Nghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm nonNghiên cứu sinh thái vùng trồng rau ở Thường Tín, Hà Nội và đề xuất một số nội dung Giáo dục môi trường cho trẻ mầm non
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN HA LINH ECOLOGICAL RESEARCH ON THE VEGETABLE GROWING AREAS IN THUONG TIN, HANOI AND PROPOSE SOME ENVIRONMENTAL EDUCATION CONTENTS FOR PRESCHOOL CHILDREN MAJOR: ECOLOGY CODE: 9420120 THE DOCTORAL DISSERTATION SUMMARY HANOI - 2024 The research project is completed at: Falcuty of Biology - Hanoi National University of Education Science instructor: 1 Associate Professor, PhD Mai Sy Tuan 2 Assoc Prof PhD Nguyen Thi Hong Lien Review 1: Prof PhD Tran The Bach Review 2: Institute of Ecology and Biological Resources Review 3: Prof PhD Nguyen Trung Thanh VNU University of Science Prof PhD Hoang Van Sam Vietnam National University of Forestry The thesis will be reviewed by the Council of Thesis Evaluation at Hanoi National University of Education at on .hour , date month 2024 The thesis can be found at: - National Library, Hanoi - Library of Hanoi National University of Education LIST OF PROJECTS THAT HAVE BEEN ANNOUNCED 1 Nguyen Thi Luyen and Nguyen Ha Linh (2020), “Using the ecological environmental education for preschool children”, HNUE Journal of Science, Vol 64, Issue 4B, 98 – 110 2 Nguyen Ha Linh and Nguyen Thi Hong Lien (2022), “Diversity of wild medicinal plants in the vegetable cultivation areas in Thuong Tin district, Hanoi City”, HNUE Journal of Science, Natural Sciences,Vol 67, Issue 3, 109 – 123 3 Nguyen Ha Linh and Nguyen Thi Luyen (2022), "Organizing experiential activities to explore biological diversity in vegetable gardens for preschool children", HNUE Journal of Science, Vol 67, Issue 4A, 247 – 259 4 Linh Ha Nguyen, Hong Lien Thi Nguyen, Mai Ngoc Le et al (2024), “Exploring the Distribution of Mecardonia procumbens (Miller) Small in Select Regions of Hanoi Region”, Asian Journal of Plants Sciences, Vol 23, Issue 1, 61 – 68 INTRODUCTION 1 Background Vegetables are essential food in people’s daily diet Vegetable production in thse world and Vietnam has increased gradually over the years, catering the population rise In Hanoi, the total vegetable growing areas is more than 33.6 thousand hectares (2022) Many studies about vegetable growing areasin Hanoi have been carried out in Gia Lam, Thanh Tri, Dong Anh districts… They focus on assessing the impact of vegetable growing on soil, water and air quality; and pest management , not paying enough attention to the impact of vegetable growing methods on local ecological factors Thuong Tin is one of the largest vegetable growing areas in Hanoi, the main products are spices, and leafy vegetables of the Brassicaceae and Cucurbitaceae In recent years, organic vegetable production has become a trend and is encouraged to expand in scale and area because of its quality safety for users and brings high economic value to farmers In Thuong Tin vegetable growing area, the farmers have two methods of cultivating vegetables: traditional vegetable cultivating and organic vegetable cultivating The basic difference between these two methods is the (non)usage of chemicals (chemical fertilizers, plant protection chemicals…) in farming This can lead to various impacts on the natural environment However, research on the ecology of Thuong Tin vegetable growing areas, Hanoi is still limited Comprehensive research on abiotic and biotic factors has almost not been conducted Therefore, it is necessary to study the ecology of Thuong Tin vegetable growing areas Besides, it is needed to evaluate the impact of vegetable growing on ecological factors as a foundation for building sustainable organic agriculture Forstering organic agriculture is one of the world's 17 sustainable development goals Sustainable development is expressed in economics, society, environment Environmental Education is an effective method to sufficiently implement sustainable development goals Many studies have shown that Environmental Education needs to be implemented right from the preschool age In Vietnam, Environmental Education is implemented at all levels in the national education system, including the preschool level The organization and implementation of educational programs at preschool educational establishments is based on the national early childhood education curriculum issued by the Ministry of Education and Training In the implementation process, teachers need to exploit educational content appropriate to the actual conditions local contexts This helps preschool activities to be regionally specific to maximize children's life and experience, creating conditions for children to consolidate and acquire knowledge For Environmental Education, this is meaningful because using materials from the context and environment where children live and study as a means of teaching; Exploiting educational content about local environmental issues will help children understand the need to protect the environment right around them, not just protecting beautiful scenes or famous places in other places However, environmental education for preschool children in Vietnam is not fully effective due to many reasons: mainly lack of space to organize activities, educational content is still generally theoretical, limited reference sources, and implementation 1 instructions In vegetable growing areas, vegetables are close and familiar objects to children Exploiting and using the results of ecological research in vegetable growing areas to propose some environmental education content for preschool children contributes to improving the