Factor analysis is capable of dividing into basic factor groups and finding the proportion (factor weight - weight or factor score coefficient) of each variable to the basic factor. At the same time, factor analysis also determines the variable with the highest factor weight in these groups.
This common factor forms a new independent variable whose values are calculated by multiplying the values of the original variables in the group by the factor coefficient. The values of this new variable are the factor scores:
F i = W i1 X 1 + W i2 X 2 +W i3 X 3 +...+W ik X k
In which: F: is the estimated value of the factor (factor score)
W: is the factor weight (weight or factor score coefficient) X: the value of the original variables.
- To point C:
C = 5 + 2Z with̅
- Classification table in 3 levels
Good: Above ̅
Achieved: From ̅ to ̅
Failed: Below ̅
With the result as small as possible, the division is reversed: on ̅
is not satisfactory and below ̅ is good
2.3. Scope of research
Regarding research content : The thesis focuses on researching and developing exercises to develop physical skills for preschool children aged 3-6 through basic movements prescribed in the field of physical education of the Preschool Education Program.
Regarding research space: The thesis conducts research within the scope of preschool children studying in small preschool classes, middle preschool classes and large preschool classes at preschools in Ho Chi Minh City.
About research time : The information and data of the thesis mainly focus on the period from 2013 to 2017.
2.4. Research organization.
2.4.1. Research plan.
The thesis was conducted from October 2014 to May 2020, including 3 specific stages as follows:
- Phase 1 From October 2014 to May 2015
+ Collect and synthesize documents related to the scientific basis of the thesis
+ Design interview forms and conduct a survey of criteria for building a toolkit to assess KNVĐCB.
+ Achieve goal 1.
- Phase 2 From June 2015 to May 2016
+ Collect and synthesize documents related to the scientific basis of the thesis
+ Conduct observations, investigations, and expert surveys to learn about the current situation of organizing educational and physical activities for children at preschools.
+ Investigate the current situation and implement goal 2.
- Phase 3 From June 2016 to May 2017.
+ Survey of criteria for developing exercise programs for preschool children in Ho Chi Minh City
+ Conduct experiments at kindergartens.
+ Achieve goal 3
- Phase 3 From May 2017 to October 2021.
+ Write research results and scientific articles
+ Complete the thesis and prepare to defend it to the Department Council, the Institutional Council and the School Council.
2.4.2. Research location.
The thesis was conducted at:
+ Ho Chi Minh City University of Physical Education and Sports
+ Faculty of Preschool Education - Ho Chi Minh City University of Education,
+ Faculty of Preschool Education - Ho Chi Minh City University of Education,
+ Kindergartens in Ho Chi Minh City: TTC Saigon 1 Kindergarten (Tan Binh District); Hiep Thanh Kindergarten (District 9); Kindergarten 10 (District 11); Sen Vang Kindergarten (District 8); Ngoi Nha Tre Tho Kindergarten (District 7); ABC Kindergarten (Cu Chi District); Nhi Xuan Kindergarten (Hoc Mon District); Kim Dong Anh Kindergarten (Binh Tan District); Hoang Anh 2 Kindergarten (District 12); Mat Troi Hong Kindergarten (District 2); Tuoi Tho 7 Kindergarten (District 3); EQ Kindergarten (Thu Duc District) and Tomouse House Kindergarten (District 3).
CHAPTER 3.
RESEARCH RESULTS AND DISCUSSION
3.1. Research on building a test to evaluate the KNVĐCB skills for children aged 3-6 at kindergartens in Ho Chi Minh City area
3.1.1. Practical basis for selecting tests to assess the ability to read and write in children aged 3-6 years old at kindergartens in Ho Chi Minh City area
3.1.1.2. Identify the need to assess the skills of 3-6 year old children in preschools in Ho Chi Minh City.
The assessment of the development of physical education skills for preschool children is an important aspect in determining the physical development and effectiveness of physical education activities in preschools. The assessment results will be useful information for teachers to refer to and adjust the content, form and method of organizing physical education activities accordingly to meet the requirements in the field of physical education of the preschool education program. However, currently in Vietnam, there is still no set of tools or tests to help assess the development of physical education skills for preschool children in a clear, specific way, suitable for each age and with the characteristics of each physical education skill. The inability to determine the children's physical ability is one of the reasons that hinder preschool teachers in choosing exercise content, organization forms, teaching methods suitable for the teaching object as well as evaluating the results achieved after a period of education, thereby having appropriate orientations in adjusting activities accordingly.
