Thus, if comparing the report of the Department of Education and Training of Ho Chi Minh City in the 2013-2014 school year with Circular No. 06/2015/TTLT-BGDĐT-BNV issued on March 16, 2015 by the Ministry of Education and Training and the Ministry of Home Affairs on "Regulations on the list of job position frameworks and the number of employees in public preschool education institutions ", the thesis can draw some comments as follows:
+ Currently, the average number of children in a class is quite high: 39 children/class, higher than the regulation of 4 - 14 children (25 children/class for small kindergartens, 30 children/class for middle kindergartens and 35 children/class for large kindergartens)
+ The number of children under the charge of GVMN is also at a high level: 19 children/teacher is higher than the standard of 3 - 8 children (01 teacher takes care of 11 children from 3 - 4 years old or 14 children from 4 - 5 years old or 16 children from 5 - 6 years old). Besides the difficulties encountered due to the large number of children and lack of human resources, the fact that GVMN is overloaded with work is also something we need to pay attention to (65.8% of opinions said it was a lot). In reality, in addition to organizing teaching and education (organizing purposeful lessons, organizing outdoor activities, etc.), preschool teachers also have to perform care and nurturing steps (cleaning children, organizing meal times, organizing sleep times, etc.), making toys and equipment (decorating educational corners, making toys and equipment, etc.), completing records and books (attendance books, professional books, health books, etc.), participating in movement activities (experience and initiative competitions, excellent teacher competitions, etc.), which has made the work pressure of preschool teachers very high. This is also one of the reasons why preschool teachers do not have time to supplement their knowledge as well as focus on their expertise to organize the best educational and sports activities for children.
In addition, one of the reasons that the thesis is concerned about is that preschool teachers are not fully equipped with professional knowledge in the field of physical education (57.6% said that it has a great impact). In reality, the subjects organizing physical education activities for children in preschools are preschool teachers, however, knowledge about physical education, especially about the content of exercises,
Teachers have not yet mastered the teaching methods and organizational forms to help children develop physical education. Through a survey of the curriculum of the Faculty of Early Childhood Education at colleges and universities, it can be seen that currently, students majoring in Early Childhood Education only study 45 periods (3 credits) for the subject of Theory and Methods of Physical Education for Preschool Children and in the detailed outlines, there is a lot of knowledge (concepts, exercise content, principles, methods, forms, etc.). With such a subject duration, it is not enough for teachers to fully grasp the specialized knowledge of Physical Education and Physical Education for children, especially about movement techniques and ways to form physical education symbols. This is one of the reasons why teachers of Early Childhood Education are currently confused and encounter many difficulties in the process of organizing physical education activities for preschool children at preschools.
Also according to table 3.16, the factors of facilities, exercise content, teaching forms and methods are not suitable, which is also one of the reasons why the quality of physical education lessons is not high. Organizing physical activities for preschool children at preschools requires the coordination of many teaching aids such as: training tools that meet the content of activities, movements must be appropriate to the level, the form of organization must be diverse and stimulate children's interest, and the teaching method must be suitable for the subject. However, at present, preschool teachers have not promoted these factors in organizing physical activities for children. The training tools are not diverse, not creative, only focusing on necessary tools such as: rings, sticks, sandbags, gates, gym chairs... The content of the exercises is based entirely on the framework program such as: 35-40cm long jump (4-5 years old), horizontal target throwing, jumping with feet together through 5 boxes... but not adjusted to suit the children's athletic ability. The organizational form and teaching methods are stereotyped and not flexible enough to change according to the activity goals and athletic ability of the children.
Thus, through the analysis of the survey results in Table 3.16, it shows that the main factors that make the organization of PTTVĐ activities for preschool children in preschools not highly effective focus on the following 4 reasons:
- Too many children in one class;
- Teachers have not accurately assessed children's motor skills in class;
- Teachers are not well equipped with knowledge about physical education and the field of sports development for preschool children;
- GVMN's workload at school is overloaded.
3.2.1.3. Time, content, and form of organizing activities to educate children about life skills at preschools
Child care and education activities at preschools take place throughout the day through activities such as morning exercises, purposeful lessons, corner activities, etc. with a variety of forms of organization and implementation content. If preschool teachers can apply these activities, it will help children maximize their development in all areas, especially in the field of movement. To find out when preschools currently organize activities to educate children about physical education skills for preschool children, which activities are mainly organized, how the content is selected, and which forms are used the most, the thesis conducted a survey through interviews with 436 subjects and the results are presented in Table 3.17.
The current perspective of developing physical education for children is to conduct education anytime, anywhere and integrate activities together to ensure that children experience diverse and rich activities at preschools. However, when observing the results obtained in Table 3.17, it shows that currently when organizing activities to develop physical education skills for preschool children in Ho Chi Minh City, teachers are too stereotyped, not maximizing the perspective of the Preschool Education Program as well as the integrated perspective in the preschool field.
