sử dụng trò chơi dân gian dân tộc thái phát triển hứng thú nhận thức cho trẻ mẫu giáo 5 – 6 tuổi TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING HA NOI UNIVERSITY OF EDUCATION LUONG THI DINH USING THAI FOLK GAMES TO DEVELOP COGNITIVE INTEREST IN PRESCHOOL CHILDREN – YEARS OLD Major: Preschool Education Code: 9.14.01.01 SUMMARY OF DOCTORAL THESIS EDUCATION SCIENCES Ha Noi - 2021 The project is completed at HANOI UNIVERSITY OF EDUCATION Science instructors: Asociate Professor Dr Nguyen Thi Nhu Mai Asociate Professor Dr Dao Thi Oanh Reviewer 1: Assoc Prof Dr Nguyen Thi Huong Vinh University Reviewer 2: Assoc Prof Dr Nguyen Van Hong University of Education - Vietnam National University, Hanoi Reviewer 3: Assoc Prof Dr Nguyen Thi Tinh Hanoi National University of Education The thesis will be protected before the Council of thesis at the University level Meeting at Hanoi National University of Education At , dated ./ ./2021 The dissertation is available at: - National Library, Hanoi - Library of Hanoi National University of Education INTRODUCTION The urgency of the dissertation 1.1 As an individual's particular attitude to an object, interest is meaningful to live and capable of bringing pleasure to the individual in the activation process It can be considered that HT is a state of motorization that promotes activity Cognitive interest plays an essential role in human activities The interest in mental objects of preschool children is directly proportional to the child's interest in playing because children learn through play When children play actively, their perception is also positive Cognitive interest facilitates orientation to new events and contributes to a fuller and more profound reflection of the real world Cognitive interest is subjective, expressing an emotional state in the process of perceiving and paying attention to objects Kindergarten 5-6 years old is the last stage of kindergarten age, about to change the main activity to a new mainstream activity, which is learning, an indispensable activity that plays the role of actions to achieve goals high efficiency 1.2 Cognitive interest in humans does not come naturally It is the result of the individual's activity with the perceived object and the positive influence from the educational environment, especially the role of the teacher At certain times, the emotional and volitional element of interest emerges specifically to help individuals overcome cognitive difficulties For preschool children 5-6 years old, mental curiosity is b expressed variously The preschool teacher is the preschool teacher who directly evokes, forms, maintain, and develops a cognitive interest for children The has been doing the show in the professional standards of preschool teachers Informing is mental activities, children's cognitive interests become richer in both breadth and depth and sustainability Abraham Maslow considers cognitive interest as a need higher in his hierarchy of needs It needs to be evoked and nurtured in the environment and social media, he said 1.3 There are many ways preschool teachers can form and develop cognitive interests for children, but using games as means, content, methods, and forms of organizing educational activities for children Children have long seen it as a practical option In foreign countries and Vietnam, games increased, seen as the center of an effective educational program in preschool The game is the object of many different scientific studies, including cognitive development for preschool children 5-6 years old The game studied from many angles such as content, methods, means, educational environment, the form of life organization for children in preschool, etc., has provided rich materials for selection , compiling, supplementing, and developing a system of games to develop cognitive interests for preschool children 5-6 years old The compilation and design of games for children guided by typical modern theoretical perspectives such as Historical-Social Theory (L.S.Vygotsky), activity theory (A.N.Leonchiev), and Jean's social development theory Piaget, Interaction theory (Jean MacDnome&Madeleine Roy), Multiple Intelligences theory (Howard Gardner), etc However, besides game design to develop cognitive interest for preschool children 5-6 years old, preschool education is often supplemented, perfected, and grew according to children's needs For preschool education, the research, exploitation, and effective use of folk games from the cultural treasures of ethnic groups are becoming a potential research direction This study is part of that general research trend 1.4 Vietnam is a multicultural country In particular, Son La is one of the northern mountainous provinces with many ethnic groups living with many unique and unique cultural features, containing a lot of potential in the education of cognitive excitement for preschoolers years old The Thai people are people with a long history of early writing The content includes lullabies, coaxing sounds, comforting words, children's play words, folk songs, etc The Ph.D student is from a Thai ethnic group and is eager to "keep the fire" and "spread the fire" of folk games Ethnic groups with the preschool generation through this folk game in organizing educational activities for children With just simple, rustic things every day, folk games have a significant meaning for developing children's cognitive interest Kindergarten children 5-6 years old will also get to know, experience, and interact with new things of the ancient cultural space in Thai folk games For the above reasons, the topic: "Using Thai folk games to develop a cognitive interest in preschool children 5-6 years old" was selected for research Study purposes: Based on theoretical and practical research on the use of Thai folk games and cognitive interests of preschool children aged 5-6, propose measures to use Thai folk games Developing cognitive interest for preschool children 5-6 years old contributes to children's cognitive development and comprehensive personality Study object and subject 3.1 Study object: The process of cognitive development education for preschool children 56 years old 3.2 Study subjects: Using Thai folk games to develop a cognitive interest in preschool children 5-6 years old Scientific hypothesis: Thai folk games are a method of cognitive development for preschool children aged 5-6 years In fact, in preschools, Thai folk games in educational activities to developmental interests for preschool children 5-6 years old has received little attention and interest in children's awareness high If it is possible to choose Thai folk games that are suitable for the development of cognitive interests of preschool children 5-6 years old and has a reasonable organization by measures towards a multicultural and developmental approach, Culturalization and child-centeredness can contribute to the development of cognitive interests of 5-6-year-old preschool children in educational activities of different ethnicities Research tasks 5.1 Research overview and theoretical basis of the method of using Thai folk games to develop cognitive interest in preschool children aged 5-6 years 5.2 Research on the practical basis of measures to use Thai folk games to develop cognitive interest in preschool children aged 5-6 years 5.3 Proposing measures to use Thai folk games to develop cognitive interest in kindergarten 5-6 years old 5.4 Experimental organization confirmed the feasibility of the proposed measures Methodology and research methods 6.1 Methodology: Multicultural approach and interdisciplinary approach; Access to activities; Development approach 6.2 Research methods: (1) Group of theoretical research methods (2) Group of practical research methods: Survey method by questionnaire; Observation method; Professional solution; Methods of case studies; Method of summarizing experience; Experimental method of pedagogy (3) Data processing method Research scope: Limiting the scope of the research sample: survey the sample of 200 preschool teachers, 100 preschool children, 20 administrators, and ten parents Experimental organization on preschool children 5-6 years old at To Hieu Kindergarten has 7/12 ethnic groups, and Hoa Ban Tong Lanh Kindergarten in Thuan Chau district is 100%, Thai Limitation of research subjects: Focusing on researching, proposing measures, and organizing experiments to use ancient Thai folk games with rhymes with appropriate content to develop a cognitive interest in children Kindergarten 5-6 years old Limitation of the study area: Survey study at To Hieu Kindergarten, Quyet Thang Kindergarten, Son La City, Hoa Ban Tong Lanh Kindergarten, 8/3 Kindergarten, Bo Muoi A Commune, Thuan District Chau of Son La province Defensive thesis Within the framework of the thesis, the researcher focuses on two main points, which are: - Thai folk games are a means and educational content to develop cognitive interest for preschool children aged 5-6 of ethnic groups in preschool, especially children of Thai ethnic group - For the Thai folk game to become an effective means of education in preschool, appropriate measures must be taken in the direction of gamification and a multicultural approach, especially multicultural education in preschools with children of different ethnicities New contributions of the thesis9.1 Theoretically: The thesis builds a system of the theoretical basis of measures to use Thai folk games to develop cognitive interest for preschool children aged 5-6 years We are affirming the position of Thai folk games in developing children's cognitive interest 9.2 In terms of practice: Describe and evaluate the reality of using Thai folk games to develop a cognitive interest in preschool children aged 5-6 years Collect, select and edit 20 Thai folk games suitable for cognitive development for preschool children 5-6 years old and can be used in educational programs for children Preschool They propose six