OVERVIEW OF RESEARCH ON DEVELOPING AESTHETIC COMPETENCE FOR UNDERGRADUATE STUDENTS IN EARLY CHILDHOOD EDUCATION THROUGH EXPERIENTIAL ACTIVITIES

OVERVIEW OF RESEARCH ON DEVELOPING AESTHETIC COMPETENCE FOR UNDERGRADUATE STUDENTS IN EARLY CHILDHOOD EDUCATION THROUGH EXPERIENTIAL ACTIVITIES

Nguyen Thi Ngoc Lan nhyen@ctu.edu.vn Saigon University 273 An Duong Vuong, Cho Quan ward, Ho Chi Minh City, Vietnam
Summary: 
This article presents an integrative review synthesizing research on the development of aesthetic competence among undergraduate Early Childhood Education students through experiential activities. The review dataset comprises 79 scholarly publications published between 2000 and 2024 that aim to clarify key concepts, structural components, assessment approaches, and models for developing aesthetic competence, and to identify research gaps in the Vietnamese context. The review results indicate that: 1) Aesthetic competence is a multidimensional construct encompassing aesthetic awareness, perception and evaluation, creative expression, and aesthetic attitudes; 2) Assessment of aesthetic competence should integrate quantitative tools with qualitative approaches; 3) Effective experiential models include studio-based artistic practice, interdisciplinary project-based learning, practicum experiences as art facilitators, and the integration of digital technologies. Based on an analysis of prevailing research trends and identified gaps, the article emphasizes the need to develop a context-specific aesthetic competence framework for early childhood teachers, alongside validated assessment tools and experiential art based models aligned with educational reform.
Keywords: 
Aesthetic competence
early childhood teacher training
experiential learning/activities
aesthetic education
competence development.
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