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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION VU THI DIEU THUY TIME-ORIENTED SKILLS EDUCATION FOR 5-TO-6-YEAR-OLD PRESCHOOL CHILDREN BY EXPERIENCE Major: EARLY CHILDHOOD EDUCATION Code: 9.14.01.01 THE DOCTORAL DISSERTATION SUMMARY Hanoi, 2023 The work was completed at: Falcuty of Early Childhood Education Hanoi National University of Education Instructor: Assoc Prof Dr Do Thi Minh Lien Reviewer 1: Prof Nguyen Thi Hoang Yen National Academy of Education Management Reviewer 2: Assoc Prof Bui Thi Lam Hanoi National University of Education Reviewer 3: Assoc Prof Nguyen Hong Thuan The Vietnam National Institute of Educational Sciences The thesis will be defended in front of the Thesis Judging Council at Hanoi National University of Education at … hour…day…month……year…… The thesis can be found at the library: National Library Hanoi or the Library of Hanoi National University of Education INTRODUCTION Background of the study 1.1 Time is important to human development Time-oriented skills help 5-to-6-year-olds form a disciplined and responsible lifestyle for themselves and surrounding people Time-oriented skills education is one of the lessons which helps children get acquainted with math, belonging to the field of cognitive development for children in preschool 5-to-6-year-old children need to be able to take actions on time, manage their behaviors, save time and be punctual to prepare for first grade 1.2 Participating in experiential activities at certain intervals helps children perceive time visually, so that they can choose the suitable task, adjust the speed of the activity to complete the task in the prescribed time Therefore, enhancing children's experiences and promoting their positivity and independence is in line with the trend of preschool education in our country and in the world 1.3 5-to-6-year-old children have strong development in both physical and psychological processes, so they can recognize and express about time periods, time relationships, initially orient the time and process of events, but the skill of navigating time periods is still limited, which affects children's performance 1.4 Teaching time-oriented skills for 5-to-6-year-olds by experience to help children have the habit of being punctual and agile is essential However, teachers have not helped children understand that the purpose of determining the time period is in order to use time properly and appreciate it The time-oriented skills education in preschool is still biased towards the form but have not attached actual value of the correct use of time to children's daily life Therefore, we chose the topic: "Time-oriented skills education for 5-to-6-year-old preschool children by experience" Aims of the study On the basis of theoretical and practical research on the education of time-oriented skills for 5-to-6-year-old preschool children, the thesis proposes measures of time-oriented skills education by experience for 5-to-6-year-old preschool children to develop their skills of recognizing, estimating time and performing tasks in the prescribed time Object and Subject of the study 3.1 Object of the study Process of the time-oriented skills education for 5-to-6-year-old preschool children by experience 3.2 Subject of the study Measures of the time-oriented skills education for 5-to-6-year-old preschool children by experience Scientific hypothesis - Time-oriented skills of 5-to-6-year-old preschool children are currently limited because of many reasons, including measures to educate children at preschool - If synchronously using time-oriented skills education measures for 5-to-6-year-old preschool children in the direction of building an appropriate environment with time-oriented activities as well as planning, organizing and assessing activities which allow children to experience using time, their skills of identifying and estimating time intervals, determining time relationships and performing tasks in the prescribed time will be developed Research missions 5.1 Research theoretical basis of the time-oriented skills education for 5-to-6-year-old preschool children by experience 5.2 Research practical basis of the time-oriented skills education for 5-to-6-year-old preschool children by experience 5.3 Propose measures of the time-oriented skills education for 5-to-6-year-old preschool children by experience 5.4 Experiment with the measures of the time-oriented skills education for 5-to-6-year-old preschool children by experience proposed by the thesis Scope of the study 6.1 Reseach content Research on the time-oriented skills education for 5-to-6-year-old preschool children includes: - Skills to identify and estimate durations - Skills to identify relationships in time - Skills to perform activities in accordance with the prescribed time Educational activities include: Learning activities, Playing