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MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES NGUYEN THI THUY TEACHING IN GRADE ELEMENTARY SCHOOL BASED ON CONNECTING THE EARLY CHILDHOOD EDUCATION PROGRAMS (KINDERGARTEN 5-6 YEARS OLD) DOCTORAL THESIS IN EDUCATIONAL SCIENCE HA NOI, 2022 The project was completed at: THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES Scientific instructor: Associate Professor Ph.D TS Do Tien Dat Professor Ph.D Tran Quoc Thanh Argument-1: Argument 2: Argument 3: The thesis is protected before the Institute-level Thesis Grading Council meets at The Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao Street, Hanoi At the time Now ,day month 2022 The thesis can be found at: - NATIONAL LIBRARY OF VIETNAM - LIBRARY OF THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES INTRODUCTION Reasons for choosing a topic Ensuring communication is both a requirement and a principle of educational program development Therefore, educational programs always ensure interconnection both horizontally and vertically Vertical interconnection means that educational programs are interconnected to form vertical continuity from bottom to top The educational program of the lower level is connected to the program of the upper level Even in one level of study, the lower class program is closely connected to the upper-class program Thanks to this connection, the educational program at all levels of education and in one level of learning becomes a unified system This connection is not only a requirement for the builders but also a requirement for the person implementing the program That is, the requirement for teachers to directly teach in classrooms, school levels The issue of teaching the connection between the first-grade program and the early childhood education program (kindergarten 5-6 years old is very important and urgent in the current educational innovation conditions shown in the process of building early childhood education programs, primary education programs as prescribed by the Ministry of Education and Training However, the implementation process shows that many contents between the kindergarten program of 5-6 years old and the 1st-grade program are duplicated or the continuous knowledge is not continuous, so children entering grade loose time to relearn the known content in kindergarten, reducing their interest in learning On the other hand, in the school education plan, the subject plan also does not show this connection Some teachers teaching grade are still mechanical, have not created synchronization in the selection of goals, content, methods, forms of teaching organization, to design the lesson plan that demonstrates the connection between the early childhood education program (Kindergarten 5-6 years old) and the 1st-grade program Stemming from the above reasons, the choice of research topic: "Teaching in grade in the direction of connecting early childhood education programs (kindergarten 5-6 years old)" is necessary and meaningful Research purposes On the basis of theoretical research and assessment of the current situation of teaching mathematics and natural and social subjects in grade in the direction of connecting with the early education program (Kindergarten 5-6 years old), proposing measures to organize teaching for students in grade in the direction of connecting the first-grade program with the early education program (Kindergarten 5-6 years old) to improve the quality of teaching in the classroom this level Objects and subjects of study 3.1 Object of study The teaching process in grade and the relationship between the education program in grade and the education program (kindergarten 5-6 years old) 3.2 Study subjects The components of the teaching process in grade are based on connecting the early education program (kindergarten 5-6 years old) through the theme "Counting, reading, writing, comparing numbers in the range of 100" in Mathematics and the topics of "Nature" in Nature and Society Scientific hypothesis Most of Lao Cai's first-grade teachers were interested in the connection of the early childhood education program with the first-grade program but did not focus on organizing teaching connecting the first-grade program with the early childhood education program (kindergarten 5-6) so the quality of teaching is limited If designing and organizing teaching for first-grade students in the direction of connecting with the early childhood education program (kindergarten 5-6 years old) through the theme "Counting, reading, writing, comparing numbers in the range of 100" in Mathematics and topics of "nature" in Nature and Society, it is possible to improve the quality of learning of students and implement the teaching orientation develop the qualities and abilities of learners Scope of study The mathematics, nature and social studies program of grade covers many topics, topics that choose only the topic "Counting, reading, writing, comparing numbers in the 100 range" in Mathematics and topics on "Nature" in Nature and Society grade to design and organize teaching in the direction of connecting with the early childhood education program (Kindergarten 5-6 years old) The topic of selecting the situation survey, organizing teaching experiments in grade based on connection in some primary schools in Bac Ha district representing rural areas and schools in Lao Cai city representing the city area Research tasks 6.1 Building the theoretical basis of teaching in grade based on connecting with the early education program (Kindergarten 5-6 years old) 6.2 Establishing the practical basis of teaching in grade in the direction of connecting the education program (Kindergarten 5-6 years old) by surveying and evaluating the state of teaching in the direction of connection through teaching mathematics and natural and social subjects in grade in primary schools of Lao Cai province There are a number of countries in the world that can be used in Vietnam 6.3 Proposing measures to organize teaching in grade in the direction of connecting with the early education program (Kindergarten 5-6 years old) through teaching mathematics and natural