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Phan Thi Thuy Hang, master,
Nghe An Pedagogy College, Vietnam E-mail: [email protected]
PROPOSING A NUMBER OF MEASURES TO DEVELOP SKILLS FOR PROBLEMS FOR CHILDREN5-6 AGING THROUGH ACTIVITIES
Abstract: Developing problem-solving skills for 5-6-year-olds is an important task of early childhood education to make it easier for children to adapt to life. The development of a number of skills development measures for children 5-6 through familiarization with math should be based on the nature of the problem solving process and the real-life problem solving of children. Developing and coordinating the use of flexible groups of problem-solving skills development for 5-6-year-olds through the adoption of math skills such as: Creating problem-solving ability for children through acquaintance with math; Organize your child to practice problem solving; Organizing a child's problem-solving assessment helps to improve the problem solving skills of the child.
Keywords: problem solving skills, math skills, 5-6 year olds.
1. Set the problem
With the development trend of society today, people have many problems such as environmental issues, economic issues, school issues, social culture ... To face the difficult challenges that The human society needs to have the capacity to handle and deal well with those issues. Especially for children of preschool age, there is not much social knowledge as well as life experiences to solve the problems of social evils such as school violence, addiction game, violence children, child abduction scams ... and other negative effects outside the society affect the development of children's personality. To be "young" you need to be protected and nurtured for a relatively long time and have to learn everything: eating, learning, talking in social relationships under the guidance of adults [1]. Therefore, the development of skills needed for children has become a pressing need for society, including problem solving skills that help children identify and find solutions to complex social problems. the best way to improve your personality.
Mathematical acquaintance occupies a significant place in the life of a child in kindergarten, which
not only contributes to early childhood mathematical symbols, cognitive skills but also Developing children's life skills including problem-solving skills.
On the other hand, in modern society, children of preschool age are so overwhelmed by their families and society that they are too passive to change their lives. Therefore, children are not flexible, quick to handle the problems encountered in learning and in life. In addition, pre-school education does not focus on developing problem-solving skills for children aged 5 to 6 years and has not developed effective measures to develop problem-solving skills for children. through the familiarity with math. Therefore, research to develop problem-solving skills for children aged 5 to 6 through the use of math skills is essential to help children adapt to the environment. new - primary school.
2. Some basic concepts
2.1. Concept of skill
Discussing the concept of skill has many researchers have given different opinions. For example: Skill is the ability to apply the knowledge acquired in a certain field into reality, or Tran Trong
Thuy said: Skill is the technical side of action, people grasp Action model is skillful and actionable [5] ... From the concept of diversity of skills of psychologists and educators we conceive that: Skill is human competence can do the right thing in practice based on the knowledge, knowledge, experience that self accumulated.
2.2. Problem solving skills
* Problem
In life we encounter many phenomena, situations, conflicts, questions. which we still call the problem. For example, environmental issues, social evils, school issues, health issues . need to be answered or solved. According to the Vietnamese dictionary, "the problem is to be considered, researched and resolved" [6]. We think that "the problem is a conflict situation that requires the subject to use his or her knowledge to effectively deal with it."
* Problem solving
According to Stepphan Krulik, 1980: "Problem solving is the process by which an individual uses the knowledge, skills and knowledge available to meet the unfamiliar situations encountered" [4]. Problem solving is a process where many actions take place at different levels of thought to select the optimal solution to achieve certain outcomes.
* Ability problem solving
Problem solving is the ability to perform multiple actions that take place at different levels of thinking to select the optimal solution to achieve certain outcomes.
3. Familiarize yourself with the math and its role in developing problem solving skills.
* Familiarization with math in preschool
Familiarization with mathematics plays a significant role in the life of preschool children, which not only contributes to the formation of early mathematical symbols (number, size, shape, space orientation, cognitive skills, and cognitive skills, but also develops life skills that include problem solving skills.
Familiarity with math plays an important role in the development of cognitive development, intellectual development in particular and personality of
children in general, and further contributes to the formation ofnew premises for learning activities. The process of forming elementary mathematical symbols for preschool children performs the following basic tasks:
- Provide your child with initial knowledge about the set, the number, size, shape, space and time it takes in the child around.
- Form the child with a number of cognitive skills such as quantitative skills, size comparison, counting skills, measurement skills, computing skills, and learning skills.
