tổ chức trò chơi xây dựng nhằm phát triển tính sáng tạo cho trẻ khuyết tật trí tuệ nhẹ 5 – 6 tuổi tóm tắt luận án tiếng anh

MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION TRẦN THỊ MINH THÀNH ORGANIZING CONSTRUCTIVE PLAY TO DEVELOP THE CREATIVITY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5-6 YEARS Specility: Theory and History of Education Code: 62.14.01.02 PHD THESIS SUMMARY HA NOI - 2013 1 Co-Supervisior: 1. Prof.PhD. Nguyen Quang Uan 2. Asso Prof. PhD. Nguyen Thi Hoa Opponency 1: Asso Prof. PhD. Hoàng Thị Phương Opponency 2: Asso Prof. PhD. Đinh Kim Thoa Opponency 3: Prof. PhD. Trinh Duc Duy The oral defences of the thesis shall take place before…. On date month year 2013 The thesis can be found at: The National Library 2 INTRODUCTION 1. URGENCY OF THESIS Creativity is the human characteristics capacity, plays an important role for enhancing the general development and intellectual development and thereby it contributes to the child’s whole development. Teaching creativity for the children is a matter of great concern to the world and Vietnam today. Children with mild intellectual disabilities (ID) have more abilities to learn, to work and to live independently, so that they have more chances to socialize. One of the most challenge for these children is creative thinking. Research about the education methods to develop creativity for children with mild intellectual disabilities is essential to the special education. Constructive play is an innovative play in which children use play materials to create a work or a certain object. It has been confirmed to have an important role in the development of children's personality and is the effective means to develop creativity for children. Organizing the constructive play has a close relationship with the development of children’s creativity. In recently, MOET has implemented the Inclusive education for children with disabilities and preschool education for 5 years old children Project that has created good conditions for children with disabilities to come school, to play, to learn with friends and to develop and integrate into society. In fact, inclusive education for children with intellectual disabilities in kindergarten is still inadequate and difficulties. Most preschool teachers have not been trained on teaching to children with ID, so they lack of skills and experience in working with ID children. The guidance for organizing activities in general and in constructive play in inclusive kindergarten still sketchy. Beside that, source of references and studies on this issue in our country is very limited. 2. RESEARCH PURPOSES Building methods of organizing constructive play for 5-6 year-old children with mild ID to develop their creativity and to enhance quality of inclusive education. 3. THE OBJECT AND SUBJECTS OF STUDY 3.1. Research Object The process of organizing constructive play for children with mild intellectual disabilities 5-6 years old in preschool. 3.2. Research Subjects Measures for organizing constructive play to develop the creativity for 5-6 years old children with mild intellectual disability. 4. THE HYPOTHESIS Constructive play has an important role for the development creativity for children with mild ID. If teachers have the appropriate measures and in the direction of creative (adjust playing environment, instruction and assessment) will help the children with mild ID develop their creativity. 5. RESEARCH MISSION 5.1. Research on the theoretical basis for organizing constructive play to developing creativity for children with mild ID. 5.2. Research on practice situation in the pre-schools. 3 5.3. Proposed measures of constructive play organization to develop creativity in children with mild ID and do experiment. 6. LIMITED RESEARCH SCOPES - Limitation of survey objects: 35 children with mild ID 5-6 years, 120 teachers have taught preschooler with ID in Hanoi, Hai Phong, Hai Duong and Nam Dinh. - Limits on research objectivity and empirical organizational impact: 3 children with mild intellectual disabilities 5-6 years old. - Limitation of the research area: + Researcher carried out a survey some inclusive preschools in Hanoi, Hai Phong, Hai Duong and Nam Dinh. + Experiment is implemented at 2 public preschools in Hai Phong and Nam Dinh. 7. RESEARCH METHODOLOGY 7.1. Methodology The thesis is based on the following approaches to select research methodologies: developmental approach, system approach, practical approach, inclusive education and personalized approach. 7.2. Research methodology 7.2.1. Theorical research methods The thesis uses methods of analysis, synthesis and systematic theories. 7.2.2. Practical research methods The thesis uses methods: observation, investigation by Anket, interviews, tests, pedagogy experiment, case studies, research on activities’s product. 