Tổ chức hoạt động ngoài trời nhằm phát triển lời nói mạch lạc cho trẻ 5 6 tuổi ở trường mầm non tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HA NOI NATIONAL UNIVERSITY OF EDUCATION

CAO THI HONG NHUNG

ORGANIZING OURDOOR ACTIVITIES TO DEVELOP
COHErent SPEECH AMONG CHILDREN AGED 5-6 IN
EARLY CHILDHOOD EDUCATIONAL FACILITIES

Mode: Early childhood education
Code: 9.14.01.01

SUMMARY OF DOCTORAL THESIS OF EDUCATION
STUDY


Ha Noi, 2020


The thesis completed
at Ha Noi National University of Eudcation

Scientific Supervisor:

1. D. Prof, PhD. La Thi Bac Ly
2. D. Prof, PhD. Bui Thi Lam

Opponent 1: D. Prof, PhD. Dinh Hong Thai
Ha Noi National University Of Education

Opponent 2: D. Prof, PhD. Nguyen Van Loc

Thai Nguyen University

Opponent 3: D. Prof, PhD. Le Thi Lan Anh
Hanoi Pedagogical University 2

The thesis is to be protected before defended at univsersity-level Council of
Dissertation Assessment at
Ha Noi National university of Education at ...

The thesis may be founded at:
-

National Libarary


-

Library of Ha Noi National University of Education


1
PREAMBLE
1. Necessity of research theme
1.1. Early childhood education (ECE) is the first education level of national education system, with
a view to “help children to develop in terms of physics, emotion, intellectuality, aesthetics, to take shape of
first components of personality, pareparing children for the first grade” (Article 22, Education Law, 2005).
Linguistic development in general, development of cohesive speech among children in particular is first
important education mission in education of children aged 5-6. Development of cohesive speech is to
contribute to taking shape, accumulate and enlarge the knowledge, helping children to recognize the
around world more properly and accurately. In addition to the role of communicating with around people,

speech enriches the spirit life of the child, acting as a means of supporting children to participate in social
environment and slef assert its role in such environment. Speech is a means of regulating behaviours, as
well as show standard attitudes and ethical values of a society. Development of cohesive speech is
important part of pareparing children for general education.
1.2. Outdoor activities have a lot of advantages in developing cohesive speech among children.
During experiencing, observing, discovering, participating ourdoor activities, a huge amount of
information is received by children and become knowledge and experience. Children then exchange, share
such knowledge and experience with around peers and adults in their own way. Outdoor activities help
children to consodilate their competence in behaving, communicating, from which experience is
developed.
1.3. Children aged 5-6 have a big need for accumulating knowledge, developing developing
thinking and recognizing the around world. Children initially have the ability to accurately perceive the
around world them through intellectual manipulations such as observing, analyzing, comparing,
synthesizing, generalizing, reasoning. Language is an essential condition for children to express their
thinking and promote development of thinking, preparing children to learn at higher levels. Therefore, the
preparation of conditions including the development of coherent speech for children is an essential task in
educating children aged 5-6 years.
1.4. At present, the organization of outdoor activities in preschools has received attention.
However, the effectiveness is not high. In particular, teachers do not attach great importance to organizing
outdoor activities to develop coherent speech for children, but only pay attention to helping children
develop physically and explore the surrounding environment. The teacher also has a rigid concept about
outdoor activities held in the morning; accordingly organize children to play in diferent corners the daily
activities mode. They do not know how to flexibly and reasonably organize outdoor activities for
experiencing to ensure the purpose of education in general and development of coherent speech for
children in particular. In Vietnam, there have been no studies on outdoor activities to develop coherent
speech for children aged 5-6 years.
Considering the above reasons, we choose the research topic "Organizing outdoor activities to
develop coherent speech for children aged 5-6 years in preschool".
2. Purpose of research
Based on the theoretical, practical rationales about organizing outdoor activiites and

coherent speech, the thesis develop measures for organizing outdoor activities to develop
coherent speech among children 5-6 in preschool, contributing to development of language,
pareparing children for the first grade of general education.
3. Research object, research subject
3.1. Research object
Process of education and development of coherent speech for children aged 5-6 in preschools.


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3.2. Research subject
Measure for organizing outdoor activities to develop coherent speech among children aged 5-6 in
preschools.
4. Scientific hypothesis
Outdoor activities is an effective means for development of coherent speech among children 5-6. If
measure of organizing outdoor activities for children aged 5-6 is developed and performed for enhancing
opprotunities for children to experience, interact, exchange, share experience in outdoor activiites and
transformed such experience through speech into other education activiite, coherent speech will be
developed, contributing to prepare children for the first grade of general education.
5. Research mission
5.1. Study the theoretical rationale of organizing outdoor activites for children aged 5-6 in
preschools;
5.2. Study the tatus quo of organizing outdoor activiites to develop coherent speech among
children 5-6 in preschool;
5.3. Recommend measures of organizing outdoor activiites to develop coherent speech among
children 5-6 in preschools;
5.4. Conduct pegagogical activities for experimenting of recommended measures of organizing
outdoor activiites to develop coherent speech among children 5-6 in preschool.
6. Scope of research
6.1. Scope of research subject
It is studied and recoomended about measures of organizing outdoor activities to develop coherent

speech n the form of monologue smong children 5-6 in preschools.
6.2. Scope of activities
The thesis research and recommend measure to organize outdoor activiites in education of
scientific and social discovery.
6.3. Scope of research object and location of research
Study the status-quo over 210 preschool teacher in 3 provinces/cities: Kon tum, An Giang, ha Noi; 60
children in Ha Noi City
Experimenting is taken on 135 children aged 5-6 in some preschools in ha Noi.
7. Approach and methodologies of research
7.1. Approaches7.1.1. Approach of experiencing: Development of coherent speeach among
children aged 5-6 will be more effectivenessive through practical experiencing activities;
children is enabled to participate in liguistic activities. Education measures are recommended in
a way towards enhancing chilren’s participation in activities, active experiencing of nature
environment, social environment and liguistic environment.
7.1.2. Approach of interaction: relationships and interaction are important factors for the
development of children. Outdoor activities for development of coherent speech among children
aged 5-6 are organized towards enhancing relationships, interaction in various situations. In such
a way, speech is a means of communication to maintain interaction, exchange, sharing of
information that has been exprienced by the children during outdoor activities.
7.1.3. Approach of develoment: Coherent speech is manifestation of linguistic development.
Development of coherent speech need to base on the existing competencies of the children and
to help children to reach the nearest develoment area. Determinating objectives, contents and
measure for organizing outdoor activities to develop coherent speech
7.2. Research Methodology


