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OAA competence of pre-school education students is a combination of the following two component competencies: pedagogical competence in preschools for organizing art activities and art c

MINISTRY OF EDUCATION AND TRAINING

VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES

VU LONG GIANG

DEVELOPING THE CAPACITY

TO ORGANIZE CREATIVE ARTS ACTIVITIES FOR STUDENTS IN EARLY CHILDHOOD EDUCATION

THE WORK IS COMPLETED AT VIETNAM INSTITUTE OF EDUCATIONAL SCIENCE

Scientific Supervisors:

Supervisor 1: Assoc Prof Dr Nguyen Thi Tinh

Supervisor 2: Dr Tran Thi Ngoc Tram

Debater 1:

Debater 2:

Debater 3:

The thesis will be presented before the Institute-level Thesis Examining Council meeting at the Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi On o’clock

The thesis can be found at:

- National Library

- Library of Vietnam Institute of Educational Sciences

PREFACE

1 Reasons for choosing the topic

1.1 Art activities (AA) in preschool (PS) are one of the educational activities that play an important role in contributing to the comprehensive development of preschool students Especially in the current trend of PE (PE) reform, AA are increasingly being used as an important means to help children perceive the world and express creativity, providing a crucial foundation for them to engage in higher levels of education

1.2 In order for OAA (OAA) in PS to be effective, PT (PT) need to have the competence to organize art activities (COAA) The COAA in PS is one of the professional competencies in the current standards for PT

1.3 Based on Circular No 07/2015/TT-BGDĐT, which issues regulations on the competencies that learners must achieve upon graduation at vocational training levels; Circular No 26/2018/TT-BGDĐT, which stipulates the professional standards for PT; and the competency analysis method for PT (Norton, R E., 1997), it is shown that the COAA is an important professional competency for PT

1.4 Based on the output standards of the preschool teacher training programs at PU, the current preschool teacher training programs are designed with a competency-based approach to meet the developmental needs of society Students majoring in PE at PU are trained and developed in various professional competencies, among which the COAA is one of the key competencies emphasized in the training programs

1.5 Developing the COAA (DCOAA) for students majoring in PE at PU

is both necessary and important in the training process However, in practice,

PT and students majoring in PE still face difficulties and confusion in OAA in kindergartens Additionally, there has been no research focused on the DCOAA in kindergartens for students in this field Therefore, the topic

“Developing the Competence to Organize Art Activities for Students Majoring

in Early Childhood Education at PU” has been chosen as the research topic of

this thesis

2 Research purposes

Based on the theoretical research and the current situation of DCOAA for

PE students at PU, this study proposes measures to develop the competence of OAA for PE students at PU, thereby contributing to improving the quality of

PT training at PU

3 Research Object and Subject

Research Object: The process of developing competence of organizing

educational activities for PE students at PU

Research Subject: The process of DCOAA for PE students at PU

4 Scientific Hypothesis

If we can develop and implement in a synchronized and flexible manner innovative measures regarding curriculum, build a teaching process to develop competencies, assess teaching in art subjects at PU, enhance practical experiences in regular vocational training, internships, and pedagogical practice, and organize applied art activities in PE settings, we can DCOAA for

5.4 Experiment with measures to DCOAA for PE students at PU

6 Scope of the Research

6.1 Limitations in terms of research content

- The study focuses on DCOAA in preschools for pre-school education students at PU

- The DCOAA for pre-school education students at PU is approached through a developmental process

- The experiment to develop COAA for pre-school education students at

PU is conducted through three art courses, including a basic art course, an applied art course, and a course on methods of OAA The subjects are second, third, and fourth-year pre-school education students at PU in the northern region of Vietnam

6.2 Limitations in terms of research object and location

The research is conducted in the training of PE teachers, involving lecturers teaching PE and the art department, as well as 500 PE students at Hanoi Pedagogical University, Hanoi Pedagogical University 2, and Thai Nguyen University of Education

6.3 Time limitations

- The survey of the current situation was conducted in the academic year 2018-2019

