Tổ chức hoạt động ngoài trời nhằm phát triển lời nói mạch lạc cho trẻ 5 6 tuổi ở trường mầm non tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION CAO THI HONG NHUNG ORGANIZING OURDOOR ACTIVITIES TO DEVELOP COHErent SPEECH AMONG CHILDREN AGED 5-6 IN EARLY CHILDHOOD EDUCATIONAL FACILITIES Mode: Early childhood education Code: 9.14.01.01 SUMMARY OF DOCTORAL THESIS OF EDUCATION STUDY Ha Noi, 2020 The thesis completed at Ha Noi National University of Eudcation Scientific Supervisor: D Prof, PhD La Thi Bac Ly D Prof, PhD Bui Thi Lam Opponent 1: D Prof, PhD Dinh Hong Thai Ha Noi National University Of Education Opponent 2: D Prof, PhD Nguyen Van Loc Thai Nguyen University Opponent 3: D Prof, PhD Le Thi Lan Anh Hanoi Pedagogical University The thesis is to be protected before defended at univsersity-level Council of Dissertation Assessment at Ha Noi National university of Education at The thesis may be founded at: - National Libarary - Library of Ha Noi National University of Education PREAMBLE Necessity of research theme 1.1 Early childhood education (ECE) is the first education level of national education system, with a view to “help children to develop in terms of physics, emotion, intellectuality, aesthetics, to take shape of first components of personality, pareparing children for the first grade” (Article 22, Education Law, 2005) Linguistic development in general, development of cohesive speech among children in particular is first important education mission in education of children aged 5-6 Development of cohesive speech is to contribute to taking shape, accumulate and enlarge the knowledge, helping children to recognize the around world more properly and accurately In addition to the role of communicating with around people, speech enriches the spirit life of the child, acting as a means of supporting children to participate in social environment and slef assert its role in such environment Speech is a means of regulating behaviours, as well as show standard attitudes and ethical values of a society Development of cohesive speech is important part of pareparing children for general education 1.2 Outdoor activities have a lot of advantages in developing cohesive speech among children During experiencing, observing, discovering, participating ourdoor activities, a huge amount of information is received by children and become knowledge and experience Children then exchange, share such knowledge and experience with around peers and adults in their own way Outdoor activities help children to consodilate their competence in behaving, communicating, from which experience is developed 1.3 Children aged 5-6 have a big need for accumulating knowledge, developing developing thinking and recognizing the around world Children initially have the ability to accurately perceive the around world them through intellectual manipulations such as observing, analyzing, comparing, synthesizing, generalizing, reasoning Language is an essential condition for children to express their thinking and promote development of thinking, preparing children to learn at higher levels Therefore, the preparation of conditions including the development of coherent speech for children is an essential task in educating children aged 5-6 years 1.4 At present, the organization of outdoor activities in preschools has received attention However, the effectiveness is not high In particular, teachers not attach great importance to organizing outdoor activities to develop coherent speech for children, but only pay attention to helping children develop physically and explore the surrounding environment The teacher also has a rigid concept about outdoor activities held in the morning; accordingly organize children to play in diferent corners the daily activities mode They not know how to flexibly and reasonably organize outdoor activities for experiencing to ensure the purpose of education in general and development of coherent speech for children in particular In Vietnam, there have been no studies on outdoor activities to develop coherent speech for children aged 5-6 years Considering the above reasons, we choose the research topic "Organizing outdoor activities to develop coherent speech for children aged 5-6 years in preschool" Purpose of research Based on the theoretical, practical rationales about organizing outdoor activiites and coherent speech, the thesis develop measures for organizing outdoor activities to develop coherent speech among children 5-6 in preschool, contributing to development of language, pareparing children for the first grade of general education Research object, research subject 3.1 Research object Process of education and development of coherent speech for children aged 5-6 in preschools 3.2 Research subject Measure for organizing outdoor activities to develop coherent speech among children aged 5-6 in preschools Scientific hypothesis Outdoor activities is an effective means for development of coherent speech among children 5-6 If measure of organizing outdoor activities for children aged 5-6 is developed and performed for enhancing opprotunities for children to experience, interact, exchange, share experience in outdoor activiites and transformed such experience through speech into other education activiite, coherent speech will be developed, contributing to prepare children for the first grade of general education Research mission 5.1 Study the theoretical rationale of organizing outdoor activites for children aged 5-6 in preschools; 5.2 Study the tatus quo of organizing outdoor activiites to develop coherent speech among children 5-6 in preschool; 5.3 Recommend measures of organizing outdoor activiites to develop coherent speech among children 5-6 in preschools; 5.4 Conduct pegagogical activities for experimenting of recommended measures of organizing outdoor activiites to develop coherent speech among children 5-6 in preschool Scope of research 6.1 Scope of research subject It is studied and recoomended about measures of organizing outdoor activities to develop coherent speech n the form of monologue smong children 5-6 in preschools 6.2 Scope of activities The thesis research and recommend measure to organize outdoor activiites in education of scientific and social discovery 6.3 Scope of research object and location of research Study the status-quo over 210 preschool teacher in provinces/cities: Kon tum, An Giang, Noi; 60 children in Ha Noi City Experimenting is taken on 135 children aged 5-6 in some preschools in Noi Approach and methodologies of research 7.1 Approaches7.1.1 Approach of experiencing: Development of coherent speeach among children aged 5-6 will be more effectivenessive through practical experiencing activities; children is enabled to participate in liguistic activities Education