measures to use Thai folk games to develop a cognitive interest in preschool children 5-6 years old, valuable for reference A helpful document for preschool administrators in developing early childhood education programs, contributing as a basis for researchers and administrators to provide orientations and solutions to establish school programs in the direction of multicultural education Preschool teachers can use the games that the thesis has collected and selected to design educational activities to develop cognitive excitement for preschool children 5-6 years old to achieve the requirements of the standards preschool teacher profession The thesis can also help Thai ethnic parents preserve their nation's good traditions in educating their children at home 10 The structure of the thesis Besides the introduction and conclusion, the thesis includes four chapters Chapter 1: Overview and theoretical basis of Thai folk games to develop a cognitive interest in preschool children aged 5-6 years Chapter 2: The practical basis of Thai folk games to develop a cognitive interest in preschool children aged 5-6 years Chapter 3: Using Thai folk games to develop a cognitive interest in preschool children aged 5-6 years Chapter 4: Pedagogical experiment using Thai folk games to develop a cognitive interest in preschool children aged 5-6 years CHAPTER OVERVIEW AND THEORETICAL BASIS OF USING THAI FOLK GAMES TO DEVELOP COGNITIVE INTEREST IN PRESCHOOL CHILDREN – YEARS OLD 1.1 Research overview of the problem 1.1.1 Studies on the interest and development of cognitive interest in children Interest is a fascinating, rich, and a rather complex issue Psychologist L.S.Vygotsky has observed: "For research, there is almost no problem more complicated than that of finding out a person's true interests." Therefore, interest has been and study by many authors with many different angles and trends In the history of exciting research, one cannot mention Western scholars such as J.J Rousseaux, I.Ph.Jecbac, E.Claparede, V.James, S.Buler, etc Since the 50s of the twentieth century, many names have appeared in Russia, such as A.P.Ackhipov, N.I.Gamburo, HARykov, V.N.Masimova, A.A.Liublinxkaia, A.N.Leonchiev, V.G.Ivanov, G.I.Sukina, A.G.Kovalev, N.G.Morozova The above researchers have researched and given opinions on excitement, the concept of interest, types of excitement, and interest formation The authors exploit many different aspects of interest, which can generalize into the following three research trends: (1) Explain the psychological nature of interest; (2) Consider interest about personality development in general and individual's intellectual capital in particular (3) Research the formation and development of interest according to age stages In this trend, there are representatives of G.I.Sukina, D.P Xalonhisu, V.G Levin A.A (1969), M.G Morozova These studies have analyzed the interesting characteristics of each age, the educational conditions, and the abilities of each age of children Besides, the study of interest by age stages has attracted the attention and research of many authors There are authors such as V.G Ivanop, Jean Piaget In practical activities of people, interest always plays a significant role, determining the effectiveness of activities Notable authors can be mention A.A Hexki (1941); IU.IA.Lep-Kop (1968); GISukina (1971; 1974 VN Macsimova, etc Then there were some other authors such as V.N Masiep, V.G Ivanop, A.G.Ackhipov, A.N Leonchiev, AALiublinskaya … have studied different perspectives on the practice of interest all have the same view that interest is an individual's positive cognitive attitude towards reality In summary, many research works have been on excitement and reality—cognitive interest in many different aspects However, the cognitive interest of preschool children, in general, has also been concerned, but still little, especially the problem of developing a cognitive interest through Thai folk games is not yet available 1.1.2 Studies on Thai folk games in children's education 1.1.2.1 Studies on folk games in children's education Play is a child's life, organizing a game is organizing a child's life[112] In the world as well as in Vietnam, there have been many scientists who have devoted much attention to research on games and organizations Organize games for children at home and at school Games appeared in people's lives thousands of years ago, but research documents show that understanding the nature of games has only begun in the late 19th and early 20th centuries In early childhood education, the study of organizing play activities as well as using games in children's educational activities has been studied by many domestic and foreign authors in many different directions In many types of games such as learning games, movement games, role-playing games, assembly-building games, folk games, etc., folk games (in English are Folk games, in Chinese is 民民民民), studied in aspects of preschool education Folk games with special functions have brought the children's world many interesting and useful things At the same time, it expresses the children's need for entertainment and fun, the right to share their joy with friends and the community, making the world around them more beautiful, open and vast [37] [49] Folk games are a unique folklore activity of each ethnic group In fact, entertainment activities in general and folk games in particular have long been studied by scientists in many different fields [52], [60], [87] In the 40s of the nineteenth century, a number of Russian educators such as: P.A Bexonova, O.P.Seia, V.I Dalia, E.A Pokrowsky, E.A Pokrowsky[23] folk games, classification of games, the relationship between games and labor In our country, in the treasures of folklore and Vietnamese families, there are countless unique and useful games for everyone ages especially for children Folk games have been studied by many authors such as: Nguyen Anh Tuyet, Tran Hoa Binh, Dinh Van Vang, Mai Van Muon [2], [5], [11], [18], [36],[38], [54], [55] In general, folk games have an unusual attraction for children because they satisfy children's play needs, cognitive needs and social needs In some Eastern countries such as China, India, adults have also collected folk games aimed at educating children 1.1.2.2 Thai folk games in educating children - Studies on ethnic minority folk games in educating children: folk games of ethnic minorities are also interested in research by some authors, but only for individuals of that ethnic group want to preserve their own culture Mainly, folk games of ethnic minorities are supported by the Vietnam Folk Arts Association[17], [21], [65] - Studies on Thai folk games in educating children: Ethnic games are also introduced, but very few, especially Thai folk games for children preschool age children with the problem of preserving and promoting folk games in modern social conditions Folk games with rhymesone of the important folklore activities, which is compared by folklore researcher To Ngoc Thanh as the "first cultural stroke" of the national tradition written on the pure soul of children [86] Some articles and works of folklore researchers can be mentioned as follows: To Ngoc [67], [86], Do Thi Tac [77], Hoang Tran Nghich [57] 1.1.3 Studies on the use of folk games to develop cognitive interest in children Understanding the great role of folk games in the development of children in today's society, foreign authors have also focused on three main research directions: (1) Research on the role of children The role of folk games in developing skills in children (2) Research on the role of folk games in children's development, thereby introducing folk games into the program (3) Collect and select folk games to organize for children to have fun All three directions above want to raise society's awareness of the rich intangible culture and the values of the society from there, towards the restoration of folk games to ensure a process of fun, learning and playing children practice positive and healthy in a modern life With an important role and meaning, children's folk games are invaluable lessons, where schools not have books or teachers, but help children have a pure childhood, children can develop comprehensively in terms of physical and mental health physical and cognitive during play Croatian Journal of Education…[102]; [103] It can be mentioned the concept of organizing folk games in festivals in some countries: South Africa, USA, Mexico, England, Scotland, Iran, India, China, Korea, Japan, Myanmar, Laos, Cambodia, Thailand….