- The experiment was conducted in 2021-2022

7 Research methodology and methods

7.1 Research methodology

7.2 Research methods

7.2.1 Group of theoretical research methods

7.2.2 Group of practical research methods

7.2.3 Other supporting methods

8 New Contributions of the Thesis

8.1 In theory: Contributes to enriching and clarifying the theory of CD

and the DCOAA for PE students at PU Clarifies the concept, and structure of

the COAA, and the DCOAA in preschools for PE students at PU

8.2 In practice: Identifies some issues of the current state of the COAA

of students and the DCOAA for PE students at PU, as well as factors affecting the current state Proposes four feasible and effective measures to DCOAA for

PE students at PU, contributing to improving the quality of preschool teacher training The research results can be used as a useful reference for developing COAA for students at PU with PT training programs, as well as for educational

managers, lecturers, and pre-school education students at PU

9 Scientific Arguments to be Defended

9.1 The COAA in preschools of pre-service (PT) from (PU) is composed

of two competencies: art competence in preschools and pedagogical COAA in

PS Developing OAA includes developing art competence in preschools and

pedagogical COAA in PS

9.2 PT at PU majoring in PE currently lack sufficient COAA compared

to the training objectives and developmental needs of PE Moreover, the development of COAA during the training process is still limited

9.3 To enhance PT's COAA, it is necessary to develop curricula and teaching processes focused on competence development Additionally, implementing effective assessment methods and utilizing active teaching techniques in art courses is crucial Furthermore, strengthening PP and pedagogical internships with ample practical experiences will significantly contribute to developing COAA

10 Thesis Structure

In addition to the introduction, conclusion, recommendations, list of publications, bibliography, and appendices, the thesis is structured into three chapters:

Chapter 1: Theoretical foundation of developing COAA for pre-service

CHAPTER 1 THEORETICAL FOUNDATION OF DEVELOPING COMPETENCE

1.1.3.2 Practical issues

No studies have established the relationship between art activity programs for young children and modern PE models Based on this, measures for developing COAA for pre-service preschool teachers at PU have not been developed

1.1.4 Research questions

1.1.4.1 Theoretical issues

Clarify the concepts of COAA for young children of pre-service preschool teachers, the structure of COAA Analyze the standards/criteria for COAA for pre-service preschool teachers according to the output standards of universities training in early childhood education and according to professional standards

Build a framework for COAA for pre-service preschool teachers

1.1.4.2 Practical issues

Investigate the current state of COAA, the current state of developing COAA for pre-service preschool teachers Investigate the current state of factors affecting the development of COAA for pre-service preschool teachers Propose a system of measures and conduct experimental research to develop COAA for pre-service preschool teachers Evaluate the results of experimental measures to develop COAA for pre-service preschool teachers

1.2 Competence of organizing art activities of pre-school education students at pedagogical universities

1.2.1 Characteristics of pre-school education students at pedagogical universities

Outstanding characteristics of PU students majoring in PE include:

Self-awareness: A clear understanding of their own competencies and qualities, and the extent to which these characteristics are suitable for the requirements of the PT profession

Self-assessment: Self-assessment of PU students majoring in PE is

comprehensive and profound This is the most significant component in the development of students' self-awareness

Learning motivation: The learning of PU students majoring in PE is driven by the thirst for knowledge, the desire to be qualified, interest in theoretical issues, and content with a distinct professional nature They want

to affirm themselves and improve their professional qualities and competencies

1.2.2 Organizing art activities in preschools

1.2.2.1 Art activities in preschools

The concept of AA in PS: It is an educational activity in the PS education

program through visual arts AA is organized for children to play, familiarize themselves with tools, materials, and art products, learn some knowledge, and practice simple skills to create art products that are suitable for their age's

perception

The goal of AA in PS: To form and develop in young children cognition,

intellect, emotion, morality, social skills, fine motor skills, and especially

aesthetic development

The content of AA in PS: AA is divided into different types of activities

according to the themes in the PE program, including: Drawing activities (drawing from models, drawing pictures on topics, free drawing); Modeling activities (modeling from models, modeling - shaping according to topics); Cutting, tearing, and pasting paper activities (tearing and pasting according to models, tearing and pasting according to topics); Assembling activities (assembling, joining, arranging, sticking, gluing, according to models or given topics) In addition, there are other activities such as: Observation

activities, visiting art works, participating in play with art games

The role of art activities in preschools: AA is one of the most important

educational activities in PE AA develops all aspects for preschool children

[57]