measures are recommended in a way towards enhancing chilren’s participation in activities, active experiencing of nature environment, social environment and liguistic environment 7.1.2 Approach of interaction: relationships and interaction are important factors for the development of children Outdoor activities for development of coherent speech among children aged 5-6 are organized towards enhancing relationships, interaction in various situations In such a way, speech is a means of communication to maintain interaction, exchange, sharing of information that has been exprienced by the children during outdoor activities 7.1.3 Approach of develoment: Coherent speech is manifestation of linguistic development Development of coherent speech need to base on the existing competencies of the children and to help children to reach the nearest develoment area Determinating objectives, contents and measure for organizing outdoor activities to develop coherent speech 7.2 Research Methodology 7.2.1 Theoretical methodology 7.2.1.1 Data collection 7.2.1.2 Analysis, sysnthetization, generalization of theory 7.2.2 Practical methodology 7.2.2.1 Oservation 7.2.2.2 Survey with questionaire 7.2.2.3 Group discussion and in-depth interview 7.2.2.4 pegagogical experimenting 7.2.2.5 Mathematical statistics Supporting arguments 8.1 children aged 5-6 are persons who have reached adequate development of coherent speech by using basic components such as vocabulary, sentence structure, phonetic, to create a dícourse 8.2 Children’s coherent speech take shape and develop when they regularly practise, experience lingusitic activities in education activities in preschools Development of coherent speech reach effectivenessiveness when it is based on the approach of interaction and experiencing and impacting the coherence of children’s discourse Outdoor activities is an effectivenessive means for development of coherent speech among childen aged 5-6 8.3 Reasonable and flexible application of measures for organizing outdoor activities by giving children opportutities to interact, exchange, reflect their experience by speech in the overal process of organizing activities, from the stpe of planning, participating activities and assessment of activiites, can improve the effectivenessiveness of development of coherent speech among children aged 506 Research’s new contributions 9.1 Systemization of theoretical rationale of organizing outdoor activites to develop coherent speech among children aged 5-6 in preschools is taken; Recommendations for stepes of organizing outdoor activiites of experiencing to develop coherent speech among childen aged 5-6 is made 9.2 Descriptuon and assessment of the staus quo of organizing outdoor activiites to develop coherent speech among children aged 5-6 is made by preschool teachers; status quo of development of coherent speech among children aged 5-6 in preschool is drawn out 9.3 Measures for organizing outdoor activites to develop coherent speech among children aged 56 in preschools are developed 10 Outline of the thesis Apart the Preamble, Conclusions and recommendation, List of reference documents, Appendix, the thesis comprises of chapters: - Chapter I: Literature and theoretical rationale of organizing outdoor activites to develop coherent speech among children aged 5-6 in preschools; - Chapter 2: the status-quo of organizzing outdoor activites ti develop coherent speech among children aged 5-6 in preschools” - Chapter 3: Measure to develop utdoor activities to develop coherent speech among childen aged 5-6 in preschools: - Chapter 4: Pedagogical experiemnting Chapter OVERVIEW AND THEORETICAL RATIONALE OF ORGANIZNG OUTDOOR ACTIVITIES TO DEVELOP COHERENT SPEECH AMONG CHILDREN AGED 5-6 IN PRESCHOOLS 1.1.Literature review 1.1.1.Literature of development of coherent speech First: Researches on the nature, function, role of coherent speech by researchers:: F.de Saussure, A.N.Leonchiev, L.S.Vygotxky, Ph.A.Sokhin, Rubinstein, E.I.Tikheeva [23], D.B.Enconhin, A.M.Borodich, Haliday Hasan [40], Nguyễn Ánh Tuyết [87], Cao Đức Tiến [79], Diệp Quang Ban [8], Lương Kim Nga [60], Nguyễn Xuân Khoa [36], Đinh Hồng Thái [83], Nguyễn Thị Oanh [70] Nature of coherent speech: coherent speech with contents, logicality, expressiveness is clear manifestation of thinking With coherent speech, speaker can clearly and fluently express a certain content, manesfiting fully ideas, reaching the full understading among listener Funcition, role of coherent speech: coherent speech by childen means coherent thinking (logical thinking), helping children accurately, adequately and deeply recognize the surrounding world Second: researchers analyze charatersitics of coherent speech among children in following aspects: Regarding the relation between coherent speech and development of thinking: coherent speech bear feature of logic thinking between content and manifestation, between ideas of the speaker and connotation of speech Regarding manifestation: cohenrent speech manifest accuracy, order, cohesiveness, tight and chorus; accurate, clear pronunciation with interval on due time; using of suitable words in each speaking situation (noun, verb, adjective ) [60]; speakingwith grammatically correct sentences; using many sentence types (single sentence, extended sentence, compound sentence ); speech with rich content, showing relationships and relation between things and phenomena that children are aware of Expressive nuances in speech: Coherent speech does not just stop at the full content of the words, but also needs the feelings of the speaker in accordance with the circumstances and situations Third: Researches on factors affecting the development of coherent speech among childen Based on researches on the language development among preschool childen, researchers define condition, factors affecting the development of coherent speech among children: features of thinking, langustic environment around children Fourth: Resrches on missions, contents, form, measures to develop coherent speech among preschool children: Researchers define specific missions, contnets and measurs to develop coherent speech for: (1) development of vocabulary and skills of using words to express accurately and shortly ideas; (2) phonetic education; (3) shaping of grammar structure Researches by domestic researches have indicated the close relationships between other missions of languge development (education of phonetic standards, development of vocabulary, shaping and development of sentence samples) and the development of coherent speech However, reseachers only give the process of practice in a single activity 1.1.2.Literature of organizing outdoor activities to preschool children First: The role of organizing outdoor activities towads the child