[105] In our country, there are also many authors interested in research, but it is only research using folk games in general to develop motor, intellectual, moral such as: Thanh Tam[76] Authors Ha Thi Kim[46], Tran Viet Nhi [64], However, the use of Thai folk games to develop preschool teachers for preschool children 5-6 years old is still a problem mentioned in the research works on the psychology of early childhood education in Vietnam To make Thai folk games become a "spiritual food", a means of developing preschool teachers in a developed and integrated society while still retaining the rich cultural identity in each child In general and especially preschool children 5-6 years old in particular, "Using Thai folk games to develop cognitive interest in preschool children 5-6 years old" is an issue that needs to be studied and researched 1.2 Cognitive interest of preschool children 5-6 years old 1.2.1 The concept of preschool teachers of preschool children 5-6 years old 1.2.1.1 excitement and preschool teachers - Interest: interest plays a very important role in learning and other activities Along with selfdiscipline and interest, it creates cognitive positivity, helps learners achieve high results, and is able to arouse the source of creativity [58] There are many ways to understand the interests of Western researchers such as: I.Ph.Shecbac, V James, S.Claparede, Fransiska, Baumaten (104, 8) Psychologists such as: P.A Rudich[49,350], A.G.Zaporozhets [3, 81], A.A Liublinskayacho[47, 28], A.V Petrowsky [69, 35 - 39], AGCovaliop[1, 226], etc In this study, interest is understood as follows: interest is an individual's positive attitude towards the object, both making the subject like it interesting, paying attention, and motivating the subject to learn and discover the object Interest classification: Western psychologists agree on the view that interest is divided into two types: personal interest and situational interest In which: (1) personal interest (personal/individual icognitive) and (2) situational interest (situational icognitive)[14]; [104], [108] - Preschool teachers: The concept of perception: We choose the concept of Nguyen Duc Son and his associates: "perception is an individual's psychological activity affecting an object, thereby forming in the mind subject of sensations, images, symbols or concepts about the object”[74,110] The concept of preschool teacher: The thesis builds the concept of a preschool teacher as follows: a preschool teacher is an individual's positive attitude towards the perceived object, both making the subject interesting, attentive, and at the same time interesting motivate the subject to learn and discover the object 1.2.1.2 Kindergarten 5-6 years old 1.2.1.3 Cognitive interest of preschool children 5-6 years old Preschool teachers of preschool children 5-6 years old are children's positive attitudes towards cognitive objects, both making children interested and paying attention, and promoting children to learn and discover objects 1.2.2 Characteristics of cognitive interest of preschool children 5-6 years old Preschool teachers of preschool children - years old have moved to a new higher and better quality stage different from the previous one At this time, language becomes a means of perception, the ability to receive information is conveyed through words, cognitive activities take a new form, children are active in reacting to visual and verbal information and can assimilate, analyze, memorize and operate efficiently with it But at the preschool age, especially preschool children aged 5-6 years old, they begin to have real preschool teachers, not only are they curious, but the children's attitudes are relatively stable with which activities are attractive Feeling, children always ask questions: Why? How? At this stage, children's perception is still emotional 1.2.3 Manifestations of cognitive interest in preschool children 5-6 years old Research by many scientists such as B.G Ananiev, L.N Bazhovich, L.A Wenger, L.S Vygotsky, A.G Zaporozhets[112] showed that preschool teachers are formed more effectively when cognitive activities are active, we give the following expressions about preschool teachers: (1) Positive emotions for play activities (playing materials, means of play ): Children often have positive emotions, moods of excitement, anticipation, showing interest and joy happy, comfortable in playing activities when participating in activities.(2) Positive emotions towards the content of play (cognitive objects contained in play activities): Children are always curious, learn about cognitive objects in play activities, actively, enthusiastically ask questions, Enthusiastic, proactive and independent to participate in activities.(3) Activity results: New awareness or reinforcement of existing awareness (from new play) Children often achieve results of actions or if they fail, they are not discouraged 1.2.4 Factors affecting preschool teachers of preschool children aged 5-6 years The development of preschool teachers of children is influenced by many factors, of which three important factors are: the child himself, the environment and the educator The first is the child's own factor, which affects the development of preschool teachers through the following aspects: (1) The child's intellectual development level (2) Positive attitude towards perceived object (3) Cognitive needs (23, 19) The second is the environmental factor, the environment helps children explore through games, through the game environment, children are immersed in the family culture, indigenous culture and culture of the child's time, thereby raising nurture and express their personal culture and develop that culture The third is the element of educators, educators directly with children are preschool teachers, managers, leaders of the preschool education sector and parents of young children 1.2.5 The role of cognitive interest in the development of preschool children 5-6 years old Children 5-6 years old are very eager to learn, love to explore, discover and are very curious, curious, always eager to learn, learn and explore the natural world around them The curiosity of preschool children 5-6 years old and the perceived objects when they meet and associate with each other, will achieve good results (success), when successful, children will form a preschool teacher with the object We can clearly see the role of preschool teachers with each child's activities as follows: For activities in general, for cognitive activities and for capacity For preschool children 5-6 years old, interest plays a particularly important role in the formation and development of personality [44], [50] 1.3 Thai folk games and advantages for developing cognitive interest for preschool children - years old 1.3.1 The concept of Thai folk games This study understands: Thai folk games are a part of ethnic minority folk games, which are fun games with or without words, taking place in a certain time and space , with rules of the game, music, performance, creativity and competition to bring spiritual refreshment and understanding of Thai national culture 1.3.2 Features of Thai folk games Also a folk game, along with the common features of other Vietnamese folk games, Thai folk games have their own characteristics: (1) The games are often associated with rhymes and cards local coins (2) The location is simple, abundant and inexpensive by taking advantage of available natural and natural materials such as tree stumps and school grounds (3) Rich in quantity, diverse in genres, unique, novel and attractive content (4) simple Thai folk game, easy to play, easy to integrate, rules of the game are conventional, temporary (5) Materials of Thai folk games are simple, easy to find, easy to find (6) Thai folk games are closely associated with the natural features of the mountains, forests, trees, and familiar animals in the life of the Thai people (7) Thai folk games are composed based on the simulation of contemporary social life and nature at that time These games are not copyrighted 1.3.3 Types of Thai folk games From the perspective of the above authors and based on the current preschool education program, the topic approaches by classifying Thai folk games into two categories: (1) First, learning games (2) Second, the games are fun - healthy - clever 1.3.4 Advantages of Thai folk games in developing preschool teachers for preschool children aged 5-6 years Thai folk games are a component of culture while developing preschool teachers for children is an educational content/task Culture cannot be separated from educational activities, and culture is only revealed when children and girls use folk materials such as playing games, singing, to exploit the cultural values in each those materials Here are the advantages of Thai folk games to develop preschool teachers for children: The Thai folk games not only accumulate rich cultural knowledge but also understand the life value and spiritual appearance of the Thai ethnic groups at that time Thai folk games have vivid content, rich and wide topics, flexible forms, simple and easy to learn, and are not limited by time, place, the number of people, materials, etc Some games just need to read aloud rhymes with friends, which can satisfy the children's psychology of love to play, be active, like to simulate, like to have fun It is the closeness, easy to remember, easy to understand in each rhyme of the games, that gentleness has aroused the playing needs, the needs in cognitive activities, thereby helping children develop that need to become a teacher preschool 1.3.4.2 Cognitive content is incorporated into play content and naturally affects children's emotions To develop comprehensively for children, as preschool teachers, it is necessary to pay special attention to choosing the content of play activities and the content of children's cognitive activities in a way that complements each other or can even be the same content dung We can clearly see the relationship through the diagram 1.1 below: Pla yc Interest playing Thai folk games Suitable choice ont ent Cognitive interest Lea rn ing tent Interest in playing Thai folk games = excitement in reasonable and harmonious development Diagram 1.1 The relationship between the interest in playing Thai folk games and preschool teachers of preschool children aged 5-6 years It can be said that children's attention, memory, imagination, thinking, language and creativity, etc Can all be developed and trained silently in the process of playing Here are the stages of preschool teacher development of 5-6 year old preschool children from the environment of Thai folk games In addition, Thai folk games are also an environment, a means of experiencing the most vivid and authentic Thai culture for children When children are experienced in a healthy and positive culture, it also means that they have a good educational environment 11 High level:11.67 - 15 point - Kindergarten teachers at an average level: From 8.34 to 11.66 points Low level preschool teacher: – 8.33 points 2.2 Results of practical research 2.2.1 Preschool teachers' opinions about preschool teachers, Thai folk games and the use of Thai folk games to develop preschool teachers for preschool children 5-6 years old 2.2.1.1 Preschool teachers' awareness of