7.2.3. Methods of data processing: Use the method of mathematical statistics and SPSS software to analysis data collected during the research process. 8. DISCUSSION POINTS 8.1. Children with mild intellectual disabilities 5-6 years old have a creativity expression in play and other activities, and education can develop creativity for children. 8.2. Constructive play is an effective means of education and to develop creativity for children with mild ID 5 – 6 years old. In the process of game, teacher and their educational organization measures are important factors, with an enormous impact on the development of children’s creativity. 8.3. Inclusive education in Kindergarten is a favorable environment for the development of children with mild ID 5-6 years old and actually organizing constructive play will promote effectively child’s creativity only when the impact of the measures based on individual approach, which combines support for children with ID in whole class activities and personal activities. 9. NEW CONTRIBUTION OF THESIS 9.1. Contributions to the theory Contributing to enrich the theoretical about implemention measures constructive play for children with mild ID 5-6 years old and develop their creativity. 9.2. Contributions for practice 4 - Indicates the status of the organization of constructive play in inclusive preschools for children with mild ID 5-6 years old. - Develop a measure system to organize constructive play for developing children with mild ID’s creativity and conducted successful experiments. - Providing 3 education records for 3 children with mild ID. 10. STRUCTURE OF THE THESIS Besides the introduction, conclusion and recommendations, references, appendices, thesis includes 3 chapters: Chapter one. Theorical basis of the organization to develop creativity for 5 – 6 years old children with mild intellectual disability. Chapter two. Factual basis of the organization constructive play to develop creativity for children with mild intellectual disability 5-6 years old in preschool Chapter three. Measures to organize constructive play for children with mild intellectual disability 5-6 years to develop their creativity and experiment. Chapter one THEORICAL BASIS OF THE ORGANIZATION TO DEVELOP CREATIVITY FOR 5 – 6 YEARS OLD CHILDREN WITH MILD INTELLECTUAL DISABILITY 1.1. HISTORICAL RESEARCH ISSUES Research on measures of organization constructive play to develop creativity for children with mild ID 5-6 years old are researched in the following basic directions: The first, the study of creativity in children with intellectual disabilities. Characteristics of creativity in children with ID in play, learning and differences of creativity between children with ID and normal children were studied by Judy Ann Buffmire (1969), Smith (1967), Cooper (1972), McDonald (1971 ), Julie Messier, and Annette Majnemer Francine Ferland (2008), Katazyna Parys (2009). Second, the study of the characteristics of young players with intellectual disabilities The play characteristics, including creative play of children with ID be interested in about twenty years. This orientation is reflected in the work of: D. Michael Malone and John Langone (1998); W.L. Lender, J.F. Goodman and M. Linn (1998); Drife Collette (2002); D. Michael Malone (2006), Julie Messier, and Annette Majnemer Francine Ferland (2008), JW Lerner, B.Lowenthal and E.Egan (1998). Third, the study of education and creative development for children with ID. The second half of the twentieth century, creativity development issues for children with disabilities in general and children with ID are truly interested. The researchers represent this direction include: Ford, Barbara G., Renzulli, Joseph S. (1976); Stasinos, Demetrios. P (1984) Gold (1981), Katazyna Parys (2009). Fourth, research on the relationship between play and creative development of children. The role of play in creativity development for children has attracted the attention of scientists very early. Typical of this approach is the scientist: LX Vygotxky, J. Piaget, G.G. Fein, I. Bretherton, C. Garvey, A.M. Leslie, A.S. Lillard, 5 L.M. Nicolich, Hutt, Johnson, James E, Mullineaux, Paula Y. and Lisabeth F. Dilalla Fifth, research on the organization constructive play for children in general and children with intellectual disability. This research direction is reflected in the works of Joe Riederer, PG Xamarukova; Phelps, Pamela and Hanline, Mary Frances, Wardle, Francis, Brown, Jennifer, Murray, Donna, Karnes, Merle B., Stritzel, Kay, Reifel, Stuart, Julie S. Johnson-Pynn and Valerie S. Nisbet, Nguyen Anh Tuyet, Nguyen Thi Hoa, Hoang Thi Phuong, Vu Thi Kieu Trang. This thesis access all above five trends and focused on the fifth trend to research on measures of organizing constructive play to develop creativity for children with mild ID in kindergarten. 