developmenn Researchers all highly appreciate the role and meanings of outdoor activities to the child development Second: contents of outdoor activiites: researchers show that contents mainly focuse on outdoor activities to discover surrounding environment h Third: researches on methodologies, measures to organize outdoor activites : dometics and foreign researchers have said about different measure to organize outdoor activites such as: observation, utilization of visual means, dialogue, game, models… Meases and suggestion for organizing outdoor activites are aimed at performing different education missions However, in these researches, almost there have not been researches on organizing outdoor activites to develop coherent speech smong children 1.1.3 Literature of organizing outdoor activites to develop coherent speech among children aged 5-6 Two topics of outdoor activities (1) and coheren speech among preschool children (2) are not new in the history of scientific researches However, researches by researchers on the relationships betwenn activities in the surrounding environment and the development of coherent speech aong preschool childen remain quite little Each of the reseachers has their diffenrent acknowledgement of this relationship 1.2 Coherent speech and development of coherent speech among children 5-6 1.2.1 Coherent speech among children aged 5-6 1.2.1.1 Concept of speech: Speech is the product of speaking, a discourse performed by individual in specific situation 1.2.1.2 Concept of coherent speech Coherent speech is a product of speaking where the speaker express clearly and fluently, reasonably connecting to ideas, emotions or a certain content to bringing full understanding to the listener 1.2.1.3 Structure and classification of coherent speech a Structure of coherent speech: - contents: is information of each sentence when children say/storytell must be about the ropic; ensuring the information is accurate and brings easy undertanding to the listerner - Expression: is the close, logical connection of contents among speech/telling according to the topic by the child - Structure: is the clarity, reasonability in thestructue of speech/story, including: opening part, body part and closing part There parts are closly linked and logic - Methodology of lining sentence: is the felexible utilization of means of linking sentence such as: joining, repetition, substitution - Means of Expressive: Expressive includes sound when speaking; adjustment of voice, intonation, gestures, posture, facial expressions suitable to situations and communication needs The factors that make up coherent speech are closely related b Regarding classification of coherent speech in the form of monologue: Based on the function of monologue to classify typesof coherent speech in the form of monologues as follows: description; story telling, commenting Depending on objetives of development of coherent speech and education activites, teachers choose the form of monologue of coherent speech to children 1.2.1.4 Concept of development of coherent speech among children aged 5-6 Development is an continuous process of offcuring, chaging from little to much, from simple to complex to create new things, under impact and affecting by factors such as: by it self, natural and social Development ò coherent speech among children aged 5-6: development ò coherent speech among children 5-6 í a process of continuous change to create new things in children’s speech 1.2.1.5 Features of coherent speech among children 5-6 - Children can speak/story tell with a right topic and develop such a topic - children can speck/story tell logically: - Children can speak/stoy tell with a clearly structure; - Children can use means of linking sentencs when speaking/storytellin - Children can use means of expressivenees when speaking/storytelling 1.2.2 Meaning of development of coherent speech among children aged 5-6 - Development of coherent helps children aged 5-6 develop thinking, both visually and logically - Development of coherent helps children to be sastified with communication needs, enlarge scope of communication, from then recognize the surrounding world adequately and accurately - Development of coherent helps children hto develop their feeling and emotins - Development of coherent speech among children is prescondition for developing discourse in form of writing at next education levels 1.2.3 Missionsof development of coherent speech among children aged 5-6 - development of speaking language build solid foundations for development of cohenret speech - Shaping and development of ability to speak /storytell according to a topic - education of phonetic standards and utilization of means of expresivess when speaking/storytelling 1.2.4 Manifestations of the development level of coherent speech among children 5-6 Threre are criteria of developing coherent speech cmong children 5-6: (1)Ability to speak/storytell with relevant topics (2) Ability to speak/storytell logically (3) Ability to speak/storytell with a good structure (4) Ability to use means of linking sentence when speaking/storytelling (5 Ability to use means of expessiveness when speaking/storytelling 1.3.1 Concept of outdoor activities and organizing outdoor activites to develop coherent speech among children 5-6 Outdoor activites: is education action performed in natural outdoor space Organizing is necessary things to perform an activity to reach best effectivenessivess Organizing outdoor activites to develop coherent speech among children aged 5-6: is a process of organing education activities in outdoor environment to dhel childne aged 5-6 to be 12 Môi trường tổ chức hoạt động giáo dục 36 64 Năng lực tổ chức HĐ giáo viên 40 65 Đặc điểm sinh lý, tâm lý trẻ 35 60 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% > năm < năm Chart: teachers’ awareness, years of working experience, of factors influencing development of coherent speech among childen 5-6 2.3.4 Teachers’ awareness of methods and forms of developing coherent speech among children 5-6 - Methods of developing coherent speech Teachers use different methods to develop coherent speech among children 5-6, among which role playing is most used, taking 97%; creating situations – 95% Methods of gaming, practicing, dialogue are much used, taking 85% to 89% Other methods are less used - Forms of developing coherent speech All teachers use forms of developing coherent speech among children 5-6: get to know literature work is the main form of language development in general and LNML development in particular The form that teachers rarely use is sightseeing, picnics, daily activities such as: eating, sleeping, and cleaning For outdoor activities, only 30 teachers (14%) chose 2.3.5 Teachers’ awareness of influencing