To determine the needs of preschool teachers in developing assessment tests for preschool children at preschools in Ho Chi Minh City, the thesis conducted interviews with 210 preschool teachers currently teaching preschool classes at preschools in Ho Chi Minh City about the need for a set of assessment tools for preschool children. The interview results are presented in Table 3.1 as follows:
Table 3.1. Results of the questionnaire on the assessment of preschool teachers' skills in problem solving at preschools in Ho Chi Minh City (n=210)
TT
Virtual reality | Result | ||||||
Level 1 | Level 2 | Level 3 | |||||
SL | Ratio | SL | Ratio | SL | Ratio | ||
1 | The importance of early childhood assessment lesson planning | 161 | 76.7% | 33 | 15.7% | 16 | 7.6% |
2 | The influence of motor skills in children Organizing physical education activities at kindergartens | 154 | 73.3% | 37 | 17.6% | 19 | 9.0% |
3 | The need for assessment tests KNVĐCB in preschool children in Ho Chi Minh City | 158 | 75.2% | 41 | 19.5% | 11 | 5.2% |
Maybe you are interested!
-
Identify Rating Levels and Rating Scales
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of the islanders. Therefore, this indicator will be divided into two sub-indicators:
a1. Natural tourism attractiveness a2. Cultural tourism attractiveness
b. Tourist capacity
The two island communes in Quan Lan have different capacities to receive tourists. Minh Chau Commune is home to many standard hotels and resorts, attracting high-income domestic and international tourists. Meanwhile, Quan Lan Commune has many motels mainly built and operated by local people, so the scale and quality are not high, and will be suitable for ordinary tourists such as students.
c. Time of exploitation of Quan Lan Island Commune:
Quan Lan tourism is seasonal due to weather and climate conditions and festivals only take place on certain days of the year, specifically in spring. In Quan Lan commune, the period from April to June and from September to November is considered the best time to visit Quan Lan because the cultural tourism activities are mainly associated with festivals taking place during this time.
Minh Chau island commune:
Tourism exploitation time is all year round, because this is a place with a number of tourist attractions with diverse ecosystems such as Bai Tu Long National Park Research Center, Tram forest, Turtle Laying Beach, so besides coming to the beach for tourism and vacation in the summer, Minh Chau will attract research groups to come for tourism combined with research at other times of the year.
d. Sustainability
The sustainability of ecotourism sites in Quan Lan and Minh Chau communes depends on the sensitivity of the ecosystems to climate changes.
landscape. In general, these tourist destinations have a fairly high level of sustainability, because they are natural ecosystems, planned and protected. However, if a large number of tourists gather at certain times, it can exceed the carrying capacity and affect the sustainability of the environment (polluted beaches, damaged trees, animals moving away from their habitats, etc.), then the sustainability of the above ecosystems (natural ecosystems, human ecosystems) will also be affected and become less sustainable.
e. Location and accessibility
Both island communes have ports to take tourists to visit from Van Don wharf:
- Quan Lan – Van Don traffic route:
Phuc Thinh – Viet Anh high-speed boat and Quang Minh high-speed boat, depart at 8am and 2pm from Van Don to Quan Lan, and at 7am and 1pm from Quan Lan to Van Don. There are also wooden boats departing at 7am and 1pm.
- Van Don - Minh Chau traffic route:
Chung Huong high-speed train, Minh Chau train, morning 7:30 and afternoon 13:30 from Van Don to Minh Chau, morning 6:30 and afternoon 13:00 from Minh Chau to Van Don.
f. Infrastructure
Despite receiving investment attention, the issue of infrastructure and technical facilities for tourism on Quan Lan Island is still an issue that needs to be resolved because it has a direct impact on the implementation of ecotourism activities. The minimum conditions for serving tourists such as accommodation, electricity, water, communication, especially medical services, and security work need to be given top priority. Ecotourism spots in Minh Chau commune are assessed to have better infrastructure and technical facilities for tourism because there are quite complete and synchronous conditions for serving tourists, meeting many needs of domestic and foreign tourists.
