The assessment results have not been used to adjust activities and develop plans for schools on aesthetic education content for 5-6 year old preschool children.
2.6.2. Some problems and causes
With the positive and negative aspects as presented, we can see that in order to have measures to overcome those limitations, we need to find out the causes that create those limitations. Through surveying and analyzing the current situation, I found the following causes:
The ability of teachers to develop plans based on children's needs is limited. This is reflected in the lack of planning and the lack of close links between extracurricular activities. Some older teachers, although experienced in teaching, are not yet creative. Teachers are not flexible enough to boldly apply new things.
Connecting, training and establishing projects on human resource training with foreign experts is difficult to implement due to financial reasons. Teachers' specialized foreign language proficiency does not meet the requirements of an integrated society, so document research and practical application are very limited.
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Parents are busy, although they care a lot about their children, but they mostly leave it to the school. Therefore, the time to share and create an aesthetic environment for their children is not taken seriously. The physical facilities of schools do not meet the requirements of comprehensive aesthetic education for children.
Chapter 2 Conclusion
The entire research on the current situation of managing aesthetic education activities for 5-6 year old preschool children at kindergartens in Kim Son district, Ninh Binh province has shown that the management of aesthetic education has received special attention from schools and all levels. However, to meet the requirements of aesthetic education, it is still not consistent and not highly effective, not meeting the requirements of current society such as: planning closely following children, taking children as the center, building highly effective programs, selectively applying advanced educational methods; professional capacity, foreign language technology capacity of teachers, the interest and cooperation of parents in educating children; material facilities... to overcome these limitations and disadvantages. In chapter III, the author proposed a number of measures to manage aesthetic education for 5-6 year old preschool children at kindergartens in Kim Son district, Ninh Binh province to improve the effectiveness of aesthetic education management for preschool children in the current period.
CHAPTER 3 MEASURES TO MANAGE AESTHETIC EDUCATION ACTIVITIES FOR 5-6 YEAR OLD CHILDREN IN DISTRICT KINDERGARTENS
KIM SON, NINH BINH PROVINCE
3.1. Principles of proposing measures
3.1.1. Principle of ensuring objectiveness
Basic aesthetic education helps children perceive the beauty in nature, life and in works of visual art or music. They have the need and interest to participate in drawing, modeling, singing, dancing, moving to music, reading poetry, telling stories, acting... and know how to express creative emotions through these activities, forming the right attitude towards people and phenomena.
In management, objective is a very important principle, it helps the management process to take place in the right direction and purpose. Thanks to the objectives, managers can evaluate the level of task completion, the content achieved, thereby adjusting the management work to be most appropriate. To achieve this, when building measures, it is necessary to ensure the objective in the process with specific and accurate steps.
3.1.2. Principle of ensuring practicality
In management, practicality occupies a central position, being the foundation for all management and operation activities in schools. Therefore, the role of practice cannot be ignored, it is practice that will evaluate activities objectively and fairly. Once the measures are guaranteed to be practical, it will create a solid cognitive basis for establishing a system of measures with correct viewpoints and ethical thoughts, which is the guideline for highly effective management work, practicality is always associated with modernity, associated with scientific knowledge. Therefore, when building management measures, it is necessary to ensure updating new and necessary information, avoiding backwardness in educational and training content.
3.1.3. Principle of ensuring systematicity
In the management of aesthetic education for preschool children, synchronization and system are very necessary. Synchronous coordination and a tight management system from all levels, education sectors, to functional agencies of the whole society will bring about effective management. This is also the basis for considering whether the manager has good capacity or not, whether it is suitable for the actual situation of the unit or needs to be adjusted. Synchronous coordination and system of 3 educational environments: family - school - society, ensuring unity in perception as well as in educational actions to create the same direction, the same goal, a combined impact of concentric strength, concentrating strength, stimulating and promoting the process of developing aesthetic emotions for children is extremely important.
3.1.4. Principle of ensuring feasibility
The proposed measures must be based on an analysis and assessment of the current situation of aesthetic education activities for preschool children according to the high-quality model, clearly stating the strengths and weaknesses, along with the opportunities and challenges of the school to choose the appropriate approach. The measures must maximize the implementation capacity of the team of managers and preschool teachers, in accordance with the management capacity of the school.
In the process of proposing measures, it is necessary to forecast the fluctuations and adaptability of members in implementing the planning function. To achieve this, when building measures, it is necessary to ensure feasibility in the process with specific and precise steps to achieve the expected results.
3.2. Measures to manage aesthetic education activities for 5-6 year old preschool children in kindergartens in Kim Son district, Ninh Binh province.
3.2.1 Raise awareness and sense of responsibility of management staff and teachers about the position and importance of aesthetic education activities for 5-6 year old preschool children.
