MINISTRY OF EDUCATION AND TRAINING
HA NOI NATIONAL UNIVERSITY OF EDUCATION
TRẦN THỊ MINH THÀNH
ORGANIZING CONSTRUCTIVE PLAY TO DEVELOP THE CREATIVITY
FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5-6 YEARS
Specility: Theory and History of Education
Code: 62.14.01.02
PHD THESIS SUMMARY
HA NOI - 2013
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Co-Supervisior: 1. Prof.PhD. Nguyen Quang Uan
2. Asso Prof. PhD. Nguyen Thi Hoa
Opponency 1: Asso Prof. PhD. Hoàng Thị Phương
Opponency 2: Asso Prof. PhD. Đinh Kim Thoa
Opponency 3: Prof. PhD. Trinh Duc Duy
The oral defences of the thesis shall take place before….
On date month year 2013
The thesis can be found at: The National Library
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INTRODUCTION
1. URGENCY OF THESIS
Creativity is the human characteristics capacity, plays an important role for
enhancing the general development and intellectual development and thereby it
contributes to the child’s whole development. Teaching creativity for the children is a
matter of great concern to the world and Vietnam today. Children with mild
intellectual disabilities (ID) have more abilities to learn, to work and to live
independently, so that they have more chances to socialize. One of the most challenge
for these children is creative thinking. Research about the education methods to
develop creativity for children with mild intellectual disabilities is essential to the
special education.
Constructive play is an innovative play in which children use play materials to

5.1. Research on the theoretical basis for organizing constructive play to
developing creativity for children with mild ID.
5.2. Research on practice situation in the pre-schools.
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5.3. Proposed measures of constructive play organization to develop creativity in
children with mild ID and do experiment.
6. LIMITED RESEARCH SCOPES
- Limitation of survey objects: 35 children with mild ID 5-6 years, 120 teachers
have taught preschooler with ID in Hanoi, Hai Phong, Hai Duong and Nam Dinh.
- Limits on research objectivity and empirical organizational impact:
3 children with mild intellectual disabilities 5-6 years old.
- Limitation of the research area:
+ Researcher carried out a survey some inclusive preschools in Hanoi, Hai Phong,
Hai Duong and Nam Dinh.
+ Experiment is implemented at 2 public preschools in Hai Phong and Nam Dinh.
7. RESEARCH METHODOLOGY
7.1. Methodology
The thesis is based on the following approaches to select research methodologies:
developmental approach, system approach, practical approach, inclusive education
and personalized approach.
7.2. Research methodology
7.2.1. Theorical research methods
The thesis uses methods of analysis, synthesis and systematic theories.
7.2.2. Practical research methods
The thesis uses methods: observation, investigation by Anket, interviews, tests,
pedagogy experiment, case studies, research on activities’s product.
7.2.3. Methods of data processing: Use the method of mathematical statistics and
SPSS software to analysis data collected during the research process.
8. DISCUSSION POINTS
8.1. Children with mild intellectual disabilities 5-6 years old have a creativity