1.2. CHILDREN WITH INTELLECTUAL DISABILITY 1.2.1. Concept and diagnosis criteria Children with ID are who have significant limitations in intellectual (IQ lower than average) and adaptability. Based on IQ and support needs, Intellectual disability is divided into 4 levels: mild (IQ = 50-55 to 70-75) – These children do not need regular support, moderate (IQ from 35-40 to 50-55) - this team needs some kind of limited support; severe (IQ from 20-25 to 35-40) - this team needs to support expansion; severity (IQ <25 ) - this team needs comprehensive support. 1.2.2. Psychological characteristics of children with mild intellectual disabilities 5-6 years old Intellectual disabilities affect the child’s development, as limited in cognitive, adaptive, language, motor, social-emotional skills The level of impact will depend on the level of intellectual disability. Children with mild ID are less affected than other levels. 1.2.3. Play characteristics of children with mild intellectual disabilities 5-6 years old The study of the play characteristics of players with ID focused on playing time, game content, the ability to initiate, interation in play, social skills (such as rotating skills, obey rules). Compared to normal children's play, ID children’s play is usually simple, poorer and manipulate content play, shorter play time, lower social interaction while playing. 1.3. CREATIVITY AND DEVELOP CREATIVITY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5-6 YEARS 1.3.1. The concept of creativity The thesis uses the concept of Klaus K. Urban as a tool to study: "creativity is a human personality, revealed in new product, unique, valuable, surprising himself and also new, surprising to others”. 1.3.2. The concept of children's creativity The nature of the children’s creativity has caused much debate. The study also suggests that to have an appropriate definition of child’s creativity, we need to consider some aspects, such as discrimination creativity and intelligence, distinguishing between "C creativity" and "c creativity" and also press strongly to the creative process than the result or product. In this thesis, creativity is children's personality attributes in products wich revealed the new products and valuable to the children themselves or the same age 6 children. No children have real creative activities like adults but often in the form of potential. For children, the creative process (including curiosity, explore, play and make the idea) is as important as any product that they create. 1.3.3. Developing creativity for children with mild intellectual disabilities 5-6 years old 1.3.3.1. The concept of creative development for children with intellectual disabilities * The development of the child's creativity conversion process from low to high, from simple to complex in ability to express themselves. It's gone through the process of accumulation of changes to the substance, the child's creativity increasingly apparent. Like all other areas development, the creativity development is integrated in all activities and is a part of the child’s whole development. * Developing creativity for children with mild ID is to make the child's creativity is enhanced, help comfort children to participate in activities and express themselves in different ways, they can think and do in a new way. Developing ID children’s creativity also involves helping them make more different responses to meet a particular situation. 1.3.3.2. Creativity characteristics of children with mild intellectual disabilities aged 5-6 The finding show that children with mild ID often lack of the agility, flexible problem-solving process so they often repeated actions, use the old things, and respond to a new situation or task slowly. They also provide little consistent response with the requirements of the situation. Children have difficulty in making the new solutions or new ideas and often just repeat what has been learned previously. Children with mild ID are very limited in the synthesis of information from around the world to address specific situations. They also don’t look carefully at the issue and plan to action. 1.4. THEORETICAL BASIS OF CONSTRUCTIVE PLAY IN PRESCHOOLERS 1.4.1. The concept of constructive play Constructive play is a type of play in which children use play metarials to create or build something in the real world around them. 1.4.2. Characteristics of the constructive play - Constructive play is one of the creative play. Constructive play has symbolic, which reflect the world through the children’s view. - Constructive play and role play have close relationship - Constructive play have some similarities with shaping and design activities. - In constructive play, children can use different materials (wood blocks, lego, powdered clay, crayon, sand, gravel, leaves ) to create objects. - Constructive play relates to the use and manipulation of materials to make a play that character, or in other words, play always has products. 