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7.2.1. Theoretical methodology
7.2.1.1. Data collection
7.2.1.2. Analysis, sysnthetization, generalization of theory

7.2.2. Practical methodology
7.2.2.1. Oservation
7.2.2.2. Survey with questionaire
7.2.2.3. Group discussion and in-depth interview
7.2.2.4. pegagogical experimenting
7.2.2.5. Mathematical statistics
8. Supporting arguments
8.1. children aged 5-6 are persons who have reached adequate development of coherent
speech by using basic components such as vocabulary, sentence structure, phonetic, ... to create a
dícourse.
8.2. Children’s coherent speech take shape and develop when they regularly practise,
experience lingusitic activities in education activities in preschools. Development of coherent
speech reach effectivenessiveness when it is based on the approach of interaction and
experiencing and impacting the coherence of children’s discourse. Outdoor activities is an
effectivenessive means for development of coherent speech among childen aged 5-6.
8.3. Reasonable and flexible application of measures for organizing outdoor activities by
giving children opportutities to interact, exchange, reflect their experience by speech in the
overal process of organizing activities, from the stpe of planning, participating activities and
assessment of activiites, can improve the effectivenessiveness of development of coherent
speech among children aged 506.
9. Research’s new contributions
9.1. Systemization of theoretical rationale of organizing outdoor activites to develop coherent
speech among children aged 5-6 in preschools is taken; Recommendations for stepes of organizing
outdoor activiites of experiencing to develop coherent speech among childen aged 5-6 is made.
9.2. Descriptuon and assessment of the staus quo of organizing outdoor activiites to develop
coherent speech among children aged 5-6 is made by preschool teachers; status quo of development of
coherent speech among children aged 5-6 in preschool is drawn out.
9.3. Measures for organizing outdoor activites to develop coherent speech among children aged 56 in preschools are developed.
10. Outline of the thesis
Apart the Preamble, Conclusions and recommendation, List of reference documents,

Appendix, the thesis comprises of 4 chapters:
- Chapter I: Literature and theoretical rationale of organizing outdoor activites to develop coherent
speech among children aged 5-6 in preschools;
- Chapter 2: the status-quo of organizzing outdoor activites ti develop coherent speech among
children aged 5-6 in preschools”
- Chapter 3: Measure to develop utdoor activities to develop coherent speech among childen aged
5-6 in preschools:
- Chapter 4: Pedagogical experiemnting.


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Chapter 1
OVERVIEW AND THEORETICAL RATIONALE OF ORGANIZNG OUTDOOR
ACTIVITIES TO DEVELOP COHERENT SPEECH AMONG CHILDREN AGED 5-6 IN
PRESCHOOLS
1.1.Literature review
1.1.1.Literature of development of coherent speech
First: Researches on the nature, function, role of coherent speech by researchers:: F.de
Saussure, A.N.Leonchiev, L.S.Vygotxky, Ph.A.Sokhin, Rubinstein, E.I.Tikheeva [23],
D.B.Enconhin, A.M.Borodich, Haliday và Hasan [40], Nguyễn Ánh Tuyết [87], Cao Đức Tiến
[79], Diệp Quang Ban [8], Lương Kim Nga [60], Nguyễn Xuân Khoa [36], Đinh Hồng Thái
[83], Nguyễn Thị Oanh [70].
Nature of coherent speech: coherent speech with contents, logicality, expressiveness is
clear manifestation of thinking. With coherent speech, speaker can clearly and fluently express
a certain content, manesfiting fully ideas, reaching the full understading among listener.
Funcition, role of coherent speech: coherent speech by childen means coherent thinking
(logical thinking), helping children accurately, adequately and deeply recognize the surrounding
world .
Second: researchers analyze charatersitics of coherent speech among children in
following aspects:

Regarding the relation between coherent speech and development of thinking: coherent
speech bear feature of logic thinking between content and manifestation, between ideas of the
speaker and connotation of speech.
Regarding manifestation: cohenrent speech manifest accuracy, order, cohesiveness, tight and
chorus; accurate, clear pronunciation with interval on due time; using of suitable words in each speaking
situation (noun, verb, adjective ...) [60]; speakingwith grammatically correct sentences; using many
sentence types (single sentence, extended sentence, compound sentence ...); speech with rich content,
showing relationships and relation between things and phenomena that children are aware of.
Expressive nuances in speech: Coherent speech does not just stop at the full content of the words,
but also needs the feelings of the speaker in accordance with the circumstances and situations.
Third: Researches on factors affecting the development of coherent speech among childen.
Based on researches on the language development among preschool childen, researchers define
condition, factors affecting the development of coherent speech among children: features of thinking,
langustic environment around children .
Fourth: Resrches on missions, contents, form, measures to develop coherent speech among
preschool children: Researchers define specific missions, contnets and measurs to develop coherent
speech for: (1) development of vocabulary and skills of using words to express accurately and shortly
ideas; (2) phonetic education; (3) shaping of grammar structure. Researches by domestic researches
have indicated the close relationships between other missions of languge development (education of
phonetic standards, development of vocabulary, shaping and development of sentence samples) and the


5
development of coherent speech. However, reseachers only give the process of practice in a single
activity.

