Designing the Competency Development Line at the Primary Education

Pho Duc Hoa^1, , Nghiem Thanh Hien¹, Truong Khanh Linh¹, Nguyen Thi Thu Hien¹, Nguyen Thi Van Khanh¹ and Bui Thi Quynh Chau¹

¹Faculty of Primary Education, Hanoi National University of Education, 136 Xuan Thuy Street, Cau Giay District, Hanoi, Vietnam

Cite this paper:
Pho Duc Hoa, Nghiem Thanh Hien, Truong Khanh Linh, Nguyen Thi Thu Hien, Nguyen Thi Van Khanh and Bui Thi Quynh Chau. Designing the Competency Development Line at the Primary Education. American Journal of Educational Research. 2024; 12(9):356-361. doi: 10.12691/education-12-9-3

Abstract

Based on theoretical and practical research, the study highlights the importance of the Competency Development Pathway in Experiential Activities in primary education for categorizing students' abilities across three developmental zones: the Zone of Actual Development (ZAD), the Zone of Proximal Development (ZPD), and the Hoping Zone (HZ). By employing theoretical research methods, practical research methods, and sociological research methods in Educational Science, the research team demonstrated that each student's competency development and knowledge acquisition process is unique. During the same period and with the same content, some students exhibit exceptional growth, surpassing the ZPD and reaching the higher Hoping Zone (HZ). This finding marks a distinction and advancement over previous studies, which suggested cognitive and competency development only spanned the ZAD and ZPD. Given this reality, it is crucial to develop a tool that enables educators to accurately determine each student's competency development process and identify individuals with exceptional abilities. Such a tool is vital for adjusting teaching content and methods to help students maximize their potential based on their true capabilities.

Keywords:
Competency Development Line Experiential Activities 3 Zone of Actual Development (ZAD) Zone of Proximal Development (ZPD) Hoping Zone (HZ)

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