factors of outdoor acctivities to evelopment of coherent speech among children 5-6 Inputs are: 19% high effectivenessive; 76% average effectivenessive; 5% low effetive 2.3.6 sttus quo of steps for organizating outdoor activites to develop coherent speech among children aged 5-6 Steps 1: activities with purposes; Step 2: organize movement games; Step 3: organize of freely paying 2.3.7 Advantages and difficulties teachers meet when organizing outdoor activites to develop coherent speech among children 5-6 in preschools a Advantages: the majority of teachers are young, enthusiastic, enthusiastic about the profession, love children, understand children's characteristics, know how to organize activities (familiarize themselves with literary works, tell stories) to develop language for children b Difficulties: a lot of difficultie both objective and subjective 2.3.8 Proposals, recommendations on organizing outdoor activites to develop coherent speech among children 5-6 in preschool Table: proposal, recommendations on organizing outdoor activities to develop coherent speech among children 5-6 Percentage Ord Recommendations Quantity % Need for training for capacity building on organizing outdoor activities to developing coherent speech among children in 180 85,7 preschools Guidance is needed to define goal of developing coherent speech in 210 100 planning outdoor activities Investment, construction of infrastructure, environment, outdoor 167 79,5 13 toys according to the standards stipulated by the Ministry of Education and Training Managers need to be flexible in evaluating organization of 160 76 educational activities, encourage teeachers to be creative Add excersies for developing coherent speech among children 150 71,4 Paymore attention to development of coherent speech among 120 57 children in preschools Clarify the nature of outdoor activites in early childhood education 180 85,7 curriculumn 2.4 Results of status quo of development level of coherent speech among children 5-6 2.4.1 General results of development of coherent speech among children aged 5-6 Through experimenting measuring excercise combined with observing outdoor activities and contacting, exchangingwith children, we have obtained the result of quo status of developing coherent speech among children 5-6 through the chart: 2.6 2.5 2.51 2.4 2.4 2.48 2.42 2.4 2.3 2.17 2.2 2.1 TC1 TC2 TC3 TC4 TC5 Tổng hợp Chart: average score of criteria Comparison of development level of coherent speech among children 5-6 in specific criteria as follows: Tốt Khá Trung bình 28.3 23.3 21.7 3.3 18.3 58.3 61.7 65 65 13.3 15 13.3 Mức độ TC1 Mức độ TC2 Mức độ TC3 Yếu 15 20 66.7 66.7 13.3 18.3 13.3 Mức độ TC4 Mức độ TC5 Tổng tiêu chí 2.4.2 Result of status quo of coherent speech among children 5-6 in each critirion Analysis of each manifiestation criterion shows that development level of coherent speech among children 5-6 is very low Reasons of the status quo: From teachers: Teachers not know fully the content and how to organize the cognitive activities to develop the FMD for children 5-6 years old The organization of teachers' educational activities still carries heavy formality and theory Teachers have many difficulties paying attention to developing a coherent speech for each child due to the large number of children in the class; Teachers lack specific, practical and 14 appropriate measures to go deeply into the development of FMDteachers not know clearly contents and methods to organize outdoor activites to develop coherent speech among children 5-6 Organization of educaton activities by teachers Conclusions of Chapter In early childhood education curriculumn define goal, contents, forms, methods, evaluation of education activities to children in gneral including development of coherent speech among children Teachers have pay interest to development of coherenr speech among children 5-6 However organization of outdoor activites to develop coherent speech among children 5-6 is still limited Result of survey taken on children 5-6 in some preschool in Ha Noi show that development level of coherent among children remain not high, uneven in the symptoms of FMD, still limited in the expression intonation, emotion in its words, not meet the current educational requirements Chapter MEASURE TO ORGANIZE OUTDOOR ACTIVITIES TO DEVELOP COHERENT SPEECH AMONG CHILDREN 5-6 IN PRESCHOOLS 3.1 Principle for organizing outdoor activites to develop coherent speech among children 5-6 in preschool - ensure the goal of education - Ensure opportunities for children to experience, practive by speech - Ensure maximum utilization of child experience - Ensure development based on the child's personal abilities - Ensure practice 3.2 Measures to organize outdoor activities to develop coherent speech among children aged 5-6 years in preschools 3.2.1 Design of outdoor activities to offer opportunities of experiencing to children The flexibility of teachers in planning topical education / month, week, day in general and outdoor activity plan in particular will help them be more active in organizing educational activities Content selection (content framework development); selection of activities; detailed educational activity planning Teachers encourage children to join her at this stage to create opportunities for children to share and exchange personal opinions about the activity content In the process of choosing content, organization form and design of activities, teachers strengthen and encourage children to join her, creating opportunities for children to present and share ideas about outdoor activities children is to participate 3.2.2 Setting of diverse outdoor encironment to help children to accumulate experience Outdoor educational environment as a place where educational activities take place, is settled up by teacher with educational goal in genral and goalfor developing coherent speech among children in particular A divrse, open educational environment with a lot of activities will help childrne to accumulate knowledge and take shape their personal experience Outdoor educational environment includes outdoor physical environment and social encironment (psychological environment) To encourage children to shre ideas on building environment and 15 corners for outdoor playing, and how to arange material, Teacher alway create stable, safe and standard atmosphere To create opportunities for children to exhange in speech 3.2.3 Organizing outdoor activities to enhance children's interaction, exchange, sharing and telling their own experiences 3.2.3.1 Create opportunities for children to interact, exchange, share, and tell their own experiences The fact that children often practice speech in interaction with friends, with adults is the process of children practisie, consolidate