Tóm tắt tiếng anh: Giáo dục tính trách nhiệm dựa trên Quyền trẻ em cho trẻ 5-6 tuổi ở trường mầm non.

Giáo dục tính trách nhiệm dựa trên Quyền trẻ em cho trẻ 56 tuổi ở trường mầm non.Giáo dục tính trách nhiệm dựa trên Quyền trẻ em cho trẻ 56 tuổi ở trường mầm non.Giáo dục tính trách nhiệm dựa trên Quyền trẻ em cho trẻ 56 tuổi ở trường mầm non.Giáo dục tính trách nhiệm dựa trên Quyền trẻ em cho trẻ 56 tuổi ở trường mầm non.Giáo dục tính trách nhiệm dựa trên Quyền trẻ em cho trẻ 56 tuổi ở trường mầm non.Giáo dục tính trách nhiệm dựa trên Quyền trẻ em cho trẻ 56 tuổi ở trường mầm non.Giáo dục tính trách nhiệm dựa trên Quyền trẻ em cho trẻ 56 tuổi ở trường mầm non.

MINISTRY OF EDUCATION AND TRANING HANOI NATIONAL UNIVERSITY OF EDUCATION -  - NGUYEN THI LUYEN RESPONSIBILITY EDUCATION FOR 5-6 YEARS OLD PRESCHOOLERS ACCORDING TO THE CHILDREN’S RIGHTS Major: EARLY CHILDHOOD EDUCATION Code: 9.14.01.01 THE DOCTORAL DISSERTATION SUMMARY Hanoi, 2022 The work was completed at: Falcuty of Early Childhood Education Ha Noi National University of Education Supervisors: Assoc.Prof Hoang Thi Phuong Assoc.Prof Ngo Cong Hoan Reviewer 1: Prof Nguyen Thi Hoang Yen National Academy of Education Management Reviewer 2: Assoc.Prof Nguyen Hong Thuan The Vietnam Institute of Educational Sciences Reviewer 3: Assoc.Prof Tran Thi Le Thu Hanoi National University of Education The thesis will be defended before the Thesis Judging Council at Hanoi University of Education at date month year The thesis can be found at: - Library of Ha Noi University of Education - Ha Noi National Library INTRODUCTION Background of the study Responsibility Education (RE) is an urgent issue of education systems around the world In schools, it’s contents have been incorporated into the curricular In Vietnam, the 2018 general education program has included responsibility as one of five qualities students need to achieve This requires consistence all levels of education, where early childhood education (ECE) as the first level, laying the foundation for the next levels in RE ECE in our country is now pays attenteion to the education of responsibility for children This is reflected in the indicators to assess the social and emotional kill development of 5-year-old children, according to the 5-year-old child development standards issued by the Ministry of Education and Training in 2010 However, RE activities for children are taken place sporadically without a systematic, pecific approach to guide teachers Teachers follow the traditional methods and learn from their experience only Therefore, it is inevitable to use methods and forms of RE that are extreme and imposed on children Children's Rights-Based Education (CRBA) is a humanistic approach that is highly valued in the current period, requiring teachers to understand and respect children's rights when caring for and educating children Preschool teachers not have a clear understanding of children's rights The resources to guide teachers on RE in general and RE acorrding to the children’s rights (CR) in particular are still limited Therefore, it is necessary to have in-depth, scientific researches and specific guidelines on RE for preschool children, especially 5-6 years old Stemming from the above reasons, I chose the topic "Responsibility Education for 5-6 years old preschoolers according to the CR” Research aims Research the theoretical and practical basis of RE based on CR for 5-6-year-old children in preschool, thereby proposing measures to educate children about responsibility, contributing to improve children’s responsible being (RB) Variables and Subjects of the research 3.1 Variables: The process of teaching responsibility for children aged 5-6 years old according to the CR 3.2 Subjects: Measures to teach responsibility for children aged 5-6 years old according to the CR Scientific hypothesis Children 5-6 years old can and need to fulfill their responsibilities to themselves, to others and to the surrounding environment, but in reality, children’s RB still limited due to many reasons, including child education measures The educational measures can develop the RB for 5-6-year-old children in the direction of creating a respectful environment for children through organizing diverse and attractive activities suitable to their abilities and ensuring to satisfy children's daily needs, rights for children And then, the children’s RB will be better Research missions 5.1 Researching on theoretical basic of the Responsibility Education for 5-6-year-old preschoolers according to the CR 5.2 Researching on the current state of the Responsibility Education for 5-6-year-old preschoolers according to the CR 5.3 Proposing some educational measures for Responsibility Education for 5-6-year-old preschoolers according to the CR 5.4 Experimenting with educational measures for Responsibility Education for 5-6-year-old preschoolers according to the CR Limitations and scope of the study 6.1 Research content The dissertation focuses on studying the responsibility of children towards themselves; with others (parents/caregivers, teachers, friends) and with the environment (objects, animals, plants, children's living and learning spaces at school and at home) 6.2 Survey subjects - Surveying 135 children aged 5-6, 120 teachers and 135 parents, in Hanoi and