1.4.3. The role of constructive play in children's creativity development Studies have shown that, constructive play is safe, healthy, and non-violence, it stimulates children to develop skills and positive relationships, help children excited to learn more about themselves and around the world, allowing children to fully develop 7 their potential to encourage creativity and help develop a child's personality, making learning fun for children. It is affirmed with respect to the intellectual development, problem solving skills, the ability to observe and creativity, social skills, math skills, scientific and language skills. 1.5. ORGANIZING CONSTRUCTIVE PLAY TO DEVELOP CREATIVITY IN CHILD WITH MILD INTELLECTUAL DISABILITY 5-6 YEARS 1.5.1. The concepts 1.5.1.1. The concept of organization to constructive play Organizing constructive play is the process in which teacher conduct the necessary tasks follow the sequence of activities between her and children, between children with ID and and their friends to achieve objectives. Constructive play is organized the same steps as any activity, including: preparation before the game, guidances and ends game. Organization process of constructive play includes many elements such as methods, organizational measures and forms of organization and game conditions. This thesis focuses on the organizational measures so we will not mention the other elements. 1.5.1.2. The concept of measures to organize constructive play to develop creativity for children with mild intellectual disability Measures to organizing constructive play for children are specific ways of organizing work together between the children and teachers to achieve the educational goals set. Measures of constructive play to develop the children’s creativity in kindergarten are the specific ways of organizing play activities between teachers and children, children with ID and children in the classroom to help develop their creativity. 1.5.2. Organize constructive play to develop creativity for children with mild intellectual disabilities 5-6 years old in kindergarten 1.5.2.1. Features of inclusive preschool for children with mild ID Inclusive education is a method in which children with disabilities and normal children learn together in school at their living place. Inclusive preschool for children with disabilities is that children with disability and without disabilities in a class. In which ensuring that children with disabilities to participate fully in classroom activities, children without disabilities have the opportunity to learn and grow with the experience of the strengths and weaknesses of their disabed friends. * Inclusive preschool for children with mild ID has following characteristics: - Children in class Object: diverse, with many different levels, there are differences in the level of development, growth, capital experience, maturity, culture. - Educational programs: Children with mild ID and normal children learn together in a general education program. - Education Methods: personal approach, and towards the child because the child. Teachers in kindergarten have to creativity, initiative and cooperation. - There are often a close collaboration between teachers and their families, between the classroom teacher and support teacher, between the classroom teacher and the special education experts. 8 - Knowledge, skills of teacher: They will enhance the communication and behavior management, classroom management skills. 1.5.2.2. Organization measures of constructive play for children with mild intellectual disabilities 5-6 years old in inclusive preschool Measures to guide young players often mentioned are: planning organizing games; guide kids to play; Evaluation of young players. Besides, the study also provides some guidelines and helpful hints. When constructive play organized for children with mild intellectual disabilities in inclusive preschool teachers need to focus on goals that help children discover the diversity of color, material, shape, size play materials; expression and exchange of ideas, thoughts and feelings through their use of different materials, the right tools to design and create or build other models together. 1.5.2.3. Requirements for the organization of constructive play to develop creativity for children with mild intellectual disabilities 5-6 years old in inclusive preschool When organizing constructive play to develop creativity for children with mild intellectual disabilities in kindergarten the teachers need to ensure the dynamic of children, play development and successful feels of children. Teacher need to remember that teaching creatively and teach children how to creat through play. When organizing constructive play to develop creativity for children with intellectual disabilities, teachers need to create an environment and a favorable opportunity for children, integrate goals creativity development for children in all activities and pay attention to guide kids to play creatively. They also focus on evaluation to stimulate children's creativity. 