Giáo dục kĩ năng giao tiếp cho trẻ mẫu giáo 5 6 tuổi qua tổ chức trò chơi đóng vai theo chủ đề ở khu vực miền núi phía bắc tt tiếng anh

THAI NGUYEN UNIVERSITY UNIVERSITY OF EDUCATION VU THI THUY DEVELOP COMMUNICATION SKILLS FOR PRESCHOOL CHILDREN AGED 5-6 THROUGH ORGANIZING THEMEBASED ROLE PLAYING GAMES IN THE NORTHERN MOUNTAINOUS REGION Specialty: Theory and History of Education Code: 9140102 DISSERTATION SUMMARY THAI NGUYEN - 2019 The dissertation was finished at: THAINGUYEN UNIVERSITY – UNIVERSITY OF EDUCATION Supervisors: Assoc Prof Dr Nguyen Thi Tinh Dr Tran Thi Minh Hue Reviewer 1: Reviewer 2: Reviewer 3: The dissertation will be defended in university committee: THAINGUYEN UNIVERSITY – UNIVERSITY OF EDUCATION At…….o’clock……………………, 2019 The dissertation can be read at: - National library of Việt Nam - Thai Nguyen University - Learning Resources Center - Library of University of Education LIST OF WORKS OF SCIENCE OF AUTHOR HAS BEEN DISCLOSURE RELATED TO THE THESIS THESIS Vu Thi Thuy (2014), The reality of life skills education for preschoolers through organizing thematic role-playing games in some preschool schools in Cao Bang province, Education Journal, Special issue in June, pp.113-114 Vu Thi Thuy (2015), The reality of communication skills education for preschool children aged 5-6 through organizing thematic roleplaying games in some preschool schools in Thai Nguyen province, Education Journal, Special issue in November, pp.60-61 Vu Thi Thuy (2016), Some communication characteristics of 5-6year-old preschoolers in the Northern mountainous area, Education and Social Journal, Special issue in November, pp 247250 Vu Thi Thuy (2017), Educating communication skills for preschool children aged 5-6 through organizing role-playing games at preschools, Education and Social Journal, Special issue in May, pp 126-130 Vu Thi Thuy (2018), Educating communication skills for preschoolers 5-6 years old by organizing thematic role-playing games at preschools, Education and Social Journal, No December, pp 126 -130 Vu Thi Thuy (2018), Development of communication skills of preschool children in role-playing games by subjects, Sociosphere Journal, No 4, pp 195-200 INTRODUCTION Rationale for the study Nursery schools in Vietnam northern mountainous region have paid much attention to teaching communication skills for pre-school children of to years old to ensure educational goals at preschool level However, the teaching process of communication skills for pre-school children aged to still has certain limitations; particularly, teachers have not yet exploited the strengths of fun activities in general and the theme-based role play in particular In addition, in previous research, there has not been a systematic study on teaching communication skills for pre-school children aged to through the organization of theme-based role play in the northern mountainous region of Vietnam to address the issues: What role does themebased role play play in the development of communication skills for preschool children aged to 6? What can be done to ensure the effectiveness of educating communication skills for pre-school children aged to through theme-based role play in the nursery schools in Vietnam northern mountainous region? From the above reasons, with the desire to study and evaluate the current status of teaching communication skills for children of 5-6 years old through organizing fun activities, developing effective education measures to improve the quality of teaching communication skills for children of 5-6 years old in the northern mountainous region, we chose the thesis "Teaching communication skills to pre-school children aged to through the organization of theme-based role play in the northern mountainous area" Aims of the study On the basis of theoretical and practical research of teaching communication skills for pre-school children of 5-6 years old through theme-based role play, the thesis proposed the procedure and measures of teaching communication skills for pre-school children of 5-6 years old through theme-based role play in order to improve the quality of teaching communication skills for pre-schoolers of 5-6 years old in nursery schools in the Northern mountainous region Object and participant of the study 3.1 Object of the study The teaching of communication skills for pre-schoolers of 5-6 years old through the organization of theme-based role-play in nursery schools 3.2 Participant of the study The relationship between the teaching of communication skills for pre-schoolers of 5-6 years old and the organization of theme-based roleplay to establish a procedure and measures to organize theme-based role-play to improve the effectiveness of the teaching of communication skills for pre-schoolers aged to through the organization of theme-based role-play Hypothesis of the study Teaching communication skills for children of 5-6 years old is an important task in the educational program in nursery schools to help children adapt to life and prepare children for the first grade The teaching of communication skills for children of 5-6 years old in the northern mountainous area is still limited due to the poor condition of teachers' capacity, the social environment, and due to the fact that the children are mostly of ethnic minorities and the role of the organization of fun activities, especially theme-based role play has not yet been exploited.If the procedure and measures of teaching communication skills through organizing theme-based role play for children of 5-6 year old can be set up appropriately, they will contribute to improving the quality of teaching communication skills for children of 5-6 years old in the current northern mountainous region Tasks of the study 5.1 Developing a theoretical basis of teaching communication skills for preschool children of 5-6 years old through the organization of theme-based role play at nursery schools 5.2 Surveying and assessing the actual situation of teaching communication skills for pre-schoolers of 5-6 years old through theme-based role play at nursery schools in Vietnam