Measure 4: Make Tools and Toys to Use in Children's Play Activities

3.2.3.3. Implementation organization

- Raise awareness about the need to innovate methods of organizing play activities for children and be conscious in deciding to find and apply positive teaching methods in a reasonable and effective way. .

- Organize innovative methods through contests: excellent teachers, lesson plan contests, contests for making utensils and toys from scrap materials, etc.

- Apply information technology and use modern methods in organizing fun activities for children.

- Teachers need to create many opportunities for children to learn through a learning environment. The environment here does not stop at the classroom but takes advantage of all spaces inside and outside the classroom to create conditions for children to learn, experience, and explore anytime, anywhere.

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- Teachers create opportunities for children to learn in many different ways so that children can actively participate in fun activities, explore and experience according to the motto "learn to play, play to learn"

3.2.3.4. Conditions for implementation

Teachers must organize correct awareness about organizing fun activities for children, about commenting on children when they do things right or wrong. Show children how to change to a new way of doing things.

Teachers must be aware of the importance of organization, firmly grasp the implementation of their expertise in content, methods, and evaluate children when they perform according to the requirements of organizational activities.

Teachers must be dedicated to their duties and profession, really care about children, and always create favorable conditions for children when they play as well as when they play at home.

3.2.4. Measure 4: Make utensils and toys to use in fun activities for children

3.2.4.1. Target

The effectiveness of organizing children's play activities has many influencing factors, including the physical environment in general, equipment, and toys for various types of games.

associated with organizational forms and educational tasks that have important influences. In many games, without tools or toys, children cannot perform the game. Originating from the fact that the source of children's supplies and toys in preschools in Pack district, Xieng Khouang province is still limited. If teachers can make many tools and toys, it will enhance the prerequisites for the quality of children's play activities.

3.2.4.2. Content

Organize the making of utensils and toys with diverse shapes, colors and uses from many different raw materials to use in organizing fun activities for children, including:

Outdoor items and toys used in children's outdoor activity areas: Natural area, Sand and water activity area, Area for organizing physical games and folk games; Free play area with open materials made from gravel, sand,

The items and toys in the classroom to use in organizing fun activities in activity corners for children are made from simple, easy-to-find and easy-to-collect materials such as cardboard, old calendars, and paper. color.

3.2.4.3. How to do it

The school develops a plan to organize teachers to make supplies and toys for children according to the school year;

Based on the school's plan, teachers proactively review children's supplies and toys available in class; Based on the goals and plans of organizing youth councils for children, make a list of missing items and toys. Identify items and toys that can be supplemented according to the teacher's ability to make items and toys. (including classroom supplies, toys and outdoor toys);

Coordinate with families, mobilize parents to respond and participate in creative activities to serve fun activities for children in the class in charge by asking for family donations for the cause. material; time

Time and participation of people and teachers in making tools and toys for each class.

Organize fun activities that integrate practical experiences with open materials such as leaves, pebbles, newspapers, sand, chalk... to create visual products that children can use right away during the learning process. Play and preserve for future play activities for yourself and the class.

For example:

Storybook corner: Make use of leftover paper and old calendars. Teachers help children make books, then let them collect pictures to cut or tear and paste them according to learning games on topics, each child feels. Get the unique beauty of a book you make yourself and get help from your teacher.

Role play corner: Cake boxes, milk boxes, cosmetic boxes with beautiful colors are used as cooking toys: pots, pots, bowls, and for display in department stores; create dishes from modeling clay: beef, sticky rice and beans; Make spring rolls from plastic bags (to make spring rolls wrappers), shredded colored paper, and shredded colored foam (to make spring rolls filling); make cakes from white and yellow clay (drift cake and donut); Create pictures from drawing paper and crayons of beautiful and attractive dishes by teaching children to cut and paste to decorate the play corner and do it together;

Construction corner: Create flowers (let children take colored foam, cut it into petals, then stick it to jelly shells, use straws as branches, or make them from wrinkled paper and foam wrapped around steel wire); Create coconut trees and cycad trees (using old cardboard for the trunk, foam for the leaves); Make a fence (use diagonal yogurt spoons and green foam as grass).

Learning corner: Use children's drawn and painted images of costumes to decorate the corner. To create closeness and excitement for children because it is their product, children create it, play with it and decorate it according to the teacher's instructions.

Organize competitions to make tools and toys for children in all classes and grades, contests for teachers to make tools and toys to help school and district levels and immediately use the products created for children. children's play activities.

3.2.4.4. Implementation conditions

Department of Education and Training; The school pays attention to the importance of making tools and toys for children's play activities;

The school has plans and measures to direct teachers and coordinate with families to organize activities of making utensils and toys for children in teachers' classes;

Organized many competitions on teacher capacity, especially the capacity to make utensils and toys to serve the professional activities of teachers in general, and to serve the organization of youth councils for children in particular;

The school has funding to support teachers in making supplies and toys; There are effective measures to coordinate with families.

Teachers are enthusiastic, responsible, and capable of making tools and toys for children; Actively participate in professional activities, promote your own creativity, be able to propose teaching tools for children from mobilization on the spot to replace broken, old tools... and to exchange, learn from each other's experiences.

3.2.5. Measure 5: Design and use an environment to organize play activities for 5-6 year old children from a child-centered perspective

3.2.5.1. Target

The play environment in preschools plays an important role in children's learning and play. Designing and using the environment for organizing youth activities for children from a child-centered perspective will help children satisfy their need to play, develop curiosity, actively play, learn, and promote creativity. creation, through which the child's personality is formed and comprehensively developed.

3.2.5.2. Content

In order for children's play activities to take place according to the teacher's pedagogical requirements and the children's activity needs, in addition to planning and organizing activities, teachers need to pay attention to the creation and use of the environment. school for children to play.

