Dân ca trong giáo dục mầm non: Từ giá trị văn hóa đến tính chủ động chuyên môn của giáo viên

Abstract

This paper examines how the educational value of folk songs in preschool education can be enhanced through teachers’ professional autonomy. As a review research, the study reviews and analyzes domestic and international studies published between 1998 and 2025 on early childhood musical development, the educational significance of folk songs and traditional music, and the organization of music education activities in preschool settings. The findings indicate that folk songs contribute significantly to preschool children’s holistic development, particularly in aesthetic, linguistic, socio-emotional, and cultural domains, while also facilitating the intergenerational transmission of traditional cultural values. Nevertheless, the use of folk songs in preschool education remains limited due to repetitive practices, insufficient pedagogical orientation, and an underutilization of teachers’ professional roles. Drawing on international experiences and the Vietnamese context, this paper highlights teachers’ professional autonomy as a decisive factor in effectively integrating folk songs into educational practice via goal setting, content selection, activity design, and instructional implementation. Thereby, the study proposes orientations to improve the effectiveness of using folk songs in preschool education, in line with curriculum reform requirements and the practical conditions of preschool institutions in Vietnam.