Giáo dục âm nhạc trong trường mầm non: Từ tiếp cận nội dung đến tiếp cận năng lực

Tóm tắt

In the context of Vietnam's education system shifting strongly from a content-based approach to one focused on developing learners' qualities and competencies, music education is identified as a crucial area contributing to the aesthetic, emotional, and expressive development of preschool children. However, in practice, music activities in many preschools still primarily focus on skill training and content transmission, failing to truly meet the requirements of a competency-based approach. This study analyzes the shift from a content-based to a competency-based approach in preschool music education, using a method of document analysis and synthesis, comparison, and systematization of theories to synthesize domestic and international perspectives on preschool music education. The research results indicate that the competency-based approach emphasizes the child's active role, valuing experience, active participation, and the child's expressive and creative abilities in musical activities. Based on this, the article proposes a structure of four groups of musical competencies for preschool children: musical appreciation, musical practice, musical creativity, and emotional expression - communication through music. The research results contribute to supplementing the theoretical basis for innovating the organization of preschool music education according to the competency-based development orientation.