3.2.1.4. Determine assessment levels and assessment scales
Corresponding to the levels of each criterion, the index is the score of those levels in the order of 4, 3, 2, 1 decreasing according to the standard of each level: very attractive (4), attractive (3), average (2), less attractive (1).
3.2.1.5. Determining the coefficients of the criteria
For the assessment of DLST in the two communes of Quan Lan and Minh Chau islands, the students added evaluation coefficients to show the importance of the criteria and indicators as follows:
Coefficient 3 with criteria: Attractiveness, Exploitation time. These are the 2 most important criteria for attracting tourists to tourism in general and eco-tourism in particular, so they have the highest coefficient.
Coefficient 2 with criteria: Capacity, Infrastructure, Location and accessibility . Because the assessment area is an island commune of Van Don district, the above criteria are selected by the author with appropriate coefficients at the average level.
Coefficient 1 with criteria: Sustainability. Quan Lan has natural and human-made ecotourism sites, with high biodiversity and little impact from local human factors. Most of the ecotourism sites are still wild, so they are highly sustainable.
3.2.1.6. Results of DLST assessment on Quan Lan island
a. Assessment of the potential for natural tourism development
For Minh Chau commune:
+ Natural tourism attractiveness is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined as average (2 points) and the coefficient is quite important (coefficient 2), then the score of Capacity criterion is 2 x 2 = 4.
+ Exploitation time is long (4 points), the most important coefficient (coefficient 3) so the score of the Exploitation time criterion is 4 x 3 = 12.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is assessed as good (3 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 3 x 2 = 6 points.
The total score for evaluating DLST in Minh Chau commune according to 6 evaluation criteria is determined as: 12 + 4 + 12 + 4 + 4 + 6 = 42 points
Similar assessment for Quan Lan commune, we have the following table:
Table 3.3: Assessment of the potential for natural ecotourism development in Quan Lan and Minh Chau communes
Attractiveness of self-tourismof course
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
CommuneMinh Chau
12
12
4
8
12
12
4
4
4
8
6
8
42/52
Quan CommuneLan
6
12
6
8
9
12
4
4
4
8
4
8
33/52
b. Assessment of the potential for humanistic tourism development
For Quan Lan commune:
+ The attractiveness of human tourism is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined to be large (3 points) and the coefficient is quite important (coefficient 2), then the score of the Capacity criterion is 3 x 2 = 6.
+ Mining time is average (3 points), the most important coefficient (coefficient 3) so the score of the Mining time criterion is 3 x 3 = 9.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points.
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is rated as average (2 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 2 x 2 = 4 points.
The total score for evaluating DLST in Quan Lan commune according to 6 evaluation criteria is determined as: 12 + 6 + 6 + 4 + 4 + 4 = 36 points.