effectiveness of environmental education Besides, this helps children to love their homeland and respect labor products For the above reasons, the thesis "Ecological research on the vegetable growing areas in Thuong Tin, Hanoi and propose some environmental education contents for preschool children" was carried out 2 Research objectives 2.1 Providing data on the differences in some abiotic and biotic ecological factors in vegetable growing methods in Thuong Tin, Hanoi, as a basis for the development of organic agriculture, contributing to sustainable development Thuong Tin vegetable growing areas 2.2 From research results on some abiotic and biotic ecological factors in Thuong Tin vegetable growing area, Hanoi, some environmental education contents for preschool children are proposed 3 Research content 3.1 Research on the characteristics of some abiotic and biotic ecological factors in Thuong Tin vegetable growing area and evaluate the effectiveness of environmental protection, sustainable development of different vegetable growing methods in the study area 3.2 Using practical research results in Thuong Tin vegetable growing area, propose some environmental education contents for preschool children 4 Scientific hypothesis Different methods of growing and using vegetable soik in Thuong Tin vegetable growing areas, have created differences in abiotic and biotic ecological factors It is possible to select and exploit the results of ecological research on vegetable growing areas in Thuong Tin, Hanoi to propose some environmental education content for preschool children 5 Significance of the research 5.1 Scientific significance The thesis provides scientific data and explanations about the differences in abiotic and biotic ecological factors in different vegetable growing methods in Thuong Tin vegetable growing area, Hanoi 5.2 Practical significance The research results are the basis for state management agencies to make planning and plans for the sustainable development of vegetable growing areas in Thuong Tin district, Hanoi Improve the effectiveness of environmental education for preschool children through proposing environmental education content, associated with local practice 6 Arguments 6.1 Traditional vegetable growing and organic vegetable growing have different effects on the local environment, including the soil environment and biome From the research results obtained, planning solutions can be proposed to expand the scale of 2 environmentally friendly vegetable growing methods and develop sustainable organic agriculture 6.2 Environmental education needs to start from preschool age, in which priority should be given to exploiting content that is specific to the characteristics of where children live and study in order to maximize their living capital In vegetable growing areas, vegetables are close and familiar objects to children Therefore, using the results of ecological research in vegetable growing areas to propose some environmental education content for children will contribute to improving the effectiveness of environmental education in local preschools 7 New contributions of the thesis 7.1 For the first time, this research investigates abiotic ecological factors combined with biotic ecological factors in vegetablegrowing areas Provide scientific data on environmental ecology in Thuong Tin vegetable growing area: soil properties (mechanical composition, physical and chemical properties of soil); characteristics of wild plants, soil and above-ground animals) 7.2 Assessed the impact of vegetable growing methods on ecological factors: soil, wild plants, and soil animals in Thuong Tin vegetable growing area, Hanoi 7.3 Discovered of the genus Mecardonia Ruiz & Pav., species Mecardonia procumbens (Miller) Small, supplementing the Vietnamese flora 7.4 For the first time, using the results of ecological research on vegetable growing areas to propose some environmental education content for preschool children 8 Structure of the thesis In addition to the introduction, conclusions and recommendations, references and appendices, the thesis includes 3 chapters: Chapter 1: Overview Chapter 2:Research objects and methods Chapter 3: Research results and Discussion CHAPTER 1 OVERVIEW 1.1 The role of some ecological factors on the structure, yield, and quality of vegetables 1.1.1 Abiotic factors 1.1.1.1 Light Light is an indispensable condition for photosynthesis in plants, affecting the morphology, yield, and quality of vegetables synthesis of phytochemicals The content of dry matter, protein, K, Ca, Mg, ascorbic acid, lutein, beta-carotene, sugar in many vegetables changes when grown under different lighting conditions The content of lutein and beta-carotene in spinach and the content of sugar and ascorbic acid in lettuce and tomatoes increased as light intensity increased Low light intensity weakens young shoots or increases nitrate accumulation; slows down flowering; Reduces fruit set rate and fruit size; Reduced nutritional quality reduces market price (Czeczko, 2013), (Rouphael, 2012), (Ministry of Agriculture and Rural Development, 2021) 1.1.1.2 Temperature 3 Temperature is an important factor that contributes to regulating the growth and development of plants Lin et al (2010) reported that increased temperatures can be beneficial for vegetables provided they do not exceed a critical threshold Temperatures exceeding the critical level will affect morphological characteristics and physiological activities, thereby reducing the yield and quality of grown vegetables Improper temperature also reduces the "deliciousness" of vegetables Plants that