3.2.1.1 Objectives of the measure
Raising awareness and sense of responsibility for the team, management staff of Party committees, authorities, and organizations inside and outside the school to see the importance and necessity of unifying aesthetic education work. Correctly recognizing the position and role of aesthetic education work is the most important measure because only with awareness can there be correct actions, promoting the spirit of community responsibility in managing aesthetic education for preschool children, actively participating in managing aesthetic education activities for preschool children and effectively implementing them to contribute to the comprehensive development of children's personalities.
3.2.1.2 Contents of the measure
Through practice and activities, it is shown that the awareness of the team of teachers, parents, departments, and organizations about aesthetic education is not high, not meeting the high quality requirements of the school. Therefore, it is necessary to make each member of society, depending on their work tasks, aware of the importance of unifying the aesthetic education work for preschool children, so that they have awareness and responsibility for this work.
For schools: Teachers are the school's representatives in managing the classes they are responsible for. Homeroom teachers are the ones who plan, handle class activities, set standards in actions, and create an aesthetic learning environment. Therefore, they must have a firm grasp of training goals, grasp the psychology of each age group, strengths, and interests of each child to have appropriate methods and activities. Teachers with good pedagogical skills will effectively manage aesthetic education for preschool children.
For teachers: raise their sense of responsibility so that they are aware of aesthetic education for students through activities during and after school hours, meeting children's needs of "learning while playing, playing while learning".
For families: it is necessary to have a correct awareness of aesthetic education for children from simple actions and activities in the family. The main family
Actively connect with schools and teachers to grasp the goals and educational content of their children. Families actively participate in school activities and meetings.
For social forces: Schools need to propagate so that local departments, branches and organizations see their responsibility for aesthetic education for students, especially in the period of international integration.
3.2.1.3 How to implement the measure
a. For managers and teachers.
The basic content and form to improve cognitive capacity of aesthetic education and management of aesthetic activities for preschool children according to the high-quality model are:
Timely deploy documents from superiors to all teachers and staff in the whole school, overcoming the situation of perfunctory deployment.
Identify aesthetic education activities as a mandatory activity in the training program prescribed by the Ministry of Education and Training and as an advanced program of the school, which is an activity parallel to classroom learning activities in the school, in order to have a plan to propagate and raise awareness for managers and teachers.
Identifying aesthetic education activities related to other activities in the school: extracurricular activities, field trips, clubs, festival activities... so the school needs to have a specific plan, proactively build necessary resources for propaganda and education activities to raise awareness and responsibility for managers and teachers in the whole school about aesthetic education activities for preschool children.
Strengthening the opening of training courses on professional skills, methods and aesthetic education from experts. This is a necessary condition for the success of this work. Next, it is necessary to have skills in methods of imparting aesthetic education, managing aesthetic education for preschool children, and applying them in practice to achieve high efficiency.
Organizing music, visual arts, drama, literature... competitions helps educators better understand how to organize aesthetic education activities for children.
Expected results:
- Raise awareness and sense of responsibility of organizations and individuals for the management of aesthetic education for preschool children, correctly perceive the importance of managing aesthetic education for preschool children through policies, measures and specific practical actions for the management of aesthetic education for preschool children.
- Clarify the importance of constantly learning and improving pedagogical knowledge, ready to serve the purpose of comprehensive personality development for children with modern, advanced educational methods that meet the integration trend.
b. For preschool children:
Knowledge to be improved:
- Provide children with elementary concepts of some art forms: visual arts, music, musical instruments, literary works.
- Help children understand some difficult words, feel the beauty of the Vietnamese language. Exposure to many famous works of art, music genres from home and abroad.
- Have an attitude of respecting aesthetic values. Implementation form:
- Through lessons, fun activities, field trips, festivals...
c. For parents and organizations
Currently, many parents and organizations still believe that education in general is the responsibility of the school. From a social perspective, kindergartens do not have the authority and obligation to raise awareness of aesthetic education for parents and organizations, but they stand
From an educator's perspective, I see that schools are places with sufficient conditions, human resources, and material resources to help parents and organizations better understand the position of preschools. Especially helping them understand the psychology of age groups to combine in the work of caring for and educating children. Creating an "aesthetic" environment for children when they are at home.
Teachers must skillfully integrate activities into meetings, listen and share with parents through many information channels, guide and persuade parents to become the main people in this work... with the ultimate goal of supporting and raising awareness of aesthetic education for parents.
3.2.1.4 Implementation conditions
The Board of Directors provides full information about documents on aesthetic education content for preschool children from the beginning of the year, through meetings, professional activities or on the school's electronic communication system.
Regularly promote in many forms such as: organizing picnics, competitions, exchanges,... thereby helping teachers have correct awareness and actively participate in aesthetic education activities for preschool children.
Have adequate facilities for activities
3.2.2. Develop a detailed plan for aesthetic education activities for each school year in accordance with the school's conditions.
3.2.2.1 Objectives of the measure
The plan is a creative product of the management subject and is a powerful tool of the manager. Managing aesthetic education activities for preschool children is a heavy and difficult task that depends a lot on the conditions and practical situation. It is influenced by many factors, so to be successful, it requires a suitable implementation plan. This measure aims to concretize the activities.