and social subjects 6.4 Organizing pedagogical experiments Views on approach and research methods: 7.1 Approach perspectives in research topics: Access to connectivity; Access to the system; Access to competence 7.2 Research methods - Methods of theoretical research - Practical research methods (Methods of observation and investigation; Methods of analysis and comparison; Expert methods; Methods of researching products of educational activities; Method of summarizing educational experience; Experimental methods of education; Mathematical statistical methods) Arguments to be protected Theoretically, it is necessary and can organize teaching in grade in the direction of connecting with the early childhood education program (Kindergarten 5-6 years old) The School education program in 2018 (School Education program) also sets the requirement for the connection between the primary education program and the early childhood education program The connectivity between the Primary school program and the early education program is understood in the sense of finding a way so that the Primary school program is built on the sustainable foundation of the early education program (Kindergarten 5-6 years old) and ensures connectivity in all aspects: goals, content, methods, and forms of education, evaluation of the educational process In fact, teaching grade in Lao Cai primary school leaders was interested in the requirement to connect the first-grade program with the education program (MG 5-6 years old) but mainly according to the natural requirements of the program, the teachers themselves are not fully aware of having to ensure the connection between these two programs should arise many limitations, inadequate The reason for these inadequacies is partly due to the education, partly due to the program, and the actual teaching conditions in schools Some countries such as China, Singapore, and the US have a lot of experience in teaching grade in the direction of connectivity that can be applied in Vietnam The measures to organize teaching in grade in the direction of connecting with the early childhood education program (Kindergarten 5-6 years old) with specific examples through the topics of Mathematics, the topics of Nature and Society are close, can be applied to organize teaching in grade in the direction of connecting with the early childhood education program (Kindergarten 5-6 years old) The results of pedagogical experiments that give positive results are a concrete demonstration of that New contributions of the thesis Theoretically: Contribute to enriching the theory of connected teaching by reviewing the research on connected teaching and generalizing the theories of connected teaching to affirm the need for connected teaching and can organize connected teaching in grade Clarify the concept and components of connected teaching in grade with the education program, specifically the 5-6-year-old kindergarten education program Practically Introducing the process of organizing teaching in grade in the direction of connecting the GDMN program (MG 5-6 years old), helping teachers teach grade can be applied to teaching subjects in grade 1, other classes in elementary school and have initially experimented, affirming the effectiveness and feasibility of the teaching process Design learning materials in the topic "Counting, reading, writing, comparing numbers in the range of 100" in Mathematics and topics on "nature" in Nature and Society for first-grade students according to the proposed teaching process Pedagogical experiments, it has affirmed the value of the teaching organization methods in the direction of connecting the early childhood education program (Kindergarten 5-6 years old) by adding content, teaching methods under the topic "Counting, reading, writing, comparing numbers in the range of 100" in Mathematics and the topics of "nature" in Nature and Society grade to ensure they connect the early childhood education program (Kindergarten 5-6 years old) with the 1st-grade program in elementary school 10 New contributions of the thesis In addition to opening, conclusions and recommendations, references, annexes, the thesis is divided into chapters: Chapter The theoretical basis of teaching in grade in the direction of connecting with the early childhood education program (Kindergarten 5-6 years old) Chapter The practical basis of teaching in grade in the direction of connecting with the early childhood education program (Kindergarten 5-6 years old) Chapter The organization teaches the topic of Counting, Reading, Writing Compare numbers in the 100 range and nature topics in grade in the direction of connecting with the early childhood education program (Kindergarten 5-6 years old) Chapter Experimental results of teaching in grade in the direction of connecting with the early childhood education program (Kindergarten 5-6 years old) Chapter THE REASONING BASIS OF TEACHING IN GRADE BASED ON CONNECTING TO THE EARLY CHILDHOOD EDUCATION PROGRAM (KINDERGARTEN 5-6 YEARS OLD) 1.1 OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC Since the 14th century, DH has been of interest to many educators, the most prominent of which period are: Cômenki (1592 - 1670), Jean - Jacques Rousseau (1712 - 1778), John Dewey (1859 - 1952), Zadek Kurt Lewin (1890 - 1947), studies that have addressed the issue of teaching in elementary school With the study of Lev Semyonovich Vygotsky (1896 - 1934), among his studies he has noticed that in teaching, children need to be directed to solve the problems they encounter beyond their current level of development, towards higher levels of development He called it the "near development zone." This is the theory of "the Zone of Proximal Development" (also known as the "Subdevelopmental Zone" that he proposed The "sub development zone" is the concept that refers to the area of experience of the individual between the current level of development and the potential development zone (in its potential form) characterized by the ability to solve problems with external support characterized by the ability to solve problems independently [23] In the program work for the transition