1.1.2.Literature of organizing outdoor activities to preschool children
First: The role of organizing outdoor activities towads the child developmenn. Researchers all highly
appreciate the role and meanings of outdoor activities to the child development.
Second: contents of outdoor activiites: researchers show that contents mainly focuse on outdoor

activities to discover surrounding environment. h
Third: researches on methodologies, measures to organize outdoor activites : dometics and foreign
researchers have said about different measure to organize outdoor activites such as: observation, utilization
of visual means, dialogue, game, models… Meases and suggestion for organizing outdoor activites are
aimed at performing different education missions. However, in these researches, almost there have not
been researches on organizing outdoor activites to develop coherent speech smong children. .
1.1.3. Literature of organizing outdoor activites to develop coherent speech among children
aged 5-6
Two topics of outdoor activities (1) and coheren speech among preschool children (2) are not new
in the history of scientific researches. However, researches by researchers on the relationships betwenn
activities in the surrounding environment and the development of coherent speech aong preschool childen
remain quite little. Each of the reseachers has their diffenrent acknowledgement of this relationship.
1.2. Coherent speech and development of coherent speech among children 5-6
1.2.1. Coherent speech among children aged 5-6
1.2.1.1. Concept of speech: Speech is the product of speaking, a discourse performed by
individual in specific situation.
1.2.1.2. Concept of coherent speech
Coherent speech is a product of speaking where the speaker express clearly and fluently, reasonably
connecting to ideas, emotions or a certain content to bringing full understanding to the listener.
1.2.1.3. Structure and classification of coherent speech
a. Structure of coherent speech:
- contents: is information of each sentence when children say/storytell must be about the
ropic; ensuring the information is accurate and brings easy undertanding to the listerner.
- Expression: is the close, logical connection of contents among speech/telling according to
the topic by the child.
- Structure: is the clarity, reasonability in thestructue of speech/story, including: opening
part, body part and closing part. There parts are closly linked and logic.
- Methodology of lining sentence: is the felexible utilization of means of linking sentence
such as: joining, repetition, substitution.
- Means of Expressive: Expressive includes sound when speaking; adjustment of voice,

intonation, gestures, posture, facial expressions suitable to situations and communication needs.
The factors that make up coherent speech are closely related.
b. Regarding classification of coherent speech in the form of monologue: Based on the
function of monologue to classify typesof coherent speech in the form of monologues as
follows: description; story telling, commenting. Depending on objetives of development of


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coherent speech and education activites, teachers choose the form of monologue of coherent
speech to children.
1.2.1.4. Concept of development of coherent speech among children aged 5-6
Development is an continuous process of offcuring, chaging from little to much, from simple
to complex to create new things, under impact and affecting by factors such as: by it self, natural and
social.
Development ò coherent speech among children aged 5-6: development ò coherent speech
among children 5-6 í a process of continuous change to create new things in children’s speech
1.2.1.5. Features of coherent speech among children 5-6
- Children can speak/story tell with a right topic and develop such a topic.
- children can speck/story tell logically:
- Children can speak/stoy tell with a clearly structure;
- Children can use means of linking sentencs when speaking/storytellin
- Children can use means of expressivenees when speaking/storytelling
1.2.2. Meaning of development of coherent speech among children aged 5-6
- Development of coherent helps children aged 5-6 develop thinking, both visually and
logically.
- Development of coherent helps children to be sastified with communication needs,
enlarge scope of communication, from then recognize the surrounding world adequately and
accurately.
- Development of coherent helps children hto develop their feeling and emotins.
- Development of coherent speech among children is prescondition for developing

discourse in form of writing at next education levels.
1.2.3. Missionsof development of coherent speech among children aged 5-6
- development of speaking language build solid foundations for development of cohenret
speech
- Shaping and development of ability to speak /storytell according to a topic
- education of phonetic standards and utilization of means of expresivess when
speaking/storytelling
1.2.4. Manifestations of the development level of coherent speech among children 5-6
Threre are 5 criteria of developing coherent speech cmong children 5-6:
(1)Ability to speak/storytell with relevant topics
(2) Ability to speak/storytell logically
(3) Ability to speak/storytell with a good structure
(4) Ability to use means of linking sentence when speaking/storytelling
(5 Ability to use means of expessiveness when speaking/storytelling
1.3.1. Concept of outdoor activities and organizing outdoor activites to develop coherent
speech among children 5-6
Outdoor activites: is education action performed in natural outdoor space. Organizing is
necessary things to perform an activity to reach best effectivenessivess.
Organizing outdoor activites to develop coherent speech among children aged 5-6: is a
process of organing education activities in outdoor environment to dhel childne aged 5-6 to be


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abe to express speech clearly, fluently, reasonable linking ideas, emotion or a certain
topic/content to bringing full understanding to the listener.
1.3.2. Meaning of outdoor activites to development of coherent speech among children
aged 5-6
- ntural environment is a source that provide necessary condition to the life of creature in
general and children in particular.
- New thing, attractiveness at outdoor playing corners bring children comfort, excitiveness

and naturality in activites. During organization of outdoor activities is shown at ensuring the
purpose of education, suitability of time, outdoor atmostphere and child’s health.
- Outdoor activites help children strengthen communicating skil. Participating outdoor
activites help children to increase their vocabulary and skill of using words in speech.
- Each object, event or phenomenon that occurs when children experience outdoors will be a
topic for children to tell in a story with its own color
- Outdoor activities give children opportunities to form and develop skill of using sentences
when speaking / telling about a topic as well as retelling clearly structured stories.
- Outdoor activities bring children a lot of emotions and excitement, which has a great
impact on their phonetics and use of expressive means in their words.
- Organizing outdoor activites will help teacher o easily dvelop coherent speech among
children. Because, children use speechs in all activities of playing, observing, exploring, and
experiencing.
- Children have more opportunities to speak in different language environments, the greater
their ability to develop coherent speech is improve.
1.3.3. Organize outdoor activite ti develop coherent speech among children 5-6
1.3.3.1. Objective of oganzing outdoor activities to develop coherent speech among
children aged 5-6
- To provide personal experience on natural and social environment, enriching the content of
speech, description or a story.
- to create opportunities for children to exchange, share content, event with a meaningful
topic.
- Bring children new things about the encironment and extiement, activeness when
participating outdoor activites. From then it raise emotions with different coulours when
speaking/storytelling.
- to provie atteactive topic (subjects, phenomena in natural environment) for children to be
easily creative in stories and development of a topic.
1.3.3.2. Contents of outdoor activities to develop coherent speech among children aged
5-6.
Features, uses, usage, comparison and classification of outdoor furniture and toys;

Characteristics, benefits, comparison, classification, and development of plants and fruits. The
relationship between the tree and its habitat; taking care of and protecting trees; Some natural
phenomena; outstanding characteristics of a preschool; the work of the ladies, the staff in the
school; Names, tools, products, activities and meanings of popular and traditional local
occupations; Highlights of a number of monuments, landmarks, landscapes, festivals, cultural
events of the motherland, the country; education on environment protection.
1.3.3.3. Methodologies for organizing outdoor activites to develop coherent speech
among children 5-6