Similar assessment with Minh Chau commune we have the following table:
Table 3.4: Assessment of the potential for developing humanistic eco-tourism in Quan Lan and Minh Chau communes
Attractiveness of human tourismliterature
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Quan CommuneLan
12
12
6
8
9
12
4
4
4
8
4
8
39/52
Minh CommuneChau
6
12
4
8
12
12
4
4
4
8
6
8
36/52
Basically, both Minh Chau and Quan Lan localities have quite favorable conditions for developing ecotourism. However, Quan Lan commune has more advantages to develop ecotourism in a humanistic direction, because this is an area with many famous historical relics such as Quan Lan Communal House, Quan Lan Pagoda, Temple worshiping the hero Tran Khanh Du, ... along with local festivals held annually such as the wind praying ceremony (March 15), Quan Lan festival (June 10-19); due to its location near the port and long exploitation time, the beaches in Quan Lan commune (especially Quan Lan beach) are no longer hygienic and clean to ensure the needs of tourists coming to relax and swim; this is also an area with many beautiful landscapes such as Got Beo wind pass, Ong Phong head, Voi Voi cave, but the ability to access these places is still very limited (dirt hill road, lots of gravel and rocks), especially during rainy and windy times; In addition, other natural resources such as mangrove forests and sea worms have not been really exploited for tourism purposes and ecotourism development. On the contrary, Minh Chau commune has more advantages in developing ecotourism in the direction of natural tourism, this is an area with diverse ecosystems such as at Rua De Beach, Bai Tu Long National Park Conservation Center...; Minh Chau beach is highly appreciated for its natural beauty and cleanliness, ranked in the top ten most beautiful beaches in Vietnam; Minh Chau commune is also home to Tram forest with a large area and a purity of up to 90%, suitable for building bridges through the forest (a very effective type of natural ecotourism currently applied by many countries) for tourists to sightsee, as well as for the purpose of studying and researching.
Figure 3.1: Thenmala Forest Bridge (India) Source: https://www.thenmalaecotourism.com/(August 21, 2019)
3.2.2. Using SWOT matrix to evaluate Quan Lan island tourism
General assessment of current tourism activities of Quan Lan island is shown through the following SWOT matrix:
Table 3.5: SWOT matrix evaluating tourism activities on Quan Lan island
Internal agent
Strengths- There is a lot of potential for tourism development, especially natural ecotourism and humanistic ecotourism.- The unskilled labor force is relatively abundant.- resource environmentunpolluted, still
Weaknesses- Poorly developed infrastructure, especially traffic routes to tourist destinations on the island.- The team of professional staff is still weak.- Tourism products in general
quite wild, originalintact
general and DLST in particularalone is monotonous.
External agents
Opportunity- Tourism is a key industry in the socio-economic development strategy of the province and Van Don economic zone.- Quan Lan was selected as a pilot area for eco-tourism development within the framework of the green growth project between Quang Ninh province and the Japanese organization JICA.- The flow of tourists and especially ecotourism in the world tends toincreasing
Challenge- Weather and climate change abnormally.- Competition in tourism products is increasingly fierce, especially with other localities in the province such as Ha Long, Mong Cai...- Awareness of tourists, especially domestic tourists, about ecotourism and nature conservation is not high.
Through summary analysis using SWOT matrix we see that:
To exploit strengths and take advantage of opportunities, it is necessary to:
- Diversify products and service types (build more tourism routes aimed at specific needs of tourists: experiential tourism immersed in nature, spiritual cultural tourism...)
- Effective exploitation of resources and differentiated products (natural resources and human resources)
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Building a Research Model of Factors Affecting Agribank's Brand Value -
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Note:
- Level 1 corresponds to the criteria: very important, very influential and very necessary
- Level 2 corresponds to the criteria: normal, neutral
- Level 3 corresponds to the criteria: not important, not influential, not necessary.
Through table 3.1, it can be seen that the majority of teachers believe that child assessment is very important in planning the teaching program in preschools (161 opinions, accounting for 76.7%, think it is very important). Determining the initial ability of children will facilitate teachers in choosing initial goals and planning teaching suitable to the capacity of children in each locality. However, there are also 49 opinions that initial assessment of children is not necessary (33 neutral opinions, accounting for 15.7%, and 16 opinions that it is not important, accounting for 7.6%). They believe that determining children's capacity in planning teaching is not too important. Building a program based on the content and requirements to be achieved in each area is appropriate. This shows that a part of preschool teachers are not promoting "openness" in the preschool education program as well as not paying attention to "locality" in determining the requirements of the school year program.
Activities to help develop physical skills of preschool children are one of the requirements that preschool teachers must carry out physical education activities at preschools. When organizing physical education activities, teachers need to flexibly use content, forms, methods and teaching aids suitable to the characteristics of children's movements. Ensure that activities are suitable to children's abilities, children are interested in participating and completing the requirements of the activities. This is why 154 opinions (accounting for 73.3%) said that children's motor skills greatly affect the organization of physical education activities for children at preschools. However,
However, there are still opinions that motor skills do not have much influence on the organization of physical education activities (37 neutral opinions account for 17.6% and 19 opinions that are not important account for 9%). These teachers believe that there is no need to innovate teaching content and methods according to children's abilities every year. This shows that a part of preschool teachers are currently organizing physical education activities that are too stereotyped, lacking creativity and are limited in the traditional direction, not approaching advanced educational trends.