Nam Dinh 6.3 Location and conducting time of experimental research * Practical survey: from May 15, 2020 to June 1, 2020 at Ly Thai To Kindergarten (MN01), KLF Hanoi Kindergarten (MN02), Xuan Ngoc Kindergarten - Nam Dinh (MN05) * Experiment: - Experiment round 1: from June 1, 2020 to August 14, 2020 at MN01 + Pre-test: June 1st, 2020 – June 5, 2020 + Exploration Experiments: June 8, 2020 – August 7, 2020 + Post-test: August 10-14, 2020 - Experiment round 2: from August 17, 2020 to December 31, 2020 at the above three schools + Pre-test: August 17, 2020 - August 31, 2020 + Impactation Experiments: October 1, 2020 – December 15, 2020 + Post-experiment survey: December 16, 2020-December 31, 2020 Research approaches and methodologies 7.1 Approaches 7.1.1 Child’s Rights - based approach: Empowering children, satisfying children's basic needs, from which children understand and voluntarily carry out their own responsibilities 7.1.2 Socio- Historic Approach: Educating children at 5-6 years old should pay attention to historical circumstances and social realities Along with the development of society, RB changes from a moral obligation to both a moral obligation and a legal obligation Therefore, responsibility today is attached to Human Rights ECE for children must be based on the CR implementation 7.1.3 Access to value: Educating children with a value approach aims to help children understand and act responsibly in daily activities 7.1.4 Access to activity: Educating children by organizing practical activities for them to experience and test their own performance of responsibilities 7.1.5 Personal approach: The process of education according to an individual approach requires creating a learning and playing environment that stimulates interest and excitement, properly evaluates the efforts and abilities of each young individual, and timely impacts on each child 7.2 Specific Research Methods 7.2.1 Theoretical research methods: Collecting, analyzing, synthesizing, systematizing, generalizing into common views, determining the basis for building a theoretical framework, surveying the current situation, proposing and experimenting with ECE measures for children 7.2.2 Practical research methods: Conducting observations, surveying and building questionnaires for teachers and parents, group discussions with experts and teachers in each study area, in-depth interviews with teachers, parents and children, case studies, conducting experiment 7.2.3 Mathematical statistics methods SPSS software is used to process the obtained data in order to evaluate the results of the actual investigation and the experimental results Theoritical points of the thesis 8.1 Children 5-6 years old already know how to express responsiblities to themselves, to others and to the environment through perception (knowing, understanding what to do), action (doing well and on time what needs to be done) and attitudes (self-awareness, perseverance, effort, excitement, joy when achieving results, proactively admitting mistakes and correcting when they're wrong) 8.2 The responsibilities of 5-6-year-old children are formed from actions to perform the work to be done (obligations) related to the fulfillment of children's Rights, including the Right to Survival, the Right to Development, the Right to Protection and the Right to Participate, through which children will better understand their responsibilities to themselves, others, the environment and self-fulfillment 8.3 The process of educating children at 5-6 years old in preschool is carried out through the organization of diverse and attractive experiential activities, ensuring reasonable satisfaction of children's daily needs in the direction of empowering children New contributions of the thesis 9.1 Supplementing and enriching the theory of RE based on Children's Rights for 5-6-year-old children in preschool 9.2 Provide documents on the current situation of RE for 5-6 years old children in some kindergartens in Hanoi and Nam Dinh to help preschools have facilities to adjust the education process in a timely manner 9.3.Measures to educate young children based on Children's Rights for 5-6 years old children in preschool are proposed to be valuable references for research, training and fostering of preschool teachers At the same time, these measures can be creatively applied to preschools to improve the effectiveness of vocational education for 5-6 year olds children 10 Thesis structure - Chapter 1: Theoretical basis of the RE for 5-6-year-old preschoolers according to the CR - Chapter 2: Current situation of the RE for 5-6-year-old preschoolers according to the CR - Chapter 3: RE Measures for 5-6-year-old preschoolers according to the CR - Chapter 4: Pedagogical Experiment CHAPTER 1: THEORETICAL BASIS OF RESPONSIBILITY EDUCATION FOR 5-6-YEAR-OLD PRESCHOOLERS ACCORDING TO THE CR 1.1 Research overview of the problem 1.1.1 Research on children's responsibility and accountability 1.1.1.1 Studies of human responsibility in society Studies on human responsibility in society appeared around the seventeenth and eighteenth centuries, considering responsibility mainly in two aspects: moral qualities and civic obligations 1.1.1.2.Research on children's responsibility Research RE has identified a number of manifestations of