from early childhood education to education in Scotland, one generalizes the practice of educational transition between the two basic and first levels of education in this country Transition is an opportunity for children to be seen as central to the educational process, to be shown to be proactive and active in learning The early transitional program, chapter - transition from kindergarten to primary school, compiled by Kalliope Vrinioti, Johanna Einarsdoir, and Stig Broström, outlines the studies on the transition in children's education from preschool to primary school The earliest studies on this issue were given by Probel in 1852 in his work on the relationship between early childhood education and education By 1960, many countries in Europe had raised the issue of how to create a non-heavy transition from preschool to elementary school in the requirement to unify kindergarten, elementary, secondary programs This is the issue first mentioned in a high-level conference of education ministers held in Vienna in 1971 In 1997, Myers, R wrote "Overcoming Obstacles to Success: Transition Periods and The Connection between Schools, Preschools, and Elementary Schools." In 2006, Dockett, S., and Perry wrote: "Starting School: An Effective Transition Period in European Countries"[94] which offered basic solutions to solving the problem of transition between levels of study including theoretical research, transitional research, and the study of the issues posed to educational transition So far, in the world as well as in Vietnam, the issue of teaching in grade towards the connection of the early childhood education program (kindergarten 5-6 years old) has been mentioned in many official documents on the early childhood education program and primary school Some studies and articles in Vietnam have also been interested in the issue of transition such as author Tran Thi Ngoc Phuc wrote the book "What to prepare children for grade 1"[15]; author My Dung wrote, "There is a need for communication between preschool and elementary school"[16]; author Nguyen Anh Tuyet, author Truong Thi Kim Oanh wrote "Preparing children for high school"[36]; author Huynh Van Son wrote "Preparing children for high school"[65]; Department of Early Childhood Education "Ensuring the scientific transition between early childhood education and grade program" [69] In the articles, it is clear that the psychological basis of children's preparedness before entering grade 1, which is the psychology of being ready to go to school physically, intellectually, emotionally - socially, language, and some skills necessary for learning activities In the early childhood education program issued by the Ministry of Education and Training of Vietnam, the content of early childhood education, the connection of the program are shown in the program When developing the education program, the Ministry of Education and Training also clearly defined the view that "The general education program ensures the close connection between the classes, the level of study with each other and interconnection with the vocational education program and the higher education program" [14] In summary, teaching research works towards connecting kindergarten and first-grade programs in the world and in Vietnam have raised the issue of connecting the program from many different angles Firstly, the works all define the connection of the program in general, connecting the educational program for children 5-6 years old and the first-grade program has an important position to create the comprehensive development of children Second, transitioning in education is important, but there are many challenges that countries face Third, a number of proposals and solutions have been put forward so that the transition is smooth, suitable for children, creating the best learning opportunities for children, aiming at the highest educational purpose of creating equality and balance in the development of educational opportunities of learners Fourth, the development of access to the teaching models has now come close to connectivity in the educational program, emphasizing stakeholders in the educational model, that is, the program is developed from the bottom up and the systemic, transitional interconnection of the program 1.2 SOME THEORETICAL ISSUES OF TEACHING BASED ON CONNECTION 1.2.1 Basic Concept 1.2.1.1.Teaching Teaching is the interaction between the teacher and the learner The teaching process consists of many components such as Purpose, teaching content, teacher (along with teaching activities), learners (along with learning activities), teaching means, and teaching results Thus, it is possible to unify the concept of teaching as the process of scientifically operating the interaction between the teaching activities of the teacher and the student's activity with the teaching content so that the teaching process is the best effect teaching has the basic components of his teaching activities and student activities with the goal of helping him master teaching content (knowledge system, skills, techniques) and form a positive attitude with learning and real life Teaching has basic functions: a) Helping students to understand the system of knowledge, skills, and techniques; b) Forming a positive attitude towards academic activity and with social practice, scientific worldview, and beliefs; c) Developing wisdom, soul, and physicality 1.2.1.2 Connected Teaching It is possible to use the concept of connection of the Vietnamese Dictionary to understand the nature of the connection Bonding is to stick together [50,916 pages], joining means attaching objects that are left together [50, page 1396] or the connection is understood as making the separated parts join together, attached to each other In the Vietnamese Dictionary, Connection is "Making a connection together by a certain connection." [67, page 460] In English, Connect is translated as joining, tying, attaching, linking, pairing with [42,p127] (= link meaning: serial, binding) [42,p451] From the concepts mentioned above, it can be seen that the connection is to make two things, phenomena or two parts of each other attached