Measures to Organize Teaching Activities to Form Learning Skills for Older Preschool Children

* Social and cooperative skills: is the ability to build good relationships with others and work together to achieve a common goal. In forming this skill, it is necessary to train children to participate in giving opinions, making decisions and being responsible for the decisions made. Learn to recognize, analyze and respond appropriately to discriminatory behaviors. Recognize the differences between individuals and respect the rights of all people, help children know how to care for others by trusting them and loving them. Children know how to share their belongings and toys with friends, actively participate in group activities with friends and teachers.

* Working and learning skills: is the process of helping children learn effectively, learn individually and in groups to create learning experiences for themselves. Thereby, it also helps children form good working habits, be responsible for the learning and working process, and form skills for children to want to learn for life.

1.2.3. Forming learning skills

* Formation

According to the Sociology Dictionary, formation is a regular creation characterized by qualitative change. Formation is a basic characteristic of matter, a principle explaining the existence and operation of balanced, mobile, and changing systems. The process of formation is inherently heterogeneous.

Maybe you are interested!

According to the dialectical materialist perspective: Formation is a philosophical category used to generalize the process of creation, transformation, and emergence from non-existent to existing, from simple to complex. In the concept of formation, the authors delve into the approach from the perspective of the beginning of emergence and coming to the existence of matter. The basic characteristic of this process is the high accumulation of quantity that creates qualitative change.

The above understandings of formation all have the same opinion:

+ Formation is a process of movement. In formation, a higher determination of quality arises, thereby making all organizational structures, modes of existence and movement of things and their inherent functions increasingly change and become more perfect.

+ Formation is the result of a process of quantitative change leading to qualitative change, a transformation from a state of nothing to a state of existence.

+ The cause of formation is due to the accumulation of quantity that creates qualitative change through the process of negation of negation in things and phenomena in objective reality.

We believe that: Formation is a concept that refers to a process of emergence, creation and gradual transformation from low to high, from non-existence to existence of an object or phenomenon.

* Forming learning skills

Forming learning skills is the process in which the subject of the learning activity applies acquired knowledge and operations to create skills aimed at solving learning tasks appropriate to the circumstances and conditions allowed.

The process of forming learning skills for learners, according to research by many authors, has the following factors:

- Firstly, learners must identify the object, motive, and purpose of learning. It is necessary to answer the questions: What to learn? What to learn for? Once the importance and urgency of learning have been determined, it is necessary to determine the right motive and attitude towards learning right from the start. From there, learners can form the necessary learning skills for themselves regarding learning.

- Second, learners must develop appropriate learning methods. Learning skills cannot be developed without developing active and appropriate learning methods, no matter how confident the learner is. It is necessary to create a habit of proactive research and develop the basic skills necessary for each specific subject.

- Third, learners must know how to form habits and skills in using learning tools. It is necessary to create a favorable mindset in learning to help learners easily form learning skills.

- Fourth is to study thoroughly and practice more. Studying too much will not bring high results in learning, but constantly repeating things that have been thoroughly understood will help you remember them longer and better. Studying must go hand in hand with practice, practice is a repetitive action and it helps learners form learning skills.

- Fifth, learners must know how to generalize and analyze. This helps learners have a general understanding of the learning content, and analysis will also help learners grasp knowledge deeply and thoroughly.

To form learning skills, learners need to form basic skills such as: Cognitive skills (recognition, understanding, analysis, synthesis, evaluation, criticism, etc.); Reproduction skills (recall, repeat, recall, etc.); Practical skills (manual activities, application, implementation, etc.); Behavioral skills (attitude, behavioral habits, etc.); Collaborative skills (group study, debate, etc.); Problem solving skills (receiving, processing information, etc.); Self-study skills (self-research, self-expression, self-testing, self-adjustment, etc.); Learning management skills (study time, study environment, etc.); Vocational skills (specialized fields, occupations, etc.).

The process of forming students' learning skills can be done in many different ways and methods. According to the pedagogical approach, this process needs to be carried out under the role of a pedagogist.

Forming learning skills is the process in which learners apply acquired knowledge and operations to create skills to solve learning tasks appropriate to the circumstances and conditions allowed under the leading role of the teacher.

According to this understanding, forming learning skills for preschool children is a pedagogical process intentionally organized by the pedagogist to create in children a system of necessary skills in learning activities.