the importance of developing cognitive interest in preschool children 5-6 years old in educational activities at preschool Most teachers see the role of preschool teachers and the development of preschool teachers for preschool children 5-6 years old in preschool activities Thus, preschool teachers have seen the importance of developing preschool teachers for children in educational activities, this is an important and favorable basis for building measures to use folk games Thai ethnic group to develop preschool teachers for preschool children 5-6 years old However, whether they perform the tasks to develop preschool teachers for children as their attitudes and perceptions answered in the survey depends and is influenced by many other factors 2.2.1.2 The level of use of folk games in the development of preschool teachers for preschool children 5-6 years old in preschool a.When investigating the collection and selection of using folk games in general, teachers and Thai folk games of 200 preschool teachers, up to 68% of teachers used Kinh folk games regularly 32% sometimes, and no teacher has ever used these games This result shows that preschool teachers are very interested in using folk games to organize educational activities for preschool children As for the use of Thai folk games, the percentage of teachers who never use them is up to 67%, 27% of teachers sometimes use them, and only 6% of preschool teachers regularly use them Familiar games such as Throwing con, Tok mak le (this group of teachers are mainly Thai people) 2.2.1.3 About the level of use of Thai folk games in educational activities of preschool children 5-6 years old at preschool Up to 93% are Thai ethnic people in kindergartens in communes and localities Thai ethnic people use Thai folk games in educational activities because they already have Thai cultural capital instilled in each child They should use this game as just retrieving their childhood memories 2.2.1.4 Teachers' opinions on the supply of Thai folk games to develop preschool teachers for preschool children aged 5-6 years in some preschools According to a survey of 200 preschool teachers, the source of Thai folk games is mainly through personal experience 37.5% of teachers, 27% know through friends and colleagues, know through festivals The village is 25%, local transmission is 8.5%, and knowledge from ancient Thai books is 2%, these are Thai literate teachers, and other sources such as training programs, training classes 0% 2.2.1.5 Difficulties in using Thai folk games to develop a cognitive interest in preschool children aged 5-6 in some preschools It can be seen that the most significant difficulty is the source of the game, how to use the game, and the manual for using Thai folk games to develop preschool teachers for preschool children 5-6 years old in activities—Preschool education following the current preschool education program In addition, there are other difficulties such as playing areas (especially preschools in the city, even some schools under challenging areas also have difficulty choosing a play space for children) 2.2.1.6 Survey results on the benefits of using Thai folk games to develop a cognitive interest in preschool children - All preschool teachers choose all four benefits that the researcher offers: Maintaining and developing children's cognitive interest in educational activities; satisfy children's play needs; preserve, preserve and promote the traditional features of the nation; Educating the attitude of respect for the national cultural heritage When talking more with teachers about the benefits of using Thai folk games, preschool teachers said that the most important benefit is to satisfy their needs Children's play, followed by the maintenance and development of children in educational activities, and finally, 12 the dual results with the above two benefits are the preservation, preservation, and promotion of the nation's traditions and Educating the attitude of respect for the national cultural heritage 2.2.2 Situation of preschool teacher level of 5-6-year-old preschool children in educational activities at preschool 2.2.2.1 Pre-school teacher level of preschool children 5-6 years old in the process of participating in folk games in educational activities at preschool 2.2.2.2 Results of research on preschool teachers of preschool children 5-6 years old through three typical cases a) The first case (Children have high cognitive interest): C.B.N, five years four months old, Thai ethnicity, big kindergarten class A3, To Hieu Kindergarten, Son La city, Son La province N was born into a family where his father is a police officer, and his mother is a freelance worker, and he has a younger sister Baby N is a child who is always active in all class activities, playing in harmony with his classmates Through the above results table, child N's interest level was high in all three activities, in which the highest score was in outdoor play activities 15/15 points, the other two activities reached 13/15 points Therefore, it also means that when children are active in all activities, children are active and always maintain their interest in different activities This result also confirms that the child's factor affects the development of preschool teachers for children b The second case (Children have average cognitive interest.) L.T.L., years and months old, Thai ethnicity, large kindergarten class A1, To Hieu Kindergarten, Son La city, Son La province Lives in a family consisting of parents and sisters, the house is near the school Mother is an elementary school teacher, father is a freelancer, her parents are not heavy on their child's studies, relatively free So the baby is also very comfortable, no pressure The homeroom teacher said that in the class, the child was quite sociable with his classmates Through the chart, the average score in all activities is at an average level of 11/15, in which criterion is at level 3, children are often excited, happy, interested and active in playing activities in which outdoor play still got the highest score, but the scores of the criteria were only at Out of all criteria, in criterion 2, child L got low scores, especially in learning activities is the lowest level activity c.The third case (Children have low cognitive interest): L.M.C, years months old, Kinh ethnic group, A3 large kindergarten class, To Hieu Kindergarten, Son La city, Son La province The survey results of MC showed that MC only had a low level of cognitive interest in all educational activities that children participated in, especially during school hours, children had almost no interest Children just sit still, speak very little, not get along and join their friends while playing In the two activities, playing in the corners and playing outdoors is a bit more exciting but still low In the corner activity with the highest score in which criterion and criterion reached level 2, children sometimes have positive emotional expressions and achieve desired results MC's score in outdoor activities is the highest among the three educational activities that children participate in, this result shows that individual factors (personal culture) of each child have a great influence on whether children can If children are interested in certain activities, children with rich and diverse personal cultures are also more active and proactive when participating in activities 2.2.3 Factors affecting the use of Thai folk games in educational activities in kindergartens 2.2.3.1 Factors that directly affect the use of Thai folk games in educational activities in preschool 2.2.3.2.Teachers' opinions on Training materials and instructions for using Thai folk games to develop cognitive interest for preschool children aged 5-6 years in the implementation of preschool education programs 2.2.3.3 The reality of the feasibility of using Thai folk games to develop preschool teachers for preschool children 5-6 years old from the perspective of teachers and preschool administrators Conclusion Chapter Preschool teachers' perception of preschool teachers, folk games are incomplete and inaccurate in terms of concepts, contents, and characteristics, especially awareness of preschool 13 teachers However, all surveyed teachers affirmed the role of preschool teachers and the value of Thai folk games in the development of children in general and the development of preschool teachers for preschool children teachers 5-6 years old in particular The number of children with a relatively high average level of a preschool teacher, but that interest-only focuses on activities that create interest in some games in some regular activities that attract children about the high level of interest and interest mainly in outdoor activities, but not long in the process of receiving knowledge content of the activity, there are still a number of children who are not interested And purposeful learning activities are not interesting to children The opinion of the management staff of the preschool education sector confirms that there is no document or training content, that mentions the use of Thai folk games to develop preschool teachers for preschool children 5-6 years old age is just a guideline in the preschool education program to encourage preschool teachers to be interested in exploiting and using folk games in general The use of Thai folk games in educational activities in kindergartens is influenced by factors such as local administrators, parents, principals, teachers, children, and young people's local context In that element, the preschool teacher factor has the most decisive influence on the effectiveness of using Thai folk games to develop preschool teachers for preschool children aged 5-6 in educational activities in preschool CHAPTER METHOD USING THAI FOLK GAMES TO DEVELOP COGNITIVE INTEREST IN PRESCHOOL CHILDREN – YEARS OLD 3.1 Principles of developing measures to use Thai folk games to develop