responsibility, classification and structure including three components: perception, action, and attitude 1.1.2 Research on Responsibility Education for children In-depth researches of responsibility education for preschoolers are still quite modest, mainly related to moral education, character education and value education 1.1.3 Research on RE according to the CR With the release of the United Nations Convention on the Child’s Rights (1989), researchers have mentioned the principles, objectives, contents, measures, forms, and criteria for assessing responsibility education based on the CR but sporadically The idea of responsible education has appeared for a long time, domestic and foreign researches have solved a number of fundamental and practical problems of RE for children at different ages However, there are no specific studies for 5-6 years old children and in-depth research on access to CR Inheriting the existing achievements and identifying the issues that have not been clarified, the thesis focuses on researching the nature and process of forming a child's RB according to the CR the responsibility of 5-6 years old children, expressions of responsibility and responsibility education measure for 5-6 years old children according to the CR 1.2 Responsibilities of 5-6 years old children 1.2.1 The definition of "Responsible Being" “Responsible being” is a psychological quality of an individual, showing that the individual is aware of the actions he wants to and needs to in accordance with his role social roles and voluntarily perform, bear the consequences for the actions that have been caused 1.2.2 Factors constituting children's RB The structure of RB consists of three components: perception, action and attitude In fact, the elements constituting RB not exist separately and discretely, but are linked and unified together, forming a solid structure, showing the real capacity of people in dealing with themselves , other people and the environment 1.2.3 RB classification Categorize children’s responsibilities when they are directed to objects in the surrounding environment: responsibility to themselves, responsibility to others and responsibility to the environment 1.2.4 The formation of RB of 5-6-year-old children The process of forming RB takes place in three stages: 1-“Sensary perception”, the child has an initial awareness of what to and appears needs, emotions, and desires to work; 2-“Action”, children act according to their own feelings and needs; 3- "Rational Perception & SelfConsciousness", children have a sense of responsibility (in terms of both perception and attitude) All three of these stages take place and are influenced by the young individual's characteristics and the environment are influenced by individual child characterictics and the environment 1.2.5 Psychological characteristics and expression of RB of 5-6 years old children 1.2.5.1 Psychological characteristics of 5-6 years old children Psychological factors including: awareness, needs, social-emotional skills, willpower, sense of self, hierarchy of motivation, formation of children's society all directly affect cognition, responsible behavior and attitudes of children Therefore, educators need to master age characteristics to orientate in the selection of goals, contents, methods, means, and forms of organizing preschool education in a scientific and reasonable manner 1.2.5.2 Expression of RB of 5-6 years old children (1) Awareness of responsibility (AoR): Knowing what needs to be done and wants to do; understand why it needs to be done; Understand that everyone has to bear the consequences of their own actions (2) Responsible action (RAc): Do right what needs to be done, wants to do; accomplish what needs to be done, wants to do; Appreciate the results and dare to accept the consequences (3) Responsible attitude (RAt): Self-discipline doing what needs to be done; promise to do; perseverance, efforts to complete well the work being done; be fair when evaluating and proactively admitting mistakes/remediating the consequences caused by them 1.3 Child's rights with the RE for 5-6 years old children 1.3.1 The definition of “Children’s Rights” “CR” is what children deserve and is guaranteed by law” Rights are different from needs Needs: basic conditions for human existence as a human being Rights: the things that a person must be entitled to or according to justification 1.3.2 Children's Basic Rights Conventions The UN has defined the rights of children into four groups of rights: the right to survival, the right to protection, the right to participation, and the right to development Vietnam's Law on Children in 2016 stipulates 25 rights from articles 12 to 36 1.3.3 Relationship between Children's Rights and Responsibilities Figure 1.5: Relationship between Children's Rights and Responsibilities 1.4 The process of RE for 5-6 year-old preschoolers according to the CR 1.4.1 The definition of "Responsibility Education for 5-6 years old children" RE for 5-6 years old children is the process of purposeful, planned influence of the educator on the child to form in the child being aware of what they want to do, need to do, be suitable for their social role and voluntarily perform the work, bear the consequences for what they have caused RE for 5-6 years old children according to