and develop coherent speech In the process of organizing the cognitive activities, children’s participation in the evaluation will expand opportunities for children to speak, comment, analyze, and reason to express their personal views Teachers need to help children understand that when participating in outdoor activities, children not only need to perform well playing tasks and educational tasks, but also have to be able to comment, evaluate actions and attitudes of their own and playmates The ability to self-assess helps children to comment on their own performance and playmates’ in comaprison with the requirements of educational activities Children discover their good and bad points during activities, to either discuss with friend or ask teachers for help for timely adjustment It also helps to develop coherent speech among children In the process of organizing children to participate in outdoor activities, teachers often create opportunities and encourage children to participate in self-assessment and mutual assessment, helping children to initially evaluate themselves and develop independence and be active in their speech Children use cause-effectiveness statements, use reasonable words to explain why they dislike this and like that Moreover, it is an opportunity for children to speak in front of the collective, assert themselves about their personal awareness, abilities and qualities in front of many people Self-assessment helps children to be more confident, self-aware and try harder to complete their tasks; comfortable, bold in speecch 3.2.3.2 Organizing group activities encourages children to interact, exchange and share Organizing group activities, creating regular and positive opportunities for children to have an environment to interact, exchange, communicate, share, and discuss with surrounding people during participation in outdoor activities is critically meaningful to the development of coherent spech among children The process of interacting with friends in the group to perform educational tasks is a condition to form and develop skills such as speaking, persuading, dealing, listening, anticipating, processing information, evaluating, decision making in communication, expressing their attitudes and opinions Organizing group activities to strengthen children to interact, exchange and share includes the following contents: - Group activities when building ideas, plans, for outdoor activities - Group activities when performing tasks/excercises during participation in outdoor activities -Group activities when performminh tasks/excercises in followed activities after chidlren’s participations in poutdoor activiites 3.2.4 Crearte opportunities for children to speak/narrate their experience from outdoor activities related to other education activities The representation of activities that children have experienced in outdoor activities in other educational activities such as learning activities (storytelling, math, music, familiarization with literary works, exploration of science and surroundings…); playing activities in corners; afternoon activities; festivities have an important meaning in reinforcing and creating 16 opportunities for children to apply their experiences into practice after the organization of cognitive activities, in order to help them consolidate knowledge, as well as apply experiences to new situations and circumstances Recreate activities child experienced in outdoor activities by designing and organizing games / exercises / situations related to developing coherent speech as they apply experiences to reality In reality, teachers not know how to organize games and exercises in accordance with the characteristics of children's speech development and experiences; not know when to organize, what educational activities for firmly consolidating the experience and effwectively developing coherent speech among childreneffectiveness We want to emphasize on the relationship between outdoor activities and other educational activities during the day; the relationship between children’s participation of outdoor activities in preschool and educational activities at home It is necessary to have consistence and continuity in these activities to ensure the sustainability and development of coherent speech among children 5-6 years old 3.3 The relationship between the methods of organizing outdoor activities to develop coherent speech among children aged in preschool In the educational process in general and the organization of outdoor activities to develop coherent speech in particular, there is no universal educational measure, each measure has its own strength in contributing to the achievement of the set educational goals The process of organizing outdooractivities to develop coherent speech for children aged 5-6 is only highly effectivenessive when teachers know how to apply a combination of reasonable, flexible and creative measures The proposed measures must be consistent, systematic and closely related, flexible and suitable to education contents and serve the needs and development of children, with child-centered approach 3.4 Conditions for implementing measures to organize outdoor activities to develop coherent speech among childrenaged 5-6 in preschools 3.4.1 Management and direction: encouraging teachers to be creative in planning, building an environment and organizing outdoor educational activities will contribute to improving the effectivenessiveness of educational goals 3.4.2 On the side of preschools: Paying attention to the arrangement of the environment and the conditions for organizing outdoor activities in order to develop coherent speech among children aged 5-6 years Teachers pay attention in the selection and application of measures to organize outdoor activities to develop coherent speech children aged 5-6 years Conclusions of Chapter Research and developments of measures to organize coherent activities in order to develop coherent speech among childrenaged 5-6 in preschools, we have followed the following principles: Ensure educational objectives, meeting goals and contents of early childhood education curriculumn; Ensure opportunities for children to experience, practise, and communicate verbally; Ensure maximum exploitation of children's experience capital; Ensure the development of young personal capacities and practicality Based on the theoretical and practical rationale of organization of outdoor activities to develop coherent speech among children aged 5-6 years preschools and educational principles, we propose 04 measures to organize outdoor activities to develop coherent speech among children 5-6 in preschools Educational measures are taken in specific forms and conditions 17 Chapter SCIENCTIFIC EXPERIMENTING 4.1 Summary of process of