to each other to form a relatively complete thing or phenomenon or form a series of things, phenomena that are closely linked, closely linked to each other Teaching is based on the connection, or in other words, so that the teaching process in the direction of connection can take place, the process includes: knowledge has been formed earlier for learners, this knowledge is the foundation for learners to absorb the knowledge in the present to thereby progressing to the goal of forming new knowledge more creative In this teaching process, without the stage of accumulating knowledge from the previous stage and laying the foundation, it will not be possible to make a qualitative change in the later stages of the learner This view is associated with Vugotxky's view of the near-development zone in psychology There needs to be a transition between the two stages for the latter stage to develop sustainably, creating the basis for creativity 1.2.2 Viewpoints related to connection-oriented teaching 1.2.2.1 Jean Piaget (1896-1980) First, learning is the process by which individuals form their own knowledge (physical properties of knowledge acquired through direct action with things and thinking properties, mathematical and logical relations of knowledge acquired through the interactions with others in social relations He described the pre-manipulation stage (2-7 years old) that appeared in students with symbolic and signal functions, the ability to express, represent the signified with a differentiated signifier (language, images, diagrams, signs ) For the 1st graders (6-7 years old), we pay attention to the cognitive psychological characteristics at the end of the pre-manipulation stage as a fulcrum, because the 1st grade is the foundation of elementary education Second, the cognitive stage has the function of creating an individual's adaptability to the stimuli of environment Thirdly, Jean Piaget believes that perception is an interrelationship between subject and object, in which action is the mediator Only in the process of the subject's action, at first through external actions then inner actions, can the subject perceive the object This provides the basis for innovation of teaching methods or enhancement of the positivity of the students’ learning activities, enabling the students explore and connect the learned knowledge with new lessons 1.2.2.2 Jerome Bruner The act of discovery and exploration requires the self-reliance, proactivity from the learners to explore and discover the learning objects to form for himself principles and basic ideas from specific learning situations Exploratory learning allows learners to go through three forms of learning actions (C - P - A): Manipulating and acting on real objects, specimens, documents (analytic actions); then acting on images of them (act of modeling) and finally drawing general concepts and rules from those models (act of symbolization) We exploit this concept to design learning materials for the 1st graders, providing the learning connection situations in which the learners can explore, experiment until they find out the principles, ideas, the basic relationship in the structure of each lesson, topic, and subject 1.2.2.3 Pierre Greco Before the age of 6, children’s understanding of language is not the only tool of the transformation from sensory - motor intelligence to logical reasoning intelligence; this requires a preparation Children have difficulties in combining details into wholes, elements with wholes, phenomena with processes Children’s ability to create the correct symbol is slow, which must be after years old After the age of six, associative systems begin to appear, Pierre Gréco has pointed out the existence of at least two systems in the thinking activities: R system, which represents the reality and T system which is more complex, derived from handling features He classified three ways of learning: Experience, knowledge based learning; the learning leading to a structure whose results are sustainable and partially generalizable, but with limited mobilization and field of application; the learning leading to the end The first learning method is the fulcrum for the thesis, applibale for teaching the 1st grader in acconection with the early childhood education curriculum (kindergarten 5-6 years old) 1.2.2.4 L.X.Vưgotsky The content of the subdevelopmental zone is the individual’s permanent values and experiences Through the interactions, personal permanent experiences are shared, challenged and improved, leading the individual to new higher levels of development, characterized by unique problem-solving competence He thought “In any case, whether at school we directly follow the pre-school teaching or deny it, we cannot eliminate the situation here: The school teaching should never be started from zero, but it always should take into account a certain development stage achieved by the child before the date of going to school” [23, p248] This is an important fulcrum in teaching for the 1st graders in connection with the early childhood education (5-6 years old kindergartens) 1.2.2.5 Leonchiev With activity theory, some main contents have been pointed out and summarized as follows: All forms of human activity are psychological; man is subject of inner activities (mental activities) and external activities (physical and practical) Applying the theory of psychological activities to form learning activities for learners such as: learning motivation, purposes, thereby forming manipulations, actions and learning activities [92, p75] Applying this theory to the teaching process is that in each stage of children's development, there are many activities, including the main one, which means that the main activity of kindergarten pupils of 5-6 years old is playing and having fun, while learning is the main activity for the compulsory education students However, in theinitial stage, 1st grade teachers need to make a gradual transition to help students progress naturally 1.2.2.6 David Kold In his experiential learning model, Kolb clarifies the relation between theory and practice, between abstract generalizations and concrete examples, and