- Helps to understand some mathematical terms.
- Develop the excitement and ability to recognize the development of logical and linguistic thinking for children [3].
* The role of math literacy in developing problem solving skills for children 5-6years old.
Familiarity with math is one of the positive cognitive development activities in the child. In the process of participating in this activity, the child's thinking is always stimulated by questions, situations, experiments. The teacher sets out to solve the cognitive task that maximizes the ability to become familiar with children's math. On the other hand, when dealing with situations posed in the activity of acquaintance with math help children's thinking flexibility, flexibility and can be used to solve problems in practice. The role of mathematical acquaintance in shaping and developing problem solving skills for children aged 5-6 years is as follows:
- Help children think and choose solutions to solve the cognitive task that teachers set out in the content of activities to familiarize with math.
- The teacher instructs the child to find a way to solve the problem.
- The result of the familiarity with math is always clear and concrete, expressed by specific products, so children can test, evaluate results by visual method
4. Measures to develop problem solving skills for children aged 5-6 through familiarization with math
Measurement group 1: Formingproblem-solving ability for children through familiarization with math
Remedy 1: Problem arises through the placement of the learning environment with the math
* Purpose: Create opportunities for children to identify many problems in their child's early learning activities through their own environment.
* Meaning: The activity environment includes the objects children need to interact with in their math activities. In a familiar environment, young people will have the opportunity to develop their ability to detect and solve problems. If the teacher knows how to organize the environment to "work" the child, it raises issues that the child will discover and solve, this ability of the child will be enhanced.
* How to proceed:
Step 1: Expecting activities to get acquainted with math can take place in the environment
Teachers rely on the observation of the environment and daily activities of the child to analyze and visualize, thereby anticipating some environmentally-friendly activities for the child to carry out in the process. work.
Step 2: Think about possible problems in your child's math work
Teachers need to be creative, based on their own experience and ability to visualize the problems children face and will be solved in the process of acquiring knowledge of their math. Teachers should think about the possible situations, goals, and goals that need to be addressed and how to deal with them.
Step 3: Arranging the familiar environment with the math facilitates the intended problem.
Teachers need to reposition their positions, the state of objects, toys, objects used by the child in the activity for the purpose of the situation, including objects that give rise to problems and objects. if so. She can also create new items and materials so she does not know how to use them, but she will use them when appropriate.
For example: During daylight hours (artistic angles) according to the teacher's day plan to arrange
the pre-cut to form the house, the teacher can make a problem through the layout of the environment. Act as follows:
Step 1: Anticipating activities with the math can occur, as follows:
Children must choose the square, rectangular, triangular paper . to form a house, fence, grass, animals ... stickers on paper background to decorate the house.
Step 2: Think about possible problems.
- It is difficult for parents to stick the house if there are not enough blocks
- When decorating plants, animals around the nursery will be difficult to arrange their position accordingly.
Step 3: The environmental layout raises the problem.
- The teacher prepares these pictures on paper for appropriate cutting or placement of pre-cut pictures at the corner of the sale so that the children buy the sticker on the house.
- Teachers cut a variety of plants, animals, different sizes put in toy pens to choose the appropriate shape to paste into his paintings.
* Conditions of application:
- The prepared environment must be safe with the child.
- Materials that are easy to find, easy to make and save.
- Teachers have the ability to explore, to create problems in the environment of the children.
Measure 2: Create an opportunity for the child to actively identify the problem through observational interaction, suggestive questions, and task assignment.
* Purpose: Organize activities to observe mathematical signs and mathematical relationships that incorporate open-ended questions and task assignments for children to identify problems when observing, when implementing Assigned and assisted children in difficulty in the process of understanding and identifying problems.
* Meaning: In the children's activities in general and the familiarity with mathematics in particular, there are many problems, but only by the experience of children, the child has not discovered immediately, so the role of teachers at this time. It is the direction and support for the child in identifying observation problems that combine the suggestive question and task for the child, making it easier for the child to discover the problem and feel more confident in the process. recognize the problem.
* How to proceed:
Step 1: Learn about the problem solving abilities, the math symbolic capital, and the cognitive experience of the child.
Teachers should understand the problem solving ability and knowledge of mathematical symbol formation in children in order to properly assess their abilities.