intellectual disability 5-6 years to develop their creativity and experiment.
Chapter one
THEORICAL BASIS OF THE ORGANIZATION TO DEVELOP
CREATIVITY FOR 5 – 6 YEARS OLD CHILDREN WITH MILD
INTELLECTUAL DISABILITY
1.1. HISTORICAL RESEARCH ISSUES
Research on measures of organization constructive play to develop creativity for
children with mild ID 5-6 years old are researched in the following basic directions:
The first, the study of creativity in children with intellectual disabilities.
Characteristics of creativity in children with ID in play, learning and differences of
creativity between children with ID and normal children were studied by Judy Ann
Buffmire (1969), Smith (1967), Cooper (1972), McDonald (1971 ), Julie Messier, and
Annette Majnemer Francine Ferland (2008), Katazyna Parys (2009).
Second, the study of the characteristics of young players with intellectual
disabilities
The play characteristics, including creative play of children with ID be interested
in about twenty years. This orientation is reflected in the work of: D. Michael Malone
and John Langone (1998); W.L. Lender, J.F. Goodman and M. Linn (1998); Drife
Collette (2002); D. Michael Malone (2006), Julie Messier, and Annette Majnemer
Francine Ferland (2008), JW Lerner, B.Lowenthal and E.Egan (1998).
Third, the study of education and creative development for children with ID.
The second half of the twentieth century, creativity development issues for children
with disabilities in general and children with ID are truly interested. The researchers
represent this direction include: Ford, Barbara G., Renzulli, Joseph S. (1976);
Stasinos, Demetrios. P (1984) Gold (1981), Katazyna Parys (2009).
Fourth, research on the relationship between play and creative development of
children. The role of play in creativity development for children has attracted the
attention of scientists very early. Typical of this approach is the scientist: LX
Vygotxky, J. Piaget, G.G. Fein, I. Bretherton, C. Garvey, A.M. Leslie, A.S. Lillard,
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simple, poorer and manipulate content play, shorter play time, lower social interaction
while playing.
1.3. CREATIVITY AND DEVELOP CREATIVITY FOR CHILDREN WITH
MILD INTELLECTUAL DISABILITIES 5-6 YEARS
1.3.1. The concept of creativity
The thesis uses the concept of Klaus K. Urban as a tool to study: "creativity is a
human personality, revealed in new product, unique, valuable, surprising himself and
also new, surprising to others”.
1.3.2. The concept of children's creativity
The nature of the children’s creativity has caused much debate. The study also
suggests that to have an appropriate definition of child’s creativity, we need to
consider some aspects, such as discrimination creativity and intelligence,
distinguishing between "C creativity" and "c creativity" and also press strongly to the
creative process than the result or product.
In this thesis, creativity is children's personality attributes in products wich
revealed the new products and valuable to the children themselves or the same age
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children. No children have real creative activities like adults but often in the form of
potential. For children, the creative process (including curiosity, explore, play and
make the idea) is as important as any product that they create.
1.3.3. Developing creativity for children with mild intellectual disabilities 5-6
years old
1.3.3.1. The concept of creative development for children with intellectual
disabilities
* The development of the child's creativity conversion process from low to high,
from simple to complex in ability to express themselves. It's gone through the process
of accumulation of changes to the substance, the child's creativity increasingly
apparent. Like all other areas development, the creativity development is integrated in
all activities and is a part of the child’s whole development.
* Developing creativity for children with mild ID is to make the child's creativity is

learn more about themselves and around the world, allowing children to fully develop
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their potential to encourage creativity and help develop a child's personality, making
learning fun for children. It is affirmed with respect to the intellectual development,
problem solving skills, the ability to observe and creativity, social skills, math skills,
scientific and language skills.
1.5. ORGANIZING CONSTRUCTIVE PLAY TO DEVELOP CREATIVITY
IN CHILD WITH MILD INTELLECTUAL DISABILITY 5-6 YEARS
1.5.1. The concepts
1.5.1.1. The concept of organization to constructive play
Organizing constructive play is the process in which teacher conduct the
necessary tasks follow the sequence of activities between her and children, between
children with ID and and their friends to achieve objectives.
Constructive play is organized the same steps as any activity, including:
preparation before the game, guidances and ends game. Organization process of
constructive play includes many elements such as methods, organizational measures
and forms of organization and game conditions. This thesis focuses on the
organizational measures so we will not mention the other elements.
1.5.1.2. The concept of measures to organize constructive play to develop
creativity for children with mild intellectual disability
Measures to organizing constructive play for children are specific ways of
organizing work together between the children and teachers to achieve the educational
goals set.
Measures of constructive play to develop the children’s creativity in
kindergarten are the specific ways of organizing play activities between teachers and
children, children with ID and children in the classroom to help develop their
creativity.
1.5.2. Organize constructive play to develop creativity for children with
mild intellectual disabilities 5-6 years old in kindergarten
1.5.2.1. Features of inclusive preschool for children with mild ID