experimenting 4.1.1 Objectives of experimenting - In order to verify the effectivenessiveness of set measures to organizing outdoor activities to develop coherent speech among children aged – 6, from which to determine the suitability between the research results with the expected scientific hypothesis 4.1.2 Subjects and time of experimenting 4.1.2.1 Subjects of experimenting: Measures of organizing outdoor activities to develop coherent speech among children aged 5-6 were carried out agains 136 children aged 5-6 in preschools 4.1.2.2 Time of experimenting: Experimenting was carried out in phases: - Probing experiment: carried out from 10/2018 to 11/2018 - Official experiment: from 11/2018 to 6/2019) 4.1.3 Contents and requirements of experimenting 4.1.3.1 Contents of experimenting: We carried out experimenting of measures to organize outdoor activiites to develop coherent speech among children 5-6 4.1.3.2 Requirements of experimenting: teachers and facilities must be ensured according to regulation 4.1.5 Progress of experimenting Period 1: Preparation of experiementing Period 2: Implementing of experimenting Period 3: Analysing and evaluating of experimenting 4.2 Results of experimenting 4.2.1 Results before experimenting Through a system questions combined with using visual documents the children were assisted to understand easily the requirements by the researchers The results of research before fore experiment were collected, processed and presented in the following table: Table: Results of developing coherent speech among the children from group of reference and group of experiment before the experiment (T-Test) Criteria Criterion Criterion Criterion Criterion Criterion Average Group reference 2.5800 2.4700 2.5700 2.5600 2.2200 2.5000 of Group experiment 2.5000 2.3860 2.4951 2.4743 2.1360 2.4174 of Level of meaning 325 337 346 247 292 284 18 70 60 50 40 30 20 10 60 Tốt Khá Fair Good Nhóm ĐC REF Gr 25 24 16.2 16 58.8 Trung bình Average Nhóm TN Poor Yếu EXP Gr Chart: Rate of coherent speech among group of reference and group of experiment before experiment (T-Tesy) * General comments on the result before experiment The results of the analysis of pre-experimental survey data detailed above show a fairly complete picture of the status of the FMD development level of children aged 5-6 years who are selected to participate in the experimental process This result has no difference between the two groups of groups and experiments - Children in two groups of groups and experiments have similarities in the development of FMD, this shows that the objectivity of the experimental process is guaranteed; - Status quo of development level of coherent speech among children aged 5-6 who were selected to participate the experiment is in average level 4.2.2 Result of probing ễpriment After weeks ò organizing the probing experiment against two classes selected for the experiment, the results are shown in the following table and chart: Chart: Results on average points of development of coherent speech Quantity Criteria Criterion Criterion Criterion Criterion Criterion Average 68 68 68 68 68 68 Level Before the In Probing comparison experiment experiment meaning 2.5000 2.9246 0.000 2.3860 2.7436 0.000 2.4951 2.7855 0.000 2.4743 2.7325 0.000 2.1360 2.4357 0.000 2.4174 2.7303 0.000 of 19 70 58.8 60 66.2 50 40 25 30 25 16.2 20 8.8 10 0 Tốt Khá Trước TN Trung bình Yếu TN thăm dị Chart: rate of coherent speech among the group of experiment in the probing experiment The pedagogical measures influencing the children are feasible However, to improve the effectivenessiveness of the impact at the official experiment, attention should be paid as follows: - Teachers must understand the goals, requirements, and be flexible in the steps of organizing outdoor activities towards experience and have skills to organize group activities in appropriate times.- Games or tasks should aim to encourage and create opportunities for children to exchange, share, express personal opinions as well as talk about things and phenomena that children like or dislike Orientation should be given for individualized education - Prioritize focus on experiential activities outside the classroom and organize children to work in groups to be able to practse many different oral language skills at the same time Pay more attention to encouraging children to speak according to the situation and circumstances - It is necessary to agree on the process and the way of experiment implementation which all participants are involved in or supported to carry out measures.- Use measuring scale of "participation" and "comfort" of children during activities to assess the impact of the experiment to the overall development of the child4.2.3 Results of official experiment 20 4.2.3.1 Analysis of the results among the group of reference and the group of experiment Table: Results after the experiment among the group of oppnents and group of experiement Level of Group of Group of Criteria comparison reference experiment meaning Criterion 3.1500 3.7932 0.000 Criterion 3.0600 3.6057 0.000 Criterion 3.1200 3.6219 0.000 Criterion 3.0100 3.5671 0.000 Criterion 2.6500 3.3915 0.000 Average 3.0100 3.5935 0.000 The following table shows that: after the official experiment, the average score of the experimental group (3.5935) is higher than the reference group (3.0100) In each criterion, there is also a quite clear difference In particular, in Criterion (The ability to use means of expressiveness when speaking) in the reference group is still at average level, while in the experiment group it is at Fair level (3.3915) Thus, the experiment affects the development of coherent speech among children aged 5-6 4.2.3.2 Analysis of results among the reference group After the experiment, we have obtained the following results: Table: Development level of coherent speech of experiment group at diffenent times of the experiment: N Level of Level of Before Probing After Criteria comparison comparison experiment experiment experiment meaning meaning Criterion 2.5000 2.9246 0.000 3.7932 0.000 Criterion 2.3860 2.7436 0.000 3.6057 0.000 Criterion 2.4951 2.7855 0.000 3.6219 0.000 Criterion 2.4743 2.7325 0.000 3.5671 0.000 Criterion 2.1360 2.4357 0.000 3.3915 0.000 Average 2.4174 2.7303 0.000 3.5935 0.000 Standard 55 63 54 difference The score of probing experiment increase by 0.3129 in comparison with the beginning of experiment, but stays at average level In the end of experiment, the score increase up to fair level (3.5935) The results of T-test to compare pairs shows differences, representing statistical meaning on all criteria to evaluate the development of coherent speech among children aged 5-6 in the pre and postexperiment period In all the criteria, the score of probing experiment increases