northern mountainous area 5.3 Proposing a procedure and measures of teaching communication skills for pre-school children of 5-6 years old through theme-based role play in Vietnam northern mountainous area 5.4 Conducting an experiment to verify the procedure and measures of teaching communication skills for pre-school children of 5-6 years old through theme-based role-play Methodology, methods and scope of the study 6.1 Methodology of the study - Structural system view - Practical view - Operational and personality views - The view of approaching the standards of five-year-old children development - The view of teaching life skills for children of 5-6 years old 6.2 Methods of the study 6.2.1 Theoretical research methods 6.2.2 Practical research methods 6.2.3 Supplementary research methods Argument of the study Teaching communication skills for pre-school children of 5-6 years old through theme-based role-play is one of the basic pathways of developing pre-schooler’s personality Certain results of teaching communication skills for pre-school children of 5-6 years old in nursery schools in the northern mountainous region have been achieved but there are still some shortcomings in the procedure, measures and conditions for implementation Teaching communication skills for pre-school children of 5-6 years old in nursery schools in the northern mountainous region should be carried out in the established procedure and measures to ensure implementation conditions contributing to the development of preschoolers of 5-6 years old New contributions of the study 8.1 Theoretical perspective The study contributes to developing the theoretical system of teaching communication skills for pre-school children in Vietnam; developing the theory of teaching communication skills for preschool children aged 5-6 through organizing fun activities mainly based on the approach of personality-activity and life skills education; Clarifying the predominance of theme-based role play in teaching communication skills for children of 5-6 years old 8.2 Practical perspective - Assessing the actual situation of communication skills of pre-schoolers aged to through theme-based role play and the status of teaching communication skills for children of 5-6 years old through organizing theme-based role play in the northern mountainous areas of Vietnam - Setting up a bank of predominant theme-based role play games in teaching communication skills for children of 5-6 years old in the northern mountainous region - Establishing a procedure and measures for the organization of themebased role play to teach communication skills for children of 5-6 years old in the northern mountainous nursery schools in Vietnam today - The thesis is a reference in research and teaching of preschool education and teaching communication skills for children of 5-6 years old through organizing fun activities in nursery schools CHAPTER THEORETICAL BACKGROUND OF TEACHING COMMUNICATION SKILLS FOR PRE-SCHOOL CHILDREN AGED FIVE TO SIX THROUGH THE ORGANIZATION OF THEME-BASED ROLE PLAY IN NURSERY SCHOOLS 1.1 Literature review 1.1.1 In the world First research direction: Research on communication Many authors have been interested in researching this issue, typically German philosopher Ludwig Andreas Feuerbach; Russian researcher Ivan Petrovich Pavlov; Karl Max; V.I.Lenin; J.Mensen; J.P Sartre and Manie The above works deeply studied communication, the role of communication in society and the development of individual personality, and clarified the origin of communication and importance of communication skills, the need for teaching communication skills for pre-schoolers and school students Second research direction: Communication skills and the education of communication skills In this research direction, there were authors such as: A Toffler; K.D.Usinxki; A.V Zaporozhets- M.I.Lixina; A.G.Ruxkaia; Lev Vygotsky; B.Ph Lomov; Kak Hai – Nowdich and V.P.Dakharov The works in the world studied the importance of communication skills in the structure of human capacity, the role of communication skills in learning, training and professional development; identified communication skills that need to be developed for people in general and children in particular Third research direction: Teaching communication skills for pre-school children through organizing theme-based role play In this research direction, there were authors such as: philosopher Ludwig Andreas Feuerbach; D.B Enconin; A.N.Leonchiev; Lev Vygotsky; A.P.Uxova; Tara Winterton; A.V Zaporozhets and M.I.Lixina; V.N Avanesova; A.G Ruxkaia; Dr Miriam Stopard; and A N Pere Klerman Research projects in the world on teaching communication skills focused on the role of communication for the development of the child's personality, proposed skills and contents of communication skill education to children through activities and exchange, especially organizing games for pre-school children 1.1.2 In Vietnam First research direction: Research on communication In our country, since the 1970s, there have been many scientific research projects on communication such as: Nguyen Thac; Hoang Anh; Nguyen Van Le; Tran Trong Thuy; Nguyen Sinh; Nguyen Ba Minh; Dang Xuan Hoai; Tran Van Phong; Ngo Thi Nu; Ha The Ngu; and Phung Thi Hang The above works studied the communication and people’s communication needs in social relationships The authors affirmed clearly that communication plays an important role in the development of human personality, communication skills are only formed through the interaction between people in the society Second research direction: Research on communication skills and teaching communication skills In recent years, the issue of communication skills and teaching communication skills has been addressed by many authors: Nguyen Van Le; Ngo Cong Hoan; Hoang Anh; Hoang Thi Anh; Chu Van Duc; Nguyen Huu Do; Ngo Giang Nam; Ngo Cong Hoan; Le Xuan Hong; Vu Thi Ngan; Hoang Thi Phuong; Nguyen Van Luy; Tran Thi Tuyet Hoa; Cao Thị Xuân; Nguyen Thanh Binh; Nguyen Thi Tinh; Nguyen Thi Thanh Their projects studied the role of communication