PRESCHOOL TEACHERS KNOWLEDGE AND SKILLS IN DEVELOPING MEASUREMENT SKILLS FOR CHILDREN AGED 5-6 THROUGH STEAM-BASED ACTIVITIES
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https://doi.org/10.51453/3093-3706/2026/1405Abstract
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Measurement skills constitute a core component of foundational mathematical competence and play a pivotal role in fostering logical reasoning, estimation, comparison, and problem-solving abilities among preschool children aged 5-6. Developing these skills during early childhood is essential, as they form the basis for later mathematical learning and cognitive development. Among various pedagogical approaches, the integration of STEAM-based educational activities has been recognized as an effective means of promoting young children’s measurement skills through experiential and interdisciplinary learning.This study examines the current status of measurement skill development for children aged 5-6 through STEAM activities, based on a survey of 50 preschool teachers in Tuyen Quang Province, Vietnam. A mixed-methods research design was employed, incorporating classroom observations, questionnaire surveys, in-depth interviews, and mathematical statistical analysis to collect, analyze, and evaluate the data.The results indicate that most teachers reported a frequent use of instructional methods and organizational procedures when implementing STEAM activities. However, the overall level of integrating measurement skill development into STEAM-based learning for children aged 5–6 was assessed as moderate. These findings provide an empirical foundation for proposing targeted measures to enhance the effectiveness of developing measurement skills through STEAM activities in preschool settings in the future.
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