to 0.4 point from 0.3 of the beginning of experiment The score of the ending of experiment increase by point in comparison with the beginning of experiment Thus, through the test it can be stated that the experiment is feasible and bear statistical meaning, and pedagogical measures have positively influence the development of coherent speech among children aged 5-6ly significant, the pedagogical measures have positively influenced the development of FMD of 5-6 years old children We represent the distribution of average score ranking the development of coherent speech among children 5-6 in the experiment group through the graph 21 Graph: distribution of development of coherent speech among the experiment group Looking at the Diagram we clearly see the development of coherent speech among the experiment group in all criteria Total average score after the experiemtn increases by 1.2 points (before the experimentt: 2.4; After the experiment: 3.6) This result reflects the effectivenessiveness of the application of measures to organize outdoor activities in order to develop coherent speech among children.In the experiment, we have used observation assessment table to verify the impact of proposed measures to the development of other educational activities The results are represented at the Graph 4.2.2: 4.0 3.8 02.9 52.5 3.6 3.6 3.6 2.7 2.4 2.8 2.5 2.7 2.5 3.4 2.4 2.1 3.6 2.7 2.4 1.5 1.0 0.5 0.0 TC1* * * TC2* * * TC3* * * Beginning Đầu TN(i) 50 40 47.1 41.2 TC4* * * Middle Giữa kỳ(j) Tổng hợp* * * Cuối kỳ(k) 42.6 30.9 30 20 TC5* * * Ending 11.8 11.8 14.7 10 Low Thấp Average Trung bình Beginnni Đầu Kỳ ng High Cao Ending Cuối Kỳ Very high 0Rất cao Graph: Comparison of level of participation by the experiment group Looking at the chart we see the level of participation of children between before and after the experiment clearly changes Thus, looking at the results of measuring the level of participation in outdoor activities shows that the measures we propose affects not only the effectivenesss of the development of coherent speech among children, but also the effectivenesss of other educational contents 4.2.3.3 Correlation between the criteria to evaluate the development of coherent speech among children aged 5-6 Average score of 05 criteria of evaluating the development of coherent speech among children aged 5-6 in the experiment group increase remarkable, while there are no considerable changes among the refenrence group 4.2.3.4 Genral comments on the result after experiment Regarding the ability to tell stories on the right topic, after the experiment, the average score of the experiment group increases higher than the average score of the greference group (the reference group: +0.57; the experiment group: +1.1) The rate of children ranked Good, 22 Fairly among the experiment group has an increase by 60%; This this rate among the ereference group has no change before and after the experiment - About the ability to tell stories logically: after experiment, the average scores of the experiment group increases 0.66 points higher than the reference group (the reference group: +0.50; the experiment group: +1.25) The rate of children ranked Good and Fair among the experiment group increases by ≈ 60%; This rate in the reference group increases by only ≈ 12%; - Regarding the ability to tell stories with a clear three-part structure: after the experiment, the average score of the experiment group increases by 1.29, much higher than the average score of the reference group (increases by only 0, 59) The rate of children ranked Good and Fair in the experiment group increases ≈ 40%; This rate in the reference group increases by ≈ only10%; - Regarding the ability to use the means of linking sentences when telling stories: after the experiment, the average scores of the two groups of reference and experiment have a quite clear difference, with higher score among the experiment group (reference group: + 0.55; experiment group: + 1.12) The rate of children ranked Good and Fair in the experiment group increases by ≈ 40%; This rate in the reference group increases by ≈ 10%; - Regarding the ability to use means of expressiveness when speaking: after the experiment, the average score of the experiment group increases by 1.25 points, while the score of the reference group increases by 0.51 points The rate of children ranked Good and Fair in the experiment group increases by ≈ 40%; This rate in the reference group increases by ≈ 8% Conclusions of Chapter The experiment program to evaluate the feasibility of the measures to organize outdoor activities to develop coherent speech among children aged 5-6, thereby proving the scientific hypothesis of the thesis The experiment program is adjusted and completed after rounds of experiment.The experiment results show: the rational and efective use of measures to organize outdoor activities for children aged 5-6 years in kindergarten and flexible coordination of educational measures has had a positive impact on development of coherent speech among children aged 5-6 The research shows that the development level of coherent speech among children aged 5-6 increases significantly between the beginning and the end of the experiment, the children in the experimental class increase much higher compared to those in the reference class Organizing outdoor activities to develop coherent speech among children aged – is a long process The effectiveness of developing coherent speech among children aged 5-6 will not be high if there are impacts by only school education Especially for experiential activities outside preschool Therefore, it is necessary to continue researches in a broader scope with a longer time to confirm the effectivenesss of educational measures in practice 23 CONCLUSIONS AND RECOMMENDATIONS Conclusions 1.1 Researching to define the objectives, tasks, contents and pedagogical measures for development of coherent speech is an urgent issue With the characteristics of comprehensive and deep development of cognition with the manipulation of intellectual activities, children aged - have the ability to observe, compare, analyze, synthesize, reason 1.2 The formation and development of coherent speech skills among children aged - are paid interested and organized by educators in different educational activities 1.3 The survey results show that teachers not know how to exploit outdoor activities as well as identify and apply measures to organize outdoor activities in order to develop coherent speech among children 1.4 In practice, there are still limitations in organizing outdoor activities to develop coherent speech 1.5 On the theoretical and practical rationale and principles, we propose measures to organize outdoor activities to develop coherent speech among children aged 