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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI MY HANH USING NATURAL MATERIALS TO DEVELOP OBSERVATION SKILLS FOR PRESCHOOL CHILDREN IN ORGANIZING SHAPING ACTIVITI[.]
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI MY HANH USING NATURAL MATERIALS TO DEVELOP OBSERVATION SKILLS FOR PRESCHOOL CHILDREN IN ORGANIZING SHAPING ACTIVITIES Major: Preschool education Code: 9.14.01.01 ABSTRACT OF DOCTORAL THESIS IN EDUCATION SCIENCE HANOI – 2022 The project is completed at: HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific Supervisor: 1: Assoc Prof PhD Le Thanh Thuy 2: PhD Ta Thi Ngoc Thanh Reviewer 1: Assoc Prof Dr Nguyen Thi Tinh University of Education - Thai Nguyen University Reviewer 2: Assoc Prof Dr Pho Duc Hoa Hanoi University of Education Reviewer 3: Assoc Prof Dr Nguyen Thu Huong Hanoi National University of Education The thesis is defended before Board of thesis examiners at University-level met in Hanoi National University of Education at … hour … date … month … year … The thesis could be found at Library: - National Library of Vietnam, Hanoi - Library of Hanoi National University of Education FREFACE Necessity of the topic The observation skill is a basic indispensable skill in the human activities, helps people effectively solve the problems that occur to master the life, develop and improve themselves The observation skill development and completion should be started as early as possible, right from a very young age, both in creating a positive cognitive tool and contributing to develop the comprehensive personality for children to meet the objectives set out in the preschool education program[6]: “Help children develop physically, emotionally, intellectually, and aesthetically, form the first elements of their personality, and prepare children to enter the first class; form and develop in children the psychophysiological functions, fundamental competencies and qualities, necessary life skills at their age" The preschool children of 5-6 years old are at the last age of the preschool level, at this age, the children need to be actively prepared to enter the primary school with cognitive and creative abilities in learning The observation skill development for the preschool children of 5-6 years old will contribute to the formation of children's willingness to approach and learn about the objects from the objective world, on that basis, accumulate the experience and build the symbols, expand the knowledge capital to solve the cognitive tasks in playing, studying, working and other socio-cultural activities at the school The various playing, studying and working activities at the preschool create an ideal environment with very favorable conditions to train and develop the observation sense for children, including an activity of aesthetic and artistic nature such as shaping activity The shaping activity always stimulates the children to actively observe visual images, vivid and colorful objects with diverse and attractive shapes to build the creative artistic image In the shaping activity, there are different forms such as: Drawing, Molding, Gluing, Assembling activities The assembling activity is a very interesting form of cognitive, motor and creative activity, suitable for all ages of children The assembling activity provides the preschool children with countless opportunities to see, find, discover, create, observe and enjoy the beauty of the surrounding nature as well as artistic creative products It can be said that the assembling activity is the school to "teach the children to observe, teach them to reproduce the surrounding reality in a detailed and meticulous way" [12, p 267] In order to produce the creative shaping products in the assembling activity, young children can use a very rich and diverse source of shaping materials, notably including natural materials The natural materials always make strong emotions, bring to the children surprises, stimulate their curiosity, and ask many questions in discovering and observing to find answers about unknown things from the world around The understanding of nature and love of nature are also the conditions that help the children's observation sense to be actively developed so the symbols and images become richer and the creative ideas in the assembling activity will be easy to flourish Therefore, it can be affirmed that the use of natural materials in the shaping activity organization will create an extremely favorable educational environment for training and developing the observation skill for the preschool children Kindergarten children always have the need to observe, explore to learn and perceive all the things and phenomena that are happening around them, the need for creativity also arises and develops in that cognitive process Observation skills play an important role in helping children receive information, form knowledge systems, and understand the world around them to adapt to life The actual education in our country's preschools now shows that the investment in developing the observation skill for preschool children of 5-6 years old has been paid attention, but there are still many limitations Many preschool children of 5-6 years