The scientific basis of all physical education activities for any subject is to have full information about the physical condition and motor ability of that subject. Recognizing physical education capacity in children through assessing physical education capacity to have orientations in organizing physical education classes for children to help maximize their potential is necessary. On July 23, 2010, the Ministry of Education and Training issued the Development Standards for 5-year-old children, attached to Circular No. 23/2010/TT-BGDDT, as a basis for specifying the goals, content of care, education, selection and adjustment of care and education activities to suit 5-year-old children. However, the "Development Standards for 5-year-old children" are only for orientation purposes, the assessment results only stop at "satisfactory" and "unsatisfactory", the indicators given are only for 5-year-old preschool children nationwide, not specifically for Ho Chi Minh City. This shows that it is very necessary to build a complete and detailed toolkit, providing assessment scales for preschool children in Ho Chi Minh City. The above viewpoint of the thesis has received the consensus of many preschool teachers and preschool managers at preschools in Ho Chi Minh City (158 opinions, accounting for 75.2%, think it is very necessary).
From the above analysis, it can be seen that the construction of tests to assess the ability of preschool children suitable for each age, ensuring scientific, systematic, and consistent with local practices is a necessary and urgent need in innovating the form of educational organization to meet the needs of society for preschool children in Ho Chi Minh City.
3.1.1.2. Identifying the principles of developing assessment tests for KNVĐCB for preschool children at kindergartens in Ho Chi Minh City area
With the goal of developing tests to assess the KNVĐCB to ensure scientific basis and systematicity, the thesis collected opinions from experts who are currently lecturers in the Department of Early Childhood Education at Universities and Colleges in Ho Chi Minh City and Master's students majoring in Early Childhood Education at the University.
Ho Chi Minh City University of Pedagogy. Through the Professional Workshop to determine the initial guiding principles necessary in building assessment tests for preschool children in Ho Chi Minh City. Thereby, the thesis has identified 6 initial criteria that most experts believe are necessary in the process of building assessment tests for preschool children in Ho Chi Minh City, specifically as follows:
+ Appropriate for the region and locality of assessment: In reality, each locality has different objective and subjective conditions, so it is impossible to mechanically apply the assessment tests of one locality to another. Especially in Ho Chi Minh City, economic, social, cultural and cognitive factors greatly affect the development of children. Therefore, the assessment tests for KNVĐCB for preschool children need to be suitable for the economic and social characteristics of Ho Chi Minh City.
+ Meeting the goals and requirements of the Preschool Education Program: Currently, preschools rely on the content of development areas (including the field of sports development) to organize educational activities for preschool children. Therefore, the assessment of children's physical education skills cannot be separated from the goals and requirements to be achieved in the field of sports development for children of all ages.
+ Simple, easy to implement, easy to collect information : Kindergarten teachers will be the ones who directly use the tests to evaluate preschool children at preschools. If the tests are too complicated, requiring many processing stages to get results, it will cause a lot of difficulty for kindergarten teachers when evaluating children's physical development.
+ Suitable for the psychological and physiological characteristics of each age: For children of preschool age (3-6 years old), their development is very fast and at each age there will be different developmental characteristics in terms of psychology, physiology, and motor skills. Having tests to assess motor skills for each age will reflect the motor skills of children at each age, thereby determining appropriate content in teaching children.
+ There is a specific scale for each assessment test : Classifying children through scales is one of the bases that helps teachers determine the level of the educational object. Thereby, there are specific measures for each object as well as evaluating the effectiveness after a certain period.