Physical environment: The play space needs to be arranged appropriately to create conditions for children to be proactive in taking and using; promote emotional expression

Be active in contact, activities and develop children's personal qualities. The arrangement of toys needs to be diverse, open, and attractive to stimulate children to be active. Equipment and toys need to be supplemented and added to suit each topic.

Psychological environment: Children share and cooperate with teachers and friends when they live in a comfortable and happy environment. Teachers can let children participate in arranging and arranging utensils and toys, and presenting products in corners, which gives children the feeling of being members of the class, so they are more interested and ready. Ready to share play ideas and evoke the need to communicate, show nice gestures and behaviors with everyone...

3.2.5.3. How to do it

Plan to build and organize the psychological and physical environment in organizing Youth Council for 5-6 year old children within the school and classroom;

Organize teachers in all classes to build appropriate play spaces to create conditions for children to be proactive in taking and using; arrange and arrange diverse and open toys; Add tools and toys appropriate to each child's topic and activity. Teachers proactively build an environment of group activities in classes (coordinate with teachers and staff in the school; organize children to do it together, and mobilize the coordination of children's parents).

Organize teachers in all classes to build a psychological environment to organize activities for children: Based on pedagogical requirements, teachers develop and implement classroom rules and rules of play activities for children; Organize measures for children to proactively share and cooperate with teachers and friends when playing, practice listening skills, respect, actively and voluntarily carry out teacher's requests and activities... Encourage confidence and autonomy in children.

 Environment outside the classroom

The school manages research and studies such as sports areas (basketball poles, climbing ladders, mini soccer playground...); Play area with outdoor toys

(slide, ferris wheel, seesaw, ball house...); “traffic” play area; Play area with soil, sand, water, rocks, gravel...; Area for children to grow vegetables, grow plants and take care of plants; areas for growing grass, flowers, ornamental plants, fruit trees, and shade trees on the school grounds; Lawn creation area... path system on the field; height of the boundary wall system, width of the gate and school sign; area for placing propaganda signs, parent mailboxes...

The school's educational environment is truly safe, ensuring hygiene in water sources, air, and hygiene and safety in eating. Equipment, utensils and toys are regularly maintained, kept clean and attractive to children. There is a protective fence around the school area.

 Environment inside the classroom

- Create a classroom environment with vivid colors and funny characters.

- The supplies and materials teachers provide for activity corners must be carefully planned to assist teachers in planning children's learning and to engage children in participating, as well as create other learning opportunities.

- Decorate the classroom environment to suit the nature of the activities and for each age group. In the classroom, arrange suitable space for common class activities and activities according to the interests and abilities of small groups or individuals. There is a dedicated area to care for children with special needs.

3.2.5.4. Implementation conditions

School administrators and teachers are properly aware of the importance of building and organizing a community-based environment for 5-6 year old children according to the child-centered perspective and innovating current preschool education;

Teachers are trained in the ability to design and organize a physical activity environment for 5-6 year old children from a child-centered perspective;

Teachers have a need to innovate in building and organizing a youth-building environment for children and have the ability to do so;

Teachers continue to guide children to participate in class and school-wide activities.

Teachers must actively explore, research, learn from colleagues or learn about addresses on the internet to be able to refer to how to design an environment for children to learn every day.

Teachers organize children to play according to time, in class, and outdoors, games include types such as: for example: Folk games... role-playing games, movement games...

Teachers proactively make positive changes in their approach to children, and are flexible in using forms and methods of organizing play activities for children.

In organizing play, teachers use measures to encourage children to use toys; Use natural materials to make toys to promote children's creativity.

There must be enough space to arrange a variety of games both indoors and outdoors, as well as a relaxation space for children.

Indoor space: there needs to be enough room area to be able to organize games such as game corners, study, exercise, themed role-playing...

Build interesting outdoor play activities and pay attention to the reasonable arrangement of space for movement games, construction games, and games with sand and water. Design a place to relax and rest (in the school yard). and in the classroom).

It is necessary to provide adequate facilities for children to play comfortably and creatively...

3.3. Relationship between measures

We have researched and proposed the following 5 measures: Measure 1: Develop game content for children

Measure 2: Develop a plan to organize fun activities for children from a child-centered perspective

Measure 3: Innovate methods and forms of organizing play activities for children from a child-centered perspective

Measure 4: Make utensils and toys to use in fun activities for children

Measure 5: Design and use an environment to organize play activities for 5-6 year old children from a child-centered perspective

Each measure has an important position and is closely linked to each other, supporting and promoting each other. In organizing fun activities for 5-6 year old children, teachers need to synchronously combine the above measures to achieve the best results.

3.4. Test the necessity and feasibility of the measures

3.4.1. Testing purpose

The author conducted an experiment with the aim of confirming the necessity and feasibility of organizational measures to enhance the effectiveness of organizing youth councils for children 5-6 years old at kindergartens in Peck district, Xieng Khouang province.

3.4.2. Content and method of testing

a. Regarding content: Testing the necessary and unnecessary levels of measures to organize youth councils for 5-6 year old children in kindergartens in Peck district, Xieng Khouang province and the feasibility of the measures proposed by the topic. suggested.

b. About how:

- Build questionnaires.

- Organize consultation: solicit opinions from managers & teachers of 45 people, including:

+ District Education and Sports Office: 2 people

+ Principal and vice principal of kindergarten: 8 people

+ Teachers teaching at schools: 35 people

In the referendum, there are two criteria to evaluate the level of necessity and feasibility

+ Evaluate the necessity level of the 5 proposed measures with 3 levels: very necessary, necessary, not necessary.

+ Assessing the level of feasibility, there are 5 proposed measures with 3 levels: Very feasible, feasible, not feasible