between the emotional and cognitive domains With four-stage experience-based process of learning: Specific experience: Learning through specific, direct activities and manipulations; Observation-reflection; Abstract conceptualization; Active practice [89] Kolb's four stages of experience-based learning is operated in a continuous spiral cycle Thus, in the learning process, learners use experience as a fulcrum for the process of learning and experiencing, which is the way to not only enrich knowledge but also create positive emotions and feelings for himself 1.2.3 Nature of connection-oriented teaching Connection-oriented teaching must ensure inheritance and scientific principles The knowledge that has been formed in the previous stages needs to be consolidated, expanded and perfected at a higher level Therefore, we think: Connection-oriented teaching is a student's activity through which the students form and develop new knowledge on the basis of the knowledge formed in the previous stages with the teachers’ guidance, support and organization of activities Connectivity between the current curriculum and the studied curriculum is understood in the sense that the current curriculum is developed on the foundation of the studied curriculum, ensuring the continuity in all aspects: teaching objectives, content, methods and forms, evaluation on the teaching process Therefore, the teaching should be conducted by connecting the current curriculum with the previous curriculum 1.3 TEACHING OF THE 1ST GRADE IN CONNECTION WITH THE EARLY CHILDHOOD EDUCATION CURRICULUM (5-6 YEARS OLD KINDERGARTEN) 1.3.1 Characteristics of students when entering grade Characteristics of development of perception; Characteristics of memory development; Characteristics of thinking development; Characteristics of imagination development; Language development characteristics; Attention development characteristics; Characteristics of emotional life development Cognitive processes of the 1st graders (perception, memory, thinking, imagination, language, attention, ) has remarkable development compared with preschool children 5-6 years old to be ready for the purposeful learning activities However, it is required that 1st grade teachers must firmly grasp this feature to always create excitement, help students interested in exploring and discovering things in association their learning needs The prolonged time of lessons is not advisable, which ca cause fatigue for the learners, resulting in poor learning results 1.3.2 Characteristics of the teaching of the 1st grade in connection with early childhoof education curriculum (5-6 years old kindergarten) Grade plays an important role in the turning point of changing mainstream activities from playing (in kindergarten) to learning The authors namely Nguyen Huu Hop, Dang Vu Hoat and Pho Duc Hoa emphasized the systematicity in teaching in primary education and they said that: “the process of teaching primary school as a system includes the following basic elements and components: teaching purposes and tasks; teaching content; teachers and teaching activities; learners and learning activities; teaching methods and means; forms of teaching organization; teaching outcomes”[33, page 99] From the concept of teaching in grade and the concept of connection-oriented teaching mentioned above, it can be understood that teaching in grade in connection with early childhoof education curriculum (5-6 years old kindergarten) is the activity in which teachers and students seek , conquer knowledge of the 1st grade curriculum on the basis of the knowledge that students have acquired from the early childhoof education curriculum (5-6 years old kindergarten) 1.3.2.1 Teaching objectives In grade 1, clearly define objectives on the basis of the overall curiculum, the levels required to be pased for each subject, suitable for students, helping the students to form and develop qualities, overall, specific competencies, and specific competencies Teachers should define objectives for each learning stage of students, each topic, each key lesson (the core grade in connection with kindergarten 5-6 years old) This view point is almost similar to that of Vygotsky's proximal zone of development 1.3.2.2 Teaching Contents With grade 1, the teaching content of each subject has a connection and inheritance of the previous class which is the teaching content of 5-6 years old preschool education That means the activity of getting used to learning by 5-6-year-old children is associated with the learning content of grade 1, requiring that teachers must associate the teaching content of grade with the teaching content of kindergarten 5-year-old year old during the teaching process Based on the prescribed curriculum content, grade textbooks, reference materials, electronic database, teaching kits, educational environment, the grade teachers will select the teaching content suitable for his pupils It can be described by the diagram below: Teacher Acquired knowledge Pupil New knowledge Fig 1.2: Connection-oriented learning model 1.3.2.3 Teaching methods, forms of teaching organization Flexibly apply teaching methods, active teaching techniques to teach pupils According to the connection-oriented teaching, it is necessary to pay attention to cognitive characteristics of the children of 5-6 year olds kindergarten and grade pupil They really need visual observations during the learning process Therefore, it is necessary to prepare sufficient facilities, learning materials and diversify forms of teaching organization 1.3.2.4 Testing and assessment on the teaching process Concerning the inspection and assessment on the learning results of grade pupils in connection with early childhoof education curriculum (5-6 years old kindergarten), teachers still have to ensure that the function of the assessment for the primary school pupil are generally for orientation, adjustment and verification In the first half of the first semester in grade 1, teachers need to find out how the preschool teachers tested and assessed the pupil in order to further conduct the testing and assessment that the pupils have been familiar with, such as: