Tổ chức hoạt động khám phá khoa học và công nghệ phát triển năng lực giải quyết vấn đề cho trẻ mẫu giáo 5–6 tuổi: Một nghiên cứu tổng quan
Tóm tắt
Problem-solving competence should be developed from the early years. Science and technology activities allow 5-6-year-old children to observe, ask questions, make predictions, conduct tests, and revise their approaches. This study employed an analytical and synthetic literature review to clarify the foundations for organizing science and technology activities to develop children’s problem-solving competence. The reviewed literature was synthesized into three strands: the organization of science and technology activities, the development of problem-solving competence, and the connection between these two areas in the education of 5-6-year-old children. The findings indicate that activities should involve familiar content, open-ended tasks, appropriate materials, and opportunities for children to identify problems, propose and implement solutions, evaluate outcomes, and revise their approaches. Teachers serve as designers of the learning environment, facilitators of questioning, and providers of appropriate support. The review findings indicate a relationship between the organization of science and technology activities and the development of problem-solving competence in children aged 5-6. Science and technology activities are considered a prominent means of developing this competence in this age group.
Tài liệu tham khảo
Akçay Malçok, B., & Ceylan, R. (2022). The effects of STEM activities on the problem-solving skills of 6-year-old preschool children. European Early Childhood Education Research Journal, 30(3), 423-436. https://doi.org/10.1080/1350293X.2021.1965639
Anggoro, F. K., Dubosarsky, M., & Kabourek, S. (2021). Developing an observation tool to measure preschool children’s problem-solving skills. Education Sciences, 11(12), Article 779. https://doi.org/10.3390/educsci11120779
Aydoğan, Y., Ömeroğlu, E., Büyüköztürk, Ş., & Özyürek, A. (2012). Problem çözme becerileri ölçeği rehber kitap [Problem solving skills scale guidebook]. Koza Yayıncılık.
Berk, L. E. (2010). Development through the lifespan. Pearson.
Bers, M. U. (2018). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge.
Bộ GD-ĐT (2020). Chương trình Giáo dục mầm non (ban hành theo Thông tư số 17/2009/TT-BGDĐT, sửa đổi, bổ sung theo Thông tư số 28/2016/TT-BGDĐT và Thông tư số 51/2020/TT-BGDĐT).
Bộ GD-ĐT (2026). Chương trình Giáo dục mầm non thí điểm từ năm học 2026-2027 (ban hành kèm theo Quyết định số 388/QĐ-BGDĐT ngày 12/02/2026).
Bộ GD-ĐT (2024). Bộ chuẩn phát triển trẻ em 5 tuổi (ban hành kèm theo Quyết định số 4222/QĐ-BGDĐT ngày 27/12/2024).
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
Brown, L. J. (1988). Helping children learn to solve problems. Early Childhood Education Journal, 16, 26-30. https://doi.org/10.1007/BF01622980
Brunton, P., & Thornton, L. (2010). Science in the early years: Building firm foundations from birth to five. SAGE Publications Ltd. https://doi.org/10.4135/9781446203538
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Biological Sciences Curriculum Study.
Campbell, C., Jobling, W., & Howitt, C. (Eds.). (2018). Science in early childhood (3rd ed.). Cambridge University Press.
Chalufour, I., & Worth, K. (2003). Discovering nature with young children: Teacher’s guide. Redleaf Press.
Csapó, B., & Funke, J. (Eds.). (2017). The nature of problem solving: Using research to inspire 21st century learning. OECD Publishing. https://doi.org/10.1787/9789264273955-en
Davies, D., Howe, A., Collier, C., Digby, R., Earle, S., & McMahon, K. (2019). Teaching science and technology in the early years (3-7) (3rd ed.). Routledge. https://doi.org/10.4324/9780429464812
Erol, A. (2024). Failure analysis and continual improvement in the engineering design process: Teacher roles in children’s problem-solving processes. Education and Information Technologies, 29, 15229-15248. https://doi.org/10.1007/s10639-024-12489-2
Fisher, R. (2005). Teaching children to think: A guide to thinking and learning (2nd ed.). Nelson Thornes.
Fleer, M. (2011). Technological practices as a mediational means of supporting children’s conceptual development. Learning, Culture and Social Interaction, 1(1), 21-30.
Garton, A. F. (2004). Exploring cognitive development: The child as problem solver. Blackwell.