are stressed by heat and drought reduce their resistance to pests and diseases 1.1.1.3 Water Water is an essential factor for the life of organisms, determining crop productivity and quality Different vegetables have different soil moisture needs and this need can change depending on the growing period (Ta Thu Cuc, 2005) Humidity also affects the quality of vegetables when harvested Too high humidity makes stems and leaves weak, reducing resistance to adverse conditions; Reduces crispness and sweetness, making it difficult to preserve and transport However, when the air humidity is too low, vegetable plants will lose water quickly due to evaporation, which can cause wilting and death of the plant (Ministry of Agriculture and Rural Development, 2021) 1.1.1.4 Soil Among all types of soil, loam soil is suitable for most crops and vegetables On loamy soil, they will grow and develop better, cultivating it with less effort and cost but still ensuring good productivity (Nguyen Duy Lam et al., 2019) Soil pH from 5.5 to 7.0 is suitable for most vegetable crops (Ronen, 2016) Cultivated soil has less accumulated OM content than uncultivated soil; the longer it is cultivated, the greater the decrease in OM (VandenBygaart, et al, 2013) The way that soil is exploited and used will affect the OM and N content in the soil(Mikhailova et al, 2000) The availability of chemical elements in the soil determines the yield and quality of crops, affecting the development of resistance to pests and diseases in vegetables The chemical elements necessary for vegetables are divided into 3 groups: macronutrients, secondary elements and microelements based on the needs of the plant It is necessary to periodically add nutrients to the soil to maintain the yield and quality of vegetables (Czeczko, 2013) 1.1.2 Biotic factors 1.1.2.1 Soil organisms Soil organisms include microorganisms and soil animals The number and composition of microorganisms are more diverse in the soil layer with a depth of 10 - 20 cm compared to the surface This soil layer has appropriate moisture, accumulates many nutrients, and is not directly affected by sunlight (Naylor et al, 2022) Soil animals are a group of animals whose lives are attached to the surface or underground They belong to many different taxonomic groups and are often divided based on body size (Anderson, 1988) They include 3 groups: microfauna, mesofauna, and macrofauna Earthworms improve the biological, chemical, and physical properties of soil and act as indicator organisms for the degree of change, soil origin, soil properties, or 4 soil pollution level (Ahmed et al, 2022) Burrowing activities of soil animals change soil porosity, reducing compaction (Pisa et al, 2015) Many soil predators and groups of parasitic soil insects are important in controlling root-eating invertebrates Insects such as beetles and flies are especially important in the decomposition of manure, carrion, and fallen leaves, returning nutrients to the soil Detritivores such as nematodes, springtails, and millipedes etc transform decomposing substances and minerals into usable forms, closing the material cycle and increasing soil fertility (Stork et al, 1992), (Gunstone et al, 2021) Soil insects also eat weed seeds, helping to reduce the spread of weeds (Honek et al, 2003) 1.1.2.2 Weed Weed management is a major challenge for vegetable growers, especially those using organic methods Vegetables vary in their sensitivity to weed competition (Madden et al, 2021) In some cases, weeds are beneficial for vegetable crop productivity, such as as alternative food, alternative vegetable hosts for leaf-eating arthropods, and parasitic species (Araj et al, 2019) Weeds are the breeding ground and residence of many types of vegetable pests, so their existence can be one of the reasons why vegetables are more damaged by pests (Norris et al, 2005) 1.1.2.3 Vegetable pests and natural enemies More than 70 families of Arthropods are considered crop pests They eat leaves, reducing leaf area; Some species suck sap from leaves, stems or roots; or is the main vector of diseases that harm many vegetables (Inoue-Nagata et al, 2016), (Shivalingaswamy et al, 2002) Increasing the abundance of natural enemies can reduce the density of a common group of plant pests helping to increase crop productivity (Cardinale et al, 2003) In Vietnam, there are some studies on the composition of vegetable pests and their natural enemies on some popular grown vegetables Ho Thi Thu Giang (2002) discovered 29 species of pests on Brassica vegetables and 77 species of natural enemies in vegetable growing areas on the outskirts of Hanoi Cao Hoang Yen Nhi et at (2014) reported 34 species of Arthropods, including 17 species of pests, 17 species of natural enemies on the biota of choysum, mustard greens, spinach, and amaranth in some cultivated vegetable gardens 1.2 Overview of vegetable planting and care techniques 1.2.1 Land preparation techniques before planting Using machinery in plowing and cultivating helps improve soil structure, promoting root development, higher earthworm population density, effective weed control, and crop yields equal to or greater than with conventional tillage (France et al, 2017) However, frequent tillage is also detrimental to plants, increasing the risk of erosion and nutrient leaching There are many different ways to prepare the land before planting, such as using herbicides to remove weed seeds; retain plant residue from previous generations to create a source of organic matter before planting (Dao, 1998); Use mulch with plastic film or straw, grass clippings, compost etc (Zhao et al, 2014) 1.2.2 Seeds and sowing techniques In ecological research, people are interested in the suitability of seeds to the 5 environment and farming techniques Currently, vegetable varieties with good resistance to environmental harshness and changes in pests and diseases are of great interest.