1.2.4. Measures to organize teaching activities to form learning skills for older preschool children

Measures are generally understood as ways of doing things, ways to achieve a certain goal. When using measures in pedagogical processes for the purpose of educating children, the measures become an element of the educational process. Determining the right measures will contribute to effectively solving the work to achieve the set goals. Teaching measures demonstrate the creativity of teachers in the teaching process. The preschool teaching process is built and implemented according to the principle of integration, therefore, teaching measures follow the general rules of organizing the teaching process, which are:

+ Teaching methods are purposeful, meaning using methods aimed at forming a comprehensive personality for children.

+ Teaching methods are closely linked to children's activities.

+ Teaching methods are closely related to specific teaching conditions, means and circumstances in preschools.

+ Teaching methods are directly related to the form of organizing children's learning activities.

According to the current innovation perspective in preschool education, teaching methods must create a unified connection between teachers and children. In which, children are active subjects, proactively participating in learning activities to develop their own abilities and capacities, while teachers are the ones who create opportunities, guide, suggest, and advise children's activities, helping children form basic and necessary learning skills through specific measures.

The method of organizing teaching activities to form learning skills for older preschool children is the way of organizing teaching activities in a unified relationship between teachers and older preschool children, carried out purposefully and planned under the leading role of teachers to create skills to meet the requirements of learning activities for children.

1.3. Teaching and learning activities in kindergarten

1.3.1. Some biological and psychological characteristics of older preschool children

1.3.1.1. Biological characteristics

The body of MGL children is developing rapidly. By the end of this age, boys weigh from 16.0 - 26.6 kg; height from 106.4 - 125.8 cm; girls weigh from 25 - 26.2 kg; height from 104.8 - 124.5 cm. The skeletal system is ossifying quickly but is still soft and elastic, so it is necessary to pay attention when letting children exercise, avoiding strong and prolonged movements. Regarding the muscular system, large muscles develop strongly but small muscles have not yet developed, so children like strong movements, for small movements that require meticulousness, children do not like and have difficulty, clumsy gestures can easily cause breakage. Regarding the circulatory system, the heart of a 5-year-old child is 4-5 times heavier than when he was born, the pulse is slower than when he was born but still faster than that of an adult, so children get tired easily when participating in activities and have

strong emotions. Brain: 3 times heavier than at birth, most of the nerves

are all mealinized… the size of the brain increases, cells continue to differentiate, the activity of the nervous system develops strongly, so conditioned reflexes are formed quickly, the control function of the cerebral hemispheres increases compared to the subcortical center, so children have the ability to control themselves in speech and behavior (different from the previous age). The activity of the two signal systems also has significant changes, in which the second signal system (language) has increased significantly, the first signal system is still dominant, so direct stimulation to the senses is easier to attract children.

1.3.1.2. Psychological characteristics

- Perception: The perception of older preschool children is bright and intuitive, general and heavily unintentional, so children are not yet able to distinguish objects accurately, often make mistakes, or confuse symbols. Emotions are clearly expressed, so children perceive the intuitive, bright, and vivid better, more clearly and with more emotion. Children's perception of time and space as well as their estimation of time and space are still poor and limited.

- Attention: At this age, the child's attention span is greatly expanded compared to the previous stage, but unconscious attention is still dominant. Children's concentration is still weak and lacks sustainability, the ability to control and direct attention is limited. Children are often easily distracted by events happening around them, interested in vivid, attractive visual aids, with many colorful pictures, games or beautiful, gentle teachers... Many attention studies have confirmed that older preschool children often only focus and maintain continuous attention lasting up to 15 minutes.

– 20 minutes.

- Memory: At this stage, children's memory develops strongly: visual memory, action memory, emotional memory, word-logical memory... but visual-image memory is the best. Involuntary memory is dominant, so children remember easily, forget easily, and memorize mechanically. Children's memory is closely linked to emotions and children will remember better what causes strong emotions. Children know how to observe phenomena, compare, ask questions and answer according to their own thoughts.

- Imagination: The imaginary world reflects children's understanding of the real world. At this age, children can distinguish between the imaginary world and reality. But they do not consider one more important than the other. Compared to the previous age, in the preschool stage, the imagination is rich, clear and unique. Intentional imagination appears before the idea of playing and cognitive activities, and the awareness of playing and cognition is also better. Intentionality also allows children to regulate their actions with language in those activities.

- Thinking: At this age, visual-figurative thinking appears. This type of thinking develops on the basis of visual-action thinking and according to the mechanism of internalization. The symbolic function of consciousness is formed. Children can use simple lines to express the relationship between objects. Children's visual thinking is expressed in pictures, storytelling, manual labor, and musical activities. Abstract thinking, classification thinking, comparison thinking, and logical thinking at this age have also appeared and developed strongly over time. Children can observe well and can explain some simple and familiar natural phenomena. Children's problem-solving ability also develops quite well.

