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7ACTUAL STATUS OF EDUCATING ACCIDENT PREVENTION SKILLS TO PRESCHOOLERS AT SCHOOL IN THE MOUNTAINOUS REGION OF QUANG NINH PROVINCE, VIETNAM
Vü Thanh Hoa
MA. in Education
Department of Basic Sciences Ha Long University, Quang Ninh Province
ABSTRACT
The article has discussed the actual status of educating accident and injury prevention skills to preschoolers in the mountainous areas of Quang Ninh province, Vietnam. The research results have shown that this educational activity was rather poor in terms of contents and undiverse in terms of methods and forms. From the research results, the author has proposed the ideas to improve the effectiveness of educating accident and injury prevention skills to preschoolers in the mountainous areas of Quang Ninh province.
Keywords: Education, life skills, accident and injury prevention, preschoolers, mountainous areas
1. Introduction
Activities of educating and nursing children general, educating them on accident and injury prevention skills in particular, have drawn the attention from scientists around the world. Based on the international research results, OECD (2012) identified the most important aspects in promoting educating children as follows: Setting goals and regulations on the quality of educating and nursing children; Designing and implementing programs and their standards; Improving qualifications, training activities and working conditions; Involving family and community in the activities; Promoting data collection, research and surveillance [3]. The Morris et al (2013) report presented the findings of the Foundations of Learning (FOL) program - Learning platforms, evaluating the interventions designed to train preschool teachers in order to help them manage children's behavior better and promote a more positive classroom learning environment. The report stated that improved skills can strengthen a child's social and emotional capabilities and allow teachers to spend more time on teaching and learning activities in the classroom [4]. In the early childhood education program of Vietnam, educating life skills generally, accident and injury prevention skills particularly has been more concerned, but it has just been integrated into theme-based educational contents in the other educational fields (PE, emotional and social skills development, cognitive development, language development, aesthetic development) yet not to be available for a separate education
program. Therefore, the design, organization as well as the effectiveness of this educational activity entirely depends on the initiative of the school and teachers. In this article, we would like to present the actual status of educating on accident and injury prevention skills to preschoolers in the mountainous areas of the province, Vietnam, where it is sparsely populated, the literacy level remains rather low, and the terrain is dangerous which makes children even more susceptible to accidents and injuries, such as falls, chasm falling, drowning, heartbreak grass poisoning, bitten and stung by animals and/or insects etc. Our research was carried out from May to September 2020 at kindergartens in Dam Ha and Ba Che, which are the mountainous districts of the province. The surveyed objects included 53 administrators and preschool teachers totally. The mainly-used research methods included written investigation and in-depth interview.
2. Actual status of educating skills to prevent accidents and injuries to preschoolers at kindergartens in mountainous areas of Quang Ninh province
2.1. Actual status of the content of educating accident and injury prevention skills to preschoolers at kindergartens in mountainous areas of Quang Ninh province
Surveying the opinions of administrators and teachers at preschools in Dam Ha and Ba Che districts, Quang Ninh province on the actual status of the content of educating accident and injury prevention skills to preschoolers, we obtained the results as shown below:
Table 1.
Actual status of implementing the content of educating accident and injury prevention skills to preschoolers at
No. Contents Levels of implementation
Regular Occasionally Never
Qty % Qty % Qty %
1 Skills to avoid heartbreak grass and food poisoning 47 88.6 6 11.3 0 0
2 Skills to avoid getting lost and kidnapped 38 71.6 15 28.3 0 0
3 Skills to avoid falls and chasm falling 42 79.2 11 20.8 0 0
4 Skills to avoid fires and burns 46 86.8 7 13.2 0 0
5 Skills to avoid traffic accidents 0 0 42 79.2 11 20.8
6 Skills to avoid electric shock 0 0 7 13.2 46 86.8
7 Skills to avoid animal and insect bites and stings 0 0 11 20.8 42 79.2
8 Skills to avoid suffocation 0 0 5 9.4 48 90.6
9 Skills to avoid drowning 11 20.7 32 60.4 10 18.9
Survey data in Table 1 has indicated that implementing the content of educating accident and injury prevention skills to preschoolers at school in mountainous areas of Quang Ninh province was evaluated to be uneven.
There are some contents that were regularly implemented, but many others have not been focused on. Two important contents that need implementing to educate children in mountainous areas are food poisoning and heartbreak grass poisoning skills; Fire and burn prevention skills are evaluated to be performed the most frequently (the rates for the frequency of these two skills are 88.6% and 86.8% respectively). Besides, many necessary skills to help children avoid accidents and injuries have not been paid much attention to implement such as skills to avoid suffocation, skills to avoid electric shock; skills to prevent from being bitten
or stung by animals and insects (the rate for not implementing these educational contents range from 79.2% to 90.6%). Results of in-depth interviews with preschool administrators and teachers are similar to those mentioned above. Ms. N.T.H (Principal of Quang Lam kindergarten in Dam Ha district) said: "the contents of educating the skills to prevent suffocation, electric shock, and animal bites and stings are not well-implemented due to teachers' limited awareness and capacity." This situation requires the leaders of kindergartens in mountainous areas of Quang Ninh province should focus on directing comprehensive education of accident and injury prevention skills to preschoolers to equip them with knowledge and skills which are vital to protect themselves against possible mishaps.
2.2.Actual status of the methods of educating accident and injury prevention skills to preschoolers at school in mountainous areas of Quang Ninh province
Table 2.2.
