tổ chức trò chơi xây dựng nhằm phát triển tính sáng tạo cho trẻ khuyết tật trí tuệ nhẹ 5 – 6 tuổi tóm tắt luận án tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HA NOI NATIONAL UNIVERSITY OF EDUCATION
TRẦN THỊ MINH THÀNH
ORGANIZING CONSTRUCTIVE PLAY TO DEVELOP THE CREATIVITY
FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5-6 YEARS
Specility: Theory and History of Education
Code: 62.14.01.02
PHD THESIS SUMMARY
HA NOI - 2013
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Co-Supervisior: 1. Prof.PhD. Nguyen Quang Uan
2. Asso Prof. PhD. Nguyen Thi Hoa
Opponency 1: Asso Prof. PhD. Hoàng Thị Phương
Opponency 2: Asso Prof. PhD. Đinh Kim Thoa
Opponency 3: Prof. PhD. Trinh Duc Duy
The oral defences of the thesis shall take place before….
On date month year 2013
The thesis can be found at: The National Library
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INTRODUCTION
1. URGENCY OF THESIS
Creativity is the human characteristics capacity, plays an important role for
enhancing the general development and intellectual development and thereby it
contributes to the child’s whole development. Teaching creativity for the children is a
matter of great concern to the world and Vietnam today. Children with mild
intellectual disabilities (ID) have more abilities to learn, to work and to live
independently, so that they have more chances to socialize. One of the most challenge
for these children is creative thinking. Research about the education methods to
develop creativity for children with mild intellectual disabilities is essential to the
special education.
Constructive play is an innovative play in which children use play materials to

create a work or a certain object. It has been confirmed to have an important role in the
development of children's personality and is the effective means to develop creativity for
children. Organizing the constructive play has a close relationship with the development
of children’s creativity.
In recently, MOET has implemented the Inclusive education for children with
disabilities and preschool education for 5 years old children Project that has created
good conditions for children with disabilities to come school, to play, to learn with
friends and to develop and integrate into society.
In fact, inclusive education for children with intellectual disabilities in
kindergarten is still inadequate and difficulties. Most preschool teachers have not been
trained on teaching to children with ID, so they lack of skills and experience in
working with ID children. The guidance for organizing activities in general and in
constructive play in inclusive kindergarten still sketchy. Beside that, source of
references and studies on this issue in our country is very limited.
2. RESEARCH PURPOSES
Building methods of organizing constructive play for 5-6 year-old children with
mild ID to develop their creativity and to enhance quality of inclusive education.
3. THE OBJECT AND SUBJECTS OF STUDY
3.1. Research Object
The process of organizing constructive play for children with mild intellectual
disabilities 5-6 years old in preschool.
3.2. Research Subjects
Measures for organizing constructive play to develop the creativity for 5-6 years
old children with mild intellectual disability.
4. THE HYPOTHESIS
Constructive play has an important role for the development creativity for
children with mild ID. If teachers have the appropriate measures and in the direction
of creative (adjust playing environment, instruction and assessment) will help the
children with mild ID develop their creativity.
5. RESEARCH MISSION

5.1. Research on the theoretical basis for organizing constructive play to
developing creativity for children with mild ID.
5.2. Research on practice situation in the pre-schools.
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5.3. Proposed measures of constructive play organization to develop creativity in
children with mild ID and do experiment.
6. LIMITED RESEARCH SCOPES
- Limitation of survey objects: 35 children with mild ID 5-6 years, 120 teachers
have taught preschooler with ID in Hanoi, Hai Phong, Hai Duong and Nam Dinh.
- Limits on research objectivity and empirical organizational impact:
3 children with mild intellectual disabilities 5-6 years old.
- Limitation of the research area:
+ Researcher carried out a survey some inclusive preschools in Hanoi, Hai Phong,
Hai Duong and Nam Dinh.
+ Experiment is implemented at 2 public preschools in Hai Phong and Nam Dinh.
7. RESEARCH METHODOLOGY
7.1. Methodology
The thesis is based on the following approaches to select research methodologies:
developmental approach, system approach, practical approach, inclusive education
and personalized approach.
7.2. Research methodology
7.2.1. Theorical research methods
The thesis uses methods of analysis, synthesis and systematic theories.
7.2.2. Practical research methods
The thesis uses methods: observation, investigation by Anket, interviews, tests,
pedagogy experiment, case studies, research on activities’s product.
7.2.3. Methods of data processing: Use the method of mathematical statistics and
SPSS software to analysis data collected during the research process.
8. DISCUSSION POINTS
8.1. Children with mild intellectual disabilities 5-6 years old have a creativity

expression in play and other activities, and education can develop creativity for
children.
8.2. Constructive play is an effective means of education and to develop creativity
for children with mild ID 5 – 6 years old. In the process of game, teacher and their
educational organization measures are important factors, with an enormous impact on
the development of children’s creativity.
8.3. Inclusive education in Kindergarten is a favorable environment for the
development of children with mild ID 5-6 years old and actually organizing
constructive play will promote effectively child’s creativity only when the impact of
the measures based on individual approach, which combines support for children with
ID in whole class activities and personal activities.
9. NEW CONTRIBUTION OF THESIS
9.1. Contributions to the theory
Contributing to enrich the theoretical about implemention measures constructive
play for children with mild ID 5-6 years old and develop their creativity.
9.2. Contributions for practice
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- Indicates the status of the organization of constructive play in inclusive
preschools for children with mild ID 5-6 years old.
- Develop a measure system to organize constructive play for developing children
with mild ID’s creativity and conducted successful experiments.
- Providing 3 education records for 3 children with mild ID.
10. STRUCTURE OF THE THESIS
Besides the introduction, conclusion and recommendations, references,
appendices, thesis includes 3 chapters:
Chapter one. Theorical basis of the organization to develop creativity for 5 – 6
years old children with mild intellectual disability.
Chapter two. Factual basis of the organization constructive play to develop
creativity for children with mild intellectual disability 5-6 years old in preschool
Chapter three. Measures to organize constructive play for children with mild

