Observation of table 3.18 shows that all evaluation indicators are representative ( 0.05) and can be used as a basis for evaluating and analyzing the following indicators. The coefficient of variation (parameter reflecting the degree of variation between individuals in the sample set) shows that the indicators have high uniformity (Cv < 10%), but the test of climbing 3 ladders has an average variation (10% < Cv < 20%).
Analysis of the results in Table 3.18 shows that the development of KNVĐCB of preschool children in the inner and suburban areas of Ho Chi Minh City after 1 year of study has uneven development:
+ The group of young preschool children in the inner city area had good growth after 1 year of study in running, crawling, climbing, stepping and throwing sports, the difference was statistically significant (t > t 05 ).
+ The group of young preschool children in the suburban area only had growth in 2
The sports were stepping and throwing, while the sports of crawling and creeping had no difference after 1 year of study (t < t 05 ).
+ In addition, the balancing and climbing athletes in both groups had
poor development after 1 year of study (the difference in performance of the test of walking on a marked line between the end of the year and the beginning of the year in the urban and suburban groups was -0.06 seconds, the difference in performance of the test of climbing 03 steps between the end of the year and the beginning of the year in the urban children was -1.65 seconds and in the suburban children was -1.68 seconds). The main reason is that the preschool age children are still too young (3-4 years old), they cannot perform well the movements that require skillful coordination of body movements as well as control of those movements. In addition, the exercises to develop balance and climbing movements are difficult exercises with high danger, so preschool teachers rarely organize them for children at the preschool age.
The specific growth rate of KNVĐCB in young preschool children in the inner-city and suburban groups in Ho Chi Minh City after 01 year of study is shown in more detail in the thesis in chart 3.1.
Running | Balancing movement | crawling | Cow exercise | Climbing exercise | Jumping movement | Throwing movement | |
Inner city | 1.66% | -1.13% | 1.07% | 1.86% | -14.99% | 7.72% | 9.86% |
Suburbs | 0.41% | -1.13% | -0.07% | -0.23% | -15.14% | 4.76% | 8.48% |
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15.00%
10.00%
7.72%
9.86%
8.48%
4.76%
5.00%
1.66%
0.41%
1.07%
1.86%
0.00%
-0.07%
-1.13% -1.13%
-0.23%
-5.00%
-10.00%
-15.00%
-14.99%
-15.14%
-20.00%
Chart 3.1. Growth rate of motor skills of preschool children at a
Kindergarten in Ho Chi Minh City area after 1 year
Observing chart 3.1 shows that the growth rate of basic physical skills in preschool children in Ho Chi Minh City after 1 year has uneven growth in the two groups of urban and suburban children. The growth rate in the urban group is better than the suburban group in most sports (except for climbing and balancing sports, both groups have poor growth). Specifically, the growth rate of throwing sports (urban is 9.86% and suburban is 8.48%) and jumping sports (urban is 7.72% and suburban is 4.76%) is superior to the remaining basic physical skills in both groups. Balancing sports, climbing sports in the urban group and balancing sports, crawling sports, crawling sports, climbing sports in the suburban group have declined after 1 year of study.