1.5.2.3. Requirements for the organization of constructive play to develop
creativity for children with mild intellectual disabilities 5-6 years old in inclusive
preschool
When organizing constructive play to develop creativity for children with mild
intellectual disabilities in kindergarten the teachers need to ensure the dynamic of
children, play development and successful feels of children. Teacher need to
remember that teaching creatively and teach children how to creat through play.
When organizing constructive play to develop creativity for children with
intellectual disabilities, teachers need to create an environment and a favorable
opportunity for children, integrate goals creativity development for children in all
activities and pay attention to guide kids to play creatively. They also focus on
evaluation to stimulate children's creativity.
1.5.3. The roles of the constructive play organization for creative development for
children with mild intellectual disabilities 5-6 years old in kindergarten
The constructive play is a type of creative play and it is highly favorite of
preschoolers. If well organized, this game will promote children's creativity. Measures
to organize constructive play are important role for effective organizational game.
Organizational measures that affect play content, play skills, and the interaction
between teachers and children, between children with intellectual disabilities and
normal children and the goals of creativity in the game.
Through the organization of game, the interaction between teachers and children,
and between children and children in the classroom is enhanced, thereby creating
opportunities to children with mild ID play creatively.
Organize constructive play on the basis of children’s ability to learn, their needs
and preferences, so that it will provide chances for them to develop creativity.
1.5.4. Creative expression and criteria for evaluating a child's creativity in
constructive play
1.5.4.1. Expression of creativity in constructive play
Children's creativity in constructive play is revealed when they are free, liberal in
play activities and emotional expression while playing. Also shown in the active

care, the choices carefully selected play materials, making works when decorating
products.
1.5.5. Factors affecting the organization constructive play to develop
creativity of children with mild intellectual disabilities in inclusive preschool
The process of organization constructive play to develop creativity for children
with mild intellectual disabilities in inclusive preschool is affected by many factors,
both subjective and objective. According interactive pedagogy, in this process always
takes place mutual relationship between three factors, those are: the teachers, the
learners and the environment.
The first factor - the teachers and guidance method of teacher. Teachers can
stimulate a child's creativity or limit it. To develop the creativity of children with mild
intellectual disabilities while playing, the teacher must be creative, fun, warm and
know how to motivate, evaluate and review the child's creativity in play. At the same
time, teachers need to understand the children’s needs and abilities, the creativity and
the importance of creative development for children.
The second factor - young mild intellectual disability. Children with mild
intellectual disabilities have the skills necessary to learn, play and develop creativity.
However, they also have certain limitations, so when organized games for children,
teachers need to take measures to organize and guide the children play with their’s
ability.
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The third factor - the environment. The environment includes the physical
environment and social relationships in the classroom that affect play skills and
creative development of children with mild intellectual disabilities as well as guiding
methods of teachers. However, teachers and kids can change the environment.
Chapter two
BASIS OF PRACTICE GAME DEVELOPMENT ORGANIZATION
DEVELOPMENT FOR CREATIVITY OF CHILDREN WITH INTELLECTUAL
DISABILITIES 5-6 YEARS
2.1. INCLUSIVE EDUCATION FOR CHILDREN WITH INTELLECTUAL

Assessment of organizing constructive play for children with intellectual
disabilities 5-6 years and level of creativity of children with mild intellectual
disabilities 5-6 years old.
2.2.1.2. Sample of survey
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a. Sample is teachers
Teachers sample were randomly selected, including 120 preschool teachers in
some integration who working at kindergarten in Hanoi, Hai Duong, Hai Phong, Nam
Dinh. The majority of teachers have worked for over 3 years but experience teaching
children with intellectual disabilities are not many.
b. The sample is children with mild intellectual disability 5-6 years old
35 children with mild intellectual disabilities are in public preschool. Among
them are 15 children in the early intervention centers and 20 children outside
intervention center.
- The children at the intervention center have been evaluated and categorized.
- The other children are determined by:
Initial screening through the evaluation of teacher. Then we use the Kyoto scale,
Goodenough test and rating scale for adaptive behavior to assess directly on each child to
determine the child with mild ID.
2.2.1.3. Content of Survey
- Awareness, attitude and work of teachers in the institution constructive play and
creative development of children with mild intellectual disabilities 5-6 years old.
- The creativity in children with mild intellectual disabilities 5-6 years old through
TSD-Z test and constructive play.
2.2.1.4. Survey methodology
- Investigating teachers by Anket, interviews, observations, products and activities
of teachers
- Tests and other creative exercises.
2.2.2. Survey results
2.2.2.1. Status of organizing constructive play for children with mild intellectual