intellectual disability 5-6 years to develop their creativity and experiment.
Chapter one
THEORICAL BASIS OF THE ORGANIZATION TO DEVELOP
CREATIVITY FOR 5 – 6 YEARS OLD CHILDREN WITH MILD
INTELLECTUAL DISABILITY
1.1. HISTORICAL RESEARCH ISSUES
Research on measures of organization constructive play to develop creativity for
children with mild ID 5-6 years old are researched in the following basic directions:
The first, the study of creativity in children with intellectual disabilities.
Characteristics of creativity in children with ID in play, learning and differences of
creativity between children with ID and normal children were studied by Judy Ann
Buffmire (1969), Smith (1967), Cooper (1972), McDonald (1971 ), Julie Messier, and
Annette Majnemer Francine Ferland (2008), Katazyna Parys (2009).
Second, the study of the characteristics of young players with intellectual
disabilities
The play characteristics, including creative play of children with ID be interested
in about twenty years. This orientation is reflected in the work of: D. Michael Malone
and John Langone (1998); W.L. Lender, J.F. Goodman and M. Linn (1998); Drife
Collette (2002); D. Michael Malone (2006), Julie Messier, and Annette Majnemer
Francine Ferland (2008), JW Lerner, B.Lowenthal and E.Egan (1998).
Third, the study of education and creative development for children with ID.
The second half of the twentieth century, creativity development issues for children
with disabilities in general and children with ID are truly interested. The researchers
represent this direction include: Ford, Barbara G., Renzulli, Joseph S. (1976);
Stasinos, Demetrios. P (1984) Gold (1981), Katazyna Parys (2009).
Fourth, research on the relationship between play and creative development of
children. The role of play in creativity development for children has attracted the
attention of scientists very early. Typical of this approach is the scientist: LX
Vygotxky, J. Piaget, G.G. Fein, I. Bretherton, C. Garvey, A.M. Leslie, A.S. Lillard,
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L.M. Nicolich, Hutt, Johnson, James E, Mullineaux, Paula Y. and Lisabeth F.
Dilalla
Fifth, research on the organization constructive play for children in general and
children with intellectual disability. This research direction is reflected in the works of
Joe Riederer, PG Xamarukova; Phelps, Pamela and Hanline, Mary Frances, Wardle,
Francis, Brown, Jennifer, Murray, Donna, Karnes, Merle B., Stritzel, Kay, Reifel,
Stuart, Julie S. Johnson-Pynn and Valerie S. Nisbet, Nguyen Anh Tuyet, Nguyen Thi
Hoa, Hoang Thi Phuong, Vu Thi Kieu Trang.
This thesis access all above five trends and focused on the fifth trend to research
on measures of organizing constructive play to develop creativity for children with
mild ID in kindergarten.
1.2. CHILDREN WITH INTELLECTUAL DISABILITY
1.2.1. Concept and diagnosis criteria
Children with ID are who have significant limitations in intellectual (IQ lower
than average) and adaptability. Based on IQ and support needs, Intellectual disability
is divided into 4 levels: mild (IQ = 50-55 to 70-75) – These children do not need
regular support, moderate (IQ from 35-40 to 50-55) - this team needs some kind of
limited support; severe (IQ from 20-25 to 35-40) - this team needs to support
expansion; severity (IQ <25 ) - this team needs comprehensive support.
1.2.2. Psychological characteristics of children with mild intellectual
disabilities 5-6 years old
Intellectual disabilities affect the child’s development, as limited in cognitive,
adaptive, language, motor, social-emotional skills The level of impact will depend
on the level of intellectual disability. Children with mild ID are less affected than
other levels.
1.2.3. Play characteristics of children with mild intellectual disabilities 5-6
years old
The study of the play characteristics of players with ID focused on playing time,
game content, the ability to initiate, interation in play, social skills (such as rotating
skills, obey rules). Compared to normal children's play, ID children’s play is usually

simple, poorer and manipulate content play, shorter play time, lower social interaction
while playing.
1.3. CREATIVITY AND DEVELOP CREATIVITY FOR CHILDREN WITH
MILD INTELLECTUAL DISABILITIES 5-6 YEARS
1.3.1. The concept of creativity
The thesis uses the concept of Klaus K. Urban as a tool to study: "creativity is a
human personality, revealed in new product, unique, valuable, surprising himself and
also new, surprising to others”.
1.3.2. The concept of children's creativity
The nature of the children’s creativity has caused much debate. The study also
suggests that to have an appropriate definition of child’s creativity, we need to
consider some aspects, such as discrimination creativity and intelligence,
distinguishing between "C creativity" and "c creativity" and also press strongly to the
creative process than the result or product.
In this thesis, creativity is children's personality attributes in products wich
revealed the new products and valuable to the children themselves or the same age
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children. No children have real creative activities like adults but often in the form of
potential. For children, the creative process (including curiosity, explore, play and
make the idea) is as important as any product that they create.
1.3.3. Developing creativity for children with mild intellectual disabilities 5-6
years old
1.3.3.1. The concept of creative development for children with intellectual
disabilities
* The development of the child's creativity conversion process from low to high,
from simple to complex in ability to express themselves. It's gone through the process
of accumulation of changes to the substance, the child's creativity increasingly
apparent. Like all other areas development, the creativity development is integrated in
all activities and is a part of the child’s whole development.
* Developing creativity for children with mild ID is to make the child's creativity is

