Bồi dưỡng cho giáo viên mầm non năng lực tích hợp giáo dục tình cảm, kĩ năng xã hội trong tổ chức hoạt động vui chơi

Tóm tắt

In the context of early childhood education’s increasing emphasis on children’s holistic development, strengthening teachers’ professional competencies has become a necessary and continuous task for educational management agencies. This is particularly important for preschool teachers’ competence to integrate social-emotional education into the organization of play-based activities. This article evaluates the effectiveness of a thematic professional development program on social-emotional education in play-based activities for preschool teachers in Lao Cai, Dien Bien, An Giang, Gia Lai, Soc Trang, and Kon Tum provinces. After the training courses, a survey was conducted with participating teachers to examine the extent to which the training content, delivery methods, and outcomes met their professional development needs. Based on the survey results, the article proposes several measures to improve the effectiveness of preschool teacher professional development, thereby supporting teachers in appropriately integrating social-emotional education into play-based activities for children. The article contributes empirical evidence for adjusting and improving preschool teacher training in a more practical manner, aligned with current requirements for educational innovation.