observation and questioning; on that basis, combined with other testing and assessment methods that is only introduced to the pupils when enter grade 1.3.3 Connection-oriented teaching maths, science and social subject of grade 1.3.3.1 Concerning the subject goals in the elementary school curriculum To be in accordance with provisions under Circular 32/2018/TT-BGDĐT 1.3.3.2 Concerning the subject content in the elementary school curriculum The thesis compares the subject content with the early childhood education curriculum (5-6 years old kindergarten) with the old curriculum, specifically: Math: Firstly, connecting with the early childhood education curriculum (5-6 years old kindergarten) (cognitive field) includes the reduction of some duplicate contents, increasing of some practice contents, application of the learned knowledge into real life Second, compared with the current curriculum (140 lessons), the new curriculum (105 lessons) in which 35 lessons has been reduced Thirdly, shorten the time of forming digital symbols while increase the practice time, apply maths to the real life Fourthly, maths is one of the compulsory subjects Mathematics education forms and develops students' main qualities, general competence and mathematical competence Science and social subject: Firstly, the social Science and social subject curriculum is an open one, allowing teachers to choose locally available learning objects for teaching while still ensuring the curriculum’s objectives, change the order of learning topics, and provide lesson title for each topic, determine the time and adjust the learning time limit for each topic to suit the local reality, the school's facilities and equipment conditions Secondly, the duration of the first grade curriculum is still 70 lessons taught within 35 weeks The time spent on topics will be changed as follows: Plants and animals topics account for about 18%, Humans and health account for about 21%, the topic of the earth and sky accounts for about 13% 1.3.3.3 Innovation of methods and forms of teaching organization In order to form and develop the qualities and competencies for the pupils in the teaching of mathematics, science and social subject, teachers need to pay attention to make use of the knowledge and experience that the pupils already have got familiar with from the early childhood education curriculum (5-6 years old kindergarten) Flexibly apply the active teaching methods and techniques; create a positive interactive teaching environment Diversify learning forms: individual study, group study; outside-classroom learning, experience practice, application of knowledge into practice Teachers should guide students how to use teaching aids and to exploit electronic learning database 1.4 Factors affecting the teaching of grade in connection with early childhood education curriculum (5-6 years old kindergarten) 1.4.1 Content of the taught subject Teaching content is the first factor affecting teaching The content of teaching will require the corresponding method, each content will require a suitable specific method Based on the content and methods an appropriate way of organization for teaching will be required The content needs to be connected is the content of getting to know Maths and understanding the surrounding environment of the 5-6 year old kindergarten curriculum 1.4.2 Subject’s teaching methods 10 EARLY CHILDHOOD EDUCATION CURRICULUM (5-6 YEARS OLD KINDERGARTEN) 2.1 CURRENT SITUATION OF TEACHING GRADE 2.1.1 Overview of the situation survey process 2.1.1.1 Survey Purpose The determination of the current situtation of teaching for grade pupils in connection with the early childhood education curriculum (5-6 years old kindergarten) is based on topics: topic of "Counting, reading, writing, comparing numbers within 100" in the subject of mathematics and topic about " nature” in the social and science subject To conduct an analysis and assessment on the children’s abilities when entering grade at the primary schools in Lao Cai province, thereby providing a practical basis to propose the measures for teaching grade pupils in connection with the early childhood education curriculum (5-6 years old kindergarten), helping improve the quality of primary education within Lao Cai province area 2.1.1.2 Survey Content - About the teacher's awareness of the curriculum - Topic of "Counting, reading, writing, comparing numbers within 100" in the subject of mathematics and topics about " nature” in the social and science subject - Testing and assessment of the pupils 2.1.1.3 Survey Objects - 157 managerial officers and teacher who are directly involved in teaching grade - Survey: 120 pupils before entering grade 2.1.1.4 Survey methods and tools Written survey method; Observation method; Interview method; Method of survey data processing 2.1.1.5 How to process data The author has conducted the surveys based on the current situation based on the results of the entrance test of grade pupils, managerial officers, teachers The results has been processed by mathematical statistics through the SPSS software The results are presented in the form of score distribution tables, histograms 2.1.2 Survey Results 2.1.2.1 About teacher‘s awareness * topics about " nature” in the social and science subject of grade 11 Fig 2.1 Objectives of the science subjects in science and social subject * Topic “Counting, reading, comparing within 100” in the maths of grade Table 2.2 Thematic objectives "Counting, reading, writing, comparing numbers in the range of 100" the maths of grade Agree Disagree No Content Rate Rate Quantity Quantity (%) (%) Form knowledge and train practical skills (reading, writing, counting, comparing) numbers in the range of 100 113 71,97 44 28,03 Help students to express themselves in words, by symbolizing the simple content of lessons and practice 56 35,67 101 64,33 Solve simple problems in reality 62 39,49 95 60,51 Develop skills and wisdom such as comparison, analysis, synthesis, abstraction, 75 47,77 82 52,23 generalization Help students to be hardworking, confident, careful, knowledgeable and interested in 59 37,58 98 62,42 math learning The data in this table