activities, Working activities 6.2 Reality survey’s objects Survey of 195 5-to-6-year-old children, 124 kindergarten teachers, 195 parents 6.3 Experiment’s objects - Experiment round on 50 children, experiment round on 100 children - 14 kindergarten teachers who are teaching 5-to-6-year-old kindergarten class 6.4 Location and time of reality survey and experimentation * Reality survey: From January 2nd 2019 to March 8th 2019 at MN1 (city), MN2 (periurban), and MN3 (rural) schools in Ninh Binh province * Experimentation: - Exploratory Experimentation: From March 11th 2019 to May 31th 2019 at MN2 - Official Experimentation: From September 9th 2019 to January 17th 2020 at MN1, MN3 Approach and research methods 7.1 Approach 7.1.1 Systematic approach: Researching system of measures, forms and means of timeoriented skills education for children, factors affecting children's time-oriented skills 7.1.2 Activity approach: Educating time-oriented skills for 5-to-6-year-old preschool children by practical activities at kindergarten 7.1.3 Experiential approach: Organizing suitable activities to educate time-oriented skills for children by experience 7.1.4 Development approach: Educational measures impact 5-to-6-year-old preschool children and help their time-oriented skills change in accordance with their development stages 7.1.5 Personal approach: Teachers create educational environment, create motivation for children to act, so that children can actively participate in cognitive activities, acquire knowledge and develop time-oriented skills 7.1.6 Integrated approach: Educating time-oriented skills for children through the whole process of activities, helping them understand time, perceive time and learn how to manage time when performing activities 7.2 Research Methods 7.2.1 Group of theoretical research methods: Collecting, analyzing, synthesizing, systematizing, generalizing into common views, determining the basis for building a theoretical framework, surveying real situation, proposing and experimenting with measures of time-oriented skills education for children by experience 7.2.2 Group of practical research methods: Conducting observations, surveying and building questionnaires for teachers and parents, consulting experts, in-depth interviews with teachers, parents and children, case study, conducting experiments 7.2.3 Data processing method Using Excel and SPSS software to process the obtained data to evaluate the results of actual investigation and experimental results Theoritical points of the thesis 8.1 5-to-6-year-old children can recognize the time intervals, the time relationship of events, thereby determining the time to choose the task, plan the task execution, and adjust the actual speed to perform the task in accordance with prescribed time 8.2 By experiencing the duration of time periods, children know how to perceive time and form time-oriented skills including: estimating time, identifying time relationships and connections, perform the task in accordance with prescribed time 8.3 The process of teaching time-oriented skills for preschool children aged to in kindergarten is carried out by building an educational environment, organizing and assessing educational activities for children to experience time-oriented skills by the process: experiencing, sharing experience, learning from experience, applying experience to new situations New contributions of the thesis 9.1 Supplementing and enriching the theory of time-oriented skills education for children by experience, demonstrating time-oriented skills of 5-to-6-year-old preschool children 9.2 Providing educational materials on time-oriented skills education for 5-to-6-year-old preschool children by experience in some kindergarten in Ninh Binh, helping kindergartens have a basis to supplement and adjust the educational process of children‟s time-oriented cognition and skills development 9.3 Measures of time-oriented skill education for 5-to-6-year-old preschool children by experience are proposed as a reference for researching, teacher training and cultivating Teachers can flexibly apply these measures in kindergarten to improve the effectiveness of time-oriented skills education for children 10 Organization of the study Chapter 1: Research overview and theoretical basis of time-oriented skills education for 5to-6-year-old preschool children by experience Chapter 2: Reality of time-oriented skills education for 5-to-6-year-old preschool children by experience Chapter 3: Methods of time-oriented skills education for 5-to-6-year-old preschool children by experience Chapter 4: Experiment with measures of time-oriented skills education for 5-to-6-year-old preschool children by experience Chapter RESEARCH OVERVIEW AND THEORETICAL BASIS OF TIME-ORIENTED SKILLS EDUCATION FOR 5-TO-6-YEAR-OLD PRESCHOOL CHILDREN BY EXPERIENCE 1.1 Research overview of the topic 1.1.1 