Step 2: Build problematic tasks that fit your child's abilities
Based on the ability of the child, the teacher determines the tasks involved in forming the math symbol in order to develop a problem-solving ability for the child.
Step 3: Activate the observation and use the open question as the child performs the task.
Teachers should encourage their children to observe mathematical signs and mathematical relationships in assigned tasks and to develop appropriate questions for the child. Teachers should pay attention to asking open-ended questions. as:
- Your open question must be in open form so that the child has more thinking direction to solve the problem. Avoid asking questions that may lead to distraction or problem solving when the child is not actively thinking to solve.
- The question should be short, easy to understand, clear language suitable for the child and the question should focus on the problem.
- Teachers should encourage, create opportunities for children to ask questions, talk about their own thoughts and questions.
* Conditions of application:
- Children are physically normal, coherent.
- Need to choose questions to stimulate the curiosity, research, creativity of children. Avoid abuse of questions, suggestions because it is easy to lead to dependency, dependence, passivity, waiting for the help of adults.
Measurement group 2: Organize your child to work out how to solve the problem.
Measure 1: Use learning games to help children solve problems posed in the game.
* Purpose: Help the child to practice problem solving in the form of fun play.
* Meaning: Learning games are games with fixed rules developed by adults with different content, rules and play for children to play. It is derived from folk education, in the history of each adult nation they are creating games for children. In the learning game contains the elements of teaching. Adults use learning games to shape and develop cognitive activity for children [2]. The use of games to practice problem solving skills for children is not only suitable for the physiological and physiological characteristics of preschool children but also for the task of developing problem solving skills of children. is implemented in a natural and effective way.
* How to proceed:
Step 1: Select or design learning games
Teachers learn, collect, or design learning games that form mathematical symbols for children. The task of playing a child in a game is to solve a problem.
Step 2: Organize the game
- The teacher introduces the child to the name of the game, the game and the rules of the game.
- Teachers assign tasks to children.
- The teacher is the person who guides, organizes and follows the child during the play, in time
have corrected, correct the mistakes of children during play.
Example: Game "pick fruit"
- Preparation: A big tree to play (real tree or plastic); fruits (cut fruits on circular, rectangular,
rectangular, etc. plates with different colors and hanging on the tree); Clean, airy space; Time is a short song.
- Mission: Each team will "pick fruit" in the words of the song (the name is mentioned in the lyrics) and name the geometry that you picked, then bring the "fruit" found in the pits. of the team.
- How to organize play: Divide the class into two teams (each team of 8-10 children) stand in two rows, the teacher plays the music and asks the children to pick the fruit according to the music that his team heard and at the same time call the name with the picture. At the end of the game, the team can pick up many fruits and call the correct geometry (if not correctly called the picture name but find the correct fruit is not recognized), the team won.
* Conditions of application:
- Teachers choose, design learning games that form mathematical symbols that fit the child's abilities and achieve the goal of developing problem solving skills for children.
- The selected game must be attractive, attracting children to play.
- Coordinate individual play and group play.
- Kids learn how to play, play rules, have fun and need to join the game with her and you.
Measure 2: Give your child practice in problem solving skills in daily life.
* Purpose:
- Educating young people who wish to do their own self-serving, independent, self-reliant, self-reliant job.
- Helps children to practice problem-solving skills in daily life to take advantage of everyday situations that are available and natural to children, giving them opportunities to practice self-discipline. Volunteering and reducing the pressure on teachers because they do not have to prepare many items. At the same time, practice problem solving skills in every new situation in life will happen to the child.
* How to proceed:
Step 1: Teachers take advantage of situations that arise in their daily activities to motivate them to solve problems.
Step 2: The teacher selects new problem situations to stimulate the child to solve.
New situations are situations that have not happened to children. Teachers can create situations at times such as: eating, drinking, wearing, cleaning, learning, playing ...
Example: When eating: Count the chairs at the table? The number of seats is less than the number you eat, how do you rest are sitting in the chair for lunch?
When playing: "Give birth to you rabbit", there are 8 cake how do 10 rabbits have birthday cake?
Preschoolers love to be complimented and set an example, so to actively solve problems in daily life, teachers need to motivate, praise and encourage their active participation in dealing with situations. out with children.
* Conditions of application:
- Teachers must be able to observe well to detect and manipulate existing situations and create problematic, challenging environments for them to address.
