- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
Modern Lesson Planning Method for Kids Education – A Model in Developing Countries
Dinh Tran Ngoc Huy1* and Do Thi Sang2
1Banking University, International University of Japan, Japan
2Kid Instructor, Japan
Submission: November 06, 2019; Published: November 27, 2019
*Corresponding author: Dinh Tran Ngoc Huy, Banking University, Ho Chi Minh city Vietnam - GSIM, International University of Japan, Japan
How to cite this article: Dinh T N H, Do T S. Modern Lesson Planning Method for Kids Education – A Model in Developing Countries. Psychol Behav Sci Int J. 2019; 14(1): 555878. DOI: 10.19080/PBSIJ.2019.14.555878
- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
Abstract
195Lesson planning for kid education (from 3 to 6 ages) in kindergarten in developing countries such as Viet Nam has been integrating into world and Western education method and has been changing from traditional to modern education model. This paper aim to propose a 6 –step education model to plan lesson for teaching kids in developing countries effectively in a modern world, standardizing kid teachers, as well as lessons from Western education style and method. It also gives recommendations and tips to kids teachers and suggests government in developing countries to issue proper policies in kids’ education and for encouraging teachers. Last but not least, kid teachers in developing countries need to be trained and joined in training programs to exchange more information among teachers. And we also recommend an implementation form to evaluate lesson planning method for each teacher/class and a form of weekly plan for children (4-5 age) in exhibit session.
Keywords: Syllabus; Lesson Plan; Kid Education; Standardize Teacher; Kindergarten
JEL: I12, I21
- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
Introduction
Kid education in nursery schools in developing countries such as Vietnam has been drawing attention of many parents recently. According to statistics from Vietnam Ministry of Education and Training (below), the number or teacher/children is still a bit high (15 to 17 children/teacher). However, improving education method from traditional to modern is among interests of many kids teachers. Knowing how to combine knowledge in a study and play environment is basic and necessary for kid teachers (Table 1)
- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
Research Issues
This paper will find out:
Research issue 1: What is the kids’ education model to help them to develop in all areas of life in developing countries?
Research issue 2: What are solutions that developed countries can help and provide developing countries in this field?
- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
Previous Studies
Heather S [1] found out qualitative data from teacher interviews highlighted the importance of a pre-school education for children’s development and school readiness, but also emphasised the challenges teachers faced with the new government-subsidised, universal pre-school programme, including increased class sizes and a lack of staff and resources.
Next, Meaghan & Holly [2] found that eight different evidence based approaches are highlighted (social narratives, scripting, pivotal response training, structured play groups, peer-mediated interventions, video-modelling, social skills training, and parentimplemented strategies), as well as specific skills in young children that may need additional support (joint attention, play, initiation, turn taking, sharing, conversation, emotion recognition, problem solving, socially appropriate behaviours, emotion/self-regulation, navigating environments, and perspective taking)
Then, Kleopatra, Despoina A & Vasilis G [3] also indicated the skills and strategies most reported were that they will use computers (high percentage of agreement, over 70%) in their classrooms for the extension of children’s vocabulary and the motivation of children to read and to like reading. Finally, Hanna W, Angela P & Christopher D [4] mentioned that results showed teachers used four mathematics pedagogies (free play, guided play, teacher-directed play, and direct instruction). The enactment of these pedagogies gave rise to three classroom pedagogical orientations: child-controlled, shared-control, or teacher-controlled math contexts, indicating that combinations of play and direct instruction pedagogies are used to teach math in kindergarten.
- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
Conclusion
Lesson planning procedures: following these 6 steps (Figure 1)
Step 1: Choose kid education topic for month
Aiming to help children develop both mentally and physically, self-control and live independently.
Topics cover areas: environment surrounding, trees, animals, people, transportation, ancient time….
Discover children characteristics, tendencies, innate talents and abilities
Step 2: Choose kid education topic every week
There are types of lesson plan:
i. music lesson
ii. poem lesson
iii. tale/story lesson
iv. mathematics lesson
v. art lesson
vi. physical lesson
vii. Every week, teachers need to educate all above aspects to ensure for kids to reach goals in knowledge, education, social emotion, skills….
Step 3: Set education goal and lesson topic for every day
i. Establish teacher comments, evaluation daily on learning level of kids (passed on non-pass)
ii. Teachers need to select pictures (demonstration) for kids to develop their skills about skillful and art, eye and observation, know how to mix colors
iii. Teacher creates an education environment and relaxing atmosphere for kids to learn and play
Step 4: Classify children into 3 types: too active, intelligence, and slow to develop
i. For too active children: teachers try to draw attention of kids by increasing level of attractiveness of lesson, changing education method
ii. For slow to develop children: teach slowly, follow them carefully
iii. For intelligent children: can teach advance activities, higher level than other children, increase complicated level
Step 5: Combine and organize curricular activities for kids
i. Children like curricular activities very much which help them to discover new world, increase communication skill and their own experience
ii. Teacher can lead children to cinemas to watch kid movies, go to zoo, go fishing in farm….to help them to increase social knowledge
Step 6: Standardize kids teachers
i. Teachers need to be careful because they can affect children personality and become their model in preschool time
ii. Build body language for kids teachers are vital because nice and funny teachers can bring safety for kids, while strict teachers can make them feel unfriendly
iii. Create learning environment and sharing knowledge among teachers
iv. Organize meetings (weekly, monthly) between teachers to share ideas
v. Teachers need to know how to talk to children and children psychology to understand their emotion and thoughts, esp. for those who are less talking and stubborn and affected by family and environment, teachers need to know how to discuss them and compliments.
vi. Teachers need to be more creative in set story models (by pictures…) to tell stories to children. Thinking of models of animals in forest, sea…and other topics
vii. Organize games (role playing) for children to enhance communication, play roles in stories and to show their attitude and behaviors dependent on good or bad roles.