the CR is understood as empowering children in the process of activities, making children understand their rights, from which children are aware of performing their responsibilities own responsibility 1.4.2 Objectives of RE for 5-6 years old children according to the CR - Raise children's awareness of their rights and responsibilities - Forming skills-behaviors of responsibility to child’s self, others and the environment - Build children's sense of responsibility to themselves, to others and to the surrounding environment 1.4.3 Contents of RE for 5-6 years old children according to the CR RE content for 5-6 years old children includes: cognitive education, skills-behavior education and affective-attitude education 1.4.4 Methodologies and mesures of RE for 5-6 years old children according to the CR - Visual methods: Use behavioral patterns (Set an example) - Verbal methods: Discussion and reflection, child guidance, use of compliments, storytelling - Methods of practice-experience: assigning tasks, using situations, practicing, games 1.4.5 The formation of process of RE for 5-6 years old children according to the CR - Play activities: it is advantageous to organize role-playing games and games with rules, providing opportunities for children to role-play and perform different responsibilities - Learning activities: have the advantage of providing children with knowledge about CR and responsibility for implementing CR, thereby developing children's awareness of responsibility - Labor activities: have the advantage of organizing practical activities for children to practice and experience their responsibilities with different objects in the process of working 1.4.6 Evaluation of the results of RE for 5-6 years old children according to the CR The criteria to evaluate the RE for 5-6 years old children according to the CR, it is necessary to include aspects of perception, action and attitude with specific expressions for easy and convenient assessment The evaluation method is mainly through observations and interviews with children, assessment of parents and teachers Based on the expression of autism of 5-6-yearold children, the thesis identifies three criteria to evaluate the child's autism of 5-6 years old as follows:  TC1: Awareness of responsibility (AoR) TC 1.1: List the things that need to be done every day TC 1.2: Explain why it should be done TC 1.3: Understand that people have to bear the consequences for their actions  TC2: Responsible action (RAc): TC 2.1: Always the things that need to be done every day TC 2.2: Complete the tasks that need to be done every day TC 2.3: Correctly evaluate the results and accept the consequences  TC3: Responsible attitude (RAt): TC 3.1: Voluntarily doing what needs to be done every day; TC 3.2: Perseverance, efforts to complete their work TC 3.3: Fairness when evaluating and proactively accepting errors and correcting errors 1.5 The factors affecting the vocational education for preschool children 5-6 years old RE for children 5-6 years old is influenced by factors: individual characteristics of the child (cognitive, emotion, position of the child in their family), educational environment and educational forces teachers, parents and school administrators) CHAPTER 2: CURRENT SITUATION OF THE RESPONSIBILITY EDUCATION FOR 5-6-YEAROLD PRESCHOOLERS ACCORDING TO THE CR 2.1 The issue of RE for 5-6-year-old children in the ECE program 2.1.1 Objectives The objectives of RE are expressed in the ECE program in the general goal of "forming personality qualities" for children; specific goals in the areas of development and expected results, with the main focus on developing in the field of social-emotional skills 2.1.2 Content The content of RE for 5-6-year-olds has been shown in different aspects of the program: self-responsibility (nutrition and health education; social-emotional skills); responsibility to others (behavior and code of conduct); environmental responsibility (awareness about objects, animals and plants, natural phenomena and rules) 2.1.3 Methodologies, measures The educational method focuses on organizing practical experiential activities "learning through play" and associated with children's real life in order to meet the children's own development needs These are related factors and are the basis of RE for 5-6 year old children in the kindergartens 2.2 The reality of RE for 5-6-year-old children according to the CR in the kindergartens 2.2.1.1 Survey purpose Assessing the reality of RE for children aged 5-6 years old 2.2.1.2 Survey content - Survey the awareness, concept of preschool teachers about self-study, expression of 5-6 years old children, content, methods, forms and means used by teachers - Assess the expression levels of RB of 5-6 years old children 2.2.1.3 Respondents - 120 preschool teachers have at least years of experience in teaching 5-6 year-old children - 135 children 5-6 years old: of which there are 75 urban children (37 boys, 38 girls), 60 rural children (35 boys, 25 girls), the total number of boys is 72, the total number of girls is 63 - 135 parents (who are the parents/caregivers of these children) 2.2.1.4 Surveying a) Teacher survey: Using questionnaires b) Parent survey: Using questionnaires c) Surveying children 5-6 years old: Interviewing children, survey