- The child is excited, confident in solving problems in daily life.
Measurement group 3: Organize the child's evaluation of the problem-solving outcome
Measure 1: Create opportunities for the child to evaluate problem solving results in the course of the activity.
* Purpose: Form your child's assessment skills and self-evaluation ofproblem-solving and your own.
* Meaning: The ability of children to evaluate is limited and influenced by many factors, so the organization of children to self-examination, evaluation is the opportunity for children to practice and develop assessment skills. results of their activities. The evaluation process of children with the guidance and organization of the teacher should orient the children to the criteria to evaluate their performance but less influenced by emotional factors.
* How to proceed:
Step 1: Organize testing and evaluation for children should be conducted regularly, during and after problem solving activities.
Step 2: Guide the child to understand the content
Children must evaluate the results and how to implement their solutions.
Step 3: Give your comments and comments.
Step 4: Encourage and encourage children in the process of examination and evaluation.
* Conditions of application:
- Children are provided with an understanding of the evaluation criteria, the way the problem is and the product they perform.
- The teacher covered the children well, as a referee for children.
- The teacher encourages the child when he or she is struggling to get the job done because otherwise the child will refuse to think and solve the problem.
Measure 2: Build a team to evaluate results in all activities of the child
* Purpose: Form and educate your child the ability to observe and evaluate the results of your problem solving in your daily activities in general and your familiarity with math.
* Significance: The development of a group ofchil-dren evaluates the activities that provide opportunities for the child to voluntarily take part in the assessment and gives the child a sense of responsibility and determination to fulfill his or her responsibilities. Children not only observe, evaluate you, learn from you but also support you when needed. This measure significantly enriches the assessment form in preschool.
* How to proceed:
Step 1: Create a self-managed child group
Everyday, teachers select two self-managed groups, each group consisting of 3-5 children. Initially, the teacher establishes a self-governing group based on voluntary volunteering, then assigns the child so that all children in turn are placed in self-management.
Step 2: Assign self-management tasks to children
- Teachers assign self-management tasks to children in daily activities. For example, when preparing objects for purposeful learning, eating, sleeping, cleaning .
- Ask the self-management team to find out who you have problems with, how to handle them and how.
- Teachers can use two forms to assign tasks to the self-management team: first, direct observation and reminding children, reporting to her and the class to hear the activity. Second, direct observation and handover of the child's observation form (a sign with a separate symbol for the child to easily identify the marker) and guide the child to use the form.
Step 3: Assess the work of the self-management team
- Teachers for self-management teams report results to class collectors.
- Teachers organize children to evaluate the results that the self-management team reports.
- Teacher evaluates, comments, motivates, compliments and draws experience for the team, selecting new self-management team.
* Conditions of application:
- Children have the ability to observe, have an interest and sense of responsibility for the work assigned.
- Children are able to use the notation to take notes on the observation form.
- Teachers observe, support children when necessary.
5. Conclusion.
Problem-solving skills are one of the important skills necessary for young people. Familiarization with the math is an advantageous environment for developing this skill for large pre-school children.
- The research and development of problem-solving skills development for 5-6-year-olds through the familiarization with mathematics should be conducted in accordance with the problem-solving skills development process with coordination. Use a variety of measures in the organiza-
tion of awareness activities for children under the guidance of teachers.
- In order to develop problem-solving skills for children through familiarization with mathematics,
we need to use the measures that we have studied, and continue to research, to enrich, add other measures. to improve the efficiency of this educational process.
References:
1. Dao Thanh Am (editors), Education Studies (volumel, 2), Hanoi National University Press,- Vietnam 2007.
2. Do Thi Minh Lien. Using learning games to create math symbols for preschool children. Education Publishing House - Vietnam 2009.
3. Do Thi Minh Lien. Method of forming elementary mathematical symbols for preschool children, Hanoi Pedagogic University Press,- Vietnam 2003.
4. Nguyen Huu Chau. Fundamentals of curriculum and teaching process. Education Publishing House -Vietnam 2005.
5. Pham Minh Hac (editors), Pham Hoang Gia, Tran Trong Thuy, Nguyen Quang Uan, Psychology, Vietnam Education Publishing House.
6. Hoang Phe.- Vietnamese Dictionary - Social Sciences Publishing House, Hanoi,- Vietnam 1998.