skills in education and career development; the need for teaching communication skills to students; necessary communication skills for elementary students Research works on teaching communication skills for preschool children have been conducted, however, they were just conducted with special children; children of 3-4 years old; for children 5-6 years of age, however, research was in the form of cultural behavior Third research direction: Research on teaching communication skills for preschool children through the organization of theme-based role play In this research direction, there were the following authors: Nguyen Anh Tuyet; Nguyen Van Luy; Tran Thi Tuyet Hoa; Le Xuan Hong; Nguyen Xuan Thuc; Nguyen Thi Thu Ha and Pham Thi Thu Thuy; Nguyen Thi Phan Their works studied the role of theme-based role play games for the comprehensive development of children’s personality including communication skills However, there has not been any research in depth on teaching communication skills for pre-school children of 5-6 years old through organizing theme-based role play Through the review of previous research, there have been many studies on communication and teaching communication skills for pedagogical students, high school students and pre-schoolers However, there has not been any in-depth research work on teaching communication skills for children of 5-6 years of age through the organization of theme-based role play at nursery schools in northern mountainous region Therefore, research on teaching communication skills for children ageed 5-6 through the organization of theme-based role play in the northern mountainous area of Vietnam is an objective and necessary requirement 1.2 Key concepts 1.2.1 Communication skill 1.2.1.1 Skill Skills are well-trained manipulations, actions in using tools to influence the object of action to achieve certain purposes 1.2.1.2 Communication Communication is the process of interaction, exchange of information, influence and mutual recognition between people 1.2.1.3 Communication skills Communication skills are well-trained manipulations, actions to solve communication tasks based on the choice and use of communication knowledge, ways to use verbal and non-verbal communication means to influence the object to achieve a certain purpose 1.2.2 Communication skills of preschool children aged 5-6 Communication skills are well-trained manipulations, actions in using verbal and non-verbal communication means to influence the object to achieve a certain purpose 1.2.3 Educate communication skills for preschool children aged 5-6 Teaching communication skills for children of 5-6 years old is a purposeful and planned influence process of preschool teachers to help children of 5-6 years of age form and develop well-trained manipulations and actions in using verbal and non-verbal communication means to influence the object to achieve a certain purpose 1.2.4 Theme-based role-play Theme-based role-play is a typical game of pre-school children in general and pre-schoolers of 5-6 years old in particular When participating in the game, children themselves figure out the theme of play, find partners, cast roles, find alternative toys to play the game 1.2.5 Teaching communication skills for pre-school children aged 56 through the organization of theme-based role play Teaching communication skills for pre-school children aged 5-6 through theme-based role play is a purposeful and planned process, in which under the leading role of teachers children of 5-6 years old form and develop well-trained actions in using verbal and non-verbal means to play a certain character, perform adult social functions and simulate human lives in the society 1.3 Key issues of teaching communication skills for children aged 5-6 years in nursery schools 1.3.1 Communication characteristics of pre-schoolers aged 5-6 1.3.2 Objectives, meanings, principles, contents, methods, forms of teaching communication skills for children of 5-6 years old 1.3.3 Procedure of organizing communication skill teaching activities for children of 5-6 years old 1.4 Teaching communication skills for pre-school children of 5-6 years old through organization of theme-based role play in nursery schools 1.4.1 Advantages of theme-based role play in teaching communication skills for children of 5-6 years old Theme-based role-play is a type of game in which children simulate a certain part of adult life in society by playing a character in life to perform their social functions Through theme-based role play, children experience adult life During the game, children must interact with partners through communication Therefore, the dominance of themebased role play in the process of teaching communication skills to children of 5-6 years old can be seen through the following factors: i) Characteristics of theme-based role play; ii) Structure of theme-based role play; iii) Theme and content of the game; iv) Roles and actions; v) The inter-relationship between children in the game From the advantages mentioned above, we can claim that: themebased role play is a dominant activity in teaching communication skills 11 in the school; The system of theme-based role play games organized for children in nursery schools; children’s participation; Culture, customs and practices Conclusion of Chapter I An overview of literature shows that teaching communication skills and teaching communication skills for pre-school children of 5-6 years of age are of great significance, so it has been studied by many scientists in foreign countries and in Vietnam However, research on teaching communication skills for pre-school children of 5-6 years old through the organization of theme-based role play remains a relatively new issue in our country and particularly there have been no research projects on teaching communication skills for pre-school children of 5-6 years old through theme-based role play in the northern mountainous region Therefore, a study on teaching communication skills for pre-school children of 5-6 years old through theme-based role play in the northern