Table 3.19. Field study on the development of physical skills of preschool children (4-5 years old) after one year of studying at a preschool in the suburban area of Ho Chi Minh City
TT
Tet stone price | Time | Internal (n=200) | Except (n=200) | |||||||||||||||
X | S | | CV | d | W% | t | P | X | S | | CV | d | W% | t | P | |||
1 | 15m run out high output(s) | DN | 5.52 | 0.45 | 0.01 | 8% | 0.12 | 2.20% | 28.69 | < 0.001 | 5.51 | 0.45 | 0.01 | 8% | 0.12 | 2.20% | 27.91 | < 0.001 |
CN | 5.4 | 0.49 | 0.01 | 9% | 5.39 | 0.49 | 0.01 | 9% | ||||||||||
2 | Go straight on gym chair(s) | DN | 5.5 | 0.51 | 0.01 | 9% | 0.04 | 0.73% | 1.39 | > 0.05 | 5.58 | 0.58 | 0.02 | 10% | 0.06 | 1.08% | 2.17 | < 0.025 |
CN | 5.46 | 0.52 | 0.01 | 10% | 5.52 | 0.46 | 0.01 | 8% | ||||||||||
3 | Slide over 03 gate(s) | DN | 15.23 | 1.42 | 0.01 | 9% | 0.35 | 2.32% | 20.6 | < 0.001 | 15.19 | 1.42 | 0.01 | 9% | 0.34 | 2.26% | 20.22 | < 0.001 |
CN | 14.88 | 1.25 | 0.01 | 8% | 14.85 | 1.26 | 0.01 | 8% | ||||||||||
4 | Crawl through 5 gates(s) | DN | 6.49 | 0.64 | 0.01 | 10% | 0.13 | 2.02% | 5.88 | < 0.001 | 6.46 | 0.64 | 0.01 | 10% | 0.1 | 1.56% | 3.3 | < 0.002 |
CN | 6.36 | 0.66 | 0.02 | 10% | 6.36 | 0.66 | 0.02 | 10% | ||||||||||
5 | Climb 5 steps breed(s) | DN | 15.51 | 1.29 | 0.01 | 8% | 0.38 | 2.48% | 24.43 | < 0.001 | 15.48 | 1.28 | 0.01 | 8% | 0.39 | 2.55% | 24.8 | < 0.001 |
CN | 15.13 | 1.28 | 0.01 | 9% | 15.09 | 1.3 | 0.01 | 9% | ||||||||||
6 | Turn on the spot (cm) | DN | 50.23 | 5.85 | 0.02 | 12% | 6.99 | 13.01% | 21.65 | < 0.001 | 50.94 | 4.99 | 0.01 | 10% | 4.81 | 9.02% | 26.5 | < 0.001 |
CN | 57.22 | 4.5 | 0.01 | 8% | 55.75 | 5.23 | 0.01 | 9% | ||||||||||
7 | Throw distance by 2 hand (cm) | DN | 216.3 | 17.05 | 0.01 | 8% | 5.6 | 2.56% | 5.59 | < 0.001 | 218.4 | 15.19 | 0.01 | 7% | 0.75 | 0.34% | 0.74 | > 0.05 |
CN | 221.9 | 23.46 | 0.02 | 11% | 219.15 | 23.14 | 0.02 | 10% | ||||||||||
Observation of table 3.19 shows that all evaluation indicators in both urban and suburban groups are representative ( 0.05) and can be used as a basis for evaluating and analyzing the following indicators. The coefficient of variation shows that the indicators have high uniformity (Cv < 10%), except for the long jump test and the two-handed long throw test in the urban group with average variation (10% < Cv < 20%).
Analysis of the results in Table 3.19 shows that the development of KNVĐCB of preschool children in the inner and suburban areas of Ho Chi Minh City after 1 year of study has uneven development, specifically as follows:
+ The group of preschool children in the inner city area did not have any growth in balance walking after 1 school year, the achievements measured at the beginning and end of the school year were similar, the difference was not statistically significant (t = 1.39 < t 05 ). The remaining movements (running, crawling, crawling, climbing, jumping, throwing) all had growth after 1 school year and the difference in achievements at the beginning and end of the year was statistically significant at the probability threshold P = 0.001 (t > t 001 ).
+ The group of young preschool children in the suburban area outside the throwing field did not increase.
After 1 year of study, the achievements measured at the beginning and end of the school year were similar, the difference was not statistically significant (t = 0.75 < t 05 ). The remaining movements (running, walking, crawling, crawling, climbing, jumping) all had growth after 1 year of study and the difference in achievements at the beginning and end of the year was statistically significant at the probability threshold P = 0.025 (t > t 025 ) to P = 0.001 (t > t 001 ).