old are still inactive, even a part of them is quite passive when facing the observation task that is given by the teachers in playing and studying activities Many children are quite confused about conducting the observation operations by themselves, have a lot of difficulties in expanding their understanding of the surrounding natural-social environment to satisfy their curiosity, interest and ever-evolving cognitive need A number of surveys on educational practice in Vietnamese preschools now show that the use of natural materials in the shaping activity in general and in the assembling activity in particular has been carried out; however, the effectiveness of this activity hasn’t been high Some preschool teachers have had interesting initiatives in using natural materials in the shaping activities, however, the utilization of this type of shaping material has not been properly invested, it requires an in-depth research with scientific and systematic requirements to create an educational environment with favorable conditions for developing the cognition, especially creating a mechanism for the gradual formation of children's observation skill Originated from the above reasons, in order to contribute improving and renovating the children education – development contents and methods through the shaping activity, expanding the teaching means for the preschool children, we bravely chose and conduct the research topic: "Use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5-6 years old" Research objective On the theoretical and practical study on using natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5-6 years old, we propose the measures to use the natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5-6 years old, then improve the children's observation skill Research object and research subject 3.1 Research object: Use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5-6 years old at the preschool 3.2 Research subject: Measures to use the natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5-6 years old at the school Scientific hypothesis Observation skills of preschool children of 5-6 years old include a number of component skills, which can be developed by many activities including assembling activity, the use of natural materials in assembling activity will help train and develop observation skills for children If applying some measures to use natural materials in the organization of grafting activities in the direction of increasing the use of abundant and close natural materials to create an educational environment for the assembling activity; create problem situations in assembling activity to stimulate interest and demand observation and foster children's ability to learn about natural materials suitable for shaping purposes; combine natural materials with simple to complex shapes in the assembling activity to guide the process of observation and help children actively experience different modes of observation to explore , exploiting the aesthetic characteristics, diversity, uniqueness and shaping features of natural materials; practice for children to know how to evaluate the effectiveness of forming observation skills and actively using natural materials in the assembling activity will gradually form and develop observation skills for preschool children aged 5-6 years Research task 5.1 An overview and theoretical study on the development of observation skills, on the use of natural materials in assembling activity to develop observation skills for preschool children aged 5-6 years old 5.2 Survey and assess the situation the actual use of natural materials in organizing the assembling activity to develop the observation skill for the children of 5-6 years old in some preschools in Hai Duong city, Hai Duong province 5.3 Propose and experiment a number of measures to use the natural materials in organizing the assembling activity to develop the observation skill for the children of 5-6 years old at the preschool Research scope limit 6.1 Research content limit Use of natural materials in organizing the assembling activity to develop the observation skill for the children of 5-6 years old at the preschool 6.2 About the research sample - The sample for the case study included 150 preschool teachers and 120 preschool children aged 5-6 years in some preschools in Hai Duong city, Hai Duong province - The pedagogical experiment is applied to 30 preschool children of 5-6 years in Hoa Sen practical preschool, Hai Duong city 6.3 About the study area and time: - Study area: Surveying the current situation at 12 preschools in Hai Duong city, Hai Duong province; Experimental research on pedagogy in large kindergarten, Hoa Sen practical kindergarten, Hai Duong city, Hai Duong province - Time to survey the situation: from October 2018 to December 2018; Pedagogical experiment period: from December 2019 to the end of March 2020 Research approaches and method 7.1 Research approaches: Including operational approach, systematic approach and experimental approach and developmental approach 7.2 Research method 7.2.1 Group of theoretical research methods including theoretical analysis, analysis, synthesis, systematization and generalization 7.2.2 Group of practical