mountainous region in the current period is a necessary and practically and theoretically meaningful task The study identified some basic theoretical issues as a basis for studying the situation such as communication skills, teaching communication skills, communication skills of pre-schoolers aged 5-6 and teaching communication skills to pre-schoolers aged 5-6 through organizing theme-based role play In essence, teaching communication skills to pre-schoolers aged 5-6 through organizing theme-based role play is a purposeful and planned impact process under the leading role of teachers in which pre-schoolers aged 5-6 develop welltrained manipulations and actions in using verbal and non-verbal means to play a certain character to perform the social functions of adults and simulate the life of people in the society The contents of teaching communication skills for children of 5-6 years old through theme-based role play include: Listening comprehension in themebased role play, verbal expression in theme-based role play anhd communication rule implementation in theme-based role play The process of teaching communication skills for pre-school children of 5-6 years through theme-based role play depends on the contents, methods, forms of organization and on evaluation results of teaching communication skills for children, especially on teachers’ educational capacity, the ability to organize games, children’s playing environment The above is the theoretical basis for surveying the status of communication skills and the status of teaching communication skills to children through the organization of theme-based role play at schools in the northern mountainous area and studying and proposing a procedure and measures to teach communication skills to pre-school children of 5- 11 12 years old through organizing theme-based role play in nursery schools in the northern mountains area CHAPTER CURRENT SITUATION OF TEACHING COMMUNICATION SKILLS TO PRE-SCHOOL CHILDREN OF 5-6 YEARS OLD THROUGH THE ORGANIZATION OF THEME-BASED ROLE PLAY AT NURSERY SCHOOLS IN NORTHERN MOUNTAINOUS REGION 2.1 A brief description of the object and the organization of survey 2.1.1 A brief description of pre-school children in the Northern mountainous region The northern mountainous region is home to many ethnic minorities Here ethnic minorities live among Kinh community or in separate cultural communities Because of living in an area with unfavorable natural conditions, and a mostly agricultural economy, so the lives of ethnic minorities in the northern mountainous area face many difficulties In addition, being characterized with regional characteristics, children living in the rural mountainous area, when attending nursery schools, and when communicating in families, often use two languages: mother tongue and Vietnamese, in which the mother tongue is more commonly used Children’s ability to use Vietnamese language is limited, but at schools, the Vietnamese language is the major means to educate children This creates a huge obstacle in the communication process between teachers and children Therefore, the process of teaching communication skills to children in the northern rural mountainous areas still faces many difficulties The subjects of communication of ethnic minority children are mainly family members, friends in the village, teachers and friends in the class, but rarely expanded communication relationships From the above features, within the scope of this study, we chose nursery schools located in the northern rural mountainous areas as the subjects 2.1.2 Organization of survey 2.1.2.1 Survey objectives To assess the status of awareness, and teaching communication skills to children of 5-6 years old through organizing theme-based role play in northern mountainous nursery schools in Vietnam and define the cause of the situation 12 13 2.1.2.2 Survey contents + The status of the awareness of teaching communication skills to children of 5-6 years old through the organization of theme-based role play at nursery schools + The situation of communication skills of pre-schoolers of 5-6 years old when observing children participating in role play the following themes: sales, doctors, family, construction, nature, cooking, arts, learning + The status of teaching communication skills to children of 5-6 years old through organizing theme-based role play in northern mountainous nursery schools 2.1.2.3 Survey objects 314 teachers and managers, 45 teachers of pre-schooler aged 5-6 and 193 children of 5-6 years old 2.1.2.4 Survey methods and data processing methods Questionnaire; Observation; In-depth interview; Math statistics 2.1.2.5 Criteria and rating scale for assessing communication skills of children of 5-6 years old through theme-based role play Evaluation of children's communication skills through theme-based role play is the analysis and comparison of observed results during the process of children’s theme-based role play with criteria and rating scale set for the questionnaire below: * Criteria: The quantitative assessment survey was conducted through teacher questionnaires We listed communication skills during theme-based role play of children aged 5-6, each of which was evaluated according to different levels: Level - Not passed (1 point); Level - Passed (2 points); Level – Above passed (3 points) The rating scale was divided into levels as follows: * Not passed (from to 1.67) * Passed (From 1.68 to 2.35) * Above passed (From 2.36 to 3.0) 2.2 Real situation of the awareness of teaching communication skills for children aged 5-6 through theme-based role play Survey results show that 100% of teachers and managers have been relatively fully aware of the goals, contents, methods and organization of teaching communication skills to children of 5-6 years old through theme-based role play 13 14 2.3 Situation of communication skills of pre-schoolers aged 5-6 through theme-based role-play 2.3.1 Situation of communication skills of pre-schoolers aged 5-6 through theme-based role-play Recognize the expressive nuances of partners’ words when they are