+ Comprehensive and complete assessment of physical skills: According to current viewpoint, physical skills for children are mainly the following movements: walking, running, balancing, crawling, climbing, throwing - passing, jumping. Not all children can develop
comprehensively all of the above activities. Therefore, when evaluating, it is necessary to classify skills to help identify children's strengths and weaknesses, thereby having measures to help promote children's abilities at the best level.
Although these are contributions and discussions from experts in the field of preschool education, in reality, the application of tests in preschool education depends on many different subjective and objective factors from the school, teachers, and local social conditions. Therefore, to ensure the feasibility of the above viewpoints in practice, the thesis conducted interviews with 210 subjects who are preschool teachers currently working in preschool education schools in Ho Chi Minh City. The results after the survey are presented in Table 3.2 as follows:
Table 3.2. Virtual selection of criteria needed to build evaluation tests for preschool children in Ho Chi Minh City (=210)
TT
Detailed criteria for building a KNVĐCB assessment project for preschool children in Ho Chi Minh City | Virtual results | ||||||
Details | Normal | Details required | |||||
SL | Ratio | SL | SL | Ratio | SL | ||
1 | Suitable for regions and locations evaluation method | 189 | 90.0% | 21 | 10.0% | 0 | 0.0% |
2 | Meet the goals, requirements requirements of the GDMN Program | 197 | 93.8% | 13 | 6.2% | 0 | 0.0% |
3 | Simple, easy to do, easy to collect collect information | 201 | 95.7% | 9 | 4.3% | 0 | 0.0% |
4 | Ensure compliance with specifications Sports by age | 195 | 92.9% | 15 | 7.1% | 0 | 0.0% |
5 | There is a specific scale for each content. evaluation content | 81 | 38.6% | 96 | 45.7% | 33 | 15.7% |
6 | Comprehensive and complete review Children's mental health problems | 191 | 91.0% | 19 | 9.0% | 0 | 0.0% |
From the data collected in Table 3.2, it can be seen that criteria 1, 2, 3, 4 and 6 are highly feasible, over 90% of the survey respondents believe that these views are very necessary when developing tests to assess the KNVĐCB for preschool children in Ho Chi Minh City. In which, the application of tests that are simple, easy to implement, easy to collect information, cost-saving and time-saving received a high level of agreement from the survey subjects (95.7% said it was very necessary). In addition, the tests must meet the goals and requirements of the 2009 preschool education program (93.8%), the viewpoint of ensuring conformity with
The characteristics of children's motor skills according to age (92.9%) and the viewpoint of comprehensively and fully assessing preschool children's motor skills (91.0%) also received high agreement from preschool teachers.
Criterion number 5 (tests need to have a specific scale for each assessment content) was not highly appreciated, with only 81 opinions saying it was very necessary (accounting for 38.6%). However, according to the thesis, currently the assessment tools for preschool children in the field of physical education only stop at "pass" and "fail", are "qualitative", mainly observing and making judgments but not stratifying, dividing the level of implementation ability, and there is no specific scale for each physical education skill. This will make the assessment of physical education capacity of preschool children in Ho Chi Minh City not close to reality and very subjective of teachers. This is also one of the reasons why the organization of physical education activities for preschool children in Ho Chi Minh City is not close to reality, not meeting the "child-centered" viewpoint of the current Preschool Education Program.
Thus, through discussions with experts and surveys of opinions from managers and teachers, the thesis has identified 05 necessary criteria as a basis for developing tests to assess the ability to communicate effectively for preschool children at preschools in Ho Chi Minh City.
3.1.2. Develop KNVĐCB assessment tests for preschool children at kindergartens in Ho Chi Minh City area
In the field of physical education, most tests originate from motor exercises and motor activities, but not all exercises are considered tests. Some motor exercises are only considered tests when they have two basic characteristics: reliability and informativeness. According to the study of related documents and analysis of previous research works, most of the exercises selected to be used as assessment indicators for motor skills for children aged 3-6 in our country have not been tested for reliability and informativeness.
To develop tests that can assess the ability to communicate effectively for preschool children aged 3-6, the thesis conducts the following steps:
- Step 1: Systematize exercises to assess children's cognitive skills according to each age group through consulting domestic and foreign documents.