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Каталог статей из сборников научных конференций и научных журналов- Using folk movement games in the extracurricular activities to physical development of kindergartens at pre-school in Nghe An province

Using folk movement games in the extracurricular activities to physical development of kindergartens at pre-school in Nghe An province

Tr. Th. Th. Nga               Lecturer,

Ng. Th. Dung                 Student

Vinh University

 

1. Introduction

The world, no nation without its own games for their children. In the past, Vietnamese children have had the need to play, to be motivated, to think of games, to pass each other from generation to generation. Thanks to that, folk games are handed down to this day. One of the genres of folk games is folk movement games. Folk movement games are used in activities in preschool, especially in extracurricular activities. It brings a great significance in the physical training, finesse, rhythmic intellectual training, and agility, make emotionally aesthetic, group activity capability, group, cohesion of friendship, and contribute to building the personality imbued Vietnam ethnic culture to children from early childhood. However, the application of folk games in the activities of how to develop physically how to be effective is a difficult math problem for all educators in preschool.

2. Using folk movement games in the extracurricular activities for physical development for children

2.1 Current status of using and organizing folk games in activities for physical development of children in preschool

In fact, the effect of folk movement games on physical education (GDTC) for kindergartens is not maximized. The level of organization as well as the attitude of the child about this type of activity is also set for educators of issues of concern and thought. When examining the teacher about the location of the folk game in physical education for children, up to 65 % of the teachers assessed it very necessary 33.33 % teachers said it was necessary, the rest are 2.77 % teachers do not need. Recognizing its important position, but through the results of sociological surveys conducted in some preschool in Nghe An province on the level of organization of the activities of the folk movement games in action shows found that Preschools in mountainous and rural areas occasionally or are unlikely to organize activities for children, the operation is poor, stereotyping some activities so rigid, not attractive. On city, recently years, organized many extracurricular activities such as playing with children, culinary festival, etc. folk movement games used frequently and effectively bring remarkable. When asked about why there are differences between regions, the scientists shared due to the difficult economic conditions in the mountainous and rural, the limited space and facilities, the extra-curricular activities are not organized regularly. In pre-schools in the city, the economic conditions, spacious yards are favorable conditions for organizing activities. Another reason is due to teacher qualifications and young teachers and dynamic teachers tend to work in the city. In mountainous and rural schools, teachers are aging.

Percentage of children who play folk movement games shows:

 
Content
Mountainous and rural schools (%)
City school (%)
1
Children love, interested to participate folk movement games
98 %
85 %
2
Understand on folk movement games
40 %
70 %
3
Children self-organizing folk movement games with classmates
25 %
66 %
4
Physical development
30 %
80 %
5
Spirit of solidarity, collective consciousness
55 %
60 %
 

Table 2.1.1: The table compares the situation of children playing the folk movement game to physical education for children in preschool 

 

At kindergartens, most children are interested in participating; however, the dynamic, confident participation in group activities, in communication with the surrounding people of the children in rural and mountain schools is limited. In contrast, in city schools, the majority of children are agile, dynamic, confident in participating in collective activities, innocent in communicating with people around. Through extracurricular activities, children expand their knowledge of folk movement games, the traditional customs of the nation, as well as help children cohesive, enhance the spirit of solidarity, collective spirit.

2.2. Proposed some measures

Throughout the research process, we have proposed a number of measures to overcome these limitations, facilitating the organization of folk movement games in effective, safety, and useful extracurricular activities for preschool. Include the following measures:

* Selection of suitable sites for children to participate in extracurricular activities

Utensils, toys were full already but if lacking a place to organize games, the game cannot take place. With this kind of game collective folk high, children must movement more, the number of children playing the crowds should require a large area, such as: “Tug of war, capture the Flag, Cat and mouse game, hopscotch, Dragon snake, etc. So that preschool teachers have to choose the right place before organizing children to play. Therefore, the school built a separate play area for children, spacious yard, flat grass planting, artificial grass to avoid scratching children playing folk movement games.

* Building movement development environment to organize extra-curricular activities [1]

To build a playground, most preschools do not have the funds to buy new equipment, especially preschools in rural, mountainous areas. But still want to make sure your child is playful, fully motivated, I have designed a playground for children made from recycled or cheap materials such as: tires, bamboo, plastic pipes, rags, cotton, etc create toys for children practice playing such as use bamboo to sharp after that forced tires decorated into column to ball games, use garment scraps and then put cotton into to make ball; use bamboo to make ferries,  bamboo dancing, stilt walking, etc.; underground piping systems from tires; moving bridge; A-shaped frame ladder; house from the tires; seesaw, etc. After completing the toys, arrange them into a proper play area, so that the children are exercised comfortably, avoiding causing danger to others while playing ... [2]

* Organize children to participate in extracurricular activities experience

At present, children in the city are less exposed to traditional features, folk games of the nation. Therefore, organizing children to participate in extracurricular activities to experience the activities as real farmers is necessary. Through which children see the beauty of the Vietnamese people. We have the ideas incorporated in the campus garden fairy reconstruct rural markets for children's experiences or traditional folk games that are made from close materials such as bamboo, straw, gravel, etc. for children to play games such as stilt walking, card games [3]. However, many preschools have the campus is narrow, not qualified for construction; the leader of school organizes extracurricular activities for children in the countryside or amusement area to build the countryside model for children to participate in activities. New activities, children are very excited, children actively participate. Through that physical development for the child, the basis of comprehensive development.

* Coordination between schools and families to organize extracurricular activities for children

Good coordination between the school and parents is also a favorable condition for comprehensive development for children, including physical development. Through extra-curricular activities while learning with the participation of parents and children, children are mobilized, are playing some folk movement games such as: Capture the Flag, Bag jumping, Spinning tops, etc. To strengthen, tighten the school relationship with parents, as well as attach the relationship between children and parents. Specific programs such as playing with baby, Mid-autumn Festival

3. Conclusion

It can be said that the use of folk movement games in extracurricular activities for large pre-school children plays a particularly important role in the physical education of children. Being educated and participating in a environment of science, creativity will greatly contribute to the development of movement in particular and to the physical development of pre-school children in general and and contribute to the development of comprehensive children.

Bibliography

1. Dispatch No. 808/BGDĐT-GDMN of Ministry of Education and Training about directions on planning and implementing special subject “Enhancing quality of motor development education for children at preschool, period 2013 – 2016”

 2. Dinh Thi Hong Kien, Master Thesis: “Designing some motor games to develop clever aspects of kindergartener at 5–6 year age”.

3. Nguyen Xuan Dung, some solutions to practice basic motor skills of preschoolers at 4–5 year old age via folk motor activities, science master thesis 2004.

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