5-6 in preschools as follows: - Measure 1: Build a diverse and safe outdoor environment to help children accumulate experience; - Measure 2: Design outdoor activities to increase opportunities for children to experience; - Measure 3: Organize outdoor activities to increase children's interaction, exchange, sharing and narrating their own experiences; - Measure 4: Create opportunities for children to represent activities in other educational activities.The measures have relationship and support each other in the process of preparing, organizing and evaluating outdoor activities to develop coherent speech among children 5-6 1.6 The educational measures have been taken in scientific experiment against preschool children aged 5-6 with a reliable quantity There is a similarity in development level among children from reference group and experiment group After the experiment, the results shows the feasibility of measures, and at the same time affirms the correctness of the scientific hypothesis The measures have an effective impacts on the development of coherent speech among children aged 5-6 from the experimental group Recommendations 2.1 To management levels of eacly childhood education 2.1.1 To Ministry of Educaton and Training 24 - In the roadmap for developing a new early childhood education curriculumn after 2020, it is necessary to define care and education activities in the framework of dailly activities, helping Early childhood education facilities flexibly in building education activities for one day operation regime, increasing exploitation and organization of outdoor activities suitable to children and local context.- Pay more attention to the task of developing language in general and coherent speech in particular, considering it as the core mission, creating a foundation for the formation of human personality, starting from the age of early childhood.- Give guidelines and directions on education of experiencing; increase practice, experiencing outdoors to develop coherent speech among children, promote creativity, flexibility, self-responsibility of teachers and parents for language development among preschool children To step up guidance and education of parents in child care and education at home Promote community-based education to improve the effectiveness of early childhood education education 2.1.2 To education facilities, division of education and training - Exploiting the outdoor environment and using experience as a positive educational method should be a priority in implementation of the early childhood education curriculumn - To take synchronization of management over early childhood education facilities to organize, evaluate educational activities towards experiencing in order to develop coherent speech child personality - Organize professional training and fostering classes on the organization of cognitive activities to develop MLM for preschool children 2.1.3 To administrators of early childhood education facilities 25 - Build a child-centered educational environment Focus on creating an open environment that stimulates children's excitement and development - Create favorable conditions for the preschool teachers to promote initiatives, flexibility and creativity in the implementation of the early childhood education curriculumn in general and organization of outdoor activities to develop coherent speech among children in particular - Set a plan and carry out propaganda measures to raise awareness of the child's parents and the community about the organization of outdoor activities to develop coherent among children aged 5-6 Strengthening the relationship between families and schools in child care and education 2.2 To preschool teachers - Regularly self-foster, cultivate and pratise to be able to design outdoor activities and apply measures to organize outdoor activities to develop coherent speech among children aged 5-6 in kindergartens - Actively learn, self-study to improve understanding of development of coherent speech by organizing outdoor activities, then to be proactive and creative in defining goals, selecting contents, using methods and coordination of educational measures to organize outdoor activities in order to develop coherent among children aged 5-6 in kindergartens - Actively exploit and apply the measures to organize outdoor activities to develop coherent speech among children aged 5-6 in daily operating regime Teachers need to be good examples of coherent speech to children - Strengthen collaboration with parents and caregivers of children There is specific support in child care and education in general, and development of coherent speech in particular Mobilize parents of children to participate in children's outdoor activities of experiencing in kindergartens LIST OF THE THESIS-RELATED PUBLISHED WORKS OF THE AUTHOR Cao Thi Hong Nhung Nhung (2016), Training of preschool teacher by by appraching learners capacities, Educational Journal, Special Edition, p 193-195 Cao Thi Hong Nhung, Ngo Thi Yen (2016), Some measures for development pf preschool teachers to meet the demands preschool education today, Journal of Science, Vol 61, No 11, pp 105-111 Cao Thi Hong Nhung (2017), Management of experiencing activities in preschool to meet requirements for education renovation, Journal of Education, Special Edition, p 2-4 Cao Thi Hong Nhung (2018), Applying David A Kolb’ experiential learning model in organising educational activities for preschool children, Vietnam Journal of Education, Vol 2, pp 25-28; 54 Cao Thi Hong Nhung (2019), Development of coherent speech among children aged 5-6 by organizing outdoor activities, Vietnam Journal of Science and Education, Vol 23, pp 97-98; Cao Thi Hong Nhung (2019), Strengthen organization of experience activities for children in preschools, Journal of Science – Ha Noi National University of education, , Vol 64, tr 153-158 Cao Thi Hong Nhung (2020), Development of language among preschool children aged 5-6, Viet Nam Education Publishing House Cao Thi Hong Nhung (2020), some measures to develop coherent speech among children aged 5-6 in preschools, Journal of Education, Special Edition, p 62-65 ... childrenaged 5- 6 Tỷ lệ % 24 Môi trường tổ chức hoạt động giáo dục 80 Năng lực tổ chức HĐ giáo viên 87 Đặc điểm sinh lý, tâm lý trẻ 10 20 30 40 50 60 70 80 90 100 12 Môi trường tổ chức hoạt động giáo... Average 68 68 68 68 68 68 Level Before the In Probing comparison experiment experiment meaning 2 .50 00 2.92 46 0.000 2.3 860 2.74 36 0.000 2.4 951 2.7 855 0.000 2.4743 2.73 25 0.000 2.1 360 2.4 357 0.000... Criterion 2 .50 00 2.92 46 0.000 3.7932 0.000 Criterion 2.3 860 2.74 36 0.000 3 .6 057 0.000 Criterion 2.4 951 2.7 855 0.000 3 .62 19 0.000 Criterion 2.4743 2.73 25 0.000 3 . 56 71 0.000 Criterion 2.1 360 2.4 357 0.000