research methods including methods such as: Survey by questionnaire; Observation method; Interview method; Operational product research method; Survey method by exercises; Experimental pedagogical method 7.2.3 Data processing method by mathematical statistical method with the help of SPSS software Protected arguments The use of natural materials in organizing the assembling activity at the preschool will create an educational environment with favorable conditions to stimulate the observation interest, train and develop the observation skill for the preschool children of 5-6 years old For the effectiveness of using the natural materials in organizing the assembling activity to develop the observation skill for the children of 5-6 years old at the preschool, it is required to synchronously apply the measures to organize the assembling activity in the following direction: Increase using of rich and diverse natural materials to create an educational environment to stimulate the children's observation interest, need and determine the observation objectives, combine building the problematic circumstances in organizing the assembling activity with natural materials to actively let the children experience the different observation methods; Take advantage of diverse and rich sources of natural materials in the forms of assembling activity to train the observation skill and help the children learn and exploit the aesthetic features, diversity and richness of natural materials in creating the assembled products New contributions of thesis 9.1 For the theoretical aspect Systematize and enrich the theory for using natural materials in organizing the assembling activity to develop the observation skill for the preschool children of 5-6 years old 9.2 For the practical aspect - Provide materials on the actual current use of natural materials in organizing the assembling activity to develop the observation skill for the children of 5-6 years old at some preschools in Hai Duong city, Hai Duong province, thereby helping Kindergarten has a basis to adjust the educational process in a timely manner - Measures of natural materials in organizing the assembling activity to develop the observation skill for the children of 5-6 years old in preschool is proposed as a reference to help researchers and educational administrators make informed decisions orientation and solutions to integrate the task of developing the observation skill for children in organizing educational activities in general and teaching activities using rich natural resources of localities and regions Preschools can refer to and creatively apply these measures to the practical conditions of their schools, contributing to improving the effectiveness of developing children's observation skill 10 Thesis structure In addition to the preface, the thesis contains chapters, conclusion, recommendation and list of references CHAPTER OVERVIEW AND THEORETICAL BASIS ON USING NATURAL MATERIALS IN ORGANIZING THE ASSEMBLING ACTIVITY TO DEVELOP THE OBSERVATION SKILL FOR THE PRESCHOOL CHILDREN OF – YEARS OLD 1.1 Overview of researches related to the topic 1.1.1 Research on observation and observation skill development - Research on role of observation and observation skill in the cognitive activity All researches of: L.X.Vygotxki, A.V.Daparogiet, N.D Levitov, P.A.Rudich, V.X.Mukhina, N.P Xaculinna, Howard Gardner, Pham Minh Hac, Nguyen Quang Uan, Tran Trong Thuy, Hoang Thi Phuong… affirm that the observation skill plays an important role for developing the thinking and awareness and confirm that it is an important skill, basic skill for developing the children’s high level awareness skills - Research on observation skill characteristics in general and children’s observation skill in particular All authors: L.X.Vưgotxki, A.V.Daparogiet, N.D Levitov, I.A Xorokina, Howard Gardner, Thomas Armstrong, J.A Komenxki, J.J Rutxo, K.Đ Usinxki, Lucia Kohlhauf – Ulrike Rutke – Birgit Neuhaus, Janina Klemm and Birgit J Neuhaus, Phan Trong Ngo… show the basic elements of the observation skill that are the senses, of which the most important one was the vision in contacting directly the observation object in combination with the psychological process, old experience and an indispensable element that directly affects the quality of the observation activity is the emotions of the observation subject - Research on observation skill development method for the preschool children The authors: Maria Montessori, Jane Susan Johnston, Janina Klemm Birgit J Neuhaus, Lucia Kohlhauf - Ulrike Rutke - Birgit Neuhaus, S.P Tomkins and S.D Tunnicliffe, K Yurumezoglu, Nguyễn Thi Xuan… indicated the methods to develop the observation skill such as: teach the children the way to identify the observation goal, teach the children the way to use their senses to directly contact the observation objects along with thinking, language, and previous knowledge and experiences to analyze, recognize and collect the observation activity information And point out the factors that directly affect the children’s observation skill development are the context including active environment, what the children are interested in, and their personal social interactions with friends 1.1.2 Research