From the analysis of the above views on capacity, we can understand: capacity is the ability to apply a synthesis of knowledge, skills, and attitudes to effectively solve a specific situation or practical activity.
* Capacity to organize KNS education for preschool teachers
The capacity to organize KNS education is a combination of unique attributes of each individual that are suitable for the specific requirements of a defined KNS activity, ensuring that the activity achieves results that meet the expectations of the individual and society. The capacity to organize KNS activities is the ability to apply a combination of knowledge, skills, attitudes, experiences, etc. to successfully organize KNS activities.
Each person's ability to organize life skills activities is formed and developed in the process of learning, communicating, participating in life skills, relationships, and values in practical life.
Assessment of a person's capacity to organize life skills activities is based on actual results for the subjects participating in life skills education in specific conditions and circumstances. These assessments are made on the basis of harmoniously considering the corresponding knowledge, skills, and attitudes about the experiential activities of the subject organizing life skills activities. The capacity to organize life skills activities of teachers is a combination of professional capacity, methodological capacity, and social capacity.
The capacity to organize KNS education is the ability of teachers to purposefully influence students and educational forces in the organization to implement KNS to achieve comprehensive educational goals . In other words: The capacity to organize KNS is the ability to perform planning, organizing, directing and controlling functions in a oriented and lawful manner to achieve KNS goals in accordance with the general educational goals set out.
1.2.5. Management of capacity building for organizing life skills education for preschool teachers
Managing the capacity building of organizing life skills education for preschool teachers is a process of oriented and purposeful impact of the management subject (educational managers) on the management object (teachers, children) in preschools to implement life skills to help teachers have the conditions to update knowledge and skills to make the organization operate and achieve the set goals.
1.3. Basic issues on fostering capacity to organize life skills education activities for preschool teachers
1.3.1. Requirements on the capacity to organize KNS education activities of preschool teachers according to professional standards
Thus, requirements for organizing educational activities on life skills for preschool teachers:
- Physical: life skills education helps children improve their physical strength, perseverance, endurance, resourcefulness... through lessons and physical activities during the life skills teaching process. Children will be trained in flexibility, dexterity, perseverance, helping them quickly adapt to changing living conditions.
- Emotionally: life skills education helps children know how to listen, share, live responsibly, love, and be grateful for their parents' efforts.
- Regarding communication and language: teaching children life skills helps them become confident, communicate effectively, especially training them to listen, speak politely and gently.
- Regarding cognition: life skills education helps children have a foundation of knowledge, a passion for understanding and discovery, and builds a lifelong love of learning.
- Life skills education helps children prepare for primary school: early life skills education helps children adapt to changes in their living environment, integrate quickly, and confidently enter first grade.
The capacity to organize educational activities of preschool teachers according to preschool teacher professional standards includes:
Skills in developing teaching plans based on a learner-centered perspective include: School year education plans; monthly education plans; weekly education plans; daily education plans that are suitable for children's development, understanding, needs, and interests according to age, content according to the preschool education program, and need to be flexible...
Skills in organizing learning activities with a child-centered educational perspective include: Skills in preparing facilities: Skills in preparing adequate facilities for learning activities; skills in determining the purpose and requirements of learning activities suitable for children; skills in organizing engaging and gentle transitional activities; skills in organizing experiential activities according to the purpose and requirements of learning activities.
Preschool teachers organize learning activities: Teachers play the role of guides, assistants, attractors, interactors, and encourage children to participate in learning and experiential activities. Preschool teachers have a close pedagogical style, are assistants, encourage children to be creative, take advantage of all conditions and circumstances to teach children, and encourage interactions between children.
Skills in building and using an educational environment based on a child-centered educational perspective: Teachers focus on building a psychological and physical environment for children to operate in the classroom to meet their needs and interests in playing, creating conditions for children to play and learn, and learn through play; the educational environment has enough equipment, toys, and materials, arranged reasonably and attractively; teachers pay attention to children's needs, abilities, and encourage them to make personal decisions and choices.