enhanced, help comfort children to participate in activities and express themselves in
different ways, they can think and do in a new way. Developing ID children’s creativity
also involves helping them make more different responses to meet a particular situation.
1.3.3.2. Creativity characteristics of children with mild intellectual disabilities
aged 5-6
The finding show that children with mild ID often lack of the agility, flexible
problem-solving process so they often repeated actions, use the old things, and
respond to a new situation or task slowly. They also provide little consistent response
with the requirements of the situation.
Children have difficulty in making the new solutions or new ideas and often just
repeat what has been learned previously.
Children with mild ID are very limited in the synthesis of information from around
the world to address specific situations. They also don’t look carefully at the issue and
plan to action.
1.4. THEORETICAL BASIS OF CONSTRUCTIVE PLAY IN PRESCHOOLERS
1.4.1. The concept of constructive play
Constructive play is a type of play in which children use play metarials to create
or build something in the real world around them.
1.4.2. Characteristics of the constructive play
- Constructive play is one of the creative play. Constructive play has symbolic,
which reflect the world through the children’s view.
- Constructive play and role play have close relationship
- Constructive play have some similarities with shaping and design activities.
- In constructive play, children can use different materials (wood blocks, lego,
powdered clay, crayon, sand, gravel, leaves ) to create objects.
- Constructive play relates to the use and manipulation of materials to make a
play that character, or in other words, play always has products.
1.4.3. The role of constructive play in children's creativity development
Studies have shown that, constructive play is safe, healthy, and non-violence, it
stimulates children to develop skills and positive relationships, help children excited to

learn more about themselves and around the world, allowing children to fully develop
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their potential to encourage creativity and help develop a child's personality, making
learning fun for children. It is affirmed with respect to the intellectual development,
problem solving skills, the ability to observe and creativity, social skills, math skills,
scientific and language skills.
1.5. ORGANIZING CONSTRUCTIVE PLAY TO DEVELOP CREATIVITY
IN CHILD WITH MILD INTELLECTUAL DISABILITY 5-6 YEARS
1.5.1. The concepts
1.5.1.1. The concept of organization to constructive play
Organizing constructive play is the process in which teacher conduct the
necessary tasks follow the sequence of activities between her and children, between
children with ID and and their friends to achieve objectives.
Constructive play is organized the same steps as any activity, including:
preparation before the game, guidances and ends game. Organization process of
constructive play includes many elements such as methods, organizational measures
and forms of organization and game conditions. This thesis focuses on the
organizational measures so we will not mention the other elements.
1.5.1.2. The concept of measures to organize constructive play to develop
creativity for children with mild intellectual disability
Measures to organizing constructive play for children are specific ways of
organizing work together between the children and teachers to achieve the educational
goals set.
Measures of constructive play to develop the children’s creativity in
kindergarten are the specific ways of organizing play activities between teachers and
children, children with ID and children in the classroom to help develop their
creativity.
1.5.2. Organize constructive play to develop creativity for children with
mild intellectual disabilities 5-6 years old in kindergarten
1.5.2.1. Features of inclusive preschool for children with mild ID

Inclusive education is a method in which children with disabilities and normal
children learn together in school at their living place.
Inclusive preschool for children with disabilities is that children with disability
and without disabilities in a class. In which ensuring that children with disabilities to
participate fully in classroom activities, children without disabilities have the
opportunity to learn and grow with the experience of the strengths and weaknesses of
their disabed friends.
* Inclusive preschool for children with mild ID has following characteristics:
- Children in class Object: diverse, with many different levels, there are
differences in the level of development, growth, capital experience, maturity, culture.
- Educational programs: Children with mild ID and normal children learn
together in a general education program.
- Education Methods: personal approach, and towards the child because the
child. Teachers in kindergarten have to creativity, initiative and cooperation.
- There are often a close collaboration between teachers and their families,
between the classroom teacher and support teacher, between the classroom teacher
and the special education experts.
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- Knowledge, skills of teacher: They will enhance the communication and
behavior management, classroom management skills.
1.5.2.2. Organization measures of constructive play for children with mild
intellectual disabilities 5-6 years old in inclusive preschool
Measures to guide young players often mentioned are: planning organizing
games; guide kids to play; Evaluation of young players. Besides, the study also
provides some guidelines and helpful hints.
When constructive play organized for children with mild intellectual disabilities
in inclusive preschool teachers need to focus on goals that help children discover the
diversity of color, material, shape, size play materials; expression and exchange of
ideas, thoughts and feelings through their use of different materials, the right tools to
design and create or build other models together.

1.5.2.3. Requirements for the organization of constructive play to develop
creativity for children with mild intellectual disabilities 5-6 years old in inclusive
preschool
When organizing constructive play to develop creativity for children with mild
intellectual disabilities in kindergarten the teachers need to ensure the dynamic of
children, play development and successful feels of children. Teacher need to
remember that teaching creatively and teach children how to creat through play.
When organizing constructive play to develop creativity for children with
intellectual disabilities, teachers need to create an environment and a favorable
opportunity for children, integrate goals creativity development for children in all
activities and pay attention to guide kids to play creatively. They also focus on
evaluation to stimulate children's creativity.
1.5.3. The roles of the constructive play organization for creative development for
children with mild intellectual disabilities 5-6 years old in kindergarten
The constructive play is a type of creative play and it is highly favorite of
preschoolers. If well organized, this game will promote children's creativity. Measures
to organize constructive play are important role for effective organizational game.
Organizational measures that affect play content, play skills, and the interaction
between teachers and children, between children with intellectual disabilities and
normal children and the goals of creativity in the game.
Through the organization of game, the interaction between teachers and children,
and between children and children in the classroom is enhanced, thereby creating
opportunities to children with mild ID play creatively.
Organize constructive play on the basis of children’s ability to learn, their needs
and preferences, so that it will provide chances for them to develop creativity.
1.5.4. Creative expression and criteria for evaluating a child's creativity in
constructive play
1.5.4.1. Expression of creativity in constructive play
Children's creativity in constructive play is revealed when they are free, liberal in
play activities and emotional expression while playing. Also shown in the active

participation in play. Children explore materials and using different materials to create
different objects in their own way.
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Creativity in constructive play is that these kids play in the independent
transformation process of knowledge, skills formed into the activities to create new
unique, valuable products for children (and maybe for others).
Expression of creativity in play:
- Creativity in theme, content development game
- Creation of the campaign mode, players manipulate materials and materials used in
the play.
- Innovative in products
- In addition, a child's creativity is expressed through the child actively participate
in the games, their’s excitement and passion in the game.
1.5.4.2. Criteria for evaluating a child's creativity in constructive play
Most test of creativity built by two trends: the first is to assess the number of responses,
also known as the number of divergence products (Guilford, Torrance, Schoppe), the second
is rated in terms of quantity and quality of divergent thinking (Kratzmeier, Urban, Kramper).
The creativity rating scale commonly used language, materials, graphics, sound or
movement.
The evaluation criterias of children’s creativity through constructive play include:
• Fluency - how many uses you can come up with. It is shown in the total number of
products that children built during play time and children’s play skills.
• Originality – how uncommon those uses are. It is expressed through a number of
play aspects such as content, form, structure of the product, using play materials,
name of building products…
• Flexibility – how many areas your answers cover. It is reflected in the types of
products that build children during play, the type of material that children used to
play, the ability to use the products for the construction activities.
• Elaboration – level of detail in responses; the number shown in the details of a
child's building products, the addition of decorative details in the play of children, the

