THE CURRENT STATE OF SELF-AWARENESS EDUCATION FOR CHILDREN AGED 5–6 THROUGH LEARNING ACTIVITIES IN SELECTED KINDERGARTENS IN PHU BINH COMMUNE, THAI NGUYEN PROVINCE
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DOI:
https://doi.org/10.34238/tnu-jst.14496Abstract
Self-awareness skills play a crucial role in the holistic development of preschool children and constitute a core component of social–emotional education in early childhood settings. The effectiveness of self-awareness education is largely influenced by teachers’ capacity to integrate and organize instructional activities. To examine the current state of self-awareness education for children aged 5-6 through learning activities, this study surveyed 57 teachers working with 5-6-year-old preschool classes in Phu Binh commune, Thai Nguyen province, employing a combination of quantitative and qualitative research methods for data collection and analysis. The findings indicate inconsistencies in teachers’ perceptions of self-awareness education; although some teachers have begun to integrate this content into learning activities, its implementation remains infrequent and lacks balance across educational domains. These findings provide practical evidence to inform the development of instructional strategies for fostering self-awareness skills among 5-6-year-old children through learning activities that are responsive to local educational contexts.Downloads
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