Research on time-oriented skills of 5-to-6-year-old preschool children The researchers show that: Although time is abstract and has no visual form, preschool children can perceive time thanks to the coordination of senses‟ activities and nervous system Children‟s time-oriented skills include: recognizing and estimating time, identifying time relationship and connection as well as performing tasks within the prescribed time 1.1.2 Research on experiential education Studies show that the essence of experiential education is that teachers create an environment and plan to organize educational activities for children to actively experience in order to create new experiences, thereby helping children develop their cognition; Experience plays an important role in the development of children‟s time-oriented skills The experiential education process includes: Experiencing, Sharing experience, Learning from experience, Applying experience to life 1.1.3 Studies on the process of time-oriented skills education for 5-to-6-year-old preschool children by experience The researchers have mentioned the target, content, measures, forms, assessment criteria, and means of teaching time-oriented skills for 5-to-6-year-old preschool children, but they are still sporadic and inappropriate to the process of experiential education The idea of time-oriented skills education for children has been expressed since the 1940s, domestic and foreign studies have solved some basic and practical problems of time-oriented skills education for children at different ages, but there have not been any specific studies on time-oriented skills education for 5-to-6-year-old preschool children by experience Inheriting the existing achievements and identifying the issues that have not been clarified, the thesis focuses on studying the characteristics of 5-to-6-year-old children‟s time orientation, the manifestation of children‟s time-oriented skills and measures of time-oriented skills education for 5-to-6-year-old preschool children by experience 1.2 Time-oriented skills of 5-to-6-year-old preschool children 1.2.1 The concept of time-oriented skills of 5-to-6-year-old preschool children The time-oriented skill of 5-to-6-year-old preschool children is the ability to perform effectively a time-oriented action in which the child identifies time periods of events as well as time relationship and connection of events to select and perform tasks in accordance with prescribed time 1.2.2 Component skills of the time-oriented skills of 5-to-6-year-old preschool children The component skills of the time-oriented skills of 5-to-6-year-old preschool children include: - Skills to identify and estimate time intervals, including: skill to determine time intervals (determining the time of the event, showing indication of event‟s time period on time measurement tools, verbalizing indication of time on time measurement tools); skill to perceive and estimate time intervals by performing tasks within prescribed time - Skills to compare and identify time relationships and connections: know how to identify time connection, duration relationship and speed relationship - Skills to perform tasks in accordance with the prescribed time: know how to plan to perform tasks, know how to adjust the speed of task performance in accordance with the prescribed time, know how to apply experience in using time 1.2.3 The formation of time-oriented skills of 5-to-6-year-old preschool children Physiological and psychological studies show that the formation of children‟s timeoriented skills takes place in three stages as follows: Stage – Experience of identifying and estimating durations Stage – Identifying time relationship and connection Stage – Experience of performing task in the prescribed time These three stages have a dialectical relationship with each other and be influenced by the child‟s individual characteristics and the environment 1.2.4 Features of 5-to-6-year-old preschool children’s time orientation In the age of to 6, children are sensitive about perception of time Time orientation in children is formed on the basis of personal experience Children‟s language of time moves from talking about time to talking about duration, children gradually have the ability to control time 5to-6-year-old children can identify intervals and use time appropriately 1.3 Experiential education 1.3.1 The concept of experience and experiential education Experience is the process in which an individual can attend or contact, directly interact, contemplate, and accumulate knowledge, skills, and attitudes by himself to form his own experience Experiential education is a systematic, purposeful, and planned process of an educator’s impact on learners in order to enable learners to attend or contact, directly interact, contemplate, and accumulate knowledge, skills, and attitudes by himself to form his own experience 1.3.2 