care, the choices carefully selected play materials, making works when decorating
products.
1.5.5. Factors affecting the organization constructive play to develop
creativity of children with mild intellectual disabilities in inclusive preschool
The process of organization constructive play to develop creativity for children
with mild intellectual disabilities in inclusive preschool is affected by many factors,
both subjective and objective. According interactive pedagogy, in this process always
takes place mutual relationship between three factors, those are: the teachers, the
learners and the environment.
The first factor - the teachers and guidance method of teacher. Teachers can
stimulate a child's creativity or limit it. To develop the creativity of children with mild
intellectual disabilities while playing, the teacher must be creative, fun, warm and
know how to motivate, evaluate and review the child's creativity in play. At the same
time, teachers need to understand the children’s needs and abilities, the creativity and
the importance of creative development for children.
The second factor - young mild intellectual disability. Children with mild
intellectual disabilities have the skills necessary to learn, play and develop creativity.
However, they also have certain limitations, so when organized games for children,
teachers need to take measures to organize and guide the children play with their’s
ability.
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The third factor - the environment. The environment includes the physical
environment and social relationships in the classroom that affect play skills and
creative development of children with mild intellectual disabilities as well as guiding
methods of teachers. However, teachers and kids can change the environment.
Chapter two
BASIS OF PRACTICE GAME DEVELOPMENT ORGANIZATION
DEVELOPMENT FOR CREATIVITY OF CHILDREN WITH INTELLECTUAL
DISABILITIES 5-6 YEARS
2.1. INCLUSIVE EDUCATION FOR CHILDREN WITH INTELLECTUAL

DISABILITY AND CONSTRUCTIVE PLAY IN PRESCHOOL EDUCATION
PROGRAM
2.1.1. The situation of inclusive education for children with intellectual
disabilities in Early Childhood Education
Care and education for children with intellectual disabilities in Early Childhood
Education in our country is interested in about two decades.
Early intervention and inclusive education for children with intellectual
disabilities began in 1990 and more and more develop.
From 2002 - 2003 the provincial steering committee building education for
children with disabilities in local public education for children with disabilities to be
included in the guiding of the educational mission of the school year.
Currently, children with intellectual disabilities can participate in many different
forms of education such as integration, special education and inclusive education. And
inclusive education is a basic education form for children with mild intellectual
disabilities preschool age now.
2.1.2. The early childhood education programs
The early childhood education program is issued by the Ministry of Education and
Training in 2009 have raised the goal of early childhood education that focuses on the
capabilities of the child. Children’s creativity are considered a key educational goal.
In kindergarten programs, fun activities are key activities are focused on
implementation. Constructive play is one of the main game that held regularly every
day in preschools.
The early childhood education program has been a guiding and directing the
activities organized for children with disabilities, including children with intellectual
disabilities but it is not concrete.
2.2. THE INSTITUTIONS OF ORGANIZING CONSTRUCTIVE PLAY
AND CREATIVITY IN CHILDREN WITH MILD INTELLECTUAL
DISABILITIES 5-6 YEARS
2.2.1. Some common issues of survey
2.2.1.1. The purpose of survey

Assessment of organizing constructive play for children with intellectual
disabilities 5-6 years and level of creativity of children with mild intellectual
disabilities 5-6 years old.
2.2.1.2. Sample of survey
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a. Sample is teachers
Teachers sample were randomly selected, including 120 preschool teachers in
some integration who working at kindergarten in Hanoi, Hai Duong, Hai Phong, Nam
Dinh. The majority of teachers have worked for over 3 years but experience teaching
children with intellectual disabilities are not many.
b. The sample is children with mild intellectual disability 5-6 years old
35 children with mild intellectual disabilities are in public preschool. Among
them are 15 children in the early intervention centers and 20 children outside
intervention center.
- The children at the intervention center have been evaluated and categorized.
- The other children are determined by:
Initial screening through the evaluation of teacher. Then we use the Kyoto scale,
Goodenough test and rating scale for adaptive behavior to assess directly on each child to
determine the child with mild ID.
2.2.1.3. Content of Survey
- Awareness, attitude and work of teachers in the institution constructive play and
creative development of children with mild intellectual disabilities 5-6 years old.
- The creativity in children with mild intellectual disabilities 5-6 years old through
TSD-Z test and constructive play.
2.2.1.4. Survey methodology
- Investigating teachers by Anket, interviews, observations, products and activities
of teachers
- Tests and other creative exercises.
2.2.2. Survey results
2.2.2.1. Status of organizing constructive play for children with mild intellectual

disabilities 5-6 years old
- Teachers have a quite good knowledge and the attitude, positive about chinldren
with mild intellectual disability 5-6 years old and creativity development for children.
Teachers are aware of the significance of creativity in constructive play.
- Teachers are confused in the process of organizing games for children with mild
intellectual disabilities and no appropriate measures to organizing constructive play
for children with intellectual disabilities.
- Teachers face many difficulties in the process of organizing games for children
with intellectual disabilities so that education is not highly effective.
- Preparation play environment, child guidance and evaluate after play is not
consistent with the characteristics of children with intellectual disabilities and not
directed to the development of creativity for children.
* The creativity in children with mild intellectual disability 5 – 6 years:
Survey results of creativity in children with intellectual disabilities slight 5-6
years old through TSD-Z test and constructive play that most kids to be creative at
low levels. Children with average and lower average accounted for very little.
Table 2.2c. The level of creativity of children with mild intellectual disabilities 5-6
years old through TSD-Z test
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Creativity levels
N
Poor
A
Under
Avera
ge
B
Avera
ge
C