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Methods of using the game; Methods of practice, practice; conversation; visualization; creating
situations ... In addition to the above methods, there are many other methods that teachers can use flexibly
in the process of organizing outdoore activities to develop coherent speech among children aged 5-6 years.
1.3.3.4. Measures to organize outdoor activites to develop coherent speech among
children aged 5-6
“Measures is a way to address a specific matter” Measures to organizing outdoor activities
to develop coherent speech among children aged 5-6 can undstood as a way to organize outdoor
activites for the purpose of education that is tod develop coherent speech among children aged
5-6, tohelp children to be able to express clearly, suitably with a topic,
A measure is a way of doing and how to solve a specific problem ”. The method of
organizing outdoor activities to develop coherent speech among children 5 - 6 years old is also
understood as a way to do, a specific way in organizing outdoor activities to implement
educational purposes that is to develop coherent speech among children aged 5 - 6 years old, in
order to help children express clearly, correct topics, content, logically, expressively to achieve
the listener's understanding as well as the purpose of speaker
1.3.4. Factors affecting organization of outdoor activites to develop coherent speech
among children aged 5-6
- Psychological and physiological characteristics among chidren
- Teachers’ Ability to organize outdoor activities

- Environment for organization of outdoor activities
Conclusions of Chapter 1
Development of coherent speech draws attention from a lot of international and domestic
researchers. Organization of outdoor activities play an important role in full development among
children 5-6 in general and development of coherent speech in particular.
Organization of outdoor activites among childen 5-6 is organization of educational activites in
outdoor environment, in order to help childen to express their speech clearly, fluently ideas,
emotions or a topic to reach the full understanding of the listener. Depending on the
characteristics of the child and real conditions, teacher can flexible select a methodology to
adapt in organization of outdoor activites to develop coherent speech among children 5-6.
Development of coherent speech among children 5-6 require taking a process, practice in all
care and education activities. There are several factor affecting the effectivenesss of organization
of outdoor activities to develop coherent among children aged 5-6

Chapter 2
PRACTICAL RATIONALE OF ORGANIZATION OF OUTDOOR ACTIVITIES TO
DEVELOP COHERENT SPEECH AMONG CHILDREN 5-6 IN PRESCHOOLS
2.1. Dvelopment of coherent speech among children 5-6 and organization of outdoor activites in
early childhood education curriculumn
2.1.1. Development of coherent speech among children aged 5-6 in early childhood
education curriculumn
2.1.1.1.Objectives and expected results of development of coherent speech among children 5-6.
ECEC curiculumn does not specify language development goals in general and development
of coherent speech in particular for each age ragnes.


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Expected result of development of coherent speech among children 5-6 is defined clearly in
early childhood education. This is a base for teachers to define objectives of development of
coherent speech among preschool children of elder ages in educational activites in preschools.

2.1.1.2. Contents of development of coherent speech among children 5-6
Early childhood education curriculum only define contents of education of language
development among children aged 5-6, not include development of coherent speech among
children 5-6
2.1.1.3. Method of developments of coherent speech among children 5-6
This is a framework curriculum with general orientation so it does not define which specific
methods are effectivenessive to development of coherent speech among children 5-6
2.1.1.4. Assessment of development of coherent speech among children 5-6
In early childhood education there are 2 types of assessment over child development in all
education areas: daily assessment and periodical assessment.
2.1.2. Outdoor activites among children 5-6 in early childhood education curriculumn
The Early childhood education curriculumn stipulates outdoor playing activities as
educational activities in the daily activities of children. The daily mode of activities of children
in ECEC program defines activities: "Play, outdoor activities" held in the morning time, after
playing activities in the corners.
In the guidance on implementing ECEC for children 5 - 6 years old, it is not mentioned about
the purpose of developing coherent speech when organizing outdoor activities for children 5-6 years
old..
2.2. Summary of research on the status quo
2.2.1. Purpose of research: Study the status quo of organizing outdoor activites to develop coherent
speech among childrne 5-6; development level of coherent speech among childnre 5-6
2.2.2. Object and location of researcch: 210 teacher in charge of classees for childrne aged 5-6 in some
preschool in 3 provinces/cities: Gia Lai, Kon Tum, ha Noi.
2.2.3. Topic of research
- Teachers' awareness of the necessity, mission, and factors influencing the development of
coherent speech for children aged 5-6 years; Content of methods, measures, influencing factors,
advantages and disadvantages, proposals and recommendations on organizing outdoor activities
to develop coherent speech among children 5-6 years old;
- Evaluate the level of expression of coherent speech in children 5-6 years old.
2.2.4. Methodology of research: Use of Ankets; group discussion, in-depth interview, observation;

measuring of develoment of coehrent speech among 5-6; processing survey data by method of
mathermatical statisitcs.
2.2.5. Duration of research: January 2018 to May 2018
2.2.6. Preapation and implementation of research:
Development of criteria and indicator toolkit for evaluation of development level of coherent
speech among children5-6
Criteria
Manifistations
level
1. Ability to - Speech/telling stories - Level 1: >7 speeches/narations are about the
speak/telling
by children is about topic;
story with a the right topic
- level 2: 5-6 speeches/narrations are about the
right topic
Speaking/telling topic;
stories about the topic - Level 3: 3 - 4 speeches /narrations are about the


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with
adequate,
accurate details of the
story.
2. Ability to - Speeches/narrations
speak/narrate by children are in
logically
chronological order
- Speeches/narrations
by

children
are
expressed
in
the
relationship
betwee
causes-results;
conditionsconsequences
3. Ability to
speak/narrate
with a good
structure

