If building and implementing measures to organize Science Discovery

activities for children 3 - 4 years old systematically, from designing

Science Discovery activities based on goals Develop vocabulary and
create opportunities for children. children experience language; Building
a diverse scientific exploration environment to stimulate children to
learn words; Organizing activities to experience and explore with real
objects so that children can accumulate vocabulary by themselves;
Create opportunities for children to use the vocabulary learned in
scientific discovery activities in daily activities; Collaborating with
families for preschool children 3 - 4 years old Discovering science to
strengthen and positive vocabulary will help children develop better
vocabulary.
First: Studies on the rate of vocabulary development of children 3-4
years old: In this direction, there are typical authors such as: Owens;
Gard. Gilman & Gorman; Linda & Catherine; Luu Thi Lan; Nguyen
Xuan Khoa; Nguyen Thi Phuong Nga; Nguyen Thi Hien and Nguyen
Thi Tuoi. The above authors all confirmed that at the age of 3-4,
children have a rapid growth in vocabulary. However, each author offers
different studies on the specific number of words that children acquire
and the quality of their words.
Second: Studies on the relationship between vocabulary development
and children's cognitive and language development: In this direction,
there are typical authors such as J. Piaget; L.S. Vygotsky; E.I. Tikheeva;
Justice, L. M., Meier, J., & Walpole, S… The above authors all
confirmed the relationship between vocabulary development and
children's cognitive and language development. On Vietnamese corpus,
the authors: Nguyen Huy Can; Luu Thi Lan has studied the children's
pronunciation characteristics, vocabulary, the ratio of the type of words
used by the children, the child's sentence characteristics, the common
errors in speech... in relation to the child's language development.
children of preschool age; at the same time affirming that the

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development of this element of language is a condition and a premise for
the development of other elements.
Third: Researches on factors affecting children's vocabulary
development: Many studies have analyzed the influence of factors on
children's vocabulary development. In this direction of research can be
mentioned the authors Van Kleeck, A.; Hoff E; Catherine L. Taylor,
Daniel Christensen, David Lawrence, Francis Mitrou, Stephen R.
Zubrick; Hoang Thi Oanh; Luu Thi Lan ... The authors have affirmed
that there are many factors affecting the development of children's
vocabulary, such as: Cultural - educational environment, children
themselves
Fourth: Regarding the assessment of children's vocabulary: Research
results show that the assessment of children's vocabulary should focus
on the assessment of receptive vocabulary and expressive vocabulary.
width (number of words) and depth (degree of understanding of the
word's meaning). Pictures are a commonly used vocabulary assessment
tool.
In summary, there are many studies on vocabulary, Developing
vocabulary for preschool children 3-4 years old. In particular, researches
on organizing activities of scientific discovery in general and scientific
discovery to develop children's vocabulary in particular have been
interested. Studies in this direction have also guided how to organize
scientific discovery activities for the comprehensive development of
children. However, there is still a gap in the research and organization of
Scientific Discovery activities to develop vocabulary for 3-4 year old
preschool children in Vietnam. Therefore, it is necessary to study how to
organize scientific discovery activities to develop children's vocabulary
in a systematic and systematic way, thereby building measures to
organize scientific discovery activities to develop capital. words for
preschool children 3 - 4 years old in preschool.
1.2. Theoretical basis of the topic
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1.2.1. Words and vocabulary
- Vietnamese word: According to Do Huu Chau: "Vietnamese words are
one or a number of fixed, invariant syllables, bearing certain
grammatical features, in certain structural types, all corresponding to a
certain type of meaning, the largest in Vietnamese and the smallest to
create a sentence”.
: A child's vocabulary is the sum total of words and equivalent word
units of a language, which are stored in the child's mind in the form of
receptive (understanding the meaning of words) or expressive (using
appropriate words).
- Expression of vocabulary development of 3 – 4 year old preschool
children: Accumulate the number of words necessary for linguistic
communication; create a reasonable word structure; the ability to
understand the meaning of words, the ability to use words in meaningful
communication contexts.
- Developing vocabulary for 3 – 4 year old preschool children:
+ Developing vocabulary for preschool children 3 - 4 years old is a
pedagogical process with a purpose and a plan to help children
increase the number of words, understand the meaning (receiving
vocabulary) and use words (Expressive vocabulary). achieve) in
different communication contexts