shows that 71.97% of the opinion that the goal of "Counting, reading, writing, comparing numbers in the range of 100" is to Form knowledge and train practical skills (reading, writing, counting, comparing) numbers in the range of 100; less than 40% of the opinion that Help students to express themselves in words, by symbolizing the simple content of lessons and practice and Solve simple problems in reality On the other hand, the goal of teaching Mathematics also helps students Develop skills and wisdom such as comparison, analysis, synthesis, abstraction, generalization but has 47.77% of total opinions and Help students to be hardworking, confident, careful, knowledgeable and interested in math learning only reach 37.58% 2.1.2.2 About teaching organization Clearly assess the situation of grade teaching in the direction of connecting the early childhood education program (Kindergarten 5-6 years old) in the content, methods, forms of teaching organization and difficulties in the teaching process through 02 topics 12 * Topics of "Nature" in Nature and Society subject grade * Topic "Counting, reading, writing, comparing numbers in the range of 100" in Mathematics 2.1.3 Factors affecting grade teaching towards connecting the Early Childhood Education Program (Kindergarten 5-6 years old) 13 Chart 2.9 Factors affecting grade teaching in the direction of connection Chart 2.9 shows that the factors that most influence grade teaching in the direction of connectivity are the method of teaching subjects (Mean = 2.55) and the content of the subject taught (Mean = 2.39), other factors are determined such as the quality of the teaching staff in grade 1; Grade students’ characteristics and teaching conditions and facilities are evaluated by managers and teachers at a level that has little impact on grade teaching in the direction of connection 2.1.4 General assessment of teaching topics on "Nature" and topics "Counting, reading, writing, comparing numbers in the range of 100" in grade in the direction of connecting the Early Childhood Education Program (5 - years old kindergarten) With the analysis of survey data obtained, the opinions of some managers combined with the survey of the quality of grade students in some Lao Cai province primary schools to evaluate the results achieved and the limitations and shortcomings 2.2 A country's experience in teaching topics on Nature and counting, reading, writing, comparing numbers in the range of 100 in grade in the direction of connecting early childhood education programs (5 - years old kindergarten) After studying the topics of "Nature" and the topic "Counting, reading, writing, comparing numbers in the range of 100" in grade in the direction of connecting the Early Childhood Education Program (5 - years old Kindergarten) of China, Singapore, Canifonia state, the thesis makes some recommendations for Vietnam as follows: Firstly, the program is designed based on the learning activities of students to help them actively explore knowledge to develop imagination, creativity, problem-solving skills, logical thinking, reasoning, especially the application of learned knowledge into practice after each lesson Secondly, the legal program is required to be implemented, teachers can choose the content to design lessons suitable for students Teachers can design their own learning materials for students Thirdly, teaching methods of personalization, group collaboration, gamesand visual action are selected by 5-6 years old kindergarten or grader teachers Teachers teach based on the life experience of students and the speed of learning decided by each individual, learning according to their abilities Fourthly, the inheritance of the teaching process, in the early stages of grade 1, teachers still implement the same process as kindergarten 56 years old CONCLUSION OF CHAPTER The results of the survey of teaching status in grade with two Nature topics in Nature and Society subject, the topic of Number and counting in Mathematics show that: Grade teachers in Lao Cai primary schools have fully implemented a program of two nature topics in Nature and Society, the theme "Counting, reading, comparing numbers in the range of 100" in Mathematics In the process of teaching, the majority of grade teachers were interested in the objectives of the lessons but they did not care about the subject goals and the topic 14 objectives Teachers not call for connected teaching by name, but there are actions to show connection in exploiting the experience, which students have gained in kindergarten In the teaching process, teachers have selected and used teaching methods that are suitable to the cognitive abilities of students, exploit visual methods quite well and have paid attention to form students’ capacity to cooperate in learning When implementing teaching contents, teachers are very loyal to the content regulations and guidelines in teachers' books and textbooks There may be a bit of machinery in the implementation of the contents of these topics that are very adequate and booked However, through surveys and practical observations, it can be seen that the process of teaching grade in Lao Cai school also has some limitations to be overcome: The practical part which is associated with knowledge with reality is limited, the application of knowledge to daily life is not clear The organization of teaching topics only takes place in the classroom, there is no teacher who lets students study outside the classroom because many teachers are afraid of it Most teachers have not studied the early childhood education programs (5 - years old Kindergarten) so they not know how to exploit the content of the article in the direction of connecting with the experience of students Therefore, much teaching content is not connected to the early childhood education programs (5 - years old kindergarten) The experience of teaching in the direction of the connection of countries: China, Singapore and the US shows that these countries have been very interested in teaching grade in connection with the kindergarten program They have focused on connecting both goals, content and teaching methods Therefore, it