4. Ability to
use means of
linking
sentence when
speaking/narr
ating

the
child
speak/narrate with a
structure of 3 parts:
opening, body and
closing
the
child
speak/narrate logically

in a structure of 3
parts: opening, body
and closing

- the child use the
method of repeating
when
speaking/narrating
- the child uses the
method of linking
when
speaking/narrating
- the child use the
method of substitution
when
speaking/narrating
5. Ability to - the child know how
use means of to regulate the voice of
expressiveness speaking/narrating,
when
intonation to suit the
speaking/narr situation
and
ating
communication needsp
- Children show signs
of gestures, gestures,
facial
expressions
when asking questions

or not understanding
others

topic;
- Level 4: less than 3 speeches /narrations are about
the topic;
- level 1: details are arranged in chronological
order; the child speak/narrate 3 sentences in the
raltionship of cause-result, condition-consequence
- Level 2: Most of details are arranged in
chronological order; the child speakes/narrates 2
sentences in relationship of cause-result, conditionconsequence
- Level 4: details are not arranged in chronological
order; the child does not speak/narrate any sentence
in relationship of cause-result, condition consequence
- Level 1: the story told by the child has 3 part:
opening, body and closing; all the three parts are
logical in content
- Level 2: the story told by the child has 2/3 parts in
the structure (body and closing; or opening and
body…0
- Level 3: the story tolde by the child has only 1/3
parts in the structure
- level 4: the story told by the child has no structure
- Level 1: the child uses 3 times of linking
sentences when speaking/narrating
-level 2: the child uses 2 times of linking sentence
when speaking/narrating
-Level 3: the child uses 1 time of linking sentences
when speaking/narrating

-Level 4: the child does not use method of linking
sentence when speaking/narrating

- level 1: the child regularly regulate the voice,
intonation; regularly show signs of gestures, facila
expressions when not understanding others
- level2: the child frequently adjust voice,
intonation; frequently shows signs of gestures,
facial expressions when not understanding others
- level 3: the child sometime adjust voice, gestures,
facial expressions; sometimes shows signs ò
gestures, facial expressions when not understanding
others
- level 4: the child dóe not kow hơ to adjust voice,
gestures; does not show signs ò gestures, facial


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expressons when not understanding others
- Evaluation of development level of coherent speech among children 5-6 using eavaluation
scale with 4 levels:
Good: the child reach 4 – 5 points
Fair: the childreach 3 to < 4 points;
Average: the child reach 2 to <3 points;
Poor: the child rech 1 to <2 points
- Evaluation scale is applied to research on the status quo and experimenting.
2.3. Results of research on the status quo of organizing outdoor activires to develop
coherent speech among children aged 5-6 in preschoon
2.3.1. Awareness among teachers of the necessity and objecives of development of coherent speech
among children aged 5-6

a. Necessity of developing coherent speech among children 5-6: Majority of teachers (95%)
agree that development of coherent speech among children 5-6 is very necessary; 10 teachers
(5%) agree that it is necessary. No teachers deny the necessity of developing coherent speech
among childnre 5-6.
b. Goal of developing coherent speech among children 5-6: 100% of teachers agree that goal
of developing coherent speech is to prepare children for the first class of general education; 200
teachers (95%) teachers agree that building, developing ligustic skills is the goal of developing
coherent speech; 180 teachers (85.7%) agree that the goal is to help children communicating
conveniently and effectivenessively; 170 teachers (80.9%) agree with the point that developing
coherent speech contribute to the ful development of the child’s personality; 80 teachers (39%)
agree that developing coherent speechamong children 5-6 is aimed at helping children to be
fluent in their mother tongue.
2.3.2. Teachers’ awarenees of missions of developing coherent speech among children aged -6
100% teachers agree that: missions of developing coherent speech among children 5-6 is to
develop vocabulary and skills of using words in sentences; to take shape and develop
grammartical structure. 107 (50.9%) teachers agree that missions are to form and develop
method of linking sentences in speeches. 89 teachers (42.4%) agree that missionsare to form and
develop skills ofusing sentences when speaking about a topic. 100 teachers *47.6%) agree that
missions are to educate Vietnamese phonetic standards. Very few teachers agree that children
can narrate with clearly structure of 3 parts and use means of expressivenss when speaking,
especiall among children within minorities.
2.3.3. Teachers’ awareness of factor influencing the development of coherent speech among
childrenaged 5-6
Tỷ lệ %
24

Môi trường tổ chức hoạt động giáo dục

80

Năng lực tổ chức HĐ của giáo viên

87

Đặc điểm sinh lý, tâm lý của trẻ
0

10

20

30

40

50

60

70

80

90

100


12
Môi trường tổ chức hoạt động giáo dục

36

64

Năng lực tổ chức HĐ của giáo viên

40

65

Đặc điểm sinh lý, tâm lý của trẻ

35

60

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

> 5 năm

< 5 năm

Chart: teachers’ awareness, years of working experience, of factors influencing development of
coherent speech among childen 5-6
2.3.4. Teachers’ awareness of methods and forms of developing coherent speech among children 5-6
- Methods of developing coherent speech
Teachers use different methods to develop coherent speech among children 5-6, among
which role playing is most used, taking 97%; creating situations – 95%. Methods of gaming,
practicing, dialogue are much used, taking 85% to 89%. Other methods are less used.

- Forms of developing coherent speech
All teachers use forms of developing coherent speech among children 5-6: get to know
literature work is the main form of language development in general and LNML development in
particular. The form that teachers rarely use is sightseeing, picnics, daily activities such as:
eating, sleeping, and cleaning. For outdoor activities, only 30 teachers (14%) chose.
2.3.5. Teachers’ awareness of influencing factors of outdoor acctivities to evelopment of coherent
speech among children 5-6
Inputs are: 19% high effectivenessive; 76% average effectivenessive; 5% low effetive
2.3.6. sttus quo of steps for organizating outdoor activites to develop coherent speech among
children aged 5-6
Steps 1: activities with purposes;
Step 2: organize movement games;
Step 3: organize of freely paying
2.3.7. Advantages and difficulties teachers meet when organizing outdoor activites to develop
coherent speech among children 5-6 in preschools
a. Advantages: the majority of teachers are young, enthusiastic, enthusiastic about the
profession, love children, understand children's characteristics, know how to organize activities
(familiarize themselves with literary works, tell stories) to develop language for children
b. Difficulties: a lot of difficultie both objective and subjective
2.3.8. Proposals, recommendations on organizing outdoor activites to develop coherent speech
among children 5-6 in preschool
Table: proposal, recommendations on organizing outdoor activities to develop coherent speech
among children 5-6
Percentage
Ord
Recommendations
Quantity
%
Need for training for capacity building on organizing outdoor
1

activities to developing coherent speech among children in
180
85,7
preschools
Guidance is needed to define goal of developing coherent speech in
2
210
100
planning outdoor activities
3
Investment, construction of infrastructure, environment, outdoor
167
79,5