preschool teachers for preschool children 5-6 years old 3.1.1 Principles of ensuring goalability and development 3.1.2 Principles to ensure practicality and creativity 3.1.3 Principles of inheritance and conformity 3.2 Tasks of preschool teachers in using Thai folk games in children's educational activities 3.2.1 Educational activities using Thai folk games in the Early Childhood Education Program 3.2.2 Tasks of preschool teachers in using Thai folk games to develop preschool teachers for preschool children 5-6 years old 3.3 The method of using Thai folk games to develop cognitive interest for preschool children 5-6 years old From the above theoretical and practical research results, the groups of measures to use Thai folk games to develop preschool teachers for preschool children 5-6 years old propose: Create a system of Thai folk games to develop interest and excitement for preschool children 5-6 years old Organizing activities using Thai folk games to develop interest and excitement for preschool children 5-6 years old Evaluate and adjust the use of Thai folk games to develop interest and excitement for preschool children 5-6 years old 3.3.1 Group of measures 1: Establishing a system of Thai ethnic folk games to develop preschool teachers for preschool children aged 5-6 years following school and local practice in preschool education 3.3.1.1 Measure 1: Select and classify Thai folk games to develop cognitive interest for preschool 14 children aged 5-6 according to the purpose of using the game a) Purpose: To make a list of Thai folk games suitable to the content of preschool teacher development for preschool children aged 5-6 years old in the current program For the activities to be organized using Thai folk games in a natural, non-forced way, to create excitement for children in kindergartens b) Content: Selection of rich and diverse Thai folk games with many different categories from sources such as children's parents, indigenous people, researchers of Thai ethnic culture, Documents translated from ancient Thai books… Classification of Thai ethnic education games according to the purposes of using games in educational activities of children in preschool, the thesis has selected 20 Thai folk games c) Method of implementation: - Selection: To select Thai folk games suitable for developing preschool teachers for preschool children 5-6 years old, teachers must perform the following tasks: Collect and record games from parents, to Thai ethnic villages, through festivals meet researchers on Thai culture and education, specializing in translating ancient Thai books, to learn more about the values and uses of those games d) Conditions of application: Consent of resources, local administrators, parents, and preschool teachers is required in collecting and selecting Thai folk games Managers need to create conditions and encourage teachers to choose appropriate Thai folk games for use in children's educational activities at preschool Pre-school teachers, administrators and parents need to be properly aware of Thai folk games (purpose, gameplay, rules, origin of the game) and the role of preschool teachers in the comprehensive development of preschool children 5-6 years old through the use of Thai folk games in organizing educational activities at preschool 3.3.1.2 Measure 2: Adapting, simulating and exploiting the value of using Thai folk games according to the subject and educational field of the current preschool education program a) Purpose: To make the content and form of Thai folk games flexible and rich, and at the same time can satisfy the requirements of preschool children 5-6 years old, in accordance with the educational activities of the program Early childhood education meets the development of today's society in educating children b) Content: Adaptation of selected Thai folk games Simulate Thai folk games through videos or drawings Exploiting the values of Thai folk games to develop cognitive interest in preschool children 5-6 years old through analyzing cognitive tasks in each game and using it in educational activities c) Method of implementation: Reforming awareness of Thai folk games - Concept: Modification is the modification or re-editing - Principles of adapting Thai folk games: Ensuring education and development Ensure practicality and fit for children Make sure to keep the colour of the original Thai folk game - Modification: The game can be modified in two ways while keeping the following basic features of the game: + Adjusting and creating the content of the game For example (1) Combination method: combine or games, or more related movement techniques For example, combine the games Call the rain", "Call the wind" and "Moon and star" to form a new game that attracts children to participate (2) Expansion method: based on the content of the game, based on preserving the original complete structure of the folk game, expand the game's playing content appropriately + Adjusting and creating the form of the game: adjusting and creating the form of the game with aspects: the form of playing organization, the form of the participants and the form of using the game's materials Simulation of Thai folk games according to educational content in the current preschool education program: Simulation is one of the methods commonly applied in teaching and work, it brings many benefits for life Simulation of Thai folk games modified according to the current preschool program content is to describe and analyze play actions by applying them in organizing educational activities for children in preschool, using Use materials suitable for today's society to reproduce the game Exploiting the value of using Thai folk games in educational activities to develop cognitive 15 interests for children in preschool: To this, educators need to carefully study each game play and list out the values attached to the educational contents that need to be developed for children in the development of preschool teachers for children d) Conditions of application: The Board of Directors needs to create conditions and encourage teachers to be creative in organizing Thai folk games, which are modified, simulated and exploited the value of using these games following their requirements suitable with activities to develop children's cognitive interest in preschool 3.3.2 Group of measures 2: Organize activities using Thai folk games to develop preschool teachers for preschool children aged 5-6 years in a child-centred orientation 3.3.2.1 Measure 3: Plan, design activities and guide the use of Thai folk games in activities to develop cognitive interest for preschool children 5-6 years old a) Purpose: To come up with a plan, design educational activities and guide the use of Thai folk games appropriately and feasibly to introduce appropriate knowledge content in schools with children b) Content: Plan the use of Thai folk games in educational activities: learning activities, outdoor play activities and corner play activities Designing educational activities using Thai folk games to develop cognitive interest for preschool children aged 5-6 in educational activities: learning activities, outdoor play activities and play activities at the corners Planning to use Thai folk games to develop preschool teachers for preschool children 5-6 years old Before planning, it is necessary to determine the basis for planning play in educational activities for children such as the analysis of the child's current playing ability and the preschool teacher's level in the previous games according to the standards : - interest in cognitive tasks Playing skills (receiving tasks and finding means of performing the tasks the game sets) - The ability to apply the known experience to new conditions - Children's listening and understanding skills (teachers, friends) and speaking skills for others to understand - Independence, initiative, the initiative in finding ways to solve the tasks that the game requires Designing activities using Thai folk games to develop preschool teachers for preschool children aged 5-6 years: For the design of activities using Thai folk games to be done well, The most important thing is to collect and collect a large and rich variety of Thai folk games Design outdoor play activities, corner play activities and purposeful learning activities using selected and adjusted games following the content of cognitive development in the preschool education program c) Method of implementation: - Building physical environment: - Psychological environment: d) Conditions of application: Pre-school teachers must have a solid knowledge of the organization of the educational environment for children in preschool, grasp the children's interesting characteristics, have an understanding of Thai ethnic culture and other ethnic groups other ethnic groups, especially Thai folk games The school creates time and economic conditions for preschool teachers to have the opportunity to exploit the source of Thai folk games from the locality and children's families School administrators of preschools need to organize contests or integrate with other competitions to learn and introduce Thai folk games 3.3.3 Group of measures 3: Evaluate and adjust the use of Thai folk games to develop a cognitive interest in preschool children aged 5-6 years 3.3.3.1 Measure 5: Assess the level of preschool teachers of preschool children 5-6 years old through activities using Thai folk games a) Purpose: To select games that are suitable for activities that develop cognitive interest and interest for preschool children aged 5-6 years in preschool, the assessment of the child's preschool teachers in each educational activity is very important Education is very important, has a key meaning in the process of organizing the game because it is both the last step but also a new beginning for the next step b) Content: Assessing the level of development of preschool teachers for preschool 16 children 