is possible to refer to the application of the first grade teaching in the direction of connecting with the early childhood education program (5-6 years old kindergarten) in Vietnam Chapter ORGANIZATION TEACHES TOPICS ON "NATURE", TOPICS "COUNTING, READING, WRITING, COMPARING NUMBERS IN THE RANGE OF 100" IN GRADE IN THE DIRECTION OF CONNECTING EARLY CHILDHOOD EDUCATION (5 - YEARS OLD KINDERGARTEN) 3.1 COMPARING THE GRADE PROGRAM WITH EARLY CHILDHOOD EDUCATION PROGRAM (KINDERGARTEN 5-6 YEARS OLD) 3.1.1 New points in the elementary school program When analyzing the new primary education program, it can be seen that the program has been sharply streamlined and towards the goal of forming students’ capacity The contents of experiential activities and application practices of the subjects are linked to educational activities in the direction of experience for children in preschool The content of the subjects, the methods and forms of teaching in elementary school are aimed at developing students' ability to organize and manage activities, self-awareness and self-awareness capacity to orient and choose a career; create some basic competencies for future workers and responsible citizens 3.1.2 Connectivity between grade program and early childhood education (5 - years old Kindergarten) Analysis the detail of objectives, contents, teaching methods and student assessment 3.1.3 Connectivity is expressed specifically between the topics of "Nature" in Nature and Society and the topic "Counting, reading, writing, comparing numbers in the range of 100" Mathematics Comparing the objectives, contents, teaching methods in the topic "Counting, reading, writing, comparing numbers in the range of 100" and the topics of nature in the early childhood education program (5 - years old Kindergarten) and grade elementary school are arranged, growing gradually in a spiral, the contents are intertwined to complement each other, achieve the teaching objectives as prescribed by the subject program, the overall program, which is interconnected in the program However, there are still some content that has been familiarized in 5-6 years old kindergarten but has not been repeated in grade 1, the method of teaching children to get acquainted in 5-6 years old kindergarten tends towards the content approach; about the learning materials of students, the topics of nature are not available, they are familiar with math in 15 kindergarten class 5-6 years old but they has not clearly expressed the view of integrating program content as prescribed by the Ministry of Education and Training In the program, the output standard is clearly defined in 5-6 years old kindergarten (expected results) and grade (requirements to be achieved) as compared in the above 02 topics The duration of the formation of elementary math symbols in 5-6 years old kindergarten is lesson per week, each lesson from 2530 minutes, familiarizing yourself with the study activities for 35 weeks Thus, the total number of elementary math symbols in kindergarten 5-6 years old is 35/245 lessons accounting for 14.3% of the duration of study according to the program distribution, an increase of 5.3% compared to the program "Renovation of teaching organization form", especially the formation of topics in math accounts for about 23/35 lessons accounting for 65.7% of math study time in kindergarten 5-6 years old For first grade, math is lessons per week 3.2 SPECIFIC MEASURES TO ORGANIZE TEACHING TOPICS ON "NATURE", TOPICS "COUNTING, READING, WRITING, COMPARING NUMBERS IN THE RANGE OF 100" IN GRADE AND EARLY CHILDHOOD EDUCATION PROGRAM (5-6 YEARS OLD KINDERGARTEN) 3.2.1 Building a teaching content structure in grade in the direction of connecting early childhood education programs 3.2.1.1 Supplement and perfect the content structure of teaching Social and Nature subjects in grade Topics of nature include: plants and animals, people and health, the earth and the sky The new point in this topic is people and health, with the view that emphasizes the role of human beings as a bridge to social nature a Adding a content structure b Supplement the structure of grade social natural textbooks With the content of the topics of "Nature", we propose that the first semester consisting of 18 lessons and the second semester consisting of 18 lessons, specifically: Lesson Content Lesson Content The 1st semester (18 lessons) The 2nd semester 1-2 Our bodies 1-2 Recognize trees 3-4 Protect parts of the body 3-4 Recognize the animals 5-6 Physical hygiene 5-6 Care and protect crops and pets 7-8 Eye protection 7-8 Prevent insects 9-10 Eat hygienically 9-10 Practice caring for crops or pets 11-12 Activity and rest 11-12 Day and night 13-14 Say the denial, the thank 13-14 Weather 15-16 Practice brushing your teeth 15-16 Practice observing the sky 17-18 Practice bathing 17 Practice seasonal dressing 18 Review: Nature c Add some intellectual development games associated with natural phenomena The construction of games in the subjects is extremely necessary, helping students both learn and play, especially students in grade The game can be organized in connection activities or practice to help students compete to perform tasks or in the reinforcement section to help students use the knowledge they have learned to strengthen the lesson 3.2.1.2 Supplement and perfect the content structure of Mathematics a Adjust the content structure of the topic "Counting, reading, writing, comparing numbers in the range of 100" Content circuit Specific content Know how to count - Know how to count more; count further from a certain number; to 100 counted in dozens Recognize the - Know how to choose the number of a group of objects number of a group of - Know how to take out a group of objects corresponding to a given objects number (e.g., write the number and ask to remove round dots) - Write numbers by reading (Forty-two: 42) and write how to read Read and write numbers (24: Twenty-four) numbers to 100 - Recognize the number of tens and the number of units in a double-digit 16 number -Know how to compare the number of groups of objects and use words: Know how to more, less, equal) - Know how to use accents (>,