Thực trạng quản lý hoạt động giáo dục trải nghiệm cho trẻ ở các trường mầm non quận Bình Tân, Thành phố Hồ Chí Minh

Abstract

Experiential learning activities play an important role in promoting children's proactiveness and creativity, helping them expand their understanding, develop skills and accumulate knowledge. Organizing experiential learning activities for preschool children is essential in supporting their holistic development.This study investigates the current situation of managing these activities in preschools located in Binh Tan District, Ho Chi Minh City. The sample included 113 administrators and teachers and 54 parents. A mixed-methods approach was employed, combining quantitative data (measured using a five-point Likert scale and processed with  Microsof Excel) and qualitative data (interview transcripts coded for analysis). Findings indicate that despite certain positive outcomes, several limitations remain in practice. Specifically, activity planning in some schools lacks flexibility, does not align with children’s actual conditions or local contexts, and does not adequately incorporate stakeholders’ input. Parental and community involvement tends to be limited and unsustainable. Monitoring and evaluation processes lack standardized tools, and reflective practices have yet to effectively support timely adjustments. Financial resources are unstable, facilities remain insufficient for open and experiential activities, and some administrators still demonstrate limited competence in coordinating, networking, and innovating experiential education practices. This study provides a scientific basis for proposing appropriate management solutions to improve the quality and effectiveness of those activities under discussion.