must collect and design cute and funny images with beautiful colors, reasonable layout and names that are close to children.
To maximize the effectiveness of the activity environment after changing the topic, we need to change the content of the new topic. Teachers must discuss with children and name the new topic and the name of their play corner. The content of the corners must introduce children to the products using artistic languages (eg Little Artist or Children learning to be artists...) to accumulate knowledge about art for children and passion for art. From there, stimulate the desire to participate in creative activities to create artistic products to decorate their classrooms.
Fourth: Applying methods that focus on skill training for older preschool children, and at the same time, assessing the children's ability to create shapes in each class. In order to have a basis for assessing the level of innovation in the method of creating shapes that the school has implemented. Teachers must conduct assessments right in the classroom to assess the children's ability to create shapes.
3.2.3.4. Implementation conditions
School management capacity will determine the innovation of creative organization methods. Schools must identify creative activities as an important activity to improve the quality of education for children.