Tips to Teach Children successfully with Western Experience
i. Montessori education method, developed by Maria Montessori, from Western countries has been applied in developing countries such as Vietnam, in order to teach children, know how to live independently from childhood, with interesting children games and child – friendly play room to help them to develop their brain and abilities and gain significant development
ii. Developing countries can buy lesson topics from overseas to enable them to discover many new areas.
iii. Montessori method, used for over 100 years in the world, focuses on cognitive development and individual instruction while traditional method focuses on group instruction. Teacher has unobtrusive role in classroom activity; child is an active participant in learning
Differentiate Modern Education Method and Traditional Method (Table 2)
Output criteria for children
i. Know how to read, know how to write, identify number (mathematics), say sorry and fix errors, write independent numbers, right sitting model and holding pens, change clothes, arrange beds…
ii. Develop physically, self-confidence, balanced development [5-8].
Conceptual theories
i. Recently, there are several violence in kid education schools in developing countries such as Vietnam (in just a few minority schools), which make parents feel bad about kid teachers and create social rumors, and give bad aspects on teacher professional qualification, so it is necessary to test and standardize teacher qualifications [9].
- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
Limitation of the Model
Firstly, we don’t mention in details how to help children become more creative. Secondly, the teachers need to learn whether the learners have been actively involved in the model’s processes and steps.
- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
Discussion for Further Research
Regarding the education method, developing countries still need to figure out the effectiveness of reaction method in teaching through the interaction between teachers and children.
- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
Conclusion and Policy Suggestion
Kid education method and teaching model is vital for teachers because it helps them to understand insights and why the method is valuable to some children, and not valuable for others. Teachers also can create costumes for children in festivals to increase creativity by ideas and kid games. Jobs and tasks in kid schools are hard whereas salary is not much, so we also need a proper salary and incentive mechanism. Try to avoid hiring un-qualified teachers and pay low salary to them to save costs as they are not well- trained to know children psychology.
i. Children personality has varied in many aspects: polite, active, lovely, intelligent, slow to develop …which are affected much by environment and family; hence, teachers need to adopt many teaching methods dependent on each type of children.
ii. Western education method such as Montessori education need to be applied more in developing countries for their benefits mentioned above.
iii. The government and authorities in Vietnam and developing countries as well as developed countries can issue policies which can support kid education program. Channels of capital are also needed to encourage these schools to grow.
iv. Finally, we also recommend an implementation form to evaluate lesson planning method for each teacher/class.
- Research Article
- Abstract
- Introduction
- Research Issues
- Previous Studies
- Finding on a Lesson Planning Model for Kid Education in Developing Countries
- Tips to Teach Children successfully with Western Experience
- Results
- Differentiate Modern Education Method and Traditional Method (Table 2)
- Discussion for Further Research
- Conclusion and Policy Suggestion
- References
References
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- Center for Disease Control and Prevention (2014) Prevalence of autism spectrum disorder among children aged 8 years-autism and developmental disabilities monitoring network, 11 sites, United States, 2010. Morbidity and Mortality Weekly Report. Surveillance Summaries 63: 1-21.
- Post-Traumatic Stress Disorder (PTSD) (2018) National Institutes of Mental Health, United States.
- van Steensel FJA, van Bögels SM, Perrin S (2011) Anxiety disorders in children and adolescents with autistic spectrum disorders: A metaanalysis. Clin Child Fam Psychol Rev 14(3): 302–317.
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- De Bruin EI, Ferdinand RF, Meester S, de Nij PFA, Verheij F (2007) High rates of psychiatric comorbidity in PDD-NOS. J Autism Dev Disord 37(5): 877-886.
- Storch EA, Sulkowski ML, Nadeau J, Lewin AB, Arnold EB, et al. (2013) The phenomenology and clinical correlates of suicidal thoughts and behaviors in youth with autism spectrum disorders. J Autism Develop Disord 43(10): 2450-2459.
- Dell’Osso L, Dalle Luche R, Carmassi C (2015) A new perspective in post-traumatic stress disorder: Which role for unrecognized autism spectrum. International Journal of Emergency Mental Health and Human Resilience 17(2): 436-438.
- Nietlisbach G, Maercker A (2009) Social cognition and interpersonal impairments in trauma survivors with PTSD. Journal of Aggression Maltreatment & Trauma 18(4): 382-402.
- Kerns CM, Newschaffer CJ, Berkowitz SJ (2015) Traumatic childhood events and autism spectrum disorder. J Autism Dev Disord 45(11): 3475-3486.
- Stavropoulos K, Bolourian Y, Blacher J (2018) Differential Diagnosis of Autism Spectrum Disorder and Post Traumatic Stress Disorder: Two Clinical Cases. J Clin Med 7(4).
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- Morries LD, Cassano P, Henderson TA (2015) Treatments for traumatic brain injury with emphasis on transcranial near-infrared laser phototherapy. Neuropsychiatr Dis Treat 11: 2159-2175.
- Hamblin MR (2016) Shining light on the head: Photo biomodulation for brain disorders. BBA Clin 6: 113-124.