Features of experiential education for preschool children Experiential education has the coordination of activities between teachers and children in which children are subjects of activities Experiential education creates opportunities for children to form a more complete symbol of things and phenomena so that children can express themselves to the fullest personal capacities Participating in experiential activities, children flexibly use their experiences to solve situations and correct their experiences The experiential education process manifests a high degree of integration, allowing teachers to combine many educational forces 1.3.3 Experiential education process Experiential education process consists of stages: - Creating opportunities for children to experience reality; - Help children share experiences; - Help children conceptualize and create experiences; - Help children apply experience to new situations 1.4 Time-oriented skills education for 5-to-6-year-old preschool children by experience 1.4.1 The concept of measure of time-oriented skills education for preschool children aged 5-6 years old by experience The measure of time-oriented skill education for 5-to-6-year-old preschool children by experience is a specific way of teachers to help children perform the process of working with cognitive objects to accumulate knowledge about duration, develop skills to recognize time as well as time relationship, choose activities, adjust the speed of activities in accordance with the prescribed time and use time economically and effectively 1.4.2 The process of time-oriented skills education for 5-to-6-year-old preschool children by experience 1.4.2.1 Targets of educating time-oriented skills for 5-to-6-year-old preschool children by experience - Create and practice skills at identifying, sensing and estimating time intervals - Create and practice skills at identifying time relationships and connections - Create and practice skills at using time reasonably 1.4.2.2 Content of educating time-oriented skills for 5-to-6-year-old preschool children by experience The content of time-oriented skills education for children includes: discovering time measurement tools, learning units of time, practicing skills at estimating time intervals, and practicing identifying time relationship and connection, practice skills at performing tasks in accordance with the prescribed time 1.4.2.3 Methods of educating time-oriented skills for 5-to-6-year-old preschool children by experience - Group of visual methods: Observing and using visual tools - Group of verbal methods: Conversing; using poetry , stories, songs, quizzes with content about time; talking; explaining; directing and assigning tasks - Group of practical methods: Using games, experiments, working, experiencing duration of time, practicing time-oriented skills 1.4.2.4 Forms of educating time-oriented skills for 5-to-6-year-old preschool children by experience - Teaching time-oriented skills by activities familiarizing with math, or integrating in other classes, especially Science discovery class - Teaching time-oriented skills by playing activities for 5-to-6-year-old children - Teaching time-oriented skills by working for 5-to-6-year-old children such as: selfservice; being on duty; simple working in nature In addition, teachers can educate time-oriented skills for 5-to-6-year-old children in festivals or events, etc 1.4.2.5 Means of educating time-oriented skills for 5-to-6-year-old preschool children Using clocks, events and phenomena as means for children to navigate time 1.4.2.6 Assessment of time-oriented skills of 5-to-6-year-old preschool children * Assessment criteria: - Criterion 1: Identify and estimate time intervals: + Know how to determine time intervals using time measurement tools + Know how to estimate time - Criterion 2: Determine time relationship and time connections of events + State connections of time + State relationships of duration + State relationships of speed - Criterion 3: Know how to complete tasks in accordance with prescribed time + Know how to plan to perform tasks within prescribed time + Know how to adjust the speed of doing task within prescribed time + Know how to learn from experience using time and apply it in new situations * Rating scale: The scale to assess time-oriented skills of 5-to-6-year-old preschool children includes levels: - Spontaneous perception of time: not being able to sense intervals, performing actions inconsistent with time, continuously losing orientation of time (1 point) - Situational perception of time: recognizing intervals with many repetitions, performing actions that are not completely consistent with time, being controlled by emotions (2 points) - Stable perception of time: recognizing intervals, performing actions that are completely consistent with time (3 points) 1.4.3 Advantages of experience for time-oriented