on observation skill in the preschool children’s practical activity and assembling activity All authors: A.V.Daparogiet, N.P Xaculinna, Nguyen Anh Tuyet, Nguyen Thi Nhu Mai, inh Thi Kim Thoa, Le Thanh Thuy, Le Thi Thanh Binh think that the observation skill in the practical activity is the process to mobilize the senses, particularly eyes and hand movements in combination with intellectual operations such as analysis, comparison, synthesis, generalization, concretization to recreate the ambient reality meticulously, thoroughly and accurately 1.1.3 Research on use of natural materials in the educational activities and assembling activity to develop the observation skill for the preschool children - Research on use of natural materials in the educational activities to develop the observation skill for the preschool children All authors: I.A.Komenxki; M Montessori; K.D Usinxki, A.V.Daparozet, Nguyen Anh Tuyet, Hoang Thi Phuong, Nguyen Thi Xuan show that the nature and natural materials are the bridge, active environment, basic factors to decide the children’s observation skill formation - Research on use of natural materials in the practical activity and assembling activity to develop the preschool children’s observation skill The researches of: A.V.Daparozet, Linda Thornton and Pat Brunton, A.E Velichkina, K.E Gulyants, I.Y Bazikov, Luidmila Kusakova, A.I Pankevv, Phan Dong Phuong, Pham Thi Chau, Nguyen Thi Oanh, Tran Thi Sinh, Le Thanh Thuy, Phan Thi Viet Hoa, Mai Thi Cam Nhung affirm the important role of the nature and natural materials in the practical activity in general and assembling activity in particular for the preschool children’s observation skill development and emphasize the creative experimental activities with natural materials to develop the children’s observation skill However such researches haven’t thoroughly solved the way to exploit and use the natural materials in the activities to develop the children’s observation skill 1.1.4 General evaluation of research overview * Inheritable issues: The researches have delved the roles and characteristics of the observation skill in general and the children's observation skill, pointed out the basic components in the observation skill structure and development method for the preschool children in the educational activities including shaping activity and assembling activity * Unresolved issues: Theoretic in-depth research on the children’s observation skill characteristics and structure in the assembling activity and way to choose and combine the measures to use the natural materials in the regions in organizing the forms of assembling activity to develop the observation skill for preschool children of 5-6 years old in Vietnamese preschools * Thesis issues to be focused on solving - Prove that the observation skill for the preschool children of 5-6 years old will be formed and developed through direct training and experience in the educational activities, especially artistic activities at the preschool (assembling activity) - The thesis brings the assumptions with scientific basis and experiments that are synchronous to the measures in the direction: Increase the use of diverse and rich natural materials to create an educational environment to stimulate children's observation interest and need and determine the observation objective, combine building the problematic circumstances in organizing the assembling activity with natural material to actively let the children experience different observation methods; Take advantage of the diverse and rich sources of natural materials in the forms of assembling activity to train the observation skills, help children learn about and exploit the aesthetic characteristics, diversity and richness of natural materials in creating the assembled products 1.2 Observation skills of preschool children 5-6 years old 1.2.1 Observation skills 1.2.1.1 Concept of observation: The observation is a cognitive activity of the human whose main components are the close connection of perception, thinking and language to fully comprehend the external attributes of the things and phenomena that affect directly the senses of the human 1.2.1.2 Concept of skill: The skill is the ability to apply the knowledge and experience in a proper and effective manner to solve a specific action or activity that has results in the allowable actual conditions 1.2.1.3 Concept of observation skill: The observation skill is the intentional actions and operations of each individual on the application of knowledge and understanding about the observation objects in combination with memory, thinking, language, attention, emotions, feelings and personal interest to quickly, accurately and fully identify the typical characteristics, properties, relationships, relations, changes and development of things and phenomena in accordance with the observation objectives given under certain conditions 1.2.2 Observation skills of preschool children 5-6 years old 1.2.2.1 Concept observation skills of 5-6 years: Observation skills of 5-6 years old preschool children are intentional actions and manipulations of children on the basis of applying knowledge and understanding about observed objects in combination with memory, thinking, and