1.2.2.2 Organizing art activities in preschools

Concept: As a professional activity of PTs, according to the PE program,

OAA is a basic, compulsory educational activity in the field of aesthetic education in the PE program [11] OAA includes: Organizing and guiding children to participate in observing and exploring the surrounding environment through visual arts; Organizing drawing, modeling, cutting, pasting, assembling activities for preschool children; Organizing play activities with visual arts; Organizing the integration of visual arts with other educational

activities

1.2.3 Competence of organizing art activities of pre-school education students at pedagogical universities

1.2.3.1 Competence

competence in documents such as OECD, Bernd Meier and Nguyen Van Cuong [4, p.68], the document of the 2018 general education program provides the concept [10] Inheriting the views on competence and the choice of terminology, in this thesis, we consider: Competence is the ability of a person

to perform a specific task or achieve a certain goal Competence is a combination of knowledge, skills, and attitudes of an individual to carry out activities effectively, manifested through the flexible application of knowledge, the proficient and creative use of skills, and the demonstration of attitudes appropriate to the requirements of the activity, ensuring that the activity is

carried out effectively

* Competence structure

The perspective of the competence structure from four component competencies: The competence structure, also known as action competence, is

a combination of component competencies: professional competence,

methodological competence, social competence, and individual competence

The perspective of competence as a combination of knowledge, skills, and attitudes: According to this perspective, competence has a very complex

structure, including three basic components: the knowledge system, the

corresponding skill system, and the system of attitudes, emotions, and values

The view that competence is composed of: General competence and

specific competence

Thus, although understood in many ways, it cannot be denied that the above views all point out the basic components that form the structural foundation of competence, including knowledge, skills, and attitudes An individual's competence is formed, developed, and recognized through experiences and learning

1.2.3.3 Competence of organizing art activities in preschools

* Concept:

Competence of organizing art activities (OAA competence): is the ability

to design, plan, organize and manage a group of children, guide preschool children to participate in art activities effectively and suitable for the preschool age OAA competence includes component competencies which are art competence in preschools and pedagogical competence in preschools for organizing art activities

OAA competence of pre-school education students at pedagogical universities: Is the ability to organize and guide preschool children to

participate in art activities effectively, including the ability to plan, prepare, and implement educational art activities for preschool children OAA competence

of pre-school education students is a combination of the following two component competencies: pedagogical competence in preschools for organizing art activities and art competence in preschools

Structure of OAA competence of pre-school education students at pedagogical universities Based on the Southeast Asian Teachers Competency

Framework, the Vietnamese National Qualifications Framework - Level 6 (university), Decision on the professional standards of preschool teachers 02/2008/QD-BGDĐT and Circular No 26/2018/TT-BGDĐT, based on the DACUM occupational analysis method and based on the approach to the structure of OAA competence OAA competence for preschool children of pre-

school education students at pedagogical universities includes component competencies built with specific criteria and indicators for each criterion as shown in the following table:

Table 1.1 Competence of organizing art activities (OAA) of pre-school

education students at pedagogical universities

C in fostering art expertise in preschools (C4) Pedagogical

competence in

organizing art

activities in

preschools

C in identifying PS children's needs for art activities (C5)

C in designing lessons and building art activity plans (C6)

C in implementing art activity plans for PS children (C7)

C in communicating with PS children in art activities (C8)

C in managing groups and classes in art activities for PS children (C9)

C in assessing children's development through art activities (C.10) C.in developing art activity programs in preschools (C11)

C in educating for the comprehensive development of children through art activities (C12)

1.3 Competence development in art activities for preschool education students at pedagogical universities

1.3.1 The concept of competence development in organizing art activities for preschool education students at pedagogical universities