(Perez et al., 2017) such as salt- and drought-resistant vegetable varieties that are able to cope well with climate change (Abdou et al, 2013), (Sarker et al, 2020).Many types of vegetables are grown from seedlings The seedlings planted must be strong, big, fat, sturdy, with straight roots, free from pests and diseases 1.2.3 Planting season Choosing the right time to plant vegetables for each variety will help improve productivity and quality of harvested products and require less labor and care materials (ICAR, 2006) Many vegetable growing regions around the world have changed sowing dates to avoid impacts harmful effects of high temperatures during flowering and harvesting to adapt to climate change (Singh et al 2013), (Olesen et al, 2011) Organic vegetable farms are often equipped with protective systems such as net houses, and greenhouses so they can adjust and reduce adverse environmental conditions for vegetable crops, so growing off-season vegetables is more suitable than farming traditional work (Tewari, 2007) 1.2.4 Arrange plants 1.2.4.1 Intercropping Intercropping is an agricultural activity of growing two or more crops in the same space and time, helping to increase productivity per unit of land area, reduce the risk of crop failure, and control erosion, weeds, and harmful insects (Hugar et al, 2008) In intercropping, it is necessary to choose the appropriate crop combination to be compatible with factors such as density, root system, shade, and nutrient competition (Ijoyah et al, 2012) 1.2.4.2 Rotational Crop rotation is the rotation of crops so that the same crop is not grown in consecutive seasons in one location, helping to minimize pests, reduce chemical use, and support and contribute to increased soil fertility (Diacono et al, 2021), (Benicasa et al, 2017), (Gabriel et al, 2012) Organic farming practices intercropping and crop rotation to limit pests and ensure product quality; Limit the risk of nutrient loss in the soil Currently, traditional farming does not maintain monoculture farming systems because it reduces organic matter content, reduces soil microbial activity, affects soil enzymes, and is very susceptible to pest outbreaks (Reynafarje et al, 2016) 1.2.4.3 Planting density The spacing density of vegetable plants depends on the variety (morphological characteristics, genetic characteristics of the variety), external conditions and growing techniques Planting density can affect plant height, number of leaves, fruit set rate, fruit size thereby affecting the yield of vegetables (Satodiya et al, 2015), (Nguyen Minh Tuan et al, 2015) Vegetable yield reaches its maximum level when plants fully utilize nutrients in the environment 1.2.5 Use fertilizer Fertilizer helps improve production and increase crop productivity, but if applied 6 unbalanced, it will lead to consequences: low productivity, poor quality, easily damaged during transportation and difficulty in preserving ,and negative affect on human health and the environment Organic fertilizers can be used as an alternative for inorganic fertilizers to improve soil structure (Lema et al, 2013) Ullah et al (2008) stated that applying only poultry fertilizer is more effective than applying only chemical fertilizers Using Trichoderma biological organic fertilizer combined with the appropriate chemical fertilizer ratio can help achieve maximum efficiency in terms of yield, quality, and fertilizer savings (Ye et al, 2020) 1.2.6 Pest care and management Farmers often use pesticides to increase vegetable productivity However, that can affect consumers and vegetable growers themselves if the necessary protection tools are not used Overuse of pesticides can cause pest resistance, the reappearance of harmful organisms, and pesticide poisoning, creating risks to human health and health affect the ecosystem (Yadav et al, 2015) In addition to using pesticides, there are three main groups of interventions that limit pests and have little impact on the environment, which are: using biological control methods (Schreinemachers et al, 2015), (Tran Dinh Chien et al 2008), (Tran Thi My Hanh et al., 2023); Grafting high-yielding seedlings onto disease-resistant rootstock (Davis et al, 2008) and investing in protected farming systems (Schreinemachers et al 2016) 1.2.7 Organic vegetable production Organic farming is a system that eliminates the use of chemicals in farming and replaces it with management networks that maintain and increase long-term soil fertility, increasing organic matter content, easily digestible NPK, water, and the quality of the environment (Rao et al, 2007), (Bhat et al, 2013) The difference in crop yields in organic and conventional production systems is 20% depending on the crop type, and region (De Ponti et al, 2012) Organically grown vegetables have higher sugar, vitamin C, Fe, Mg, and P content; NO3- or energy metal content is significantly lower and productivity is higher (Pradeepkumar et al, 2017), (Suja 2013) 1.3 The effects of vegetable growing on the natural environment 1.3.1 Effects on the soil environment 1.3.1.1 Effects organic matter content in soil Soil used for farming results in less accumulated organic matter than uncultivated soil; the longer it is cultivated, the more organic matter decreases.