Phát triển vốn từ cho trẻ khuyết tật trí tuệ 4–5 tuổi trong hoạt động khám phá khoa học tại trường mầm non hòa nhập: Thực trạng và biện pháp

Tóm tắt

In the context of inclusive preschool education, which is receiving increasing attention to ensure learning opportunities for children with intellectual disabilities, developing vocabulary for 4-5-year-old children through scientific exploration activities plays an crucial role. This study surveyed 65 preschool teachers in Hanoi and several provinces to determine the current situation of organizing vocabulary development activities for children with intellectual disabilities during science exploration hours. The results showed that teachers clearly recognized the importance of the activities and had initially integrated goals, content, and measures into them; however, the organization was mainly focused on natural topics, paying little attention to social vocabulary, and the activities primarily took place in the classroom, limiting practical experience. In addition, large class sizes, a lack of materials and facilities, and limited organizational capacity among teachers were also recognized as challenges. On this basis, the article proposes measures to improve the quality of vocabulary development activities. The research results provide scientific evidence and practical recommendations for enhancing the effectiveness of vocabulary development, thereby contributing to the improvement of inclusive education at the preschool level.