Science discovery activities of preschool children 3 - 4 years old is the

process where children directly participate in learning and exploring
the world around them with their senses through activities: observation,
* Concept: Organizing scientific discovery activities to develop
children's vocabulary is the process by which teachers carry out
necessary tasks to create conditions and influence children to help
children become self-disciplined, positive, independent. participate in

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scientific discovery activities, through which children's receptive and
expressive vocabulary is increased.
Scientific discovery is one of three contents in the field of Cognitive
Development Education (besides the content "Social discovery" and
"Getting acquainted with some elementary concepts of math"). Scientific
exploration is considered as one of the means to develop vocabulary for
preschool children. Vocabulary needs to be developed based on the
content of the preschool education program.
- Measures to organize scientific discovery activities: The method of
organizing science discovery activities to develop children's vocabulary
is a specific way in working together between teachers and children to
carry out Discovery activities. Scientific discovery helps children
achieve the development of receptive vocabulary (understanding the
meaning of words) and expressive vocabulary (using words in the right
context).
The form of organizing scientific discovery activities: the form of
organizing scientific discovery activities for 3-4 year olds mainly
through learning, playing and other activities (visiting, picnicking,
working ...) .
- Evaluation of the results of organizing scientific discovery activities:
Evaluation of the results of organizing scientific discovery activities for
preschool children 3-4 years old at preschool should be based on
educational goals, which include: both cognitive development and
vocabulary development goals
- The process of organizing scientific discovery activities to develop
vocabulary for preschool children 3 - 4 years old: Step 1: Design
activities. Step 2: Prepare the operating environment. Step 3: Perform
the activity. Step 4: Evaluate the activity.
1.2.4. Factors affecting the organization of scientific discovery
activities to develop vocabulary for children 3 – 4 years old
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There are 3 basic factors affecting the organization of scientific
discovery activities to develop vocabulary for children 3 - 4 years old:
Developmental characteristics of children 3 - 4 years old; the child's
working environment; pedagogical competence of teachers.
General assessment of the current situation of organizing scientific
discovery activities to develop vocabulary for children 3 - 4 years old in
preschool: Through survey, observation, time attendance, exchange,
group discussion, we found that teachers The participants were aware of
the relationship between scientific discovery activities and the
development of vocabulary of children 3 - 4 years old; but do not know
how to integrate science discovery activities into learning contents to
develop children's vocabulary. Therefore, the results of children's
vocabulary are not high, especially expression vocabulary.
Design science discovery activities based on goals Vocabulary
development for preschool children 3 - 4 years old is to build integrated
Science Discovery activities Develop age-appropriate vocabulary and
program content Early childhood education helps children not only
perceive the world around them, but also have many opportunities to
develop vocabulary. Design Science Discovery activities is a content in
the process of developing a Science Discovery plan. In the process of
designing Science Discovery activities, teachers need to combine
knowledge and skills about language so that children have the
opportunity to memorize new words, pronounce them, understand their
meanings, and know how to use words in different activities. specific
situation..
Design activities Scientific discovery based on goals Developing
vocabulary provides opportunities for children to experience language
including the following contents: Designing goal-based activities
Developing vocabulary; choose activities to increase opportunities for
children to develop vocabulary.

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*Enhancing opportunities for children to participate in experiences in
Science Discovery activities: teachers increase opportunities for
children to directly interact with real objects. As a result, children will
get a real sense of the object, gain a lot of information and form new
experiences. This is the basis for children to develop vocabulary in
particular and develop language skills in general.
* Take advantage of all times and activities of the day for children to
observe and explore thematic objects:
With the same theme, teachers can create opportunities for children to
observe and experience at many different times and activities during the
day: classroom time, outdoor exploration time, mealtime, playtime,
Thereby, children can observe and discover with their senses the
interesting things of the surrounding things and phenomena.
Appropriate times of the day that teachers can take advantage of so that
children have the opportunity to observe, explore and experience real
objects such as during mealtimes (observing utensils, eating utensils,
vegetables, tubers, fruits, meat, fish...); During outdoor activities
(observing ornamental plants, fruit trees, flowers, vegetables, animals,
etc. in the school garden, vehicle parking area, etc.) Children can learn
vocabulary at all times with real objects.
The proposed measures follow the process of organizing Scientific
Discovery activities to develop children's vocabulary. Each measure is
built in a logical sequence, closely linked from goals and meanings;
contents, methods and conditions for implementation, but all are towards
the common goal of developing children's vocabulary.