Above
averag
e
D
Pretty
E
High
F
Excellen
ce
G
∑
Number 29 4 2 0 0 0 0 35
% 82.86 11.43 5.71 0 0 0 0 100
According to the initial classification of test creation TSD-Z by age 4-6 (form A), the
majority of children with mild intellectual disabilities aged 5-6 gain points on the TSD
– Z test in low levels, less than 7 points (82.86%). The number of children achieving
at average and below average is small percentage (5.71% and 1:43%). No children
gain point above average or pretty, good or excellent.
Table 2.2a. Descriptive Statistic of the creativity in the constructive play
criterion 1 criterion 2 criterion 3 criterion 4 Total
N Valid 35 35 35 35 35
Invalid 0 0 0 0 0
Range 4.50 4.00 5.50 3.00 2.00
Minimum 1.00 1.00 1.00 1.00 4.00
Maximum 5.50 5.00 6.50 4.00 6.00
Mean 2.8714 2.6714 2.8857 2.4143 5.1429
.17792 .16262 .22462 .12211 .09297
Std.
Deviation

1.05261 .96210 1.32890 .72239 .55002
Variance 1.108 .926 1.766 .522 .303
Skewness .200 .346 1.258 .752 189
Std. Error .398 .398 .398 .398 .398
Kurtosis 135 .198 1.270 .399 .092
Std. Error .778 .778 .778 .778 .778
Summary table above shows, the average total score criteria and creativity in
game development by 35 children surveyed were low. In the first criterion (agility)
and criterion 3 (newness) is the average score has a slight edge over the other two
criteria (flexibility and meticulous, detail).
* The cause of the situation:
- Inclusive education for children with disabilities at the preschool level was
concerned, but a lack of uniformity and proper investment.
- The pre-school teacher training is not emphasized organizational skills activities
meet the diversity in the classroom.
- There is lack of training, professional training for preschool teachers lead to
confusion in the organization of the games in the kindergarten building integration
and performance targets for the development of creativity children with intellectual
disabilities.
- Teachers are not interested in creative development for children with intellectual
disabilities and lack of confidence in the creativity of children with mild intellectual
disabilities. Teachers themselves lack creativity in the care and education of children.
- Lack of references and game guide organizations to build creative development for
children with mild intellectual disabilities in inclusive preschool.
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Chapter three
ORGANIZATION MEASURES CONSTRUCTIVE PLAY TO DEVELOP
CREATIVITY OF CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5-6
YEARS OLD AND EXPERIMENTAL
3.1. PRINCIPLES FOR BUILDING MEASURES OF ORGANIZING

CONSTRUCTIVE PLAY TO DEVELOP CREATIVITY FOR CHILDREN WITH
MILD INTELLECTUAL DISABILITIES 5-6 YEARS
The measures to organize constructive play for children with mild intellectual
disabilities 5-6 years old which built need to ensure the following principles:
- Ensure scientific and creative
- Ensure compliance with the characteristics of preschool inclusion and
characteristics of each child
- Suitable for operation
- Ensure feasibility
- Ensure the education and development
3.2. MEASURES TO ORGANIZE CONSTRUCTIVE PLAY TO DEVELOP
CREATIVITY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5-6
YEARS
MEASURES TO ORGANIZE CONSTRUCTIVE PLAY TO DEVELOP
CREATIVITY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES
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Measures group
of preparing
befor playing
Measures group of
the organization,
guiding children
towards creative
play
Measures group
for the play
evaluation
1 – Planning for
individual players
and support

individual children
with ID in individual
lessons.
2 - Creating play
environments
recognizable and
attractive
1 - Paying the
inspiration of young
2 - To encourage and
support the idea of
young
3 - Enhancing the
interaction between
children with mild
intellectual
disabilities and
normal
4 - Adjust the manual
method
5 - Integration of
artistic activity in the
organization to play

1 – Focus on
children’s play
process
2 - Assessing
play results to
encourage

children’s
creativity
3.2.1. Group 1: Preparing for children to play
Measure 1: Planning for young players individual mild intellectual disability
and guide children in private school
* Purpose: This measure helps teachers integrate educational goals which aim to
develop creativity in constructive play and to monitor the progress of children with
intellectual disabilities. At the same time, this can help teachers focus on play instruction
for children with mild intellectual disabilities and expand child’s play skills.
* Content: Planning and guiding individuals play skills in a individual lesson
including the teacher will plan constructive play and guide play skills for children
with intellectual disabilities in the form 1 teacher - 1 child.
A game plan for individuals with intellectual disabilities including learning
objectives, the material support, players, and environmental changes, the adjustments
to play in activities to meet the individual educational goals; playing activities and
daily activities to stimulate children's creativity, help from others, such as teachers, the
special education professionals or others, the support child at home; way to monitor
and evaluate the progress of the child, date and day to evaluate program.
* How to proceed:
- Planning for young players individual mild intellectual disability:
+ Rating through play
+ Develop education targets through play for children
+ Selecting measures and activities
+ Option assessment
+ Write a plan, communicate with parents and other professionals
- Guiding creative skills in individual lessons
During individual instruction for children with mild intellectual disability in
constructive play, teacher should serve as a model first, then do the same with young
children and eventually to self-employment. We can invite some other kids in the
class to participate in individual tutorials with mild intellectual disability children.