exercises, observations, case studies 2.2.1.5 Criteria and rating scale A.Evaluation Criteria Using the evaluation criteria presented in chapter 1:  TC1: Awareness of responsibility (AoR)  TC2: Responsible action (RAc)  TC3: Responsible attitude (RAt) B Rating scale The rating scale consists of levels: high, medium, and low Level Average score High Medium Low 6≤ Average ≤9 3≤ Average < 0≤ Average < C.How to evaluate C 1: Assess the perception of responsibility: The surveyor conducted individual interviews with children, using questions related to the criteria, and sub-questions, combining with the use of illustrations to clarify children's understanding of responsibility C2: Assess responsible actions and attitudes Using survey exercises: Ex1: Making fruit-shaped finger puppets (group of children); Ex2: Cleaning toy shelves (group of 3-5 children), Ex3: Taking care of plants (group of 3-5 children) The surveyor gave a task, observed each group, and took notes the children's actions and attitudes 2.2.2 Survey results 2.2.2.1 The awareness status of preschool teachers on responsibility education for 5-6 years old children in preschool based on Children's Rights a) Perception of preschool teachers about RE for 5-6 years old children according to the CR Perception of preschool teachers about RB and the structure of RB The majority of preschool teachers have the right conception and perception of experimentation (75% of teachers choose idea 3), and 25% of teachers have incorrect and insufficient conception of experimentation of 5-6 years old children, need to foster teachers' awareness of responsibility in relation to quality and character education for children About the structure of RB, most preschool teachers identify with components: AoR, RAc, RAt Perception of preschool teachers about the expression of 5-6 year-old children’s RB 100% of the surveyed preschool teachers agree with the given expressions of child-self responsibility, in which the level of agreement with the expression of responsible attitude is the highest (4.14), the second is with the expression of action (4.04) and the lowest is cognitive performance (4.01) For types of responsibility, teachers agree with the highest expression of selfresponsibility (4.09) The criteria scoring below are mainly related to the child's expression of error recognition, correction, voluntariness, self-discipline and ability to assess responsibility Knowledge of preschool teachers on RE for 5-6 years old children according to the CR Preschool teachers had initial understandings about responsibility education for 5-6 years old based on CR, in which they knew about measures, forms, means and factors affecting children's RB but did not understand deeply about the issue this The three points that teachers are still unclear about are: 1- the expression of RB of 5-6-year-old children; 2- RE measures; and 3-what is RE according to the CR The fact is that the activities for children in the preschool are being carried out by teachers in an implicit form, that is, implicit in daily activities, without clear goals, contents, methods and forms of education in activities And the practice of implicit RE has not been clearly and thoroughly understood by preschool teachers to explain their educational impacts on children in preschool b) About the implementation of RE for 5-6 years old children of preschool teachers  About the content of RE for children 5-6 years old The contents of vocational education are selected by teachers from the most to the least, respectively: Responsibilities (work) children have to at school and at home (100%); Rights when performing responsibilities (77.50%); responsibility of the people around (55.83); what is responsible and irresponsible (43.33%) and at least the relationship between Children's Rights and Others' Rights (35%) When implementing the program, RE for children has appeared in topics, in an implicit form, but the content of responsibility education in the lessons is still fuzzy and unclear, and teachers have not used the Discourse on Rights and Responsibilities  About the RE measures for 5-6 years old children Teachers have implemented many measures and aimed to educate children in terms of awareness, action and attitude Measures that are still rarely used by teachers are: Teaching children about rights and responsibilities, guiding parents, creating opportunities for children to evaluate their performance of responsibilities, using self-control factors, allowing children to make their own decisions and take responsibility for themselves This is the basis for researchers to identify effective and ineffective RE measures for children  About the activities of RE for 5-6 years old children Teachers have used a variety of forms of activities to educate children, in play and learning activities dominate (97.5%; 94.17%), work activities are less selected Compared with the above two activities, it is also selected by over 75% of teachers  About the means of RE for 5-6 years old children Teachers have used a variety of means of educating children about responsibility, especially taking advantage of the natural environment and social events around the children, accounting for 89.17%, Art media accounts for 72.5%, because teachers have not seen the advantages of this medium