Above
averag
e
D
Pretty
E
High
F
Excellen
ce
G
∑
Number 29 4 2 0 0 0 0 35
% 82.86 11.43 5.71 0 0 0 0 100
According to the initial classification of test creation TSD-Z by age 4-6 (form A), the
majority of children with mild intellectual disabilities aged 5-6 gain points on the TSD
– Z test in low levels, less than 7 points (82.86%). The number of children achieving
at average and below average is small percentage (5.71% and 1:43%). No children
gain point above average or pretty, good or excellent.
Table 2.2a. Descriptive Statistic of the creativity in the constructive play
criterion 1 criterion 2 criterion 3 criterion 4 Total
N Valid 35 35 35 35 35
Invalid 0 0 0 0 0
Range 4.50 4.00 5.50 3.00 2.00
Minimum 1.00 1.00 1.00 1.00 4.00
Maximum 5.50 5.00 6.50 4.00 6.00
Mean 2.8714 2.6714 2.8857 2.4143 5.1429
.17792 .16262 .22462 .12211 .09297
Std.
Deviation

CONSTRUCTIVE PLAY TO DEVELOP CREATIVITY FOR CHILDREN WITH
MILD INTELLECTUAL DISABILITIES 5-6 YEARS
The measures to organize constructive play for children with mild intellectual
disabilities 5-6 years old which built need to ensure the following principles:
- Ensure scientific and creative
- Ensure compliance with the characteristics of preschool inclusion and
characteristics of each child
- Suitable for operation
- Ensure feasibility
- Ensure the education and development
3.2. MEASURES TO ORGANIZE CONSTRUCTIVE PLAY TO DEVELOP
CREATIVITY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5-6
YEARS
MEASURES TO ORGANIZE CONSTRUCTIVE PLAY TO DEVELOP
CREATIVITY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES
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Measures group
of preparing
befor playing
Measures group of
the organization,
guiding children
towards creative
play
Measures group
for the play
evaluation
1 – Planning for
individual players
and support

children’s
creativity
3.2.1. Group 1: Preparing for children to play
Measure 1: Planning for young players individual mild intellectual disability
and guide children in private school
* Purpose: This measure helps teachers integrate educational goals which aim to
develop creativity in constructive play and to monitor the progress of children with
intellectual disabilities. At the same time, this can help teachers focus on play instruction
for children with mild intellectual disabilities and expand child’s play skills.
* Content: Planning and guiding individuals play skills in a individual lesson
including the teacher will plan constructive play and guide play skills for children
with intellectual disabilities in the form 1 teacher - 1 child.
A game plan for individuals with intellectual disabilities including learning
objectives, the material support, players, and environmental changes, the adjustments
to play in activities to meet the individual educational goals; playing activities and
daily activities to stimulate children's creativity, help from others, such as teachers, the
special education professionals or others, the support child at home; way to monitor
and evaluate the progress of the child, date and day to evaluate program.
* How to proceed:
- Planning for young players individual mild intellectual disability:
+ Rating through play
+ Develop education targets through play for children
+ Selecting measures and activities
+ Option assessment
+ Write a plan, communicate with parents and other professionals
- Guiding creative skills in individual lessons
During individual instruction for children with mild intellectual disability in
constructive play, teacher should serve as a model first, then do the same with young
children and eventually to self-employment. We can invite some other kids in the
class to participate in individual tutorials with mild intellectual disability children.