(VandenBygaart et al, 2003).Excessive chemical fertilization, especially nitrogen fertilizer, negatively affects nitrogen-fixing bacteria Rhizobium sp (Savci, 2012) Organic fertilizer increases organic matter content, fertility, and sustainable structure of the soil (Dao, 1998) 1.3.1.2 Effects on the physicochemical properties of soil Tillage activities help increase soil microorganisms' access to organic matter, thereby increasing N release (Dao,1998) Chemical fertilizers hurts soil pH, changing soil structure and soil microflora Using only organic fertilizers and microbial fertilizers helps improve water holding capacity, porosity, available NPK content, N fixers, P solubilizers, and dehydrogenase activity in soil (Suja, 2013) 7 factors (weeds, soil animals, pests, natural enemies) affect the structure, yield and quality of vegetables; (3) Techniques for growing and caring for vegetable plants; (4) Research the effects of vegetable growing on the soil, water, air environment and biological communities (weeds, soil animals, pests, natural enemies) However, these studies are often carried out in individual directions, without comprehensive results in a specific vegetable growing area There is very little data on wild plants, mainly on the effects of weeds on vegetable productivity Research on the effects of vegetable growing on soil animals and their role in vegetable growing ecology is not rare, but only focuses on earthworms, with very little scientific data on other soil animal groups In Vietnam, research on vegetable growing ecology often focuses on assessing the impact of farming on soil and water environmental quality The impact of vegetable cultivation on wild plant species has almost no data The effects of vegetable growing on animals are mainly studied on pests and natural enemies, not paying attention to soil animals Data on vegetable growing areas in Hanoi often focus on long-standing vegetable growing districts such as Thanh Tri, Gia Lam, Dong Anh There is currently no complete data on Thuong Tin vegetable growing areas In previous studies, people only studied in one commune because Thuong Tin was only one of the research sites along with other vegetable growing areas in Hanoi Therefore, it is necessary to have ecological research as a basis for management levels and people to improve knowledge and apply science to vegetable cultivation that is productive, safe and protects the environment 1.5 Environmental education for preschool children “Environmental education is the process of purposeful, planned impact of educators to form and develop in learners an understanding of environmental issues, positive attitudes and behaviors to preserve the environment" (Hoang Thi Phuong, 2008) 1.5.1 Objectives, tasks, and content of Environmental education for preschool children The goal of Environmental Education is to restore environmental sustainability and positive changes in learners' behavior Environmental education in the early years also focuses on hands-on education, through active engagement with nature Based on the Preschool Education program revised and issued in 2021, Environmental Education for preschool children aims to: Form a symbol of the living environment, the relationship between humans and the environment; Educating children to initially consciously care about environmental issues and recognize their responsibility in protecting the environment; Develop some skills to protect and preserve the environment, behave positively in solving environmental problems, and initially have age-appropriate environmental protection habits 1.5.2 Content of Environmental Education for preschool children The Early Childhood Education Program issued by the Ministry of Education and Training is a framework program, schools can deploy content appropriate to the actual situation in the locality to meet the requirements of the program Therefore, the content of environmental education at different units and schools may be different, but 10 they all ensure the environmental education goals that the framework program is aiming for Many researchers have proposed appropriate content for environmental education for typical preschool children such as Hoang Thi Phuong, Le Thanh Van, Nguyen Thi Luyen, Nguyen Ha Linh Although there are many different ways to propose environmental education content for preschool children, the authors agree on 4 basic content groups including: (1) Environmental symbols: invaluable ecological factors born; creature; The relationship between an organism and its environment is expressed in the law of its adaptation during development (2) Environmental benefits: The role of environment for humans and other organisms (3) Environmental pollution: the reality of the environment or its components being reduced in quality and quantity; (4) Environmental protection: ways to keep the environment green, clean, and beautiful; Protect/use natural resources economically Environmental education content needs to be close, easy to understand, and suitable for children's cognitive abilities at each age, avoiding approaching the content from an adult's perspective instead of from a child's perspective 1.5.3 Organizational forms and methods of environmental education for preschool children Environmental Education: It is not a specialized activity in preschools, but is carried out from the perspective of integrating Environmental Education content into appropriate activities in schools In general, the integrated perspective of environmental education is based on the idea of fostering children's ability to use the knowledge they have acquired in real situations to solve environmental problems, following their