skills education for 5-to-6-year-old preschool children The process of experience helps children identify and estimate time periods in which activities take place, determine time relationships and time connections of those events, plan actively, adjust the speed to perform tasks within prescribed time and apply experience of using time to life 1.5 Factors affecting the education of time-oriented skills for 5-to-6-year-old preschool children by experience The education of time-oriented skills for 5-to-6-year-old children is by some following factors: children‟s individual characteristics (exercise ability, awareness, life experience, ability to perform tasks, assessment and evaluation words), educational environment and educators (teachers, parents, etc.) Conclusion Chapter Chapter REALITY OF TIME-ORIENTED SKILLS EDUCATION FOR 5-TO-6-YEAR-OLD PRESCHOOL CHILDREN BY EXPERIENCE 2.1 Overview of survey process 2.1.1 Purpose of survey Assessing the current situation of time-oriented skill education for 5-to-6-year-old preschool children by experience in kindergarten and the development level of time-oriented skills of them, thereby proposing educational measures of time-oriented skills for 5-to-6-year-old preschool children by experience 2.1.2 Content of survey - Teachers‟ perception of time-oriented skill education for 5-to-6-year-old preschool children by experience - Teachers‟ planning and organizing time-oriented skills education activities for 5-to-6year-old preschool children by experience - Time-oriented skills of 5-to-6-year-old preschool children 2.1.3 Survey objects and survey time a) Survey objects - 124 teachers teaching 5-to-6-year-old preschool children from years - 195 5-to-6-year-old preschool children: 60 children from MN1 school in the center of Ninh Binh city, 60 children from MN2 school in the suburbs, 75 children from MN3 school in rural areas The proportion of boys and girls between groups is similar, in which there are 29 more boys than girls - 195 parents having 5-to-6-year-old children studying at schools MN1, MN2, MN3 b) Survey time: From January 2nd 2019 to March 8th 2019 2.1.4 Survey process a) Surveying teachers b) Surveying parents of 5-to-6-year-old preschool children c) Surveying 5-to-6-year-old preschool children 2.1.5 Criteria and scale to assess the level of development of 5-to-6-year-old preschool children’s time-oriented skills a) Assessment Criteria: Criterion 1: Identify and estimate time intervals Index Expression Scores 1.1 Know how to determine the time interval using time measurement tools - State time intervals of events (1) scores - Indicate signal of time intervals on time measurement tools (1) - Verbally describe those time intervals on time measurement tools (1) 1.2 Know how to estimate time intervals - Estimate the time to perform uninteresting task (1) - Estimate the time to perform less interesting task (1) scores - Estimate the time to perform very interesting task (1) (in prescribed time: point, less than 10 seconds difference: 0.5 point, more than 10 seconds difference: points/card) Criterion 2: Determine time relationship, time connection of events 2.1 State time connections: - State equal connection, using the word “at the same time” (1) scores - State comparative connection, using the words “before - after”, “soon - late” (1) - State superlative connection, using the word "first - next - last" (1) 2.2 State time relationship: - State equal relationship: Takes the same time (1) scores - State comparative relationship: Takes less time - more time (1) - State the superlative relationship: Take the least time-more time-the most time (1) 2.3 State speed relationships: - State equal relationship, using the word “as fast as” (1) - State comparative relationship, using the word “faster – slower” (1) scores - State the superlative relationship, using the word “fastest-slower-slowest” or “slowest - faster – fastest” (1) Criterion 2: Know how to perform tasks in accordance with prescribed time 2.1 Know how to plan to perform tasks in accordance with prescribed time: - Choose the task in accordance with prescribed time (1) scores - Determine the order to perform tasks (1) - Determine the speed of working to complete the tasks in prescribed time (1) 2.2 Know how to adjust the speed of task performance in accordance with prescribed time: - Perform at the slowest speed on the simplest task (1) scores - Perform at the faster speed on more complex task (1) - Perform at the fastest speed on the most complex task (1) 2.3 Know to learn from experience and and apply in new situations: - State the experience from completing or not completing the task (1) scores - Determine the speed of performing new tasks (1) - Apply experience to perform new tasks on prescribed time (1) b) Rating scale Level Criteria Criteria and High 4.68 ≤ average score ≤6 6.99≤ average score ≤9 Average 3.34≤ average score