1.5.3. The roles of the constructive play organization for creative development for children with mild intellectual disabilities 5-6 years old in kindergarten The constructive play is a type of creative play and it is highly favorite of preschoolers. If well organized, this game will promote children's creativity. Measures to organize constructive play are important role for effective organizational game. Organizational measures that affect play content, play skills, and the interaction between teachers and children, between children with intellectual disabilities and normal children and the goals of creativity in the game. Through the organization of game, the interaction between teachers and children, and between children and children in the classroom is enhanced, thereby creating opportunities to children with mild ID play creatively. Organize constructive play on the basis of children’s ability to learn, their needs and preferences, so that it will provide chances for them to develop creativity. 1.5.4. Creative expression and criteria for evaluating a child's creativity in constructive play 1.5.4.1. Expression of creativity in constructive play Children's creativity in constructive play is revealed when they are free, liberal in play activities and emotional expression while playing. Also shown in the active participation in play. Children explore materials and using different materials to create different objects in their own way. 9 Creativity in constructive play is that these kids play in the independent transformation process of knowledge, skills formed into the activities to create new unique, valuable products for children (and maybe for others). Expression of creativity in play: - Creativity in theme, content development game - Creation of the campaign mode, players manipulate materials and materials used in the play. - Innovative in products - In addition, a child's creativity is expressed through the child actively participate in the games, their’s excitement and passion in the game. 1.5.4.2. Criteria for evaluating a child's creativity in constructive play Most test of creativity built by two trends: the first is to assess the number of responses, also known as the number of divergence products (Guilford, Torrance, Schoppe), the second is rated in terms of quantity and quality of divergent thinking (Kratzmeier, Urban, Kramper). The creativity rating scale commonly used language, materials, graphics, sound or movement. The evaluation criterias of children’s creativity through constructive play include: • Fluency - how many uses you can come up with. It is shown in the total number of products that children built during play time and children’s play skills. • Originality – how uncommon those uses are. It is expressed through a number of play aspects such as content, form, structure of the product, using play materials, name of building products… • Flexibility – how many areas your answers cover. It is reflected in the types of products that build children during play, the type of material that children used to play, the ability to use the products for the construction activities. • Elaboration – level of detail in responses; the number shown in the details of a child's building products, the addition of decorative details in the play of children, the care, the choices carefully selected play materials, making works when decorating products. 1.5.5. Factors affecting the organization constructive play to develop creativity of children with mild intellectual disabilities in inclusive preschool The process of organization constructive play to develop creativity for children with mild intellectual disabilities in inclusive preschool is affected by many factors, both subjective and objective. According interactive pedagogy, in this process always takes place mutual relationship between three factors, those are: the teachers, the learners and the environment. The first factor - the teachers and guidance method of teacher. Teachers can stimulate a child's creativity or limit it. To develop the creativity of children with mild intellectual disabilities while playing, the teacher must be creative, fun, warm and know how to motivate, evaluate and review the child's creativity in play. At the same time, teachers need to understand the children’s needs and abilities, the creativity and the importance of creative development for children. The second factor - young mild intellectual disability. Children with mild intellectual disabilities have the skills necessary to learn, play and develop creativity. However, they also have certain limitations, so when organized games for children, teachers need to take measures to organize and guide the children play with their’s ability. 