5-6 years old through the use of Thai folk games is to determine the quality and effectiveness of educational activities using games Thai folklore to develop preschool teachers for preschool children 5-6 years old Discovering the inappropriate and ineffective shortcomings of using groups of measures to use Thai folk games to develop preschool teachers for preschool children 5-6 years old - Based on the results of that assessment, measures to use folk games can be predicted and this is the basis for planning to use Thai folk games in organizing further educational activities effective – The thesis has assessed the level of preschool teachers of preschool children 5-6 years old according to criteria as presented in chapters and c) Method of implementation: To assess the development level of preschool teachers of children in educational activities using Thai folk games, preschool teachers must clearly identify the needs and interests of children children towards cognitive objects in the present time, by using assessment methods such as observing and monitoring children during activities to collect information about the child's preschool teacher In this study, the thesis used the observation method to observe children when participating in educational activities using Thai folk games d) Conditions of application: Schools need to encourage and support preschool teachers by organizing training sessions, group activities, exchanging and sharing experiences Pre-school teachers need to be trained in assessment and skills in developing and designing a toolkit to assess the child's preschool teacher development Preschool teachers must know the child's characteristics and have sufficient knowledge and good assessment skills The number of children is not too large There are some aids for more effective observation such as cameras, camcorders, recorders and supporting tools to assess the level of preschool teachers of children such as questionnaires, questionnaires, scales measure, etc 3.3.3.2 Measure 6: Assess the teacher's activities and adjust the use of Thai folk games to develop preschool teachers for preschool children 5-6 years old in the direction of supporting career development careers for preschool teachers a) Purpose: To gain an understanding of the effectiveness of using Thai folk games to develop preschool teachers for preschool children aged 5-6, to support or encourage teachers, and make timely adjustments for teachers, so that teachers have more motivation to perform this difficult task b) Content: Evaluation of activities using Thai folk games to develop preschool teachers for preschool children 5-6 years old Adjustment after evaluation results of preschool teachers' use of Thai folk games to develop preschool teachers for preschool children c) Method of implementation: To evaluate the activities of using Thai folk games to develop preschool teachers for preschool children aged 5-6 years old, administrators need assessment tools such as questionnaires, time attendance, and assessment sheets The assessment is based on the current standard assessment tools for preschool teachers d) Conditions of application: Managers must have awareness, knowledge and skills in assessment, be enthusiastic about the development of the school and understand teachers Administrators need to have measuring tools and suggest support for teacher assessment tools and skills 3.4 The relationship between measures The groups of measures have a close relationship with each other and support each other to form a system of measures to effectively develop preschool teachers for children through Thai folk games Conclusion of chapter Based on the theoretical basis in Chapter and the principles of the topic, a group of measures to use Thai folk games has been built to develop preschool teachers for preschool children 5-6 years old in kindergarten the following Son La cities: - Group of measures 1: Establishing a system of Thai folk games to develop preschool teachers for preschool children aged 5-6 years following school and local practice in preschool education 17 - Group of measures 2: Organize activities using Thai folk games to develop preschool teachers for preschool children aged 5-6 years in a child-centred orientation - Group of measures 3: Evaluate and adjust the use of Thai folk games to develop preschool teachers for preschool children aged 5-6 according to the activity, development, and standardization approach CHAPTER PEDAGOGICAL EXPERIMENT USING THAI FOLK GAMES TO DEVELOP COGNITIVE INTEREST IN PRESCHOOL CHILDREN – YEARS OLD 4.1 Experimental preparation 4.1.1 Purpose, scale and location of the experiment To test the scientific validity of the hypothesis and the feasibility of groups of measures to use Thai folk games to develop preschool teachers for preschool children 5-6 years old and the system of Thai ethnic folk game has been modified 4.1.2 Experimental content Experiment with groups of measures using Thai folk games to develop preschool teachers for preschool children aged 5-6 in educational activities (study activities, outdoor play activities, outdoor activities, etc.) play in the corners) Table 4.1 Experimental content of games and activities Game Type Learning activities Outdoor play activities Activity in the corners Game Start Field: Education and cognitive development Game: Divide melon and split beans Field: Education and aesthetic development Game: Fruits Observation content: Insect observation Game: Call ants Learning corner: Play excitedly, play Khanh Game: Begging for grain Observation content: Observing the chicken; Observe some reptiles Game: Play drawing chicks; Play Ask Snake Observation content: Observation of melon plants Game: Please eat melon Construction corner: game: Crossing the bridge Stimulating game Cognitive object exploration game Field: Education and awareness development Game: Play turtle holding eggs Folk corner: game: Husband bud stack flower 4.1.3 Objects and experimental objects - Experimental guests: Conduct experiments at To Hieu kindergarten, Son La city (this is a key preschool of Son La city, a school that meets national standards and accepts preschool children from ethnic groups) and kindergartens Hoa Ban kindergarten, Tong Lanh commune, Thuan Chau district, Son La province (this is a kindergarten in the commune, a national standard school and 100% of the children are of Thai ethnicity Conduct exploratory experiments on 86 children at To Hieu kindergarten and 58 children at Hoa Ban kindergarten (of which 30/86 children are from To Hieu kindergarten and 18/58 children at To Hieu kindergarten) Hoa Ban kindergarten are classes that have been surveying since 2017) - Experimental object: Table 4.2 List of control and experimental classes Numerical order Class A1 A3 A B Object Experiment Control Experiment Control Sign TN ĐC TN ĐC Amount 25 25 18 18 4.1.4 Experimental method Using controlled experiments, program conditions, content, teaching conditions and the number 18 of children with similar levels of awareness and interest The experimental class is taught according to the designed plan The control class was organized according to the teacher's normal plan 4.1.5 Experimental material - Some lesson plans organize educational activities using Thai folk games to develop preschool teachers for preschool children aged 5-6 in educational activities at preschool (outdoor play activities) , play activities in the corners, learning activities) - The collection of Thai folk games has been improved in terms of rhyme content, gameplay, game rules, playing form, and playing utensils and materials in line with the current preschool education program - The design template to build the Thai folk game environment - Criteria for assessing the development of preschool teachers of preschool children 5-6 years old in educational activities at preschool 4.2 Experimental organization The pedagogical impact experiment was conducted through three rounds: Round 1: Experimental exploration Round 2: Experimental impact on a narrow area Round 3: Large-scale impact experiment Conducted in the school year 2018 - 2019 on 78 children 5-6 years old in classes of kindergartens To Hieu (Son La city), Hoa Ban 2, Tong Lanh commune (Thuan Chau district) in 12 weeks (Month) 3, 4, 5, 2018) 4.2.1 Pre-experiment survey results The results of assessing the cognitive interest of preschool children 5-6 years old before the experiment showed that, in To Hieu kindergarten, the average score of the control class was higher than that of the experimental class, but not significantly The standard deviation of the control class is also higher than that of the experimental class, which shows that the interest level of children in the control class is higher than that of the experimental class At Hoa Ban kindergarten, the results obtained were not different from To Hieu kindergarten, but the standard deviation of the experimental and control groups was very high (TN: 2,212 and ĐC: 2,332) Using t-test to verify the difference in mean score between experimental class and control class, the result at To Hieu kindergarten is p = 0.618>0.05, in Hoa Ban kindergarten p = 0.710 > 0.05 The results show that the difference is not significant and not statistically significant The above results allow conducting of experiments on two groups of subjects to ensure scientific validity 4.2.2 Experimental progress Step 1: Select experimental class and control class Discuss with the administrators of the schools participating in the experiment, clearly stating the purpose and requirements of the experiment Conduct the selection of the experimental class and the control class according to the principle that the number of students is not significantly different, with the same level of awareness (through the assessment results of the homeroom teacher and observation of activities) children's movements) Step 2: Fostering collaborators - Conduct training for