abilities, thenforming the capacity to act for the environment (Nguyen Thi Luyen, 2018), (Nguyen Ha Linh, 2019) Many research projects have proposed methods and measures for environmental education for preschool children (Le Thanh Van, 2006), (Hoang Thi Phuong, 2008), which emphasizes the effectiveness of Environmental Education for children through experience Educational content is linked to children's real life and experiences that help them connect their own existing experiences with new experiences; Compare and contrast with ethical standards about the environment, thereby forming environmental protection behavior (HoangThi Phuong et al., 2018), (Nguyen Ha Linh, 2019) 1.5.4 Environmental education is based on local practical contexts Context-based education has been implemented in schools in many developed countries in the world and Vietnam Based on the Education Program Kindergarten issued by the Ministry of Education and Training, Departments and Offices of Education guide preschool educational establishments to develop school year plans and organize implementation; Develop education and training appropriate to culture, local conditions, schools, and children's abilities and needs Normally, in educational topics, preschool teachers will choose topics that are close and familiar to children in order to promote children's life skills and experiences with daily life This is even more important for Environmental Education because people are motivated to protect places that are meaningful to them, especially the places where they were born and raised 11 Using educational content related to objects in the environment around children strengthens and nurtures awareness of protecting the environment where they learn and live (Kudryavtsev, 2012) Children are aware of the need to protect the environment right around them, not just protecting beautiful scenes that are very far away or that they have never even come into contact with (Levi D and Kocher S, 1999)] Therefore, exploiting content about the local context to carry out Environmental Education activities is necessary It helps the connection between the familiar and the new is the driving force that motivates learners to learn and take action to protect the environment in which they live Thereby, contributing to improving the effectiveness of environmental education in schools For children in vegetable growing areas, vegetables are close and familiar objects to them; Children may have relatives who work as vegetable growers and be exposed to vegetable crops and vegetable fields from a young age Exploiting the results of ecological research in vegetable growing areas to propose several environmental education contents for local children to help children develop their own life and experience; Know how to love and protect your living environment Besides, this also contributes to forming in children love for their homeland and appreciation for labor products CHAPTER 2 RESEARCH OBJECTS AND METHODS 2.1 Object and scope of the study 2.1.1 Research subjects - Abiotic and biotic ecological factors in Thuong Tin vegetable growing area, Hanoi - Content of environmental education for preschool children 2.1.2 Research scope The study was conducted in Thuong Tin vegetable growing area, Hanoi - For characteristics of vegetable growing areas: research on area, seasons, vegetable crop structure, and vegetable growing methods - For soil: research physical and chemical indicators including: mechanical composition; density; proportion; porosity; pH; electrical conductivity (EC); organic matter (OM) content; total nitrogen, phosphorus, potassium content; easy-to-digest phosphorus and potassium content; CEC adsorption capacity and exchangeable cations (K+, Na+, Ca2+, Mg 2+) - For plants: investigate vascular plants growing wild in vegetable fields in terms of species composition, life form, use value, and community structure according to habitat and season - For animals: investigation of Mesofauna and Macrofauna; A group of animals harmful to vegetables and their natural enemies belonging to the phylum Arthropoda appear in vegetable fields - Using the results of ecological research in vegetable growing areas to propose some environmental education contents for preschool children 2.2 Location and time of research 2.2.1 Sample collection location 12 - Soil samples were collected from vegetable fields following traditional vegetable growing methods, organic vegetable growing methods, and abandoned vegetable fields in Thuong Tin district at the time after harvest - Quantitative samples of wild plants and soil animals are collected in soil sampling fields Samples of wild plants were collected at a time when vegetables were not yet harvested; Samples of soil animals were collected when harvest had just been completed, and farmers have not yet prepared for the new vegetable batches - Qualitative samples of wild plants, soil animals, pests, and natural enemies of pests were collected from vegetable fields and abandoned vegetable fields at different times 2.2.2 Sample collection time: from November 2021 to April 2023 2.3 Research Methods 2.3.1 Field research methods 2.3.1.1 Soil research methods Soil samples were collected according to instructions in TCVN 4046:1985 18 mixed soil samples were taken from 18 vegetable fields in 03 habitats including: 6 samples taken from traditional vegetable fields, 6 samples taken from organic vegetable fields and 6 samples taken from abandoned vegetable fields 2.3.1.2 Methods of plant research Collect samples according to transects and standard plots (Hoang Chung, 2006) Investigate and make