The process instruction for children with mild ID in individual lessons can be
divided into 3 stages: before children play, while children play and after play.
Measure 2: Create a play area recognizable and attractive
* Purpose:
This measure aims to help children with mild intellectual disabilities better focus
on the game and more creative.
* Content: Create attractive play area including arranging, decorating the play
area, play space easily identifiable, attractive, stimulating curiosity and creativity of
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children with intellectual disabilities. It also includes the collection, providing play
materials, diversity and richness play materials.
* How to proceed: collect toys, play materials with an abundance of colors, sizes,
shapes and types, rotation and additional use of materials play. Gather materials such
open from natural materials, the waste material and the material support of the young
imagination.
+ Create a separate area or "secret".
+ Creating boundaries for the area visible
+ Can create play areas for the predetermined number of children playing
+ Select and set materials, toys carefully so as appealing as playing corner
suggests the idea of children to play.
+ Sort constructed play area for simple, accessible and ready to start playing.
3.2.2. Group organizational measures and guidance for youth games mild
intellectual disability towards developing innovative
Measure 1: to evoke a child's creative ideas in play
* Purpose: This method will helps children with ID to orient content to play, how
to play and use play materials. At the same time, it also suggests ideas for players,
helping children excited and ready to start the constructive play with fun and
voluntarily.
* Content:
Teacher discuss about game content, game themes, stimulating and exciting

children to play. They also discuss about the building topics, building theme, the
content, the rules and stimulate child’s idea. This method also includes encouraging
children generate new ideas, new ways to play.
* How to proceed:
Teacher organize a discusson group on the topic of play, the game play and rules.
While discuss with children group the teacher should spend more time on listening the
children with intellectual disabilities. Teacher should talk with open attitude,
enthusiasm, listen to comments and encourage all children especially children with ID
to express their ideas. Teachers use open-ended questions to stimulate a child's
imagination and to help children create new ideas.
Measure 2: Encourage and support new ideas of children with mild intellectual
disabilities to play
* Purpose: This measure is to increase the child's confidence in creative play and
help them boldly expressing ideas when playing. From that motivate children to
develop creativity.
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* Content: Teachers make positive comments and praise for any creative element
of the child or praise any progress that even the smallest of children. Detect and praise
children when they make new themes, new ways to play wih materials; when children
create new product compared with the previous game. At the same time teacher
should accept and tolerant with children’s mistakes and failures and give them more
time to play.
* How to proceed:
Observing children with intellectual disabilities and respect the child's thoughts
when they are playing. Teachers should provide support to child when needed. When
children play in groups, teachers should create the open air and prevent the criticism
from their friends. Teachers make positive comments on their choses; check out the
creative elements and appreciate the child’s creativity while playing. Praise the child
when he or her has a new idea.
Measure 3: To enhance the interaction between children with mild intellectual

disabilities friends while playing
* Purpose: To develop interactive relationships between youth mild intellectual
disability and normal children in the class, thereby helping to create a friendly
environment, openness and cooperation to help children with intellectual disabilities
mild learning from other creative and innovative development of the game.
* Content:
The social interaction involves showing a positive attitude towards the others and
arounds, enhancing the ability to process social information and show social behavior
to be accepted by others. It also means to strengthen the interaction between children
with intellectual disabilities and their friends while playing; increasing acceptance and
mutual respect among children with intellectual disabilities, enhance social interaction
in groups and build friendships.
* How to proceed:
Teachers encourage acceptance attitudes of other children in the classroom for
children with mild intellectual disability and train interaction and social skills for
children with mild intellectual disabilities. Selecting a number of children in the class
are highly creative and skilled players as well as good attitude to help children with
intellectual disabilities in play.
Measure 4: Adjust guidance to children with mild intellectual disabilities as
organizing construvie play
* Purpose: Adjust how support and guidance to help children with intellectual
disabilities play better and more creative. Adjust teaching method for children with
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intellectual disabilities will help teachers understand and access children easily.
* Content:
Adjust the guidance when the child play constructive game includes providing a
suitable guidance, various support form, adjust metarials and use their classmates to
support children with mild intellectual disability.
* How to proceed:
- Provide various guidance and support forms:

If we want the young players with intellectual disabilities playing constrution
better, teachers need to provide support and guidance for children. Any form of
support including assistance with physical support, modeling, support by word,
gesturing. This method includes promoting children’s possitive behaviors.
- Model the constructive play creatively
Children can observe teachers modeling games to play with materials, action,
using different materials in the constructive game So teacher should serve as model
play creatively.
- Manage children's behavior
Some children with mild intellectual disabilities have inappropriate behaviors
such as not playing, hyperactivity, not cooperate with friends, not comply with the
rules of play group Children with intellectual disabilities should be reminded
regular rules, social rules while playing. The reminder should proceed wisely, so little
effect on most children's activities. Teachers need to have the form of praise (verbal,
toys, activities ) for the good behavior.
- Adjustable, additional play materials
Adjust toys, play materials to meet needs of children are important. Those are
adjusting the size toys (toy size bigger, better grip), adjusting the structure of materials
(eg additional wire tie or adhesive Velcro pads used), adjusting the color, texture
(simplified, obviously).
Replacing toys and play materials: For example, instead of plastic blocks with
wood or foam blocks.
Additional play materials, especially that provide support children’s imagination,
such as animals, objects, trees, Teachers should use alternately play materials.
- Adjust the playing time for the young mild intellectual disability
Adjust the playing time include increasing children's playtime mild intellectual
disabilities, encouraging children complete their work. Teachers do not rush the game
ends when a child's game unfinished.
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When constructive play organized for children with intellectual disabilities in

inclusive preschool classroom, teachers need to observe and adjust the flexible hours
of play. Young teacher gives a peace of mind in terms of time but also to help them
know their end game.
Measure 5: Integration of artistic activity in the organization building game
* Purpose: Integrating arts activities in the game to help build excitement and
stimulate a child's creativity, encourage children to think and play in new ways.
* Content:
Integrate art activities in the constructive play is the interlocking, integrated arts
activities such as music, painting, handicraft, poetry readings, dance, movement
games in order to stimulate children’s inovation.
* How to proceed:
Teachers can use the songs or read poems for children, storytelling or dancing to
music topics related to building before, during and after play.
3.2.3. Measure Group of evaluate a child's play
Measure 1: Focus on the process evaluation of players rather than just focusing on
product
* Purpose:
This measures aims to stimulate the child's creativity during the game. The
evaluation process also helps the teacher to detect and assess correctly child’s needs
and abilities while playing, from that to support and encourage the child.
* Content: Focus on the process evaluation of players with mild ID is the concern
assessment process in which the child how to generate the ideas, made the ideas rather
than just the final product. Teachers give comments, feedback in the process to
encourage kids to play creatively in children with mild ID to stimulate him or her to
offer new ideas and boldly, confidently implement ideas.
* How to proceed:
During play, teacher observations and give children positive comments on the
new elements in the game as well as appreciate that. For example, teachers can
provide a comment or suggestion for children to encourage him/ her like that: “I like
your way to build the house’s fence. You let some trees here make the fence more

