Thực trạng xây dựng môi trường giáo dục thẩm mĩ theo tiếp cận Reggio Emilia cho trẻ mẫu giáo: Nghiên cứu tại các cơ sở giáo dục mầm non ở Hà Nội, Đà Nẵng, Thành phố Hồ Chí Minh

Tóm tắt

In the context of current educational reforms, the Reggio Emilia approach is considered a progressive direction, emphasizing the role of the environment and creating opportunities for children to learn through diverse experiences, exploration, and expression. This study uses a questionnaire-based survey combined with interviews to assess the current situation of building an aesthetic education environment according to the Reggio Emilia approach in preschools in three major cities: Hanoi, Da Nang, and Ho Chi Minh City. The research results show that the elements of building an aesthetic education environment according to the Reggio Emilia approach are implemented only at an average to weak level; the content that fully reflects the characteristics of the environment, such as the “third teacher”, enhancing technological equipment, musical instruments, props, and mobilizing the participation of experts and parents, is still limited. Administrators rated the level of implementation higher than teachers in many criteria. The results highlight the need for enhanced professional development for teachers, investment in infrastructure, expanded parental and community participation, and flexible application of Reggio Emilia values to suit the practical conditions of Vietnam.