13
toys according to the standards stipulated by the Ministry of
Education and Training
Managers need to be flexible in evaluating organization of
4
160
76
educational activities, encourage teeachers to be creative
5
Add excersies for developing coherent speech among children
150
71,4
Paymore attention to development of coherent speech among
6
120

57
children in preschools
Clarify the nature of outdoor activites in early childhood education
7
180
85,7
curriculumn
2.4. Results of status quo of development level of coherent speech among children 5-6
2.4.1. General results of development of coherent speech among children aged 5-6
Through experimenting measuring excercise combined with observing outdoor activities and
contacting, exchangingwith children, we have obtained the result of quo status of developing
coherent speech among children 5-6 through the chart:
2.6
2.5

2.51
2.4 3

2.4 2

2.48
2.42

2.4
2.3

2.17

2.2
2.1

2

TC1

TC2

TC3

TC4

TC5

Tổng hợp

Chart: average score of criteria
Comparison of development level of coherent speech among children 5-6 in specific
criteria as follows:
Tốt

Khá

Trung bình

0
28.3

0
23.3

0

21.7

3.3
18.3

58.3

61.7

65

65

13.3

15

13.3

Mức độ TC1

Mức độ TC2

Mức độ TC3

Yếu
0
15

0

20

66.7

66.7

13.3

18.3

13.3

Mức độ TC4

Mức độ TC5

Tổng 5 tiêu chí

2.4.2. Result of status quo of coherent speech among children 5-6 in each critirion
Analysis of each manifiestation criterion shows that development level of coherent speech among
children 5-6 is very low.
Reasons of the status quo:
From teachers: Teachers do not know fully the content and how to organize the cognitive activities to
develop the FMD for children 5-6 years old. The organization of teachers' educational activities still carries
heavy formality and theory. Teachers have many difficulties paying attention to developing a coherent
speech for each child due to the large number of children in the class; Teachers lack specific, practical and


14
appropriate measures to go deeply into the development of FMDteachers do not know clearly contents and

methods to organize outdoor activites to develop coherent speech among children 5-6. Organization of
educaton activities by teachers.
Conclusions of Chapter 2
In early childhood education curriculumn define goal, contents, forms, methods, evaluation
of education activities to children in gneral including development of coherent speech among
children.
Teachers have pay interest to development of coherenr speech among children 5-6. However
organization of outdoor activites to develop coherent speech among children 5-6 is still limited
Result of survey taken on children 5-6 in some preschool in Ha Noi show that development
level of coherent among children remain not high, uneven in the symptoms of FMD, still limited
in the expression. intonation, emotion in its words, do not meet the current educational
requirements.
Chapter 3
MEASURE TO ORGANIZE OUTDOOR ACTIVITIES TO DEVELOP COHERENT SPEECH
AMONG CHILDREN 5-6 IN PRESCHOOLS
3.1. Principle for organizing outdoor activites to develop coherent speech among children 5-6 in
preschool
- ensure the goal of education
- Ensure opportunities for children to experience, practive by speech
- Ensure maximum utilization of child experience
- Ensure development based on the child's personal abilities
- Ensure practice
3.2. Measures to organize outdoor activities to develop coherent speech among children aged 5-6
years in preschools
3.2.1. Design of outdoor activities to offer opportunities of experiencing to children
The flexibility of teachers in planning topical education / month, week, day in general and
outdoor activity plan in particular will help them be more active in organizing educational
activities.
Content selection (content framework development); selection of activities; detailed
educational activity planning. Teachers encourage children to join her at this stage to create

opportunities for children to share and exchange personal opinions about the activity content. In
the process of choosing content, organization form and design of activities, teachers strengthen
and encourage children to join her, creating opportunities for children to present and share ideas
about outdoor activities children is to participate.
3.2.2. Setting of diverse outdoor encironment to help children to accumulate experience
Outdoor educational environment as a place where educational activities take place, is settled up by
teacher with educational goal in genral and goalfor developing coherent speech among children in
particular. A divrse, open educational environment with a lot of activities will help childrne to
accumulate knowledge and take shape their personal experience.
Outdoor educational environment includes outdoor physical environment and social encironment
(psychological environment). To encourage children to shre ideas on building environment and


15
corners for outdoor playing, and how to arange material, Teacher alway create stable, safe and
standard atmosphere. To create opportunities for children to exhange in speech.
3.2.3. Organizing outdoor activities to enhance children's interaction, exchange, sharing and
telling their own experiences
3.2.3.1. Create opportunities for children to interact, exchange, share, and tell their own
experiences
The fact that children often practice speech in interaction with friends, with adults is the
process of children practisie, consolidate and develop coherent speech.
In the process of organizing the cognitive activities, children’s participation in the evaluation
will expand opportunities for children to speak, comment, analyze, and reason to express their
personal views. Teachers need to help children understand that when participating in outdoor
activities, children not only need to perform well playing tasks and educational tasks, but also
have to be able to comment, evaluate actions and attitudes of their own and playmates. The
ability to self-assess helps children to comment on their own performance and playmates’ in
comaprison with the requirements of educational activities. Children discover their good and bad
points during activities, to either discuss with friend or ask teachers for help for timely

adjustment. It also helps to develop coherent speech among children.
In the process of organizing children to participate in outdoor activities, teachers often create
opportunities and encourage children to participate in self-assessment and mutual assessment,
helping children to initially evaluate themselves and develop independence and be active in their
speech. Children use cause-effectiveness statements, use reasonable words to explain why they
dislike this and like that. Moreover, it is an opportunity for children to speak in front of the
collective, assert themselves about their personal awareness, abilities and qualities in front of
many people. Self-assessment helps children to be more confident, self-aware and try harder to
complete their tasks; comfortable, bold in speecch.
3.2.3.2. Organizing group activities encourages children to interact, exchange and share
Organizing group activities, creating regular and positive opportunities for children to have
an environment to interact, exchange, communicate, share, and discuss with surrounding people
during participation in outdoor activities is critically meaningful to the development of coherent
spech among children. The process of interacting with friends in the group to perform
educational tasks is a condition to form and develop skills such as speaking, persuading, dealing,
listening, anticipating, processing information, evaluating, decision making in communication,
expressing their attitudes and opinions. Organizing group activities to strengthen children to
interact, exchange and share includes the following contents:
- Group activities when building ideas, plans, for outdoor activities.
- Group activities when performing tasks/excercises during participation in outdoor
activities.
-Group activities when performminh tasks/excercises in followed activities after
chidlren’s participations in poutdoor activiites..
3.2.4. Crearte opportunities for children to speak/narrate their experience from outdoor activities
related to other education activities
The representation of activities that children have experienced in outdoor activities in
other educational activities such as learning activities (storytelling, math, music, familiarization
with literary works, exploration of science and surroundings…); playing activities in corners;
afternoon activities; festivities ... have an important meaning in reinforcing and creating