language, attention, emotions, feelings and interests of children in order to quickly, accurately and fully identify the characteristics, specific properties, relationships, changes and development of objects or phenomena that are suitable for the purpose of observation under certain conditions 1.2.2.2 Structure of observation skills of 5-6 year old preschool children: Ability to identify observational tasks; Ability to use observation methods; Ability to detect and describe observational results; Ability to evaluate and compare observations 1.2.3 Developing observation skills for preschool children 5-6 years old 1.2.3.1 Concept: Developing observation skills for preschool children 5-6 years old is the process of pedagogical impact with purpose, content and plan according to a scientific sequence of educators to children to create changes Change in the direction of increasingly progressive actions, intentional manipulations in the process of perceiving objects and phenomena, helping children quickly, accurately and fully identify specific characteristics and properties , relationships, relationships, changes of things and phenomena to meet requirements, and QS tasks 1.2.3.2 Stages of developing observation skills of preschool children 5-6 years old: Stage of imitation; Doable stage (Do-it-yourself); Precision making stage; Skill development stage 1.2.3.3 Ways to develop observation skills for preschool children 5-6 years old: Promoting the perfection and flexibility of the senses; Provide children with rich knowledge and experiences about the world around them; Stimulate children's curiosity and inquisitiveness; Stimulate children's interest and emotions; Developing children's language and thinking 1.3 Overview of assembling activity of preschool children of – years old 1.3.1 Concept: The assembling activity for the preschool children is a type of integrated shaping activity, in which the children can apply many methods to describe the characteristics of different artistic forms such as: Drawing, molding, gluing, to re-enacting the objects and scenes in the surrounding world through models, structures, objects in three-dimensional space from different details and materials according to the children's imagination, richness and creativity 1.3.2 Similarities and differences of jigsaw activities with other types of shaping activities - Similarity: The similarity of the assembling activity and other types of practical activities such as: Drawing, gluing of pictures, molding… is the children’s art creativeness activity - Difference: For the means of emotional conveyance; shaping materials and shaping techniques 1.3.3 Assembling ability characteristics of preschool children of 5-6 years old: - Emotions, feelings and aesthetic attitude in the assembling activity; - Ability to learn about the described objects; - Ability to select the described contents; - Children’s shaping skill; - Feeling, enjoyment of shaping result 1.3.4 Assembling activity organization for children of 5-6 years old at the preschool 1.3.4.1 Educational objectives and contents for the assembling activity for the preschool children of – years old Objectives: Develop the children’s ability to feel, sense the beauty in the nature, life and art; establish the children’s ability to express the emotions and creativeness in the assembling activity; Have a loving, excitement attitude in participating in the assembling activity, a sense of preserving and protecting the beauty Contents: Form the special capacities, knowledge and skill for the assembling activity 1.3.4.2 Method to organize the assembling activity for the preschool children of – years old: Observation method, Visual instruction method, Word using method, Practical method, Discovery - creativity method and amusement measures 1.3.4.3 Form of assembling activity organization for the preschool children of – years old */ Classification by the nature of symbols and image: Assembling activity under the sample, Assembling activity according to the available topic, Assembling activity according to the selected topic */ Classification by the scale of class organization: Assembling activity organized by small group, Assembling activity organized by large group, General assembling activity for the whole class */ Classification by the operational environment: Assembling activity organized in the class, Assembling activity organized out of the class space 1.3.4.4 Required conditions and facilities for organizing the assembling activity for the preschool children of – years old: Condition on teachers, condition on children and educational environment 1.3.4.5 Evaluation of the results of the process of organizing assembling activities of the preschool children of – years old 1.4 Assembling activity with the observation skill development for the children of – years old in the preschools 1.4.1 The relationship between for the assembling activity and the development of children's observation skills: Children’s observation skills have positive effects on the quality and effectiveness of children's assembling activities or the quality of assembling activities depends a lot on the development of children's observation skills 1.4.2 Content and methods of developing