Actual status of methods of educating accident and injury prevention skills to preschoolers at school in moun-
Levels of Implementation
No. Methods Regularly Occasionally Never
Qty % Qty % Qty %
1 Practice (games, task assignments, experiences, poetry reading and storytelling, role play etc.) 46 86.8 7 13.2 0 0
2 Giving good examples 0 0 15 28.3 38 71.7
3 Verbal use (conversations, communication, group discussion) 0 0 12 22.6 41 77.4
4 Problem-solving 0 0 6 11.3 47 88.6
5 Brainstorming 11 20.7 32 60.4 10 18.9
The results in Table 2 have shown that the use of methods of educating accident and injury prevent skills to preschoolers at kindergartens in mountainous areas of Quang Ninh province was uneven. In particular, the method that was evaluated to be the most used is the method of practice (games, task assignments, experiences, poetry reading - story telling, role playing), which accounted for 86.8%. This is a suitable method for the psycho-physiological characteristics of preschoolers generally and preschoolers in mountainous areas whose Vietnamese language capacity is limited
particularly. However, the important approaches to building life skills for preschoolers that help them recognize and respond appropriately to the risk of injury, such as problem-solving and brainstorming have not been much paid attention to during the process of educating children on survival skills at school.
2.3.Actual status of forms of educating accident and injury prevention skills to preschoolers at school in mountainous areas of Quang Ninh province
Table 3.
Actual status of forms of educating accident and injury prevention skills to preschoolers at school in
No. Forms Level of implementation
Regularly Occasionally Never
Qty % Qty % Qty %
1 Literature activities 38 71.7 15 28.3 0 0
2 Musical activities 42 79.2 11 20.8 0 0
3 Discovery activities 46 86.8 7 13.2 0 0
4 PE activities 0 0 42 79.2 11 20.8
5 Other daily activities 0 0 12 22.6 41 77.4
6 Fun activities 0 0 6 11.3 47 88.7
7 Daily situations 11 20.7 32 60.4 10 18.9
8 Cooperation with parents 0 0 4 7.5 49 92.5
The survey results in table 3 have shown that edu- Ninh province concentrated on some basic forms as fol-cating accident and injury prevention skills to pre- lows: literature, music and discovery activities. The schoolers at school in the mountainous areas of Quang rate of these forms ranged from 71.1% to 86.8%. The
Sciences of Europe # 57, (2020)_
other forms, such as PE, daily activities and fun activities were rarely used although these are the forms that help children acquire knowledge and develop skills to prevent injuries in a gentle and effective way. Thus, it can be seen that, like the use of educational methods, the forms of educating on accident and injury prevention skills to preschoolers at school in mountainous areas of Quang Ninh province have not been diverse but just focused on basic educational activities. This actual status greatly affects the effectiveness of educating accident and injury prevention skills to children.
2. Conclusion
The research results have indicated that the education on accident and injury prevention skills to preschoolers at school in mountainous areas of Quang Ninh province has many limitations, reflected in the poor educational contents, undiverse methods and forms. To overcome these limitations, preschool leaders need to:
- Organize propaganda to raise awareness and foster competencies for teachers in educating accident and injury prevention skills to preschoolers
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- Equip additional facilities to meet the requirements of educating accident and injury prevention skills to preschoolers
- Encourage and promptly motivate teachers who are initiative and active in educating skills in preventing accidents and injuries to preschoolers
References
1. Cong Thi Hong Biep (2017), "Quán ly giáo due ky nang song cho tre em trong các truong MN quan Tay Ho, thánh pho Há Noi", Tap chí Thiét bi Giáo due so tháng 8/2017, Há Noi.
2. UNICEF (2012), Global evaluation of life skills education programmes, New York.
3. OECD (2012), Starting Strong III: A Quality Toolbox for Early Childhood Education and Care, http://dx.doi.org/10.1787/9789264123564-en.
4. Morris, P., Lloyd, C.M., Millenky, M., Leacock, N., Raver, C.C., Bangser, M. (2013), "Using Classroom Management to improve Preschoolers' social and emotional skills", MDRC.
ДОПОЛНИТЕЛЬНАЯ ОБЩЕРАЗВИВАЮЩАЯ ПРОГРАММА «ОСНОВЫ ЛЕГО-
МОДЕЛИРОВАНИЯ»
Туркина Н.О.,
Педагог дополнительного образования Государственного общеобразовательного учреждения города Москвы «Школа №1329» Герасимова Е.Л.
Учитель-логопед Государственного общеобразовательного учреждения города Москвы «Школа №1329»
г. Москва
ADDITIONAL GENERAL DEVELOPMENT PROGRAM "BASICS OF LEGO MODELING»
Turkina N.,
Teacher of additional education of the state educational institution of the city of Moscow "School No. 1329»
Gerasimova E.
Teacher-speech therapist of the state educational institution of Moscow "SchoolNo. 1329"
Moscow
АННОТАЦИЯ
Моделирование - вид познавательно-исследовательской деятельности, который предполагает опосредованное практическое или теоретическое исследование объекта, при котором непосредственно изучается не интересующий нас объект, а вспомогательная система, находящаяся в некотором объективном соответствии с познавательным объектом.
ABSTRACT
Modeling is a type of cognitive research activity that involves indirect practical or theoretical research of an object, in which the object of interest is not directly studied, but an auxiliary system that is in some objective correspondence with the cognitive object.
Ключевые слова: лего, программа, моделирование, направленность программы: техническая, уровень программы: ознакомительный, возраст обучающихся: 5-6 лет.
Keywords: LEGO, program, modeling, program focus: technical, program level: introductory, age of students: 5-6 years.
I. ПОЯСНИТЕЛЬНАЯ ЗАПИСКА
Введение
Развитие дошкольного образования предполагает решение актуальной проблемы обеспечения доступности дошкольного образования всем слоям населения.
Многие дети приходят в первый класс совсем не подготовленными, поэтому им бывает трудно занять новую для них позицию ученика. В школе действуют иные (относительно детского сада) правила, к ребенку предъявляются новые требования, появ-