3.17. Organizing activities to educate children about social skills at kindergartens (=436)
TT
Virtual reality | Result | |||
S | Proportion | |||
1 | The most suitable time of day to organize sports activities for preschool children at kindergarten | Morning | 349 | 80.0% |
Afternoon | 0 | 0.0% | ||
Before lunch | 0 | 0.0% | ||
All day | 87 | 20.0% | ||
2 | Time needed for physical activities during the day for preschool children | 30 minutes/day | 145 | 33.3% |
45 minutes/day | 235 | 53.9% | ||
60 minutes/day | 56 | 12.8% | ||
3 | What is the best form of organizing sports to train physical education skills for preschool children? | Morning exercise | 0 | 0.0% |
Civic Education Lesson | 224 | 51.4% | ||
Outdoor Hours | 136 | 31.2% | ||
Sightseeing activities, | 0 | 0.0% | ||
Corner activity time | 0 | 0.0% | ||
Sports Day | 71 | 16.3% | ||
Educational activities during the day | 5 | 1.1% | ||
4 | Which content of the exercise is most suitable to educate children about life skills at preschool? | Basic exercise | 297 | 68.1% |
Sports games | 125 | 28.7% | ||
Team lineup | 0 | 0.0% | ||
General development exercises | 14 | 3.2% | ||
5 | What is the best form of training at preschool to help preschool children develop physical skills? | Dynamic series training | 87 | 20.0% |
Practice in turn | 213 | 48.9% | ||
Training without conversion | 136 | 31.2% | ||
Conversion training | 0 | 0.0% | ||
Personal training | 0 | 0.0% | ||
Maybe you are interested!
-
Management of capacity building in organizing experiential activities in a multicultural educational environment for teachers of primary schools in Bac Kan city - 16 -
Dpcsv Curve And Standard Addition Graph For Determination Of Selenium Form In Aqueous Phase After Defatting With 5ml N-Hexane (1 Time) -
Content of Managing Educational Activities on Life Values and Life Skills in High Schools -
Content and Form of Implementation of the Right to Transfer, Contribute Capital, and Mortgage Land Use Rights -
Using natural materials in organizing puzzle activities to develop observation skills for 5-6 year old preschool children - 21
Most teachers believe that the most suitable time to conduct activities to help develop physical education skills for preschool children is in the morning (80.0%). Although the morning is the time when educational activities of the day are organized (morning exercise, purposeful learning activities, corner activities, etc.), if we make the most of preschool children's time at preschool, the quality of the educational process to help develop physical education skills will be improved. The duration of physical education that preschool teachers believe is suitable for preschool children is focused on 45 minutes/day, corresponding to typical physical education activities at preschools such as morning exercise (10-15 minutes) and outdoor play activities (30 minutes). This shows that preschool teachers have not yet fully utilized other educational activities, and have not integrated physical education activities into other activities of children at preschools.
Besides, teachers focus too much on typical educational activities such as: physical education lessons (51.4%), outdoor activities (31.2%) and basic movement exercises (68.1%) but have not taken full advantage of different activities and contents to enrich the education of physical education skills for preschool children at preschools.
In addition, the fact that teachers only use some traditional training forms such as: practice in turns (48.9%), group practice without switching (31.2%) and mass practice (20.0%) shows that teachers do not pay attention to the motor capacity of each individual child as well as do not apply a variety of training forms when organizing activities.
3.2.2. Field trip to develop preschool children's creative thinking skills at a preschool in Ho Chi Minh City
To assess the current status of the development of motor skills of preschool children in Ho Chi Minh City, the thesis conducts an assessment of motor skills of children at 3 ages at the beginning and end of the school year based on the tests developed in Table 3.14. The survey subjects are preschool-age children studying at some preschools in Ho Chi Minh City, divided by the areas of the Competition Clusters for the 2015-2016 school year according to
Official dispatch No. 3166/GDĐT-VP issued on October 13, 2015 by the Department of Education and Training of Ho Chi Minh City as follows:
+ Cluster 1 : kindergartens located in District 1, District 3, District 5, District 10, District 11, Tan Binh District.
+ Cluster 2: kindergartens located in District 4, District 6, District 8, Go Vap District, Binh Thanh District, Phu Nhuan District, Tan Phu District.
+ Cluster 3: kindergartens located in District 2, District 7, District 9, District 12, Binh Tan District, Thu Duc District.
+ Cluster 4: kindergartens located in Binh Chanh district, Hoc Mon district, Nha Be district, Cu Chi district and Can Gio district.