observation skills for preschool children 5-6 years old in assembling activities 1.4.3 The manifestations of observation skills of preschool children 5-6 years old in in organizing assembling activity: skills to identify observation tasks; skills to use observation methods; skills to detect and describe observational results; skills to evaluate and compare observational results `*/Contents: Build an educational environment for the interesting, new assembling activity to stimulate the observation interest and need; the teachers need to create problematic circumstances in organizing the forms of assembling activity; Increase organizing the activities for the children to train the observation skill in the forms of diverse assembling activity; evaluate the observation effectiveness in the assembling activity * Methods to develop the observation skill for the preschool children of 5-6 years old: First step: Organize the actions for the preschool children Second step: Bring the children to the observation practice Third step: Train, consolidate, apply 1.4.4 Conditions to develop the observation skill for the preschool children of 5-6 years old in the assembling activity: Objectives; Contents; Methods; Organization type; Educational environment organization conditions; Teachers 1.4.5 Levels of development of observation skills of preschool children 5-6 years old in in organizing assembling activity: Level (High level); Level (Medium) and Level (Low level) 1.5 Natural materials and the use of natural materials in the assembling activity to develop the observation skill for the preschool children of 5-6 years old in at preschool 1.5.1 Natural materials 1.5.1.1 The concept of natural materials: The use of natural materials in the assembling activity for the preschool children is to bring the close, suitable ones that are easy to find in the surrounding space for the children to re-enact the model, structures, objects in three-dimensional space from different shaping details and materials according to the children's imagination, richness and creativity 1.5.1.2 Classification of natural materials used in organizing the assembling activity for the preschool children Classification of natural materials by the formation origin; Classification of natural materials by the shaping features, functions 1.5.2 Using natural materials in assembling activity with the development of observation skills for preschoolers 1.5.2.1 The concept of using natural materials: Using natural materials in assembling activities of preschool children is to use details, whether nature is close, suitable and easy to find in nature to help children recreate models, textures and objects in three-dimensional space according to children's rich imagination and creativity 1.5.2.2 The role of natural materials used in organizing the assembling activity for the development develop the observation skill for the preschool children of 5-6 years old The process of organizing the assembling activity using natural materials always poses many observation tasks, when performing these observation tasks, the component skills in the structure of children's observation skills are regularly trained and developed Therefore, it can be affirmed that using natural materials in organizing the assembling activities is an environment with favorable conditions and means to train and develop observation skills for 5-6 year old preschool effectively 1.5.2.3 Process use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of – years old a/ Identify the purpose of using natural materials as a means of developing observation skills Forming in children attitudes, emotions and interest in observing natural materials in the process of organizing puzzle activities; Improve the effectiveness of children's cognitive activities in the process of observing and searching for puzzle materials; Fostering children's observation skills, forming the ability to actively seek and choose appropriate observation methods and evaluate observational effectiveness b/ Implementation of the content use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of – years old Using natural materials as visual aids to illustrate the process of organizing observations, forming in children a positive attitude towards the observation process; Using natural materials in helping children orientate their goals, identify observational tasks and acquire observational techniques, and form the ability to choose observation methods; Using natural materials as the main teaching medium in fostering observation skills, collecting information about descriptive objects, understanding and choosing visual materials; Using natural materials creates many opportunities and contexts to foster and strengthen observation skills for children c/ Organization of forms use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of – years old: use of natural materials in the puzzle class and assembling activity outside of school hours d/ Combination of methods use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of – years old: Visual presentation method; Method of using words; Methods of practice, experience e/ Take measures natural materials in organizing the assembling activity to develop the observation