happy, sad, angry, scared, worried, in themebased role play Follow instructions regarding the role and play actions in themebased role play Understand the meaning of words related to the role and specialized words according to each theme of the play Listen, and understand situations that occur during the game Method of investigation Observation results Figure 2.1 Listening comprehension skills in themebased role play Say full sentences appropriate to the role clearly, Use words that designate specific items and tools, appropriate to the theme, actions and situations that occur in the game Use simple sentences and complex sentences to exchange, cast the role, persuade partners to choose a theme, instruct partners in necessary situations Establish relationships and create communication situations in themebased role play Method of investigation Observation results Figure 2.2 Verbal language using skills in theme-based roleplay 14 15 Adjust the voice in accordance with the communication situations in theme-basedroleplay Listen to partners during the game Not disturb, not interrupt partners during the communication process Perform gestures, facial expressions, expressive nuances, when they communicate in theme-based role play Greetings appropriate to the role and situations in the game No rude words,no swearing during the game Method of investigation Observation results Figure 2.3 Verbal language using skills in theme-based roleplay Figure 2.1; 2.2; 2.3 show the results of the comparison between the evaluation of communication skills of children aged 5-6 years old through organizing theme-based role play in the Northern mountainous region of the teachers and the author's observation We found that the results of the evaluation of the teachers and author are similar; The obtained results were mostly at level (passed) and some level (Above passed) The above comparison results show that the process of evaluating communication skills of children aged 5-6 through organizing theme-based role play in the Northern mountainous region was objective and accurate 2.4 Situation of teaching communication skills to pre-school children aged 5-6 through organizing theme-based role play 2.4.1 Situation of implementing the contents of teaching communication skills to children aged 5-6 through organizing theme-based role play Table 2.8 Current status of implementing contents of teaching communication skills to children aged 5-6 through organizing theme-based role play Content of teaching communication skills to children aged 5-6 through organizing theme-based role play Hòa Bình Bắc Kạn X X Listening comprehension in theme2.13 based role play Verbal expression in theme-based 1.88 role play Communication rule implementation 2.03 in theme-based role play Province General Cao Lạng Quảng Thái result Bằng Sơn Ninh Nguyên X X X X X Level 2.16 2.14 2.15 2.13 2.14 2.14 1.91 1.87 1.88 1.89 1.88 1.89 2.05 2.04 2.05 2.04 2.05 2.05 15 16 2.4.2 Situation of methods to the teaching of communication skills to children aged 5-6 through organizing theme-based role-play Bảng 2.9 Situation of methods to the teaching of communication skills to children aged 5-6 through organizing theme-based role-play in the northern mountainous area Province Cao Lạng Quảng Thái Bằng Sơn Ninh Nguyên General result Methods to the teaching of communication skills to children Hòa Bắc aged 5-6 through organizing Bình Kạn X X theme-based role play Verbal language 1.52 1.67 1.62 1.45 1.65 1.76 1.61 Educational situations 1.44 1.48 1.46 1.50 1.43 1.47 1.46 Encouragement 1.80 1.85 1.79 1.88 1.80 1.92 1.84 X X X X X X 2.4.3 Situation of the procedure of teaching communication skills to children aged 5-6 through organizing theme-based role play In order to find out the status of the procedure of teaching communication skills to children aged 5-6 through organizing theme-based role play in the northern mountainous area, we conducted an in-depth interview with 45 teachers of children aged 5-6 and the results are as follows: 45/45 teachers claimed that in nursery schools there is a procedure to teach communication skills for children of 5-6 years old and there is an implementation of teaching communication skills for children aged 5-6 through organizing theme-based role play 39/45 Teachers said that at present, there has been no procedure guided by district department of education and provincial department of education on teaching communication skills to children in themebased role play, so teaching communication skills to children in this activity still has many difficulties The teaching of communication skills to children through theme-based role play is currently based mainly on the ability and flexibility of teachers, so the results are uneven, leading to the incomprehensive effectiveness of teaching communication skills to children aged 5-6 45/45 Teachers claimed that there should be a specific procedure of guiding teaching communication skills to children of 5-6 years old through theme-based role play because this is a dominant way in educating children of 5-6 year old 2.4.4 Actual situation of evaluating the results of teaching communication skills to pre-schoolers aged 5-6 in theme-based role play Based on the survey results, we found that teachers in charge of preschoolers of 5-6 years conducted daily assessments, assessment at the end of the theme and at the end of the age Most results were at level - Above passed 16 17 This means that teachers carried out assessment of the results of teaching communication skills to children after participating in theme-based role play at a high level In order to understand this issue, we conducted in-depth interviews with teachers of children aged 5-6 and found that: teachers in charge of preschoolers of 5-6 years conducted daily assessments, assessment at the end of the theme and at the end of the age according to the criteria in the five-year-old Young children development standard and expected outcomes in the educational program However, there have not been any specific criteria for teachers to evaluate the results of communication