Thực trạng và biện pháp nhằm nâng cao hiệu quả hoạt động dạy học hát cho trẻ mẫu giáo 5–6 tuổi tại Thành phố Cần Thơ

Tóm tắt

Singing instruction plays a core role in music education, contributing to the aesthetic, linguistic, and emotional development of 5 to 6 year old preschoolers. This study investigates the current status of singing instruction for this age group at kindergartens in Can Tho City through a questionnaire survey (n = 232 preschool teachers, administered via Google Forms) and direct observation of 10 classes at 10 schools. Results show that 96.1% of teachers hold an accurate awareness of the role of singing activities, yet practical implementation still faces challenges: 37.1% of responses point to children’s difficulty maintaining attention, and 34.1% point to teachers’ limited training in musical competence and the use of supporting instruments. Based on these findings, the study proposes four groups of measures professional development in music for teachers, natural-breathing guidance, rhythm clapping combined with lyric recitation, and training children to sing at a natural, appropriate volume to support preschool teachers in organizing singing activities more effectively.