- Cognitive interest: In older preschool children, human psychological functions are perfected, self-consciousness is clearly defined, thanks to which psychological processes are intentional. The psychological development of children is expressed in early intellectual development and an increase in the amount of knowledge, in the rich diversity of needs, cognitive interests and other manifestations of children's personality. The cause of this development in children today is due to socio-historical factors, production relations, cultural characteristics and biological characteristics. The psychological development of older preschool children is expressed in early intellectual development and an increase in the amount of knowledge, in the rich diversity of needs, cognitive interests and other manifestations of children's personality. Children acquire social experiences through activities at school and brought by adults. Gradually children become aware of their role in society.

- Language: In the preschool age stage, language development

more diverse. Children have mastered phonetics and intonation; developed vocabulary and language structure.

Law; develop coherent language. Children not only recognize familiar surrounding phenomena, but also learn about phenomena that do not appear directly before their eyes. Language helps children consolidate knowledge and expand their understanding of the world around them. Language helps children understand adults' explanations, intellectual activities, and thinking operations are increasingly perfected.

- Feelings and emotions: Feelings appear right from birth as attachment needs and develop more and more. The feelings and emotions of older preschool children are often about specific, vivid objects and phenomena. Children are more easily stimulated by the first signal system (objects, phenomena and their attributes) than the second signal system (speech, writing) because the first signal system is still dominant over the second signal system. Children's feelings and emotions are closely linked to visual characteristics and specific images. Children are very emotional and have difficulty controlling their emotions, and do not know how to control their emotional expressions. They express their feelings innocently and honestly. In addition, their feelings are still fragile, unstable, and not deep.

1.3.2. Characteristics of teaching and learning activities in preschools

At preschool age, playing is still the main activity, but besides that, learning is an important activity that helps children form and develop their personality, forming basic learning skills to prepare for first grade.

Teaching activities in preschools are a systematic, planned, and purposeful pedagogical organization process of preschool teachers to form a system of elementary knowledge for children, form corresponding skills and techniques, and on that basis form the foundation of cognitive capacity, contributing to the formation of children's personality.

Teaching activities in preschools have a basic characteristic: this is a joint activity between teachers and children, in which under the main influence of teachers, children actively engage in cognitive activities to acquire basic knowledge, skills, and techniques, on that basis developing intelligence and forming personality.

In preschool teaching activities, teachers play a leading role. Specifically:

- Teachers are the ones who organize and plan learning for children, decide on goals, and set activity goals. Through learning activities in preschool, children are first exposed to the learning process, so they cannot yet perceive the nature of learning.

cognitive issues. The teacher is the one who will organize, orient and plan the children's learning. Through that, the children will acquire knowledge and form the necessary learning skills.

- Preschool teachers are also the ones who control and adjust the children's cognitive process. Children do not know the lesson content in advance and cannot prepare their own lessons. Therefore, the knowledge and skills that children acquire are all under the control and adjustment of the teacher.

- Teachers are the ones who impart life experiences and knowledge through lesson content. The knowledge that children learn is pre-scientific knowledge. Through specific learning activities, life experiences and specific, simple knowledge in practice are imparted to children by teachers.

- Preschool teachers are also the ones who guide children to acquire knowledge in a correct and comprehensive way appropriate to their age. In fact, without proper guidance, children's cognitive activities as well as the formation of learning skills will be deviated.

- At this age, playing is still the main activity, but through children's playing activities, teachers specifically guide children in cognitive activities. Specifically, guide children in using, preparing, learning materials, guide children in knowledge acquisition activities...

- Teachers are always the ones who give children the right advice, comment and evaluate their performance. This contributes to increasing the effectiveness of teaching and learning activities. When receiving comments and evaluations from teachers, children will understand and distinguish right from wrong when performing the cognitive process.

- Teachers are the ones who help children form and create good habits in the process of acquiring knowledge. Children "remember quickly, forget quickly", so what to teach children is not as important as how to teach them. Children cannot form learning habits on their own, so teachers need to guide children in creating necessary learning habits.

- Preschool teachers are the ones who create interest in learning and cognitive interest in children, always stirring up and maintaining their passion for cognition; achieving the goal of developing basic and necessary knowledge in preschool teaching content; the goal of

Comment