collaborators to participate in experiments on the content - Fostering awareness-raising for preschool teachers about preschool teachers of preschool children 5-6 years old, Thai folk games and methods of using Thai folk games to develop teachers Kindergarten for preschool children 5-6 years old 19 - Agree on the experimental plan - Time to organize training: Conducted training from to 10 2018 Time to conduct experiments: During the 1st and 2nd semesters of the 2018 - 2019 school year Step 3: Make an action plan Based on the games selected, adapted, simulated and designed, make an activity plan according to the selected game and discuss with the teacher to have a consensus on the set goals Step 4: Conduct the experiment - The experimental class was taught according to the researcher's plan as proposed and discussed with the experimental teacher - The control class taught according to the teacher's normal plan - Time to experiment: We organized the experiment times in the academic year 2018 2019 Experiment phase studies the impact and draws experience for the 2nd phase The results of the 1st and 2nd phase experiments we summarize and evaluate at the end of phase to clearly see the change after the experiment 4.3 Evaluation of experimental results 4.3.1 Comparative analysis of children's cognitive interest before the experiment in the experimental group and the control group We conducted experiments with groups of measures with the desire to find attractive, engaging and exciting ways to develop preschool teachers of children Below are the results of the two kindergartens To Hieu and Hoa Ban before the experimen Figure 4.2 Perceived interest level before the experiment To Hieu Kindergarten Chart 4.3 Pre-experiment cognitive interest in Hoa Ban Kindergarten It can be seen that the level of preschool teachers of children in both schools is at an average level mainly In general, the results on the level of preschool teachers of preschool children 5-6 years old in activities that use folk games are generally at the "high interest" level, but mostly in The level of “medium interest” accounts for about 60 – 76% and the level of “Low interest” also accounts for 16 – 20% (charts 4.2 and 4.3) 4.3.2 post-experiment cognitive interest in experimental and control groups The average score in all criteria increased markedly in both the experimental group and control group of both schools However, the preschool teacher level of children in the 20 experimental group increased much compared to the control group, especially in criterion (Focus on play activities) the most increase (To Hieu Kindergarten in the experimental group before the first group) The experiment is 2.08 after the experiment is 2.64; Hoa Ban Kindergarten group experiment before an experiment is 2.11 and after an experiment is 2.67 Chart 4.4 Level of preschool teachers of children of the two schools after the experiment according to the criteria The results of table 4.7 show that the TBC scores in both experimental and control groups increased compared to before the experiment Specifically, At To Hieu preschool, before the experiment, the experimental class was 10.28, after the experiment it was 12.64, the group with control before the experiment was 10.64 after the experiment, it was 11.16 Hoa Ban Kindergarten before experiment group has a mean score of 10.33 after the experiment is 12.44 and a control group before the experiment is 10.61 after an experiment is 11.44 Thus, in both fields, X increased and decreased after the experiment Chart 4.5 Pre-school teacher level of children in the control and experimental groups before and after the two schools General conclusion on the improvement of preschool teacher level of 5-6-year-old preschool children in preschool educational activities: From a specific analysis of the results of changes in preschool teacher level of preschool children Kindergarten 5-6 years old in the experimental group after the experiment can confirm the measures of using Thai folk games in developing preschool teachers for preschool children 5-6 years old that the thesis proposes The project is effective in developing preschool teachers of preschool children aged 5-6 years in educational activities, especially with children of the Thai ethnic 4.3.3 Children's cognitive interest before and after the experiment in educational activities at To Hieu and Hoa Ban kindergartens Through the process of organizing experiments in two kindergartens, To Hieu kindergarten (the school has children of multi-ethnicity) and Hoa Ban kindergarten (100% of children are of Thai ethnicity), the results obtained are summarized in the following results: Table 4.8 The results in both schools have improved the level of cognitive interest of children in educational activities, but there are still certain differences Specifically, see the table below: 21 Chart 4.6 Pre-school teacher level of children in three educational activities of two schools after the experiment In the general learning activities of the experimental class, there was an increase in all three levels of interest, in which the level of "high interest increased" markedly increased in both schools, in the three activities, outdoor activities had a higher level of interest interest increased the most, especially at the "high interest" level and no longer "low interest", which confirms that outdoor activities are an activity that is very suitable for the conditions of organizing folk games Thai people because of the space as well as the content of this activity 4.3.4 Children's cognitive interest in three educational activities (learning activities, outdoor play activities, playing activities in the corners) before and after the experiment Table 4.10 shows that the level of preschool teachers of preschool children 5-6 years old in the two experimental classes before the experiment is similar at all three levels of "high interest", "medium interest" and "interestedness" low animals” 4.3.5 Analyze experimental results with case studies 4.3.5.1 The first case: The child has a high level of cognitive interest: a) Some details about the first case: Baby TTC, years and months old (8th number of questionnaires on SPSS statistics table), is Thai ethnic group, A1 large kindergarten class, To Hieu Kindergarten, Son La city, Son La province C was born into a family of a police officer, Thai ethnicity, mother is a primary school teacher, Kinh ethnicity, and C has a brother years older than him b) Assess the cognitive interest of children T.T.C: The results of the survey of children with a high-level preschool teacher through the following criteria: Chart 4.7 T.T.C's cognitive interest level through criteria The results show that C's interest level is high in all activities, which also means that, when children are active, in all activities, children are positive and always maintain their interest with different activities This result also confirms that the child's own factor affects the development of preschool teachers for children The children's criteria all scored the maximum 4.3.5.2.Second case: The child has an average preschool teacher a) Some details about the second case: Baby P.T.P (the 23rd number of questionnaires on the SPSS statistical table) Baby P years months old, Kinh ethnic group, large kindergarten class A1, To Hieu Kindergarten, Son La city, Son La province Lives in a family consisting of parents and sisters, the house is near the school Parents are self-employed, the child's parents are not heavy on their child's education, relatively free b) Assess the level of cognitive interest of children: The results of the survey on the level of 22 preschool teachers of children with preschool teachers at the average level through the following criteria: Chart 4.8 P.T.P's cognitive interest in the criteria The chart above shows that the average score in all activities is at the high level of the average with 12 points, of which outdoor activities still get the highest score and the maximum score in all criteria In the remaining two activities scores were at the high end of the average Lessons learned about using Thai folk games Thus, the survey results of the two cases above, shows that the Thai folk game is as attractive as many folk games, but it has the advantage that it is new and strange A culture in which children know folklore, through play materials, the knowledge that children know is not contained in every game of the Thai people This also affirms the value of Thai folk games with the development of preschool teachers of children 4.3.6 Analysis of children's cognitive interest in different types of games (warm-up games, stimulating games and knowledge discovery games) Table 4.11 The level of cognitive interest of preschool children 5-6 years old with the type of games in the two schools before and after the experiment Evaluate (%) Before the experiment After the experiment Group To Hieu school Hoa Ban school To Hieu school Hoa Ban school High Medium Low High Medium Low High Medium Low High Medium Low interest interest interest interest interest interest interest interest interest interest interest interest Game Start Experiment 8,0 52,0 40,0 11,1 66,7 22,2 40,0 52,0 0,8 38,9 50,0 11,1 Contrast 8,0 60,0 32,0 11,1 66,7 22,2 60,0 40,0 0,0 55,6 44,4 0,0 64,0 12,0 27,8 61,1 11,1 24,0 64,0 12,0 50.0 50,0 0,0 Stimulatin Experiment 24,0 g game Contrast 32,0 60,0 8,0 27,8 61,1 11,1 80,0 20,0 0,0 83,3 16,7 0,0 Knowledge Experiment 8,0 72,0 20,0 11,1 66,7 22,2 8,0 72,0 20,0 38,9 50,0 11,1 discovery Contrast 8,0 80,0 12,0 11,1 66,7 22,2 24,0 72,0 4,0 61,1 38,9 0,0 game Education activities The results of Table 4.11 show that the level of interest in the pre-experiment warm-up game for To Hieu preschool The number of children with the same level of interest has only a negligible difference in the low level of interest children in the control class were lower than in the experimental class (CI: 32.0%; Experiment: 