16
opportunities for children to apply their experiences into practice after the organization of
cognitive activities, in order to help them consolidate knowledge, as well as apply experiences to
new situations and circumstances. Recreate activities child experienced in outdoor activities by
designing and organizing games / exercises / situations related to developing coherent speech as
they apply experiences to reality. In reality, teachers do not know how to organize games and
exercises in accordance with the characteristics of children's speech development and
experiences; do not know when to organize, what educational activities for firmly consolidating
the experience and effwectively developing coherent speech among childreneffectiveness
We want to emphasize on the relationship between outdoor activities and other
educational activities during the day; the relationship between children’s participation of
outdoor activities in preschool and educational activities at home. It is necessary to have
consistence and continuity in these activities to ensure the sustainability and development of
coherent speech among children 5-6 years old.
3.3. The relationship between the methods of organizing outdoor activities to develop coherent
speech among children aged in preschool
In the educational process in general and the organization of outdoor activities to develop
coherent speech in particular, there is no universal educational measure, each measure has its own
strength in contributing to the achievement of the set educational goals. The process of organizing
outdooractivities to develop coherent speech for children aged 5-6 is only highly effectivenessive
when teachers know how to apply a combination of reasonable, flexible and creative measures. The
proposed measures must be consistent, systematic and closely related, flexible and suitable to
education contents and serve the needs and development of children, with child-centered approach.
3.4. Conditions for implementing measures to organize outdoor activities to develop coherent speech
among childrenaged 5-6 in preschools
3.4.1. Management and direction: encouraging teachers to be creative in planning, building an
environment and organizing outdoor educational activities will contribute to improving the
effectivenessiveness of educational goals.
3.4.2. On the side of preschools: Paying attention to the arrangement of the environment and the

conditions for organizing outdoor activities in order to develop coherent speech among children
aged 5-6 years. Teachers pay attention in the selection and application of measures to organize
outdoor activities to develop coherent speech children aged 5-6 years.
Conclusions of Chapter 3
Research and developments of measures to organize coherent activities in order to develop
coherent speech among childrenaged 5-6 in preschools, we have followed the following
principles: Ensure educational objectives, meeting goals and contents of early childhood
education curriculumn; Ensure opportunities for children to experience, practise, and
communicate verbally; Ensure maximum exploitation of children's experience capital; Ensure
the development of young personal capacities and practicality. Based on the theoretical and
practical rationale of organization of outdoor activities to develop coherent speech among
children aged 5-6 years preschools and educational principles, we propose 04 measures to
organize outdoor activities to develop coherent speech among children 5-6 in preschools.
Educational measures are taken in specific forms and conditions.


17
Chapter 4
SCIENCTIFIC EXPERIMENTING
4.1. Summary of process of experimenting
4.1.1 Objectives of experimenting
- In order to verify the effectivenessiveness of set measures to organizing outdoor activities
to develop coherent speech among children aged 5 – 6, from which to determine the suitability
between the research results with the expected scientific hypothesis.
4.1.2. Subjects and time of experimenting
4.1.2.1. Subjects of experimenting: Measures of organizing outdoor activities to develop coherent speech
among children aged 5-6 were carried out agains 136 children aged 5-6 in 4 preschools
4.1.2.2. Time of experimenting: Experimenting was carried out in 2 phases:
- Probing experiment: carried out from 10/2018 to 11/2018
- Official experiment: from 11/2018 to 6/2019)

4.1.3. Contents and requirements of experimenting
4.1.3.1. Contents of experimenting: We carried out experimenting of measures to organize
outdoor activiites to develop coherent speech among children 5-6
4.1.3.2. Requirements of experimenting: teachers and facilities must be ensured according to
regulation
4.1.5. Progress of experimenting
Period 1: Preparation of experiementing.
Period 2: Implementing of experimenting
Period 3: Analysing and evaluating of experimenting
4.2. Results of experimenting
4.2.1 Results before experimenting
Through a system questions combined with using visual documents the children were assisted to
understand easily the requirements by the researchers. The results of research before fore
experiment were collected, processed and presented in the following table:
Table: Results of developing coherent speech among the children from group of
reference and group of experiment before the experiment (T-Test)
Criteria
Criterion 1
Criterion 2
Criterion 3
Criterion 4
Criterion 5
Average

Group
reference
2.5800
2.4700
2.5700
2.5600

2.2200
2.5000

of Group
experiment
2.5000
2.3860
2.4951
2.4743
2.1360
2.4174

of Level of meaning
.325
.337
.346
.247
.292
.284


18
70
60
50
40
30
20
10
0

60

0
Tốt

Khá

Fair

Good

Nhóm ĐC

REF Gr

25

24

16.2

16

0

58.8

Trung bình

Average

Nhóm TN

Poor

Yếu

EXP Gr

Chart: Rate of coherent speech among group of reference and group of experiment
before experiment (T-Tesy)

* General comments on the result before experiment
The results of the analysis of pre-experimental survey data detailed above show a fairly complete
picture of the status of the FMD development level of children aged 5-6 years who are selected to
participate in the experimental process. This result has no difference between the two groups of groups and
experiments.
- Children in two groups of groups and experiments have similarities in the development of FMD,
this shows that the objectivity of the experimental process is guaranteed;
- Status quo of development level of coherent speech among children aged 5-6 who were selected
to participate the experiment is in average level.
4.2.2. Result of probing ễpriment
After 8 weeks ò organizing the probing experiment against two classes selected for the experiment,
the results are shown in the following table and chart:
Chart: Results on average points of development of coherent speech