statistics of plant species growing wild in fields and field edges -The 5 routes have a total length of more than 30 km through 10 communes and Hoang Gia organic vegetable farms - Set up 50 standard plots of size: 20 m x 20 m, including the field edge area and vegetable field area to determine the composition of wild plant species in the vegetable growing area - Set up 90 plots which have size 1m x 1m in 18 fields to take soil samples Count the number of individuals of each species in that 1m2 plot to calculate the H' index Collect samples in 3 seasons - Samples are preserved at the Department of Botany Laboratory,Department of Biology, Hanoi University of Education 2.3.1.3 Soil Animal Research Methods - Quantitative samples of soil animals: dig a hole with dimensions of 50cm x 50cm, according to the depth corresponding to 3 distribution layers, each layer is 10cm thick, use pints, clamps, or straws to collect all animal samples (Nguyen Van Thuan et al., 2012) - Qualitative samples of soil animals, pests, and natural enemies: collected simultaneously around the quantitative sampling area and at plant sampling points - Samples are preserved in 70o alcohol solution and processed in the laboratory of the Department of Zoology, Department of Biology, Hanoi University of Education 2.3.2 Research methods in the laboratory 2.3.2.1 Methods of analyzing soil indicators - Soil criteria were analyzed according to the guidance documents of the Institute of Soil Agrochemistry (2011) at the Laboratory of the Department of Environmental 13 Chemistry and the Center for Analysis and Technology Transfer, Institute of Agricultural Environment - Each crop analyzes 18 mixed soil samples taken from 18 soil sample fields 2.3.2.2 Methods for identifying and studying plants - Identify samples according to the method of comparing morphological characteristics based on documents written by Pham Hoang Ho (1999-2003) - Correct scientific names based on the List of Vietnamese plant species (Nguyen Tien Ban, 1997) and The plant list of the British Royal Botanic Garden (http://theplantlist.org) - Arrange families, genera, and species based on the Manual for searching and identifying angiosperm families in Vietnam by Nguyen Tien Ban (1997) and supplemented by Takhtajan (2009) - Assessment of life forms according to Le Tran Chan (1999); classification diversity according to Nguyen Nghia Thin (2007); Use value according to Tran Minh Hoi et al (2017), Vo Van Chi (2018) and actual surveys among local people 2.3.2.3 Methods of identifying and calculating the quantity and biomass of animals - Identify groups of soil animals and animals harmful to vegetables and their natural enemies based on documents by Do Van Nhuong (2005), Nguyen Duc Khiem (2005), Schileko (2007), Jocqué R (2007), Khuat Dang Long (2011), Nguyen Xuan Thanh (2010) 2.3.3 Sociological investigation methods Using interview method (Pham Van Quyet et al., 2021) to collect information from 50 vegetable growers, 10 Plantation & Plant Protection Department officers and cooperatives in Thuong Tin district using structured and semi-structured questionnaires on structure, vegetable productivity, methods, the process of growing and caring for vegetable plants and other related issues 2.3.4 Data processing methods - Indicators are calculated according to formulas and performed using Microsoft Excel software - Statistical analysis in this study was performed in R language CHAPTER 3 RESEARCH RESULTS AND DISCUSSION 3.1 Results of investigating the characteristics of Thuong Tin vegetable growing area, Hanoi 3.1.1 Vegetable growing area and season Vegetable growing area varies by season, the largest vegetable growing area is in the winter season, followed by summer crops, and the spring season has the lowest vegetable growing area.The district's safe vegetable production area has an area of 545 hectares, concentrated mainly in Tan Minh, Ha Hoi, and Thu Phu communes The district has an organic vegetable production model at Hoang Gia farm (Le Loi commune) Its area is about 2 hectares 3.1.2 Structure of vegetable crops according to season The structure of vegetable crops is diverse and changes seasonally based on 14 natural characteristics, market demand, and farmers' farming practices and experiences Vegetables of the Brassicaceae family, Cucurbitaceae family and spice vegetables (perilla, marjoram, basil ) have the largest growing area Species with wide ecological limits are grown all year round, such as Malabar spinach and spices Vegetable species with narrow ecological limits are often only grown during the growing season due to their lack of economic efficiency: temperate vegetables such as cauliflower, kohlrabi, cabbage, chrysanthemum are grown in winter winter-spring; Water spinach is grown in the spring and summer In addition to main-season vegetables, Thuong Tin plans to grow some off-season vegetables such as coriander, lettuce, and tomatoes Among them, the largest area of off-season vegetables is tomatoes Leafy vegetables are the most grown vegetable group in all seasons for a number of reasons: they have wide adaptability and can be grown all year round; The growing time is short, an average of 25 - 40 days/generation, helping to handle crop shortages and bringing high efficiency to vegetable growers 3.1.3 Arrange plants Farmers practice intercropping and crop rotation to take advantage of nutrients in the soil; reduce the risk of crop failure; Control erosion, weeds, invasive insects and bring high productivity on a cultivated area 3.1.4 Methods of growing vegetables Local vegetable production is divided into two basic