skills of pre-schoolers aged 56 in theme-based role play This is the main reason why some teachers have not conducted the evaluation of teaching communication skills for pre-schoolers aged 5-6 in theme-based role play Moreover, daily teachers often evaluate the results of the whole day of the child but not on each educational activity that the teacher organizes for the child in a day Teachers conduct the end-of-theme assessment according to the development areas, based on the criteria and scales of "passed" and "not passed" for each child This results in not really detailed and objective results 2.4.5 Current situation of factors affecting the effectiveness of teaching communication skills to pre-school children aged 5-6 through theme-based role play The results show that the surveyed factors had a great influence on the process of teaching communication skills to children Family environment factor stood at the first position (2.86) Second was the child's participation in the game (2.61) Third was the psychosocial environment and facilities of the school (2.51); Fourth was the system of theme-based role play games (2.35) and finally the capacity of teaching communication skills to children through the organization of theme-based role play (2.23) When interviewed about the influence of cultural and custom factors, most teachers (44/45) emphasized the great influence of these factors on the process of educating communication skills to children Thus, we can see the above factors greatly affected the effectiveness of teaching communication skills to pre-school children of 5-6 years old through the organization of theme-based role play The study of solutions to overcome the shortcomings and limitations of these factors in the process of teaching communication skills to children of 5-6 years old through the organization of theme-based role-play in the northern mountainous region is significant and practically meaningful 2.5 Conclusion of Chapter 17 18 The awareness of teachers and managers at nursery schools in the northern mountainous area on the education of communication skills for children of 5-6 years of age through organization of theme-based role play was relatively accurate but incomplete, many teachers were aware of the superiority of teaching communication skills to children of 5-6 years of age through organization of theme-based role play This is an favorable condition for teachers to teach communication skills to children of 5-6 years of age through organization of theme-based role play in the northern mountainous area The content, methods, and methods of evaluating the results of teaching communication skills for children aged 5-6 through the organization of of theme-based role play in the Northern mountainous region have not been synchronous and effective due to the impact of the factor of system of role play games; children participation in the game; family environment; social psychosocial environment and facilities of the school; teacher’s capacity of teaching communication skills to children through the organization of of theme-based role play and the culture, customs and practices, so the communication skills of children of 5-6 year old in the Northern mountainous area are still limited There should be measures on content design, application of methods, evaluation of results to increase the effectiveness of teaching communication skills to pre-school children aged 5-6 through themebased role play in the Northern mountainous region contributing to raising the quality of nursery education To improve the above situation, schools and teachers need to identify the list of of theme-based role play games for children of 5-6 years old, develop fun activities towards the direction of diversification associated with regional characteristics, develop friendly class environment, stimulate children to participate in the teaching of communication skills, coordinate with parents to well in teaching communication skills to children of 5-6 years old, improving their own understanding of how to teach communication skills to children of 5-6 years old through effective theme-based role play At the same time, it is necessary to have methods to assess and evaluate the results of teaching communication skills to children of 5-6 years old and the results of teaching communication skills to children of 5-6 years old at nursery schools in the Northern mountainous area 18 19 CHAPTER PROCEDURE AND MEASURES OF TEACHING COMMUNICATION SKILLS TO PRE-SCHOOL CHILDREN OF 5-6 YEARS OLD THROUGH THE ORGANIZATION OF THEMEBASED ROLE PLAY AT NURSERY SCHOOLS IN NORTHERN MOUNTAINOUS REGION 3.1 Principles of proposing procedure and measures 3.2 Develop the procedure of teaching communication skills to children of 5-6 years old through theme-based role play 3.2.1 Objective of proposing a procedure 3.2.2 The contents of the procedure Stage 1: Designing communication skill education activities for children of 5-6 years through the organization theme-based role play Step 1: Discovering children’s existing knowledge and communication skills in theme-based role play Step 2: Establishing a list of skills to be trained Step 3: Selecting dominant theme-based role play games in child’s communication skill education Step 4: Designing the scenario of organizing communication skill education activities for children of 5-6 years through the organization theme-based role play Phase 2: Organizing communication skill education activities for children of 5-6 years through the organization of theme-based role play Step 1: Mobilizing life experiences within children about themselves and social relationships Step 2: Organizing communication skill education activities for children of 5-6 years through the organization theme-based role play Step 3: Evaluating communication skills of children of 5-6 years through the organization theme-based role play Step 4: Creating opportunities and giving instructions for children to apply communication skills in real life 3.2.3 Conditions for implementing the procedure 3.3 Measures to educate communication