beautiful”.
Measure 2: Evaluation play results to encourage children’s creativity
* Purpose: This measure aims to help children recognize and review their final
product, which enhance children's self-assessment, stimulating kids to play better and
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more creative. The measure also aims to increase children's creative behavior in the
following games.
* Content: Assessment for play results to encourage creativity is to make
comments, overall assessment of the play, including evaluation. Teacher will attent
particularly to the creative expression of children with intellectual disability in the
play. Evaluating children after the game also includes focused review process of the
players rather than only focused on the final product.
* How to proceed:
In the play process, teacher should observe how children with mild intellectual
disabilities play and discover new elements in a child's game and bring out the
positive reviews and appreciation of that. While comments and evaluation at the end
of the play, the teacher should remind the work of child with mild intellectual
disabilities, to show creativity during play. Besides, teachers should also pay attention
to the evaluation of the innovative elements of the other children in the play group for
child with intellectual disabilities learn from his friends.
After finishing playing, teachers ask children to explain their work. Teachers
should comment another child’s work so that the child can recognize and assess
his/her friend’s strengths, encourage children to discover new things in their product.
Next, the teacher will review the specifics of what is good and is not good that
children did, especially for children with intellectual disabilities.
3.2.5. Conditions for measures
In order to implement measures effectively, teachers need to ensure that basic
conditions such as infrastructure, human resources, planning and organizing games
following necessary conditions:
- Teachers need to learn about children with intellectual disabilities in the

classroom.
- Teachers need be creative in the process of organizing games. Teachers need to
be able to manage students’ behavior and classes, to have good observation.
- Teachers need to grasp the spirit of inclusive education, educational
environment, friendly atmosphere, all children are treated fairly and are encouraged to
respect the differences of others.
- There is collaboration between teachers to support teachers and special
education professionals.
- Teachers need to be perseverant and have good attitude, avoiding hasty and rash
in organizing constructive play for children. It should take the time to review,
evaluate, do not make the assessment become formalistic or perfunctory.
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- Teachers must have a positive outlook and recognize and appreciate the creative
elements in child's play.
- Need to combine guidance, individual support for children with intellectual
disabilities in all activities in class, integrated creative development target for children
in various activities
- When teaching children with intellectual disabilities is subdivided teachers need to
teach skills, repeated several times with the knowledge, skills children need to learn.
3.3. EXPERIMENTAL RESULTS AND ANALYSIS OF EXPERIMENTS
3.3.1. Introduce about experimentation
3.3.1.1. Purposes of Experiment
Experiments to evaluate the feasibility and effectiveness of pedagogical methods
and check the correctness of scientific hypotheses.
3.3.1.2. Empirical Content
Entire experimental measures were developed for three cases with mild
intellectual disability 5-6 years old who are attending inclusive kindergarten.
3.3.1.3. Experimental Methods
The experiment was conducted in natural conditions in the classroom environment.
The care – education conditions in the experimental group did not change.

The experiment was carried out continuously for 8 months (9/2011 to 5/2012). In-
depth study of 3 cases of children with mild intellectual disabilities 5-6 years old (2 boys
and 1 girls), attending at normal preschool in Hai Phong and Nam Dinh.
The experimental results are monitored regularly after each themes and formal
assessment 2 times (1/2012 and May 5/2012).
Empirical evaluation results are based on four criteria of creativity in constructive
play (fluency, flexibility, originality and elaboration) and TSD- Z (form A).
Results were analyzed both the qualitative and quantitative. The results quantify
processing and verify by the formula in SPSS 15.0 software.
3.3.2. The experimental results
3.3.2.1. Children's creativity in play
Table 3.1. Statistics describe experimental results on 3 case studies
Criteria 1
Criteria 2 Criteria 3 Criteria 4
Total
N Valid 6 6 6 6 6
Invalid 0 0 0 0 0
Range 2.50 2.00 3.00 1.50 8.00
Minimum 3.00 3.00 2.00 3.00 11.50
Maximum 5.50 5.00 5.00 4.50 19.50
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Mean
4.0833 3.9167 3.5000 3.7500
15.250
0
Std.
Deviation
.91742 .73598 1.22474 .68920
3.3128
5

Variance .842 .542 1.500 .475 10.975
Skewness .513 .418 490 .000 102
Std. Error .845 .845 .845 .845 .845
Kurtosis 621 859 -1.467 -2.299 -1.850
Std. Error 1.741 1.741 1.741 1.741 1.741
The table shows that the average score in these criteria are significantly higher than
the survey results in the state. The criteria ranged from 3 points to 5.5 points. In the
criteria 3 - originality points have ranged from 2 to 5 points. But the criteria 4 - the
elaboration is meticulous ranged from 3 points to 4.5 points. This prove that all 3
cases are uneven progress.
Graph 3.3. The development of three cases before and after the experiment
The above graph shows the three cases are significant progress but each child
has a unique characteristic, the development is not the same. N.V.H has starting point
higher and the cutting edge than the other 2 cases. P.M.T has the lowest starting point
but there is a lot of progress.
To test the reliability and effectiveness of the proposed measures, the study
examined the difference between the pre-test and post-test of three experimental case
studies using samples tested formula (pair - sample t test) and the formula for
calculating the correlation coefficient in SPSS.15.0.
- Correlation between the pre-test and post-test of the 3 cases is r = 0.6 – 0.9.
Thus, the correlation coefficient showed a positive correlation.
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- Inspection of the sample pairs: In the 95% confidence interval, the p-value value
(sig. (2-tailed)) corresponding to the t-statistic of the criteria and the composite score
showed a difference significance between the results before and after the experiment.
From the test results, it can be concluded that the proposed measures are valid and
effective for 3 cases.
CONCLUSIONS AND RECOMMENDATIONS
I. CONCLUSION
1.1. On the basis of synthesis and analysis of research results of domestic and