Quantity
Criteria
Criterion

Criterion
Criterion
Criterion
Criterion
Average

1
2
3
4
5

68
68
68
68
68
68

Level
Before the In
Probing
comparison
experiment experiment
meaning
2.5000
2.9246
0.000
2.3860
2.7436

0.000
2.4951
2.7855
0.000
2.4743
2.7325
0.000
2.1360
2.4357
0.000
2.4174
2.7303
0.000

of


19
70

58.8

60

66.2

50
40
25

30

25

16.2

20

8.8

10
0

0 Tốt 0

Khá
Trước TN

Trung bình

Yếu

TN thăm dò

Chart: rate of coherent speech among the group of experiment in the probing experiment
The pedagogical measures influencing the children are feasible. However, to improve the
effectivenessiveness of the impact at the official experiment, attention should be paid as follows:
- Teachers must understand the goals, requirements, and be flexible in the steps of organizing
outdoor activities towards experience and have skills to organize group activities in appropriate
times.- Games or tasks should aim to encourage and create opportunities for children to

exchange, share, express personal opinions as well as talk about things and phenomena that
children like or dislike. Orientation should be given for individualized education.
- Prioritize focus on experiential activities outside the classroom and organize children to work
in groups to be able to practse many different oral language skills at the same time. Pay more
attention to encouraging children to speak according to the situation and circumstances.
- It is necessary to agree on the process and the way of experiment implementation which
all participants are involved in or supported to carry out measures.- Use measuring scale
of "participation" and "comfort" of children during activities to assess the impact of the
experiment to the overall development of the child4.2.3 Results of official experiment


20
4.2.3.1. Analysis of the results among the group of reference and the group of experiment
Table: Results after the experiment among the group of oppnents and group of experiement
Level
of
Group
of Group
of
Criteria
comparison
reference
experiment
meaning
Criterion 1
3.1500
3.7932
0.000
Criterion 2
3.0600

3.6057
0.000
Criterion 3
3.1200
3.6219
0.000
Criterion 4
3.0100
3.5671
0.000
Criterion 5
2.6500
3.3915
0.000
Average
3.0100
3.5935
0.000
The following table shows that: after the official experiment, the average score of the experimental group
(3.5935) is higher than the reference group (3.0100). In each criterion, there is also a quite clear difference.
In particular, in Criterion 5 (The ability to use means of expressiveness when speaking) in the reference
group is still at average level, while in the experiment group it is at Fair level (3.3915). Thus, the
experiment affects the development of coherent speech among children aged 5-6
4.2.3.2. Analysis of results among the reference group
After the experiment, we have obtained the following results:
Table: Development level of coherent speech of experiment group at diffenent times of the
experiment: N
Level
of
Level

of
Before
Probing
After
Criteria
comparison
comparison
experiment experiment
experiment
meaning
meaning
Criterion 1
2.5000
2.9246
0.000
3.7932
0.000
Criterion 2
2.3860
2.7436
0.000
3.6057
0.000
Criterion 3
2.4951
2.7855
0.000
3.6219
0.000
Criterion 4

2.4743
2.7325
0.000
3.5671
0.000
Criterion 5
2.1360
2.4357
0.000
3.3915
0.000
Average
2.4174
2.7303
0.000
3.5935
0.000
Standard
.55
.63
.54
difference
The score of probing experiment increase by 0.3129 in comparison with the beginning of
experiment, but stays at average level. In the end of experiment, the score increase up to fair level (3.5935)
The results of T-test to compare pairs shows differences, representing statistical meaning on all
criteria to evaluate the development of coherent speech among children aged 5-6 in the pre and postexperiment period. In all the criteria, the score of probing experiment increases to 0.4 point from 0.3 of the
beginning of experiment. The score of the ending of experiment increase by 1 point in comparison with
the beginning of experiment. Thus, through the test it can be stated that the experiment is feasible and bear
statistical meaning, and pedagogical measures have positively influence the development of coherent
speech among children aged 5-6ly significant, the pedagogical measures have positively influenced the

development of FMD of 5-6 years old children.
We represent the distribution of average score
ranking the development of coherent speech among children 5-6 in the experiment group through the
graph


21
Graph: distribution of development of coherent speech among the experiment group
Looking at the Diagram we clearly see the development of coherent speech among the experiment
group in all 5 criteria. Total average score after the experiemtn increases by 1.2 points (before the
experimentt: 2.4; After the experiment: 3.6). This result reflects the effectivenessiveness of the application
of measures to organize outdoor activities in order to develop coherent speech among children.In the
experiment, we have used observation assessment table to verify the impact of proposed measures to the
development of other educational activities. The results are represented at the Graph 4.2.2:
4.0

3.8

3 .5

3 .02.9
2 .52.5

3.6

3.6

3.6

2.7

2.4

2.8
2.5

2.7
2.5

3.4
2.4
2.1

2 .0

3.6
2.7
2.4

1.5
1.0
0.5
0.0
TC1* * *

TC2* * *

TC3* * *

Beginning

Đầu TN(i)

50
40

47.1
41.2

TC4* * *

Middle
Giữa kỳ(j)

Tổng hợp* * *

Cuối kỳ(k)

42.6
30.9

30
20

TC5* * *

Ending

11.8

11.8

14.7

10
0

Low
Thấp

Average
Trung bình
Beginnni
Đầu Kỳ
ng

High
Cao
Ending
Cuối
Kỳ

Very high
0Rất cao

Graph: Comparison of level of participation by the experiment group
Looking at the chart we see the level of participation of children between before and after
the experiment clearly changes. Thus, looking at the results of measuring the level of
participation in outdoor activities shows that the measures we propose affects not only the
effectivenesss of the development of coherent speech among children, but also the effectivenesss
of other educational contents.

4.2.3.3. Correlation between the criteria to evaluate the development of coherent speech among
children aged 5-6
Average score of 05 criteria of evaluating the development of coherent speech among
children aged 5-6 in the experiment group increase remarkable, while there are no considerable
changes among the refenrence group.
4.2.3.4. Genral comments on the result after experiment
Regarding the ability to tell stories on the right topic, after the experiment, the average
score of the experiment group increases higher than the average score of the greference group
(the reference group: +0.57; the experiment group: +1.1) The rate of children ranked Good,