Thực trạng quản lý hoạt động giáo dục trẻ theo phương pháp Reggio Emilia tại Trường Mầm non Ngô Thời Nhiệm, phường Nha Trang, tỉnh Khánh Hòa

Early childhood education serves as the foundational stage in a nation's educational system, critically shaping the holistic development of young children. Effective management of educational activities within this sector is paramount for achieving comprehensive developmental goals, encompassing physical, emotional, intellectual, and aesthetic growth, alongside character formation, preparing children for primary school. The Reggio Emilia approach, a child-centered pedagogical philosophy emphasizing creativity and exploration, has gained significant attention globally for its innovative framework. This study investigates the current management practices of early childhood education utilizing the Reggio Emilia approach at Ngô Thời Nhiệm Kindergarten, providing crucial insights into its implementation and effectiveness within the evolving landscape of educational reform.

Administrators and educators in early childhood education, researchers focusing on pedagogical methods and school management, and policymakers interested in the Reggio Emilia approach.

This academic paper addresses the critical role of managing early childhood education activities to ensure the comprehensive development of children, covering physical, emotional, intellectual, and aesthetic aspects, as well as personality formation, in preparation for primary schooling. The study focuses specifically on the management practices concerning the Reggio Emilia approach at Ngô Thời Nhiệm Kindergarten. The methodology involved a survey to assess the current state of management across key areas: educational planning, teacher training organization, coordination with parents, and supervision and evaluation of educational activities. The findings indicate that the implementation of these activities is generally effective, achieving a "quite good" level. However, despite these positive outcomes, the research also identifies existing limitations within the kindergarten's Reggio Emilia application. These include a lack of systematic coherence in content, methods, and organizational forms, alongside some shortcomings in overall management. The paper highlights that while planning and evaluation processes show positive engagement, areas like teacher training and parent communication for understanding the Reggio Emilia philosophy need further improvement. The insights derived from this assessment serve as a vital practical foundation for proposing effective management solutions. These proposed measures aim to enhance the quality of early childhood education activities at Ngô Thời Nhiệm Kindergarten, thereby contributing to the broader context of educational innovation and continuous improvement, ensuring children's development aligns with the principles of the Reggio Emilia approach. The ultimate goal is to foster a learning environment that is responsive to children's needs and interests, promoting active exploration and discovery.