skills for children of 5-6 years old through the organization theme-based role-play 3.3.1 Building a system of dominant theme-based role play games in teaching communication skills to children of 5-6 years old 3.3.2 Developing children's fun activities in an open way to enhance teaching communication skills to children of 5-6 years old 19 20 3.3.3 Developing a group environment and stimulating children to actively participate in the training of communication skills through the organization theme-based role play 3.3.4 Designing a manual for educating communication skills for children of 5-6 years old through the organization theme-based role play 3.3.5 Collaboration between teachers and parents in educating communication skills for children of 5-6 years old through the organization theme-based role play 3.3.6 Relationship between measures 3.3.7 Conditions for implementing measures synchronously 3.4 Pedagogical Experiment 3.4.1 Overview of the experimental process 3.4.1.1 Experimental objectives 3.4.1.2 Subject and scale of experiment Children in nursery classes of 5-6-year-olds in Na Pheo Kindergarten, Phu Thuong Commune, Vo Nhai District 5-6-year-old nursery class A has 27 children, in which there are Kinh; Muong ; 20 Tay, Nung; 5-6-year-old nursery class B has 27 children, in which there are Tay, 24 Nung 3.4.1.3 Experimental content Experiment took place in the first semester of the 2018-2019 school year (from September 10, 2018 to October 30, 2018) this is the time for implementing the theme of Preschool and the theme of children themselves During the process of the experiment, we applied the procedure and measures to develop fun activities in an open way to enhance teaching communication skills to children of 5-6 years old 3.4.2 Analysis of experimental results 3.4.2.1 Analyzing the level of performance of communication skills of pre-school children aged 5-6 in theme-based role play before experiment The results show that communication skills of pre-school children aged 5-6 in the control and experimental groups were similar, the groups were at the passed level The level of implementing communication skills of the control and experimental groups correctly reflects the situation of communication skills of pre-school children aged 5-6 through the organization of theme-based role play analyzed in chapter This proves that the children selected for the experimental and control group can represent pre-school children aged 5-6 in the Northern mountainous region 20 21 3.4.2.4 Analyzing the level of performance of communication skills of pre-school children aged 5-6 in theme-based role play after experiment Recognize the expressive nuances of partners’ words when they are happy, sad, angry, scared, worried, in theme-based role play Follow instructions regarding the role and play actions in theme-based role play Understand the meaning of words related to the role and specialized words according to each theme of the play 1st experiment 2nd experiment 3rt experiment Listen, and understand situations that occur during the game Figure 3.10 Listening comprehension skills in theme-based role play Say full sentences clearly, appropriate to the role Use words that designate specific items and tools, appropriate to the theme, actions and situations that occur in the game Use simple sentences and complex sentences to exchange, cast the role, persuade partners to choose a theme, instruct partners in necessary situations input 1st experiment 2nd experiment 3rt experiment Establish relationships and create communication situations in theme-based role play Figure 3.11 Verbal language skills in communication in themebased role-play 21 22 Adjust the voice in accordance with the communication situations in theme-based role play Listen to partners during the game Not disturb, not interrupt partners during the communication process Perform gestures, facial expressions, expressive nuances, when they communicate in theme-basedroleplay Greetings appropriate to the role and situations in the game No rude words,no swearing during the game input 1st experiment 2nd experiment 3rt experiment Figure 3.12 Rule practicing skills in communication in theme-based role-play As can be seen from the table of statistical results of communication skills obtained from pre-test, experimental results for the first, second and third time of the experimental group show that there were significant differences in results of communication skills from the control group after each experiment This shows that the application of procedure and measures in teaching communication skills to children of 5-6 years through the organization theme-based role play in the northern mountainous area have practical values 3.6 Conclusion of chapter The dissertation has conducted experiments on the procedure and measures to develop fun activities in an open way to enhance communication skills to children of 5-6 years through the organization theme-based role play The results confirm that the proposed procedure and measures are feasible and effective in teaching communication skills to children of 5-6 years through the organization theme-based role play Experimental results show that the proposed process and measures can be applied in the practice of general child education in the Northern mountainous nursery schools and in teaching communication skills to children in particular CONCLUSION AND RECOMMENDATIONS Conclusion (1) Teaching communication skills to pre-school children of 5-6 years old through theme-based role play is a purposeful and planned process of teachers to realize the goals and contents of teaching communication skills to children of 5-6 years old through theme-based role play That is the process of formation and 22 23 development of verbal language skill, expressive skill, and non-verbal language skill (2) Contents of teach communication skills to children of 5-6 years old through theme-based role play include: Education of awareness, attitudes, positive behaviors in practicing communication skills in Vietnamese language and children’s non-verbal expressions