Specific growth rate of KNVĐCB in preschool children in the inner-city group
and suburbs in Ho Chi Minh City after 01 year of study are presented more specifically in chart 3.2.
14.00%
13.01%
12.00%
10.00%
9.02%
8.00%
6.00%
5.59%
4.00%
2.20% 2.20%
2.32% 2.26%
2.48%
2.55%
2.00%
1.08%
0.73%
2.02%
1.56%
0.34%
0.00%
Running
Inner city 2.20%
Suburban 2.20%
Balancing movement
0.73%
1.08%
crawling
Movement Movement Movement Crawling Climbing Jumping Throwing
2.32%
2.26%
2.02%
1.56%
2.48%
2.55%
13.01%
9.02%
5.59%
0.34%
Chart 3.2. Growth rate of preschool children's skills at a preschool in Ho Chi Minh City after 1 year.
Observing chart 3.2 shows that after 1 year, the growth rate of physical skills in preschool children in Ho Chi Minh City has a clear difference between the inner and outer areas. In the inner city group, jumping has the highest growth rate (13.01%) and balancing has the lowest growth rate (0.73%). Meanwhile, in the suburban group, the sport with the highest growth rate is still jumping (9.02%) but the sport with the lowest growth rate is throwing (0.34%). This further shows that the difference in curriculum content, organization, teaching methods and educational environment will affect the development of children after 1 year of study.
3.20. Field trip to develop physical skills of preschool children (5-6 years old) after one year of studying at a kindergarten in the suburban area of Ho Chi Minh City
TT
Tet stone price | Time | Internal (n=200) | Except (n=200) | |||||||||||||||
X | S | | CV | d | W% | t | P | X | S | | CV | d | W% | t | P | |||
1 | 18m run out high output(s) | DN | 6.28 | 0.62 | 0.01 | 10% | 0.43 | 7.09% | 8.37 | < 0.001 | 6.42 | 0.48 | 0.01 | 7% | 0.16 | 2.52% | 4.12 | < 0.001 |
CN | 5.85 | 0.58 | 0.01 | 10% | 6.26 | 0.62 | 0.01 | 10% | ||||||||||
2 | Go on the gym bench sandbag head(s) | DN | 7.81 | 0.72 | 0.01 | 9% | 0.12 | 1.55% | 3.48 | < 0.001 | 7.89 | 0.82 | 0.02 | 10% | 0.02 | 0.25% | 0.58 | > 0.05 |
CN | 7.69 | 0.65 | 0.01 | 8% | 7.87 | 0.79 | 0.02 | 10% | ||||||||||
3 | Crawl through 05 gates (S) | DN | 10.52 | 0.76 | 0.01 | 7% | -0.02 | -0.19% | 0.36 | > 0.05 | 10.69 | 1.05 | 0.01 | 10% | -0.05 | -0.47% | 1.11 | > 0.05 |
CN | 10.54 | 1.01 | 0.01 | 10% | 10.74 | 0.79 | 0.01 | 7% | ||||||||||
4 | Zigzag through 4 point(s) | DN | 6.24 | 0.64 | 0.02 | 10% | 0.03 | 0.48% | 0.87 | > 0.05 | 6.13 | 0.55 | 0.01 | 9% | 0.02 | 0.33% | 1.82 | > 0.05 |
CN | 6.21 | 0.63 | 0.02 | 10% | 6.11 | 0.53 | 0.01 | 9% | ||||||||||
5 | Jumping far on the spot (cm) | DN | 72.85 | 7.19 | 0.01 | 10% | 6.77 | 8.88% | 16.92 | < 0.001 | 71.52 | 7.03 | 0.01 | 10% | 8.35 | 11.03% | 19.53 | < 0.001 |
CN | 79.62 | 7.63 | 0.01 | 10% | 79.87 | 7.51 | 0.01 | 9% | ||||||||||
6 | Throw far with 2 hands (cm) | DN | 245.1 | 24.21 | 0.01 | 10% | 13.2 | 5.24% | 25.16 | < 0.001 | 246 | 24.27 | 0.01 | 10% | 12.6 | 4.99% | 22.9 | < 0.001 |
CN | 258.3 | 18.22 | 0.01 | 7% | 258.6 | 18.19 | 0.01 | 7% | ||||||||||
Observation of table 3.20 shows that all evaluation indicators are representative ( 0.05) and can be used as a basis for evaluating and analyzing the following indicators. The coefficient of variation (parameter reflecting the degree of variation between individuals in the sample set) shows that the indicators have high uniformity (Cv < 10%).