skill for the preschool children of – years old: Group of methods of selection, visual presentation; Group of methods of using words; Group of practice and experience methods g/Effective evaluation use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of – years old 1.6 Requirements on selection and preservation of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of – years old: Requirements for choosing natural materials; Requirements on preservation of natural materials 1.7 Factors affecting the use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of – years old 1.7.1 Development characteristics of personal children 1.7.2 Preschool teachers’ capacity 1.7.3 Educational environment for the assembling activity in the preschools 1.7.4 Family, community factors and socio-cultural activities 1.7.5 Vehicle factors, conditions and facilities Conclusion of chapter 1 The observation skill from the preschool children of 5-6 years old is a very necessary skill for the creative process in their assembling activity; this skill is not formed and developed naturally but must be practiced regularly The use of natural materials in organizing the assembling activity is an environment with favorable conditions for developing effectively the children’s observation skill The observation skill from the preschool children of 5-6 years old is formed in the activities, structured with the following skill component: skill to identify the observation task; Skill to use the observation method; Skill to detect and describe the observation result; Skill to evaluate and compare the observation result The skill is formed and developed through stages: Initial skill formation stage (Imitation phase); Making stage; Precisious making stage and completed skill stage - The organization of the assembling activity to develop the observation skill for the preschool children of – years old is that the teachers use the impact measures to create the opportunities for the children to practice and experience the observation skill in the different assembling activity organization types, then to train and develop the observation skill for the children Assembling activity is a type of general shaping activity, combining knowledge and skills of other types of shaping activities This activity also has features that are close to play activities, giving children many opportunities to experience observation skills and express the insights and impressions gathered from the surrounding world combined with the ability to individual pieces to create different models and products to use in children's lives Based on the statistical ofobservation skill expression the preschool children through exercises, we found that most children's observation skills only stop at the early stages of development, shown in The rate and number of children achieving scores corresponding to the levels of Medium, Weak and Poor is very high, the number of children with higher level of observation skills is not much 16 2.2.3.2 Level ofobservation skill expression the preschool children 5-6 years old by criteria Table 2.16 Children’s observation skill survey result by criteria Expression level (%) (n=120) Criteria Rank Very Goo Aver Wea Bad good d age k Skill to identify the observation task 3.3 19.2 55.8 13.3 8.3 2.96 Skill to use the observation method 5.0 16.7 54.2 15.0 9.1 2.93 Skill to detect and describe the observation result 5.0 22.5 32.5 26.7 13.3 2.79 4 Skill to evaluate and compare the observation 5.8 15.0 46.7 20.8 11.7 2.83 result Final GPA 2.88 Notes: Low level: GPA ≤ 2.79; Medium level: 2.83 ≤ GPA < 2.93; High level: 2.96 ≤ GPA≤ 3.00 The table 2.14 shows that: With GPA = 2.88, it shows that the observation skill of the children of – years old has being surveyed and evaluated at the medium level The skill to receive the observation task has the highest survey result of 2.96, higher than the medium level 0.08 The second high result is for the objected perceptual action at 2.93, higher than the medium level 0.05 Two remaining groups of skills are the skill to evaluate and describe the observation result and skill to process the observation data at the survey result lower than the medium level, respectively of 2.79 and 2.83 2.2.3.3 Level ofobservation skill expression the preschool children 5-6 years old by gender Table 2.17 Observation skill expression result of the preschool children of – years old by gender Skills Boys (n = 63) Girls (n = 57) Skill to identify the observation task 2.96 2.92 Skill to use the observation method 2.93 2.91 Skill to detect and describe the observation result 2.79 2.75 Skill to evaluate and compare the observation result 2.75 2.83 Average 2.86 2.85 Both boys and girls are the best in expressing the skill to identify the observation skill Boys are better in expressing the skill to identify the observation task, skill to conduct the observation method, skill to detect and describe the observation skill than girls, girls are better in expressing the skill to evaluate and compare the observation result than boys However such difference is not statistically significant due to P>0.05 2.2.3.4 General overview of the current situation of children's observation skills The level of development of observation