10 [...]... criterion 4 Total N Valid 35 35 35 35 35 Invalid 0 0 0 0 0 Range 4 .50 4.00 5. 50 3.00 2.00 Minimum 1.00 1.00 1.00 1.00 4.00 Maximum 5. 50 5. 00 6 .50 4.00 6. 00 Mean 2.8714 2 .67 14 2.8 857 2.4143 5. 1429 17792 162 62 22 462 12211 09297 Std 1. 052 61 962 10 1.32890 72239 55 002 Deviation Variance 1.108 9 26 1. 766 52 2 303 Skewness 200 3 46 1. 258 752 -.189 Std Error 398 398 398 398 398 Kurtosis -.1 35 198 1.270 399 092 Std... 15. 0 software 3.3.2 The experimental results 3.3.2.1 Children's creativity in play Table 3.1 Statistics describe experimental results on 3 case studies Criteria 2 Criteria 3 Criteria 4 Criteria 1 Total N Valid 6 6 6 6 6 Invalid 0 0 0 0 0 Range 2 .50 2.00 3.00 1 .50 8.00 Minimum 3.00 3.00 2.00 3.00 11 .50 Maximum 5. 50 5. 00 5. 00 4 .50 19 .50 21 Mean 15. 250 0 Std 3.3128 91742 7 359 8 1.22474 68 920 Deviation 5. .. 842 54 2 1 .50 0 4 75 10.9 75 Skewness 51 3 418 -.490 000 -.102 Std Error 8 45 8 45 8 45 8 45 8 45 Kurtosis - .62 1 -. 859 -1. 467 -2.299 -1. 850 Std Error 1.741 1.741 1.741 1.741 1.741 The table shows that the average score in these criteria are significantly higher than the survey results in the state The criteria ranged from 3 points to 5. 5 points In the criteria 3 - originality points have ranged from 2 to 5 points... C D G Number 29 4 2 0 0 0 0 35 % 82. 86 11.43 5. 71 0 0 0 0 100 According to the initial classification of test creation TSD-Z by age 4 -6 (form A), the majority of children with mild intellectual disabilities aged 5- 6 gain points on the TSD – Z test in low levels, less than 7 points (82. 86% ) The number of children achieving at average and below average is small percentage (5. 71% and 1:43%) No children... University, May 6/ 2011 3 Tran Thi Minh Thanh (2012), Evaluation children with developmental disorders in Kyoto scale, Journal - Hanoi Pedagogical University, No 57 , pp 93-100 4 Tran Thi Minh Thanh (2012), The role of preschool teachers in developing creativity for kids, Workshop Proceedings science "model preschool teacher personality era of international integration", page 1 36 - 140 5 Tran Thi Minh Thanh (2013),... Hanoi Pedagogical University, No 58 , pp 120-128 6 Nguyen Quang Uan - Tran Thi Minh Thanh (2013), Creativity in children with intellectual disabilities through test TSD - Z, Journal of Psychology, No 7/2013, pp 110 7 Tran Thi Minh Thanh (2013), The role of preschool teachers to developing children’s creativity, Journal of Preschool education, N02, p 20-21 8 Tran Thi Minh Thanh (2013), Developing creativity... mild intellectual disability 5 – 6 years: Survey results of creativity in children with intellectual disabilities slight 5- 6 years old through TSD-Z test and constructive play that most kids to be creative at low levels Children with average and lower average accounted for very little Table 2.2c The level of creativity of children with mild intellectual disabilities 5- 6 years old through TSD-Z test... disability 5- 6 years old who are attending inclusive kindergarten 3.3.1.3 Experimental Methods The experiment was conducted in natural conditions in the classroom environment The care – education conditions in the experimental group did not change The experiment was carried out continuously for 8 months (9/2011 to 5/ 2012) Indepth study of 3 cases of children with mild intellectual disabilities 5- 6 years... intellectual disabilities in inclusive preschool Creativity levels Poor A 13 Chapter three ORGANIZATION MEASURES CONSTRUCTIVE PLAY TO DEVELOP CREATIVITY OF CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5- 6 YEARS OLD AND EXPERIMENTAL 3.1 PRINCIPLES FOR BUILDING MEASURES OF ORGANIZING CONSTRUCTIVE PLAY TO DEVELOP CREATIVITY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5- 6 YEARS The measures to organize constructive... over 3 years but experience teaching children with intellectual disabilities are not many b The sample is children with mild intellectual disability 5- 6 years old 35 children with mild intellectual disabilities are in public preschool Among them are 15 children in the early intervention centers and 20 children outside intervention center - The children at the intervention center have been evaluated . 35 35 35 35 35 Invalid 0 0 0 0 0 Range 4 .50 4.00 5. 50 3.00 2.00 Minimum 1.00 1.00 1.00 1.00 4.00 Maximum 5. 50 5. 00 6 .50 4.00 6. 00 Mean 2.8714 2 .67 14 2.8 857 2.4143 5. 1429 .17792 . 162 62 .22 462 . .09297 Std. Deviation 1. 052 61 . 962 10 1.32890 .72239 .55 002 Variance 1.108 .9 26 1. 766 .52 2 .303 Skewness .200 .3 46 1. 258 . 752 189 Std. Error .398 .398 .398 .398 .398 Kurtosis 1 35 .198 1.270 .399 .092 . mild (IQ = 50 -55 to 70- 75) – These children do not need regular support, moderate (IQ from 35- 40 to 50 -55 ) - this team needs some kind of limited support; severe (IQ from 20- 25 to 35- 40) - this