Güley, B., & Keskinkılıç, A. (2024). The effect of project approach-based science education program on problem-solving skills of preschool children. Humanities and Social Sciences Communications, 11, Article 940. https://doi.org/10.1057/s41599-024-03444-0
HighScope Educational Research Foundation (2020). The HighScope preschool curriculum.
Hsin, C.-T., & Wu, H.-K. (2023). Implementing a project-based learning module in urban and indigenous areas to promote young children’s scientific practices. Research in Science Education, 53, 37-57. https://doi.org/10.1007/s11165-022-10043-z
Hoàng Thị Oanh, Nguyễn Thị Xuân (2008). Phương pháp cho trẻ mầm non khám phá khoa học về môi trường xung quanh. NXB Giáo dục.
Hoàng Thị Phương (2025). Giáo trình lí luận và phương pháp hướng dẫn trẻ làm quen với môi trường xung quanh. NXB Đại học Sư phạm.
Honig, A. S. (2005). Children as problem solvers: What we know. PsycCRITIQUES, 50(12). https://doi.org/10.1037/041157
Katz, L. G., & Chard, S. C. (2000). Engaging children’s minds: The project approach (2nd ed.). Ablex Publishing.
Linder, S. M., & Eckhoff, A. (2020). Breaking down STEAM for young children. Teaching Young Children, 13(3), 28-30.
MacDonald, A., & Rafferty, J. (2015). Investigating mathematics, science and technology in early childhood. Oxford University Press.
Stone-MacDonald, A., Wendell, K., Douglass, A., & Love, M. L. (2015). Engaging young engineers: Teaching problem-solving skills through STEM. Paul H. Brookes Publishing Co.
Ministry of Education. (2022). Nurturing early learners: A curriculum framework for preschool education in Singapore. Republic of Singapore.
Mukhopadhyay, R. (2013). Problem solving in science learning: Some important considerations of a teacher. IOSR Journal of Humanities and Social Science, 8(6), 21-25.
New Jersey State Department of Education (2014). Preschool teaching and learning standards. State of New Jersey.
Nguyễn Thị Hòa (2019). Phát triển năng lực giải quyết vấn đề cho trẻ mẫu giáo trong hoạt động vui chơi. Tạp chí Giáo dục, 453, 19-23.
Nguyễn Thị Lan Phương (2014). Đề xuất cấu trúc và chuẩn đánh giá năng lực giải quyết vấn đề trong chương trình giáo dục phổ thông mới. Tạp chí Khoa học Giáo dục, 111, 1-6; 40.
OECD (2012). PISA 2012 field trial problem solving framework. OECD Publishing.
Peacock, A. (2003). Science skills: A problem solving activities book. Routledge.
Phan Thị Thúy Hằng. (2017). Thực trạng phát triển kĩ năng giải quyết vấn đề của trẻ 5-6 tuổi trong hoạt động làm quen với toán. Tạp chí Giáo dục, 409, 16-20; 24.
Sumarni, S. (2013). The Role of Educators in Introduce Technology in Early Childhood through Science Activities. Procedia-Social and Behavioral Sciences, 103, 1161-1170. https://doi.org/10.1016/j.sbspro.2013.10.443
Ünal, M., & Aral, N. (2014a). An investigation on the effects of experiment-based education program on six-year-olds’ problem-solving skills. Education and Science, 39(176), 279-291. https://doi.org/10.15390/EB.2014.3592
Ünal, M., & Aral, N. (2014b). Development of the problem solving scale in science education (PSSSE): The reliability and validity study. Education and Science, 39(176), 267-278. https://doi.org/10.15390/EB.2014.3585
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zudaire, I., Buil, R., Uriz, I., & Napal, M. (2022). Mars explorers: A science inquiry-based learning project in preschool. International Journal of Early Childhood, 54, 297-320. https://doi.org/10.1007/s13158-021-00308-5
Williams, K. C. (1997). “What do you wonder?” Involving children in curriculum planning. Young Children, 52(6), 78-81.
Wilson, R. (2012). Nature and young children: Encouraging creative play and learning in natural environments (2nd ed.). Routledge.
Worth, K., & Grollman, S. (2003). Worms, shadows, and whirlpools: Science in the early childhood classroom. Heinemann.
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Bản quyền (c) 2026 Tạp chí Giáo dục
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