methods: traditional vegetable growing and organic vegetable growing Under the same soil and climate conditions; The quality of irrigation water and seed sources is guaranteed The basic difference between these two methods is whether or not chemicals are used (chemical fertilizers, plant protection chemicals, growth stimulants ) during the process Vegetable planting and care program 3.2 Characteristics of vegetable growing soil 3.2.1 Mechanical composition and physicochemical properties of soil 3.2.1.1 Mechanical components According to Katsinski's mechanical grain level division table, vegetable growing soil in Thuong Tin district is mostly in the loam soil group (14/18 sampling points) 4 fields have sandy soil; however, the percentage of sand is not high (below 65%) 3.2.1.2 Density, density and porosity Soil Location 𝑿̅±SD Quality min max evalutionaccording to properties sample [Institute of Soil Agrochemistry, 2001] RHC 1.08 ± 0.02 1.05 1.11 Typical arable soil Density RTT 1.18 ± 0.03 1.14 1.21 The soil is slightly compacted (g/cm3) RH 1.25 ± 0.03 1.23 1.30 The soil is slightly compacted Proportion RHC 2.62 ± 0.03 2.58 2.65 15 (g/cm3) RTT 2.47 ± 0.05 2.41 2.53 RH 2.40 ± 0.05 2.32 2.45 RHC 58.64 ± 1.01 56.98 59.50 Farmland, Very good Porosity RTT 52.19 ± 1.08 51.79 53.47 Response cultivation (%) layer requirements Do not response RH 48.03 ± 1.37 46.12 49.80 cultivation layer requirements (RHC: growing organic vegetables; RTT: growing traditional vegetables, RH: abandoned vegetable fields) Vegetable soil density in Thuong Tin gradually increases according to the habitat: RHC < RTT < RH, soil density RHC is typical of cropland, RTT and RH soils are slightly compacted Proportion and porosity decrease gradually: RHC > RTT > RH RHC soil is good for planting, RTT soil responses the cultivation layer requirements, RH soil does not responses the cultivation layer requirements 3.2.1.3 Soil acidity RHC soil has pH H2O ranging from 7.08 to 7.47, belonging to the neutral soil group; RTT soil has pH H2O from 6.55 to 7.26, belong to the less acidic and neutral soil group; RH soils has pHH2O from 5.79 to 6.49 belong to the less acidic soil group 3.2.1.4 Electrical conductivity All soil samples collected in the study area have EC values within the range of EC values favorable for vegetable growth (0.2 - 1.2 mS/cm) RHC soil has the highest EC, followed by RTT, RH soil has the lowest EC value because EC depends not only on soil structure but also on the amount of fertilizer applied to the soil 3.2.2 Nutrients in the soil 3.2.2.1 Organic matter content in soil Organic matter (OM) content gradually decreases in the soil order RHC (2.31 %) – RH (1.86 %) – RTT (1.53 %) Compared with the evaluation criteria of the Water, Fertilizer, and Crop Analysis Handbook (Institute of Soil Agrochemistry), the OM content in RHC is at the high level; RTT and RH the OM content ranged from medium to high level 3.2.2.2 Macronutrients Sampling Total (%) Digestible (g/100g soil) location N P2O5 K2O P2O5 K2O RHC 0.115 ± 0.011 0.206 ± 0.949 ± 0.129 29.92 ± 2.81 20.16 ± 3.93 0.018 RTT 0.101 ± 0.014 0.346 ± 0.737 ± 0.070 63.10 ± 11.39 14.34 ± 2.30 0.050 R.H 0.106 ± 0.008 0.155 ± 0.696 ± 0.055 18.62 ± 2.87 6.36 ± 1.26 0.024 Total nitrogen in RHC soil ranges from 0.103 - 0.125%, belonging to the soil group with medium total nitrogen content, RTT soil has total nitrogen from poor to 16 medium (0.086 - 0.122%) Total nitrogen in RH soil has values ranging from 0.098 to 0.118%, ranging from poor to medium level Total and digestible phosphorus contents decrease in the order: RTT > RHC > RH The soil of the study area is rich in phosphorus at all sampling points in both total and digestible phosphorus when compared with the range of total and available phosphorus content of Vietnamese soil In particular, RTT soil has very high phosphorus content, % P2O5 from 0.262 to 0.405% and easily digestible phosphorus from 52.22 - 83.93 mg P2O5 /100g of soil 5/6 sampled fields in RTT habitat in all 3 seasons had total phosphorus content higher than the upper limit of total phosphorus content in Vietnamese alluvial soil (0.3%) Total potassium and digestible potassium content decrease in the order RHC > RTT > RH RHC soil has a total potassium content of 0.773 to 1.102 % K2O (low to medium), digestible potassium from 17.24 - 25.04 mg K2O/100g soil (medium to high) RTT soil has a total K content of 0.632 - 0.813% K2O (K-low group); Digestible potassium ranges from 11.12 - 16.89 mg K2O/100g average soil group) The total and digestible potassium content of RH soil is in the K-low group 3.2.2.3 CEC adsorption capacity and exchangeable cations K+ Na+ Ca2+ Mg2+ % % % Sampling CEC Content % location compared Content compared Content compared Content compared 13.07 0.517 ± to CEC to CEC to CEC to CEC RHC ± 0.101 RTT 3.96 0.546 ± 4.18 9.95 ± 76.13 1.69 ± 12.93 RH 0.44 0.137 0.60 0.31 11.87 0.368 ± 3.10 0.316 ± 2.66 9.43 ± 79.44 1.45 ± 12.22 ± 0.059 0.050 0.50 0.23 0.80 11.06 0.163 ± 1.47 0.174 ± 1.57 8.80 ± 79.57 1.32 ± 11.93 0.032 0.049 0.57 0.15 ± 0.60 Note: unit of measurement Cmol/kg soil (air dry) The adsorption capacity of CEC and the content of exchangeable ions K+, Na+, Ca2+, Mg2+ gradually decrease in the order RHC > RTT > RH Cultivated soilis always fertilized and supplemented with nutrients to feed plants, while wild field soil is not fertilized, so the content of exchangeable ions is the lowest 3.2.2.4 Content of some heavy metals and many pesticide residues Analytic QCVN Analytical results (unit mg/kg) TT al 03-MT: RHC R.H RTT Analytical method paramet 2015 ers first Pb 70 24,26 29.49 41.30 TCVN 6649:2000 17