Analysis of the results in Table 3.20 shows that the development of KNVĐCB of preschool children in inner and suburban areas in Ho Chi Minh City after 1 year of study has uneven development:
+ The group of older kindergarten children in the inner city area had no growth in crawling and crawling sports after 1 school year, the achievements measured at the beginning and end of the school year were similar, the difference was not statistically significant (t < t 05 ). The remaining sports (running, crawling, climbing, jumping, throwing) all had growth after 1 school year and the difference in achievements at the beginning and end of the year was statistically significant at the probability threshold P = 0.001 (t > t 001 ).
+ Kindergarten group for young children in suburban areas: Balancing and crawling sports,
The crawling athlete did not show any growth after 1 school year, the measured achievements at the beginning and end of the school year were similar, the difference was not statistically significant (t < t 05 ). The remaining athletes (running, climbing, jumping, throwing) all showed growth after 1 school year (the difference at the beginning and end of the year was shown in t > t 05 ).
The older preschool age (5-6 years old) is the final stage of preschool education, preparing to transition to primary school. At this stage, children need to be equipped with the necessary knowledge and psychological readiness to enter a new form of teaching at the next level, including physical education (a compulsory subject). However, according to the survey of the thesis, the development of motor skills of older preschool children in Ho Chi Minh City today still has many shortcomings, some movements in children do not increase after 1 year of school, typically walking, crawling, and crawling. The main reason is that teachers only focus on the necessary criteria in the Child Development Standards and are not aware of organizing movement activities to help children develop.
develop motor skills that have been perfected at an earlier age. This is a reality that is happening in preschools today in Ho Chi Minh City and other localities.
12.00%
11.03%
10.00%
8.88%
8.00%
7.09%
6.00%
5.24% 4.99%
4.00%
2.52%
2.00%
1.55%
0.25%
0.48% 0.33%
0.00%
-0.19%
-0.47%
-2.00%
The specific growth rate of KNVĐCB in older preschool children in the inner-city and suburban groups in Ho Chi Minh City after 01 year of study is shown more clearly in the thesis in chart 3.3.
Running | Balancing movement | crawling | Cow exercise | Jumping movement | Throwing movement | |
inner city | 7.09% | 1.55% | -0.19% | 0.48% | 8.88% | 5.24% |
suburban | 2.52% | 0.25% | -0.47% | 0.33% | 11.03% | 4.99% |
Figure 3.3. Growth rate of KNVĐCB skills of preschool children at a preschool in Ho Chi Minh City after 1 year.
Observing chart 3.3 shows that after 01 year, the growth rate of the motor skills of preschool children in Ho Chi Minh City has a clear difference between the inner city and suburban areas. In the inner city group, the jumping movement has the highest growth rate (8.88%) and the crawling movement has the lowest growth rate (0.48%). Meanwhile, in the suburban group, the movement with the highest growth rate is still the jumping movement (11.03%) but the movement with the lowest growth rate is the balancing movement (0.33%). In addition, the most notable thing is that the crawling movement in both groups has poor development (inner city - 0.19% and suburban - 0.47%). This shows the development of motor skills of preschool children in the inner city and suburban areas.