Skills in evaluating children's learning outcomes after activities: Preschool teachers have the skills to evaluate children after learning activities based on children's development, preschool program goals and expected outcomes in developmental areas.
1.3.2. Objectives and significance of training to improve the capacity of organizing life skills education activities for preschool teachers
* Target:
- Strengthen, supplement and develop the capacity to organize KNS educational activities, thereby helping teachers to strengthen and systematically develop knowledge and skills in teaching and pedagogical practice to improve the effectiveness of their professional products.
- Supplement new, advanced knowledge, and missing knowledge in the capacity to organize educational activities;
- Through activities to foster the capacity of organizing life skills education activities for preschool teachers, teachers can meet, exchange and learn from their colleagues' experiences, thereby becoming aware of promoting strengths, overcoming weaknesses, and supplementing limitations to meet the requirements of current educational innovation.
* Meaning:
Help preschool teachers to be trained and improve their capacity to organize life skills education for preschool teachers. Specifically, preschool teachers are trained and improved to improve their awareness, skills, and attitudes in determining teaching goals, designing and implementing teachers' teaching activities and children's learning activities in the direction of promoting each child's capacity, choosing content, methods, and forms of organizing teaching and learning, testing and evaluating children's learning outcomes, etc.
Directly contribute to better implementation of innovation in content and methods of preschool life skills education, promote positive aspects and achievements in innovation in methods of organizing preschool life skills education activities, and at the same time overcome shortcomings and limitations considered as barriers in the process of implementing preschool education innovation, thereby improving the quality of care and education of life skills for children.
Help schools strive to follow the school model that is all about satisfying the needs and enhancing the capacity of each child, aiming to improve the quality of comprehensive education, improve and enhance the readiness of preschool children to go to school; contribute to the successful implementation of Resolution No. 29/NQ-TW dated November 4, 2013 of the Central Executive Committee, 11th term, on fundamental and comprehensive innovation of Education and Training.
1.3.3. Content of activities to foster capacity in organizing life skills education for preschool teachers
* Knowledge:
Teachers have basic knowledge of preschool education. Including: Basic understanding of the psychological and physiological characteristics of preschool children; knowledge of education
Preschool education includes inclusive education for children with disabilities; understanding the goals and content of preschool education programs; knowledge of assessing children's development; basic specialized knowledge of methods for educating preschool children.
* KNS education skills:
Skills in building KNS education plans: School year education plans; monthly education plans; weekly education plans; daily education plans that are suitable for children's development, understanding, needs, and interests according to age, content according to the preschool education program, and need to be flexible...
Skills in organizing educational activities: Skills in preparing facilities: Skills in preparing adequate facilities for learning activities; skills in determining the purpose and requirements of learning activities suitable for children; skills in organizing engaging and gentle transitional activities; skills in organizing experiential activities according to the purpose and requirements of learning activities. Preschool teachers organize learning activities: Teachers play the role of guides, assistants, attractors, interactors, and encourage children to participate in learning and experiential activities. Preschool teachers have a close pedagogical style, are assistants, encourage children to be creative, take advantage of all conditions and circumstances to teach children, and encourage interactions between children.
Skills in building and using a KNS educational environment: Teachers focus on building a psychological environment and a physical environment for children to operate in the classroom to meet their needs and interests in playing, creating conditions for children to play and learn, and learn through playing; the educational environment has enough equipment, toys, and materials, arranged reasonably and attractively; teachers pay attention to children's needs, abilities, and encourage them to make personal decisions and choices.
Skills in evaluating children's learning outcomes after activities: Preschool teachers have the skills to evaluate children after learning activities based on children's development, preschool education program goals and expected outcomes of life skills.
1.3.4. Forms of organization and methods of training capacity for organizing life skills education for preschool teachers
1.3.4.1. Form
Short-term, concentrated training : Send key teachers to attend short-term professional training courses organized by the Department of Education and Training and the Department of Education and Training on specialized topics. After attending, they must be disseminated and applied to 100% of schools.