40.0%) while the "high interest" level was equal to 0.8% and the "average interest" level was also different not significant (TN: 52.0%; CI: 60.0%) 4.4 General conclusion about experimental results 4.4.1 On the effect of Thai folk games in developing cognitive interest of preschool children 56 years old: Experimental results show that Thai folk games are suitable for children's mental characteristics , the physiology of preschool children 5-6 years old, the game has been effective for children, giving them the opportunity to experience a new culture, feel more interested, excited and active in educational activities , bring joy to children 4.4.2 Regarding the improvement of the cognitive interest level of preschool children 5-6 years old: Through the use of Thai folk games in educational activities in preschools, it has been significantly improved, especially in activities purposeful learning – an activity that is not yet mainstream in preschool age children's low levels of interest are significantly reduced to almost 23 none, high and average levels of interest are greatly increased especially in outdoor activities 4.4.3 On the effectiveness of measures using Thai folk games to develop preschool teachers for preschool children 5-6 years old in children's educational activities: Experimental results show that the level of interest The children's awareness in the experimental class after the experiment at both schools increased, the children were enthusiastic, interested in the content of the activities, curious and excited about educational activities using folk games through the select, adapt, exploit values and design appropriate educational activities, especially for children of Thai ethnic group in public schools in the locality where Thai ethnic group lives 4.4.4 About changing attitudes, awareness and skills of organizing educational activities using Thai folk games in educational activities of preschool teachers After conducting experiments on attitudes, awareness and skills of organizing educational activities using Thai folk games as well as building an environment for Thai folk games, they have progressed and they have confidence in them more on the feasibility as well as the use value of using these games in the educational activities of children in preschool, especially Thai teachers have a much more confident attitude 4.5 Lessons learned from research results Through the implementation of activities, we have drawn the following thoughts: Firstly, Thai folk games in preschool education are the process of going from the preliminary understanding of games to children and experiencing the games yourself Secondly, for the selection of Thai folk game contents to be applied in educational activities, it must be suitable with the characteristics of children's psycho-physiological development to be received Third, in organizing and implementing game activities, a variety of documents must be provided, ensuring the promotion of the child's role Fourth, teachers need to constantly improve their capacity, cultivate professional knowledge, cultivate cultural level and teaching and research capacity Fifth, increase children's experiences with Thai folk games Conclusion Chapter (1) The classification of games according to the purpose of the use is favorable for the development of preschool teachers of children in activities that help to maximize the use-value of each Thai folk game and promote advantages of Thai folk games in each educational activity children in preschool (2) Of the three educational activities, outdoor play is always the most dominant activity to attract children's attention compared to the other two because of its spatial characteristics (3) When conducting experiments at To Hieu and Hoa Ban kindergartens, the thesis wants to test the effectiveness of using Thai folk games in two areas (one school has children of various ethnicities and one school has children of different ethnicities, and one school has children of different ethnicities) A school with 100% children of Thai ethnicity) has an advantage over which school? What is the reason? Comparing the level of preschool teachers with Thai folk games in two kindergartens, To Hieu kindergarten (the school has children of different ethnicities) and Hoa Ban kindergarten (100% of children are ethnic minorities) Thai ethnicity (4) Attitude and awareness of teachers in organizing the experiment have a significant influence on the experimental results The experimental results show that Thai teachers have a positive, receptive attitude More positive and experimental results are also better than teachers from other ethnic groups (5)The experimental results have confirmed that the scientific hypothesis of the topic is correct and proven, the measures of using games Thai folklore has an impact on the development of children's cognitive interest in educational activities and changes both the perceptions, skills, and attitudes of teachers who organize experiments CONCLUSIONS AND RECOMMENDATIONS 1.CONCLUSION 1.1 Theoretical research shows that preschool teachers have an essential role in all areas of 24 life, especially in preschool teacher education, which is inherent in each child However, it has developed or not depends on various factors such as the child's efforts, the educational environment, and the educational environment 1.2 The results of practical research show that the level of preschool teachers playing outdoors, playing in corners, is mainly at an average level Children's level of interest does not last long, and children often find it difficult to focus attention in learning activities Managers, parents, and preschool teachers are also aware of the importance of preschool teachers in educating children and the role and meaning of Thai folk games in children's education Those educational activities 1.3 The thesis has proposed six methods of using Thai folk games, and they are closely linked to form a unified whole, which is the premise of each other to develop preschool teachers for children Children with Thai folk games achieve the best effect In the use of Thai folk games, teachers play an essential role in exploiting the value of using those games to develop preschool teachers of preschool children 5-6 years old by folk games Thai folklore is a means and a method, a teaching method to develop preschool teachers for children 1.4 Experimental results show that groups of measures positively impact the level of preschool teachers of children in educational activities After the experiment, the preschool teacher's level of children also improved markedly Although it was not high, it was also a motivation for educators to develop preschool teachers for children RECOMMENDATIONS 2.1 The results of thesis research and thesis implementation have qualitatively evaluated the effectiveness of using Thai ethnic games in preschool development for preschool children 5-6 years old in Son La province, especially with children Kindergarteners 5-6 years old are of Thai ethnicity 2.2 The results of receiving CEO information through 200 teachers, ten executives, and ten parents in Son La province show that their mode and mode are not interested and knowledgeable about the people's game Thai tribe It is necessary to have a solution to synchronize the program and prepare many manuals for using Thai ethnic games to support preschool teachers and parents 2.3 The use of Thai folk games to develop preschool for preschool children 5-6 years old in the cultural approach Therefore, scientific researchers need to pay attention to research and use these games following the development of modern art to create a presentation and technical basis to help preschools Moreover, teachers can effectively design and use Thai ethnic games for early childhood development without being behind in global development LIST OF RESEARCH WORKS OF THE AUTHOR [1] Luong Thi Dinh, Nguyen Thi Thanh Thuy, Thai folk games and the development of cognitive interests of preschool children 5-6 years old, HNUE Journal of Science, Educational Sciences No 66, period April 2, 2021, p114-122 [2] Luong Thi Dinh, Lo Thi Thanh, The reality of building a multicultural educational environment for preschool children aged 5-6 at To Hieu Kindergarten, Son La city, Son La province, Tay Bac University Journal of Science, June 21, 2020 [3] Luong Thi Dinh, Factors affecting the use of ethnic people games in educational activities at preschool, HNUE Journal of Science, Educational Sciences, 2019 Volume 64, Issue 12, pp 92 – 100 [4] Luong Thi Dinh, The reality of developing cognitive interest for preschool children 5-6 years old in teacher's learning activities in some preschools in Thuan Chau district, Son La province, Vietnam Journal of Education No 458 July 2, 2019 [5] Luong Thi Dinh, Situation and measures to use Thai folk games to develop cognitive interest in preschool children 5-6 years old in Son La city, Son La province, Vietnam Journal of Education No 434, July 2018 [6] Luong Thi Dinh, Folk games in multicultural education in multi-ethnic preschools, Vietnam Journal of Education, special issue, December 2017 [7] Luong Thi Dinh, Introducing some folk games with Thai folk rhymes to develop cognitive interest in 5-6 year olds, Tay Bac University Journal of Science, Son La, Number 11, 2017 ... Experiment 8,0 52 ,0 40,0 11,1 66 ,7 22,2 40,0 52 ,0 0,8 38,9 50 ,0 11,1 Contrast 8,0 60 ,0 32,0 11,1 66 ,7 22,2 60 ,0 40,0 0,0 55 ,6 44,4 0,0 64 ,0 12,0 27,8 61 ,1 11,1 24,0 64 ,0 12,0 50 .0 50 ,0 0,0 Stimulatin... Thai folk games to develop preschool teachers for preschool children aged 5- 6 years old in preschool, the situation of preschool teachers of preschool children 5- 6 years old in educational activities... for preschool children aged 5- 6 years In fact, in preschools, Thai folk games in educational activities to developmental interests for preschool children 5- 6 years old has received little attention