children to play. They also discuss about the building topics, building theme, the
content, the rules and stimulate child’s idea. This method also includes encouraging
children generate new ideas, new ways to play.
* How to proceed:
Teacher organize a discusson group on the topic of play, the game play and rules.
While discuss with children group the teacher should spend more time on listening the
children with intellectual disabilities. Teacher should talk with open attitude,
enthusiasm, listen to comments and encourage all children especially children with ID
to express their ideas. Teachers use open-ended questions to stimulate a child's
imagination and to help children create new ideas.
Measure 2: Encourage and support new ideas of children with mild intellectual
disabilities to play
* Purpose: This measure is to increase the child's confidence in creative play and
help them boldly expressing ideas when playing. From that motivate children to
develop creativity.
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* Content: Teachers make positive comments and praise for any creative element
of the child or praise any progress that even the smallest of children. Detect and praise
children when they make new themes, new ways to play wih materials; when children
create new product compared with the previous game. At the same time teacher
should accept and tolerant with children’s mistakes and failures and give them more
time to play.
* How to proceed:
Observing children with intellectual disabilities and respect the child's thoughts
when they are playing. Teachers should provide support to child when needed. When
children play in groups, teachers should create the open air and prevent the criticism
from their friends. Teachers make positive comments on their choses; check out the
creative elements and appreciate the child’s creativity while playing. Praise the child
when he or her has a new idea.
Measure 3: To enhance the interaction between children with mild intellectual

If we want the young players with intellectual disabilities playing constrution
better, teachers need to provide support and guidance for children. Any form of
support including assistance with physical support, modeling, support by word,
gesturing. This method includes promoting children’s possitive behaviors.
- Model the constructive play creatively
Children can observe teachers modeling games to play with materials, action,
using different materials in the constructive game So teacher should serve as model
play creatively.
- Manage children's behavior
Some children with mild intellectual disabilities have inappropriate behaviors
such as not playing, hyperactivity, not cooperate with friends, not comply with the
rules of play group Children with intellectual disabilities should be reminded
regular rules, social rules while playing. The reminder should proceed wisely, so little
effect on most children's activities. Teachers need to have the form of praise (verbal,
toys, activities ) for the good behavior.
- Adjustable, additional play materials
Adjust toys, play materials to meet needs of children are important. Those are
adjusting the size toys (toy size bigger, better grip), adjusting the structure of materials
(eg additional wire tie or adhesive Velcro pads used), adjusting the color, texture
(simplified, obviously).
Replacing toys and play materials: For example, instead of plastic blocks with
wood or foam blocks.
Additional play materials, especially that provide support children’s imagination,
such as animals, objects, trees, Teachers should use alternately play materials.
- Adjust the playing time for the young mild intellectual disability
Adjust the playing time include increasing children's playtime mild intellectual
disabilities, encouraging children complete their work. Teachers do not rush the game
ends when a child's game unfinished.
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When constructive play organized for children with intellectual disabilities in

beautiful”.
Measure 2: Evaluation play results to encourage children’s creativity
* Purpose: This measure aims to help children recognize and review their final
product, which enhance children's self-assessment, stimulating kids to play better and
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more creative. The measure also aims to increase children's creative behavior in the
following games.
* Content: Assessment for play results to encourage creativity is to make
comments, overall assessment of the play, including evaluation. Teacher will attent
particularly to the creative expression of children with intellectual disability in the
play. Evaluating children after the game also includes focused review process of the
players rather than only focused on the final product.
* How to proceed:
In the play process, teacher should observe how children with mild intellectual
disabilities play and discover new elements in a child's game and bring out the
positive reviews and appreciation of that. While comments and evaluation at the end
of the play, the teacher should remind the work of child with mild intellectual
disabilities, to show creativity during play. Besides, teachers should also pay attention
to the evaluation of the innovative elements of the other children in the play group for
child with intellectual disabilities learn from his friends.
After finishing playing, teachers ask children to explain their work. Teachers
should comment another child’s work so that the child can recognize and assess
his/her friend’s strengths, encourage children to discover new things in their product.
Next, the teacher will review the specifics of what is good and is not good that
children did, especially for children with intellectual disabilities.
3.2.5. Conditions for measures
In order to implement measures effectively, teachers need to ensure that basic
conditions such as infrastructure, human resources, planning and organizing games
following necessary conditions:
- Teachers need to learn about children with intellectual disabilities in the