Training by school cluster: Organize thematic study with schools in the cluster, district cluster, invite experts or comrades with capacity and prestige, to attend the reporting topics. It is also possible to cooperate with several schools in the nearby area to organize their own topics to exchange experiences.
School Support:
+ Organizing training activities at school brings high efficiency, suitable to the conditions and circumstances of the majority of teachers. Professional group leaders and excellent teachers at all levels are the core in training work. They are both exemplary leaders in training and responsible for helping group members. Improving the content and form of professional group and group activities also brings good training results.
+ Organize teaching competitions (such as thematic welcoming teaching competitions, school-level excellent teacher competitions, competitions to welcome holidays, festivals, etc.) and organize pedagogical competitions to encourage teachers to love their profession and be enthusiastic about developing their professional skills.
+ Organize training and seminars on topics: Experts and specialists from the Department of Education and Training can be invited to provide updated knowledge and resolve teachers' concerns and questions in implementing care, nurturing, and education activities, and organizing activities in difficult development areas. Or the school can organize itself, assigning professional team leaders and competent people to prepare thematic and seminar content. Once agreed upon, it must be determined to turn it into a widespread reality.
+ Organize for teachers to research and apply science. Encourage and motivate the movement of writing initiatives and making teaching aids. Need to organize
Evaluate initiatives seriously, with objective assessment of good initiatives that need to be widely applied to teachers throughout the school.
Training through self-study and self-training: Teachers must build a regular awareness, build this content into a competitive movement through teachers building personal plans for regular self-training, registering for self-study periodically. Then write a report to present for the whole school or group teachers to discuss, evaluate and give comments.
1.3.4.2. Method
- Presentation method : This is a traditional method with the main means of using words to present a topic, systematizing the knowledge acquired in a certain period of time. The main goals of this method are: Conveying information; providing an overview of the topic; stimulating thinking about the topic; Teachers listen and take notes of the content mentioned.
- Group work method: Is to work according to the request of the lecturer, divide the students into groups of 3 to 7 people and assign them tasks, such as a question to answer, to discuss or a problem to solve. After the group has completed the task, there must be a report to the whole class, then proceed to discuss, summarize and conclude. The goal of this method is to create conditions for easy sharing and exchange of experiences between students to form and practice problem-solving skills, as well as teamwork skills.
- Case study method : Used when presenting a real or imaginary event or situation as a basis for discussion and analysis. The main goal is to develop skills related to the most effective application.
- Role-playing method : That is, the lecturer gives a number of situations, students are assigned to play appropriate roles; on that basis, everyone analyzes and discusses the roles they are assigned. This is a special method of the case study method. This method aims to provide experience in handling real situations, improving professional skills.
- Practical method : Teachers practice preparing lesson plans, designing educational content on life skills and assigning students to teach directly to groups of children/classes, then the remaining students observe, observe and learn from the activities.
In implementing training methods to improve the capacity of organizing life skills education for preschool teachers, each method has certain advantages and disadvantages; therefore, it is necessary to implement many teaching methods synchronously to promote the advantages and overcome the disadvantages of the method. Through the innovation of teaching methods, the transfer of knowledge, skills and working attitudes in training activities is most effective. Along with the use of modern means with the support of information technology, helping preschool teachers access rich sources of documents and update important information through the network and electronic libraries.
1.3.5. Capacity structure of organizing life skills education for preschool teachers
Table 1.1: Structure of the educational competency framework for teachers' KNS
General capacity
1. Professional development capacity | |
2. Ability to develop teaching and educational plans in the direction of develop students' qualities and abilities | |
3. Student education capacity | |
4. Scientific research capacity and student guidance organization implementing applied scientific research in schools | |
5. Ability to use foreign languages or ethnic languages and apply information technology, exploit and use technological equipment in teaching, education | |
Specialized competencies | 1. Advise and consult school leaders, draft programs |
2. Coordinate activities and departments inside and outside the house school to implement the program |
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3. Evaluate the effectiveness of KNS education activities in schools |
4. Directly advise students on KNS |