foreign related to thesis, we asserts that:
- Children with mild intellectual disabilities to be creative in a certain level and
education have a strong influence on the development of children's creativity.
- Constructive play have a large role for the development of children's creativity.
And there is a relationship between the game and the creative development of children
with mild intellectual disabilities in inclusive preschool .
1.2. Kindergarten programs now offer guidance on organizing games for children
with disabilities but it still sketchy. The constructive play for children with intellectual
disabilities is held in inclusive preschool currently still insufficient. Preschool teachers
feel difficult and embarrassing to the play organization. Teachers do not pay attention to
the creative development for children with intellectual disabilities in the classroom, no
appropriate organizational measures to meet the children’s abilities and needs as well as
children’s creative development.
1.3. The research and development of play organizing measures to develop
creativity for children with mild intellectual disabilities 5-6 years was conducted
based on the characteristics of game development and its role with the development of
creativity, characteristics of creative play and children with intellectual disabilities, the
use of games in children education, the interaction with children and children,
teachers and children, personal approach in educational process.
1.4. Three organizing play method groups for the constructive play for children
with intellectual disabilities are used in ensuring that legacy and build on the strengths
of today's play held in preschools, ensuring a favorable environment to stimulate
children’s creativity as well as ensuring all children’s possible, positive, creative in
playing, the positive interaction between children with intellectual disabilities and
normal children, between teachers and children. The measures affect the whole
process of constructive play.
1.5. In experiments, the thesis demonstrates that measures 3 groups with 9
specific measures proposed are truly effective and feasible in the inclusive preschool
in our country today. These measures allow children with intellectual disabilities to
maximize positive, actively playing as well as enhancing the interaction with friends

and teachers, thereby developing their creativity. At the same time, these measures
also have applicability in other educational activities for children with disabilities.
Results of the qualitative and quantitative empirical evidence for the
effectiveness of the planning individual target in creativity development. It also
demonstrates the effectiveness of the constructive play and measures, instruction and
23
assessment towards promoting children's creativity. The effectiveness of these
measures is confirmed by the results on 3 case education research.
1.6. The experimental results showed that organizing constructive play to
develop creativity for children with mild intellectual disabilities 5-6 years old
according to the measures aimed at building attractive play environment, adjust
instruction, evaluate, inspire new ideas and enhance confidence in the ability of
children and consistent with individual characteristics will contribute to the
development of children’s creativity and positive attitude while playing.
II. RECOMENDATIONS
1. For preschool teachers
- Need interested in innovative and creative development for preschoolers,
including intellectual disabilities in the process of organizing educational activities.
- Need be creative in organizing games and teaching children through play.
- When organizing play and activities, teacher should recognize creative
elements in children with mild intellectual disabilities in particular and children in the
class in general, appreciate the creativity in children and create opportunities for them
to create.
- Organize creative play including constructive play and activities regularly for
all children in which providing individual support to children with intellectual
disabilities in the class.
- Should apply the measures flexibly and have feedback and adjustments in the
application process.
2. For preschools
- Teachers should be encouraged to organize activities creatively in many

forms.
- Facilitate teacher training, raising awareness about creative teaching and
creativity development for children with mild intellectual disabilities.
- Strengthening activities to fostering and sharing expertise to teachers in
preschools of children with intellectual disabilities and how to organize educational
activities in inclusive preschool.
3. For parents of children with intellectual disabilities
- Need to understand and believe in the creative potential of children, provide
opportunities for them to express creativity through daily activities.
- Teach children to play and play with them the constructive play, encourage
them to use of different materials to create something.
- Caring, support and praise the children's ideas.
4. For the universities where train pre-school teacher and research academies
- Focus on encouraging the learner’s creativity, helping them to become creative
preschool teachers in the future.
- Armed with the knowledge, skills, education for children with disabilities in
general and children with mild intellectual disabilities in inclusive preschool.
- Training and retraining of preschool teachers about creative skills and measures
of organizing creative play for children with mild intellectual disabilities.
- Continue to study about creative play, how to develop creativity in children
with disabilities, and the creative teaching methods.
24
LIST OF WORKS HAS PUBLISHED AUTHOR
RELATED TOPICS THESIS
1. Tran Thi Minh Thanh (2009), Characteristics and play skill development for young
players with mental retardation, Journal of Education, No. 211, pp. 11-13.
2. Tran Thi Minh Thanh (2011), Some suggestions for teachers to organize
construction play for children with intellectual disabilities in kindergarten,
Proceedings scientific conference "Vietnam Special Education - Experience and
prospects ", publisher Pedagogical University, May 6/2011.

3. Tran Thi Minh Thanh (2012), Evaluation children with developmental disorders in
Kyoto scale, Journal - Hanoi Pedagogical University, No. 57, pp. 93-100.
4. Tran Thi Minh Thanh (2012), The role of preschool teachers in developing
creativity for kids, Workshop Proceedings science "model preschool teacher
personality era of international integration", page 136 - 140.
5. Tran Thi Minh Thanh (2013), Some measures to organize constructive play for
children with intellectual disabilities, Journal - Hanoi Pedagogical University, No. 58,
pp. 120-128.
6. Nguyen Quang Uan - Tran Thi Minh Thanh (2013), Creativity in children with
intellectual disabilities through test TSD - Z, Journal of Psychology, No. 7/2013, pp. 1-
10.
7. Tran Thi Minh Thanh (2013), The role of preschool teachers to developing
children’s creativity, Journal of Preschool education, N02, p 20-21.
8. Tran Thi Minh Thanh (2013), Developing creativity for children with disabilities,
Journal of Education, No. 95/2013.
9. Tran Thi Minh Thanh (2012), Research on screening, developmental dianogsising
and consulting for children under 6 years with developmental delay, Subject of
Ministry of Science
10. Tran Thi Minh Thanh (Chief author), Behavior management for children with
intellectual disability, Textbook (Considered and decided to publish by Publishing
House in 2012).
25