Observing the geographical location of the competition clusters, it can be seen that the kindergartens in clusters 1 and 2 are those in the city center (district 1, district 3...) and those bordering the center (Binh Thanh district, Phu Nhuan district...). Meanwhile, the kindergartens in clusters 3 and 4 are those in suburban districts (Cu Chi district, Nha Be district...) and those bordering districts (district 12, district 9...). Therefore, based on the geographical location of the 4 competition clusters, the thesis divides the survey subjects into 2 groups: the group of kindergartens in the inner city area and the group of kindergartens in the suburban area of Ho Chi Minh City. The number of children participating in the survey was 1,200 preschool children (including 400 young preschool children, 400 middle preschool children and 400 older preschool children), who are studying at preschools in Ho Chi Minh City and are divided into the 4 Competition Clusters above, specifically as follows:
+ Inner-city group (including 200 young kindergarten children, 200 middle kindergarten children and 200 older kindergarten children): TTC Saigon 1 Kindergarten (Tan Binh District), Tomouse House Kindergarten (District 3), Sen Vang Kindergarten (District 8), Tuoi Tho 7 Kindergarten (District 3), Ngoi Nha Tre Tho Kindergarten (District 7).
+ Suburban area group (including 200 young kindergarten children, 200 middle kindergarten children and 200 older kindergarten children): Hiep Thanh Kindergarten (District 9), Nhi Xuan Kindergarten
(Hoc Mon District), Kim Dong Anh Kindergarten (Binh Tan District), Hoang Anh 2 Kindergarten (District 12), EQ Kindergarten (Thu Duc District)
The specific number of children allocated to each preschool is presented in Appendix 8.
The thesis collected data for the first time in October 2015 (at the beginning of the school year) and the second time in May 2016 (at the end of the school year). The results of the survey were processed using SPSS 20.0 and Excel 2016. The results of the comparison of the current status of the development of KNVĐCB of preschool children by age at preschools in the inner city and suburbs of Ho Chi Minh City are presented in section 3.2.2.1 and section 3.2.2.2.
3.2.2.1. Evaluation of the development of preschool children's social skills at preschools in inner-city and suburban areas in Ho Chi Minh City after 1 year of study
To evaluate the development of KNVĐCB of preschool children in Ho Chi Minh City, the thesis compared the performance of KNVĐCB assessment tests at 3 ages of each group of children at the beginning and end of the school year. Thereby, observing, comparing and evaluating the growth rate of KNVĐCB in each group of children, the evaluation results are presented in Table 3.18 to Table 3.20.
Table 3.18. Field study on developing physical skills of young preschool children (3-4 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 | 10m run out high output(s) | DN | 4.87 | 0.43 | 0.01 | 9% | 0.08 | 1.66% | 4.67 | < 0.001 | 4.88 | 0.44 | 0.01 | 9% | 0.02 | 0.41% | 1.28 | > 0.05 |
CN | 4.79 | 0.42 | 0.01 | 9% | 4.86 | 0.43 | 0.01 | 9% | ||||||||||
2 | Walk on the line available(s) | DN | 5.28 | 0.41 | 0.01 | 8% | -0.06 | -1.13% | 2.05 | < 0.025 | 5.29 | 0.42 | 0.01 | 8% | -0.06 | -1.13% | 19.76 | < 0.001 |
CN | 5.34 | 0.45 | 0.01 | 8% | 5.35 | 0.44 | 0.01 | 8% | ||||||||||
3 | crawl along straight direction (s) | DN | 15.01 | 0.98 | 0.01 | 7% | 0.16 | 1.07% | 12.63 | < 0.001 | 15.03 | 0.96 | 0.01 | 6% | -0.01 | -0.07% | 0.31 | > 0.05 |
CN | 14.85 | 0.95 | 0.01 | 6% | 15.04 | 0.88 | 0.01 | 6% | ||||||||||
4 | Crawl through 03 gates (S) | DN | 8.68 | 0.75 | 0.01 | 9% | 0.16 | 1.86% | 27.98 | < 0.001 | 8.75 | 0.92 | 0.02 | 10% | -0.02 | -0.23% | 1.3 | > 0.05 |
CN | 8.52 | 0.76 | 0.01 | 9% | 8.77 | 0.88 | 0.02 | 10% | ||||||||||
5 | Climb 3 steps ladder(s) | DN | 10.18 | 0.92 | 0.01 | 9% | -1.65 | -14.99% | 23.23 | < 0.001 | 10.26 | 1.09 | 0.02 | 11% | -1.68 | -15.14% | 30.19 | < 0.001 |
CN | 11.83 | 1.46 | 0.02 | 12% | 11.94 | 1.86 | 0.02 | 15% | ||||||||||
6 | Turn on the spot (cm) | DN | 40.08 | 3.42 | 0.01 | 9% | 3.22 | 7.72% | 13.23 | < 0.001 | 39.55 | 4.01 | 0.02 | 10% | 1.93 | 4.76% | 11.84 | < 0.001 |
CN | 43.3 | 4.15 | 0.01 | 10% | 41.48 | 3.97 | 0.01 | 10% | ||||||||||
7 | Throw distance by 1 hand (cm) | DN | 145.6 | 11.28 | 0.01 | 8% | 15.1 | 9.86% | 24.59 | < 0.001 | 144.6 | 14.21 | 0.01 | 10% | 12.8 | 8.48% | 31.36 | < 0.001 |
CN | 160.7 | 8.41 | 0.01 | 5% | 157.4 | 11.17 | 0.01 | 7% | ||||||||||