skills of children in the survey group is at an average; Children always show interest and desire to explore and learn about observed objects, but in the process of observing, children determine the observation method incorrectly, not know how to coordinate and use flexibly important methods closely suitable for each type of object; Children have the ability to detect and describe observed objects, but they are incomplete and inaccurate Many children have difficulty describing observation results; The ability to evaluate and compare observation results in order to adjust the observation method to suit the object is still very limited, the information about the observed object is still superficial, sometimes not very accurate 2.2.4 Factors affecting the using natural materials in the assembling activity to develop the observation skill for the preschool children of 5-6 years old 2.2.4.1 Advantages and difficulties in the assembling activity to develop the observation skill for the preschool children of 5-6 years old 40 20 39.2 29.2 33.3 21.7 favorable 17 43.3 18.3 difficult 9.25.8 Chart 2.2 Advantages and difficulties in using natural materials to develop the observation skill for the children of – years old Advantages: For the children’s side, they like very much the observation and shaping with natural materials because of attraction and newness of such type of materials; For the teachers’ side, they like very much the career, children, are skillfull and passionate in exploring and creating the new things; The preschools equip with the best material facilities for the children’s shaping class hours Further, there is many types of diversified, abundant and easy-to-search natural materials, to collect from the surrounding life around the children Difficulties: The children are lazy to observe and to use the language to describe the observation result; the teachers meet the difficulties in too spread time pressure in a working day because of professional characteristics, the observation skill development contents haven’t been mentioned much in the preschool education program, the natural materials are difficult to be protected and only kept with some typical traits within a short time 2.2.4.2 The influence of factors on the using natural materials in the assembling activity to develop the observation skill for the preschool children of 5-6 years old in the preschools Table 2.18 Factors affecting the use of natural materials in organizing the assembling activity to develop the observation skill for the preschool children of – years old affecting level (n = 150) N Very Influential Influential Not Influential Factors affecting GPA Rank Rate Q.t Rate Q.t Rate Q.ty (%) y (%) y (%) Characteristics and development of young individuals 2.58 Cognitive characteristics of children; 98 65.3 32 21.3 20 13.3 2.36 Children's positivity and initiative; 78 52.0 52 34.7 20 13.3 2.39 Basic understanding of children's basic shaping 130 86,7 20 13,3 0 2.87 techniques; Knowledge capital, experience about the surrounding 110 73.3 30 20 10 6.7 2.67 world and basic knowledge of jigsaw activities Teacher's ability 2.53 Correct and adequate attitude and awareness about the goals, contents, methods and forms of 66 44 64 42.7 20 13.3 2.31 developing Observation skills for children in organizing docking activities; Love and passion for the art of mosaics, having the 78 52 62 41.3 10 6.7 2.45 ability to observe and perceive aesthetics; Having a deep understanding of the process of organizing puzzle activities for children and a rich 112 74.7 28 18.7 10 6.7 2.68 understanding of natural materials; Proficiently use basic shaping techniques with natural materials to be able to model for children 110 73.3 30 20 10 6.7 2.67 to observe Educational environment in kindergarten 2.38 The physical environment is aesthetically pleasing, with a diverse and rich arrangement and 105 70 35 23.3 10 6.7 2.63 decoration of natural materials; Utensils, shaping tools and equipment in schools and 90 60.0 30 20.0 30 20.0 2.4 kindergartens are fully equipped; The psychosocial environment in the classroom is always comfortable, friendly, gentle and close, helping 56 37.3 54 36.0 40 26.7 2.11 children to be confident Family, community and socio-cultural activities 2.43 Parents and adults around are a source of motivation and orientation for children to observe to help 88 58.7 43 28.7 19 12.7 2.46 children remove obstacles and difficulties, create habits and needs Observation; The development of science and technology with 83 55.3 43 28.7 24 16 2.39 attractive and diverse groups of new materials Final GPA 2,48 18 ... 52 ,0 32 21,3 40 26, 7 2. 25 the purpose and task of observation 13 80,0 52 ,0 64 ,7 28 56 45 18,7 37,3 30,0 5, 3 16 1,3 10,7 5, 3 Guide children to master the observation process in assembling 78 52 ,0... observation task 3.3 19.2 55 .8 13.3 8.3 2. 96 Skill to use the observation method 5. 0 16. 7 54 .2 15. 0 9.1 2.93 Skill to detect and describe the observation result 5. 0 22 .5 32 .5 26. 7 13.3 2.79 4 Skill... children of 5- 6 years old at the preschool 6. 2 About the research sample - The sample for the case study included 150 preschool teachers and 120 preschool children aged 5- 6 years in some preschools