and implementing behavioral rules in communication when they play their role and fun activities (3) The process of teaching communication skills to children of 5-6 years old through theme-based role play is influenced by subjective and objective factors including game organization capacity and communication skill education capacity of teachers (4) The awareness of teachers and managers in nursery schools in the northern mountainous area of teaching communication skills to children of 5-6 years old through theme-based role play is basically right However, the activities of teaching communication skills to children of 5-6 years old through theme-based role play in nursery schools in the northern mountainous area still have some shortcomings in the organization process; in the themes, the contents of the play; the coordination between schools and families in the education of communication skills to children; in toys and facilities used for fun activities and especially communication skill education capacity and game organization capacity of teachers (5) On the basis of theoretical and practical research, the study proposed a procedure and five measures of communication skill education for children of 5-6 years old through theme-based role play in schools in the northern mountainous area including: (i) Building a bank of predominant theme-based role play games in teaching communication skills to children of 5-6 years old; (ii) Developing children's fun activities in an open way to enhance teaching communication skills to children of 5-6 years old; (iii) Developing a friendly group and class environment that stimulates children to actively participate in the experience of training communication skills through theme-based role play; (iv) Coordination between teachers and parents in teaching communication skills to children of 5-6 years old through theme-based role play; (v) Designing a guidebook for teaching communication skills to children of 5-6 years old through theme-based role play The procedure and measures we proposed clearly reflect the comprehensiveness in child education, focusing on teaching communication skills to children of 5-6 years old in the northern mountainous region 23 24 The study has conducted experiments on the procedure and measures; implementation results confirm that the proposed procedure and measures are feasible and effective in teaching communication skills to children through theme-based role play Experimental results show that the proposed procedure and measures can be applied in the practice of child education in nursery schools in the northern mountainous area in general and teaching communication skills to children in particular Recommendations 2.1 For the Ministry of Education and Training The Ministry of Education and Training should direct the Department of Education and Training of the northern mountainous provinces to develop the school educational program and develop the program of fun activities in an open way to enhance teaching communication skills to children of 5-6 years old, promoting the role of teachers in developing educational programs 2.2 For Provincial, District Department of Education and Training in the Northern mountainous provinces It is necessary to organize training sessions and seminars to improve the capacity to organize theme-based role play of nursery teachers in the northern mountainous provinces Develop a teacher community in teaching communication skills to children of 5-6 years old through the organization of theme-based role play, creating an environment for learning, sharing expertise and experiences to improve the quality of child education Encourage teachers and kindergartens to organize games with cultural and regional characteristics to educate behavioral culture for children 2.3 For pre-school teacher training institutions It is necessary to develop a preschool teacher training program in order to meet the standard of teaching communication skills and the capacity of teaching communication skills for children Pay attention to the training of game organization for college students in regular pedagogical skill training, ensuring practical conditions for students to practice 2.4 For nursery schools and preschool teachers Schools need to the socialization activity well to add more facilities for children It is necessary to base on the specific characteristics of the 5-6-year-old children that they are in charge of in order to timely intervene during the educational process 24 25 It is necessary to develop activities of teaching communication skills to children of 5-6 years old through the organization of theme-based role play in an open direction, promoting the activeness and initiative of children during the game Teachers need to improve their pedagogical skill level to effectively organize the teaching of communication skills to children of 5-6 years old through the organization of theme-based role play 2.5 For children’s family Parents need to spend more time with their children, to actively communicate and coordinate with teachers in education to help children develop effectively their communication skills Self-study, self-foster to improve their knowledge of Vietnamese language and knowledge of teaching communication skills to children Create a communication environment for children in the family and create opportunities for children to participate in social relationships to enrich their life experiences 25 ... children Hòa Bắc aged 5- 6 through organizing Bình Kạn X X theme-based role play Verbal language 1 .52 1 .67 1 .62 1. 45 1. 65 1. 76 1 .61 Educational situations 1.44 1.48 1. 46 1 .50 1.43 1.47 1. 46 Encouragement... Level 2. 16 2.14 2. 15 2.13 2.14 2.14 1.91 1.87 1.88 1.89 1.88 1.89 2. 05 2.04 2. 05 2.04 2. 05 2. 05 15 16 2.4.2 Situation of methods to the teaching of communication skills to children aged 5- 6 through... pre-schoolers aged 5- 6 and teaching communication skills to pre-schoolers aged 5- 6 through organizing theme-based role play In essence, teaching communication skills to pre-schoolers aged 5- 6 through