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 Design science discovery activities based on the goal of developing vocabulary
and creating opportunities for children to experience language

Organize activities to Create opportunities for

Building a diverse
scientific discovery
environment to stimulate
children to learn words
experience and explore
with real objects so that
children can accumulate
their own vocabulary
children to use the
vocabulary they have
learned in scientific
discovery activities in daily
activities

Collaborating with families for preschool children 3 – 4 years old to explore

science to strengthen and activate their vocabulary

Measure 5 helps children use vocabulary in richer communication

situations, not only at school but also at home. The measures are towards
the common goal of developing vocabulary for children 3 - 4 years old.
4.1.3.1. Experimental content: With the experimental group: applying
measures to organize Scientific Discovery activities to develop
vocabulary for children has been proposed, but the activities still ensure
the correct program. With the control group: implementing educational
contents and activities in the current Early Childhood Education
Program of the Ministry of Education.
4.1.3.2. Experimental requirements: Children in the experimental group
and the control group were similar in development. The teachers of the
control group and the experimental group are qualified; experience in

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the profession for 5 years or more. Each class has 02 teachers in charge
and follow the current preschool education program. The classroom
facilities, tools and toys are relatively complete according to the
regulations of the Ministry of Education and Training.
4.1.4. Experimental process:
Select experimental and control subjects, develop a plan to organize the
experiment and train teachers, measure the vocabulary input of 3-4 year
old children, organize the implementation of activities according to the
experimental plan, evaluate result evaluation and data processing.
The test by the Pair Sample T Test shows a significant difference
between the pre-experiment and post-experiment evaluation results at
the 95% significance level of the research subjects. assist. The value sig
= 0.000 < 0.05 in both the receptive vocabulary and the expressive
vocabulary shows that there is a difference in the mean scores of the
scores before and after the experiment. Mean = 8.16667 and Mean = -
25.55000, there is a difference between before the experiment and after
the experiment, showing that after the experiment, children have more
progress in vocabulary. The application of the proposed measures in the
topic has helped children improve their vocabulary significantly. The
value sig = 0.000 (< 0.05) in the Paired Sample Correlations table shows
that the data are correlated.
Thus, the test results show that the difference between the results
before and after the experiment is significant. From that, it can be
concluded that the measures proposed in the thesis and applied have
created changes in children's vocabulary.
4.2.2.2. Compare the vocabulary of children in the control group and the
experimental group
After the experiment, the vocabulary of the experimental group was
higher than that of the control group. For receptive vocabulary, the
experimental group achieved an average of 33.65 words while the
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control group achieved an average of 27.56 words. For expressive
vocabulary, the experimental group achieved an average of 67.16 words
while the control group achieved an average of 45.28 words. Direct
observation of the control group after the experiment showed that the
children's vocabulary was more advanced than before the experiment.
However, this progress only focused on a few outstanding children in
the class, the rest of the children's vocabulary did not change much.
Children have not actively participated in activities, have not actively
answered teachers' questions, and have not boldly voiced their thoughts.
For the experimental group after the experiment, children's vocabulary
has changed a lot. Most children increase their word count. In addition,
children actively participate in activities, actively answer the teacher's
questions, and often ask their own questions.
- Analyze experimental results through case studies
Case 1: LMT is the first child in a family of cadres living in Thanh Hoa
city. 3 years old baby just going to kindergarten. LMT is quiet, shy, or
afraid. Do not play with friends in class, or look out the door waiting for
grandparents to come pick you up. Although he does not play by
himself, does not play with friends, but LMT still listens to the teacher.
Before the experiment: children understood 30/40 words; speak 35/80
words. After the experiment, children understood 40/40 correct words;
speak 70/80 words.
1.5. Based on the proposed measures, the thesis conducts experimental
organization. The experimental results of the proposed measures have a
good effect on the development of vocabulary of preschool children 3 -
4 years old. The children's vocabulary after the experiment increased
significantly compared to before the experiment, in which the expressive
vocabulary increased higher. After the experiment, children's vocabulary
was shortened the distance between urban and rural areas. Experimental
results have confirmed the effectiveness of measures to organize

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scientific discovery activities to develop children's vocabulary that the
thesis proposes.

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