1.3.1.1 The concept of development

1.3.1.2 The concept of competence development

CD is a process of change and transformation towards the formation, enhancement, and improvement of a system of competencies required for individuals to perform activities effectively and achieve set goals CD is a process of developing qualities, enhancing knowledge, skills, and experience

of an individual in a specific field

1.3.1.3 The concept of competence development in organizing art activities for preschool education students at pedagogical universities

CD in OAA for PE students at PU is a process of change and transformation towards the formation, enhancement, and improvement of a system of competencies that enable students to meet the requirements of organizing and guiding AA for preschool children after graduation

1.3.2 Objectives of competence development in organizing art activities for preschool education students at pedagogical universities

1.3.2.1 Objectives of CD in OAA for PE students at PU

To form and develop in PE students at PU the basic competencies of fundamental art and applied art in preschools To develop preschool education competencies in organizing AA To develop and perfect competencies of OAA

to meet the requirements of the program's output standards

1.3.2.2 The process of CD in OAA for PE students at PU

Identifying basic pedagogical competencies; Forming and developing basic art competencies (art competencies); Forming and developing the basic competencies of organizing AA

1.3.3 Principles of competence development in organizing art activities for preschool education students at pedagogical universities

To develop competencies of OAA, the following principles must be ensured: the principle of ensuring consistency; the principle of ensuring the solidity of knowledge, skills, and the flexibility of thinking in training; the principle of following the characteristics of the modules for developing competencies of OAA in the training program for PE students at PU; the principle of following the process of CD; the principle of building on a learner-centered perspective

1.3.4 Content of competence development in organizing art activities for preschool education students at pedagogical universities

CD in OAA must be based on the components of competencies, according

to the established competency framework, the content of developing competencies of OAA is to comprehensively develop all component competencies, including 12 competencies as shown in Table 1.1

1.3.5 Ways to develop competencies of organizing art activities for preschool education students at pedagogical universities

Competencies of OAA for students can be developed through the synchronous combination of the following ways: Through the development of art modules oriented towards CD Through teaching art modules; Through pedagogical practice activities; Through movement activities; Through self-study and self-training of students

1.3.6 Forces involved in developing competencies of organizing art activities for preschool education students at pedagogical universities

Forces: PU specializing in PE training; Lecturers play a role in guiding and orienting students in developing competencies of OAA; PE institutions where students intern; Organizations and associations

1.3.7 Evaluation of the results of developing competencies of organizing art activities for preschool education students at pedagogical universities

The content of evaluating students' competencies of OAA is through evaluating the learning outcomes of art modules and evaluating through vocational training and pedagogical practice The forms of assessment include regular assessment, process assessment, and periodic assessment

1.4 Factors affecting the development of competencies of organizing art activities for preschool education students at pedagogical universities

The process of developing competencies of OAA for PE students at PU is influenced by the following factors: Students' needs and learning attitudes; Lecturers' awareness and competencies; Students' positivity and artistic talent; Learning environment; Training programs and art modules in PE training; Testing and evaluation

Conclusion of Chapter 1

1 Competencies of OAA is one of the necessary professional competencies of PE teachers Therefore, developing competencies of OAA in the training of PE students at PU is currently important and is the goal of PUs

2 The framework of competencies of OAA for PE students at PU includes

a combination of two groups of competencies: specialized scientific competencies of preschool education (art competencies in preschools) and pedagogical competencies of preschool education (pedagogical competencies

of preschool education in OAA) Competencies of OAA for preschool children include components that are the core professional competencies of PE students, belonging to two groups of professional competencies and competencies that demonstrate artistic abilities in nurturing, caring for, and educating children, including component competencies built with specific criteria and indicators for each criterion

3 Developing competencies of OAA for PE students at PU is the process

of developing component competencies in the structure of competencies of OAA through students performing a system of learning and practical tasks in various forms, meeting the goals of the training tasks

The content of developing competencies of OAA is essentially developing each component competency mainly through studying art modules, through pedagogical practice, through the process of self-study, research, and practical experience in movement activities based on the characteristics of the PE profession

4 To develop competencies of OAA for PE students at PU, PUs specializing in PE training need to synchronize the following ways: developing art modules oriented towards CD; developing competencies through teaching art modules; pedagogical practice activities; movement activities related to art for preschool children