The experiment was carried out continuously for 8 months (9/2011 to 5/2012). In-
depth study of 3 cases of children with mild intellectual disabilities 5-6 years old (2 boys
and 1 girls), attending at normal preschool in Hai Phong and Nam Dinh.
The experimental results are monitored regularly after each themes and formal
assessment 2 times (1/2012 and May 5/2012).
Empirical evaluation results are based on four criteria of creativity in constructive
play (fluency, flexibility, originality and elaboration) and TSD- Z (form A).
Results were analyzed both the qualitative and quantitative. The results quantify
processing and verify by the formula in SPSS 15.0 software.
3.3.2. The experimental results
3.3.2.1. Children's creativity in play
Table 3.1. Statistics describe experimental results on 3 case studies
Criteria 1
Criteria 2 Criteria 3 Criteria 4
Total
N Valid 6 6 6 6 6
Invalid 0 0 0 0 0
Range 2.50 2.00 3.00 1.50 8.00
Minimum 3.00 3.00 2.00 3.00 11.50
Maximum 5.50 5.00 5.00 4.50 19.50
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Mean
4.0833 3.9167 3.5000 3.7500
15.250
0
Std.
Deviation
.91742 .73598 1.22474 .68920
3.3128
5

foreign related to thesis, we asserts that:
- Children with mild intellectual disabilities to be creative in a certain level and
education have a strong influence on the development of children's creativity.
- Constructive play have a large role for the development of children's creativity.
And there is a relationship between the game and the creative development of children
with mild intellectual disabilities in inclusive preschool .
1.2. Kindergarten programs now offer guidance on organizing games for children
with disabilities but it still sketchy. The constructive play for children with intellectual
disabilities is held in inclusive preschool currently still insufficient. Preschool teachers
feel difficult and embarrassing to the play organization. Teachers do not pay attention to
the creative development for children with intellectual disabilities in the classroom, no
appropriate organizational measures to meet the children’s abilities and needs as well as
children’s creative development.
1.3. The research and development of play organizing measures to develop
creativity for children with mild intellectual disabilities 5-6 years was conducted
based on the characteristics of game development and its role with the development of
creativity, characteristics of creative play and children with intellectual disabilities, the
use of games in children education, the interaction with children and children,
teachers and children, personal approach in educational process.
1.4. Three organizing play method groups for the constructive play for children
with intellectual disabilities are used in ensuring that legacy and build on the strengths
of today's play held in preschools, ensuring a favorable environment to stimulate
children’s creativity as well as ensuring all children’s possible, positive, creative in
playing, the positive interaction between children with intellectual disabilities and
normal children, between teachers and children. The measures affect the whole
process of constructive play.
1.5. In experiments, the thesis demonstrates that measures 3 groups with 9
specific measures proposed are truly effective and feasible in the inclusive preschool
in our country today. These measures allow children with intellectual disabilities to
maximize positive, actively playing as well as enhancing the interaction with friends

forms.
- Facilitate teacher training, raising awareness about creative teaching and
creativity development for children with mild intellectual disabilities.
- Strengthening activities to fostering and sharing expertise to teachers in
preschools of children with intellectual disabilities and how to organize educational
activities in inclusive preschool.
3. For parents of children with intellectual disabilities
- Need to understand and believe in the creative potential of children, provide
opportunities for them to express creativity through daily activities.
- Teach children to play and play with them the constructive play, encourage
them to use of different materials to create something.
- Caring, support and praise the children's ideas.
4. For the universities where train pre-school teacher and research academies
- Focus on encouraging the learner’s creativity, helping them to become creative
preschool teachers in the future.
- Armed with the knowledge, skills, education for children with disabilities in
general and children with mild intellectual disabilities in inclusive preschool.
- Training and retraining of preschool teachers about creative skills and measures
of organizing creative play for children with mild intellectual disabilities.
- Continue to study about creative play, how to develop creativity in children
with disabilities, and the creative teaching methods.
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LIST OF WORKS HAS PUBLISHED AUTHOR
RELATED TOPICS THESIS
1. Tran Thi Minh Thanh (2009), Characteristics and play skill development for young
players with mental retardation, Journal of Education, No. 211, pp. 11-13.
2. Tran Thi Minh Thanh (2011), Some suggestions for teachers to organize
construction play for children with intellectual disabilities in kindergarten,
Proceedings scientific conference "Vietnam Special Education - Experience and
prospects ", publisher Pedagogical University, May 6/2011.