5 The process of developing competencies of OAA for students is influenced by many subjective and objective factors, which are: (1) Students' needs and awareness of learning to develop competencies of OAA; Students' positivity and artistic talent (2) Lecturers' awareness and competencies: awareness of the importance of developing professional competencies and the importance of developing competencies of OAA for students, thereby improving pedagogical competence, innovating teaching methods and methods, especially in teaching art modules, advising and guiding students to self-study, self-research to develop professional competencies through various ways (3) Learning environment

CHAPTER 2 THE STATUS OF DEVELOPING COMPETENCE OF ORGANIZING ART ACTIVITIES FOR PRESCHOOL EDUCATION STUDENTS AT PEDAGICAL UNIVERSITIES

2.1 Overview of training preschool education students at universities within the survey scope

Training undergraduate students in PE in Vietnam has only recently been focused on by universities Due to the specific nature of PE training, the number of lecturers teaching art modules is not large, typically only about 2 to

3 art lecturers in each PE department of a PU Schools in the survey area all orient and build art module programs towards the development of professional competencies

2.2 Overview of the research status

2.2.1 Survey objectives

To assess the status of competencies of OAA and the status of developing competencies of OAA for PE students at PU during the training process, and to

analyze the causes of the status

2.2.2 Survey subjects and time

Surveyed subjects included 3 PUs (Hanoi PU, Hanoi PU 2, Thai Nguyen PU) and 3 preschools (Xuan Hoa Preschool - Phuc Yen City - Vinh Phuc, Dong Xuan Preschool - Phuc Yen City - Vinh Phuc, Cau Giay CLC Preschool

- Hanoi) where PE students from the surveyed area were interning, including group 1: 5 managers (3 preschool principals, 2 lecturers as managers); Group 2: 6 lecturers (teaching art modules); Group 3: 500 students

2.2.3 Survey content

Survey the status of COAA for PE students at PU

Survey the status of developing COAA for PE students at PU

Survey the factors affecting the development of COAA for PE students

at PU

2.2.4 Survey methods

The thesis uses the following methods: Educational survey method;

Observation method; Method of researching educational activity products; depth interview method; Statistical method

In-2.2.5 Survey tools

- Questionnaire on the art competence of PE students at PU (For PE

students at PU) (Appendix);

- Questionnaire on the status of developing competencies of OAA for PE students at PU (For art lecturers) (Appendix);

- Interview form for lecturers or managers on the content "Developing

competencies of OAA for PE students at PU" (Appendix);

- Observation sheet, product analysis (Appendix)

2.3 Survey results

2.3.1 The status of competencies of organizing art activities for preschool education students at pedagogical universities

To assess the status of competencies of OAA for PE students at PU, we conducted a survey through questionnaires for lecturers teaching art modules and students, interviewed managers who were PE teachers, and analyzed students' art products The results showed that the competencies of OAA of students were only at an average level Of the 12 component competencies of competencies of OAA, one competency was well developed, while the rest were only at an average or below average level

2.3.2 The status of developing competencies of organizing art activities for preschool education students at pedagogical universities

Surveyed the awareness of lecturers teaching art modules and students about developing competencies of OAA Surveyed the importance, goals, content, ways, forces involved, and evaluation of developing competencies of OAA for PE students at PU

Survey table on the development level of artistic competency in PS for students

Artistic Competencies in Preschool Component

competence

Level of development Average Average Average Average

Survey table on the development level of teaching COAA in preschool

Teaching COAA in preschool Component

The results showed that the majority of lecturers and students were aware

of the importance and goals of developing competencies of OAA for students The development content has been implemented in the component competencies but is not yet uniform The most important force in developing competencies of OAA is lecturers, mainly through the teaching path, and other development paths have not been combined synchronously Lecturers have been flexible in assessment, however, they have not chosen appropriate forms and methods of assessment for the specific characteristics of developing competencies of OAA

2.3.3 The status of factors affecting the development of competencies

of organizing art activities for preschool education students at pedagogical universities

We conducted a survey through questionnaires for lecturers and students combined with interviews with managers about the status of advantages,