that can affect children's emotions and feelings, stimulate children to want, love and voluntary responsibilities Self-awareness of their responsibilities  About the advantages and disadvantages of RE for 5-6 years old children Teachers see advantages from the program, facilities and parents, but not appreciate the direction and support of the school's management board The reported difficulty is the large number of children; The family's cultural lifestyle habits are not good, hindering the teaching children responsibilities process and especially there are few sources of guidance documents  About factors affecting the RE process for 5-6 years old children In the opinion of teachers, the factors that most affect the process of RE are: Parents' behavior, teacher's educational measures and children's individual characteristics 2.2.2.2 The current situation of parent’s awareness about RE for 5-6 years old children according to the CR  Perception of parents about the expression of RB of 5-6 years old children The survey results of 135 parents showed that the parents agreed with the RB expressions that were given The average agreement level is 3.85 The highest level of agreement in the expression 2.4; 2.1; 3.4; 1.6; 1.5 (out of 4) The lowest level of agreement is in the expression 1.8; 3.2; 2.2 (3.6 to less than 3.7) Thus, the parents believes that the children's performance of tasks/responsibilities is clearly expressed, while the children's ability to understand why must be performed is somewhat more limited  Perception of parents about the content of RE for 5-6 years old children total score of RAt to child-self is 0.23 higher than RAt to others and 0.15 higher than RAt to the environment RAc and RAt scores are higher than AoR score, which is consistent with the psychophysiological characteristics of children that researchers have proposed, such as emotional children, like to imitate adults , likes to be complimented, having a "good baby" orientation, children will jobs that are judged as good and good by adults Regarding the type of responsibility, the highest level of responsibility is Responsibility to child-self (5.69), the second is Responsibility to the environment (5.26), and the third is Responsibility to others (5.16) It can be seen that the responsibility for self-responsibility is much higher, while the difference between experimentation with other people and the environment is not significant Analyzing the correlation between AoR, RAc, RAt scores using the CORREL function gives the results that they have a close correlation with high level (between awareness and attitude) and very high level (between awareness and action, action and attitude) The correlations coefficient between AoR, RAc, RAt and Average score are 0.889, 0.929 and 0.916, both very high This shows that awareness, action, attitude are three elements constituting the children’s RB c) Comparison of the expression level of TTN of 5-6 year old children by region and gender Table 10: Statistics of average TTN scores of 5-6-year-old children by region and gender Criteria Average Compare Group n Awareness Action Score Attitude X SD X SD X SD X X SD Boys 72 4.48 1.69 5.22 1.43 5.04 1.42 4.92 1.36 Girls 63 4.94 1.64 5.71 1.48 5.44 1.42 5.37 1.38 City 75 4.89 1.59 5.81 1.42 5.42 1.39 5.37 1.32 Countryside 60 4.44 1.75 5.01 1.41 4.99 1.45 4.81 1.41 Total 135 4.69 1.68 5.45 1.47 5.23 1.43 5.13 1.39 0.45 0.56 The survey results show that the average child's mortality rate of 5-6 years old is average The general average is 5.13, the standard average of the criteria of awareness, action and attitude of responsibility is 4.69; 5.45 and 5.23, in which the AoR score is the lowest Through interviews, we found that children have realized the work that needs to be done for themselves, others and the environment, but the number of jobs is still small (mainly from to jobs), children initially understand reasons why it is necessary to fulfill their own responsibilities, but the reasons many children give come from an extrinsic motivation: obey or avoid being punished (Teacher told me, My mother said so, otherwise, if I don’t do, my father will beat me), to be praised By three survey exercises, we observed children's actions and attitudes towards responsibility The difference in average score of RB between boys and girls is 0.45, between urban and rural children is 0.56 Independent Samples Test results between boys and girls: Sig = 0.541>0.05 , between urban and rural children Sig = 0.316 > 0.05 shows that the difference in the overall mean score of RB between boys and girls, rural and urban children is not significant, the difference is random Conclusion of chapter 11 CHAPTER RESPONSIBILITY EDUCATION MEASURES FOR 5-6-YEAR-OLD PRESCHOOLERS ACCORDING TO THE CR 3.1 Principles for proposing RE measures for 5-6 years old children according to the CR 3.1.1 Ensuring the objectives of RE according to the CR 3.1.2 Ensuring that it is suitable for the process of forming the responsibility and the characteristics of 5-6 years old children 3.1.3 Ensuring consistency between the exercise of "Rights" and "Responsibility" of children 3.1.4 Ensuring close coordination between schools and families in RE for 5-6 years old children 3.2 Proposing RE measures for 5-6 years old children according to the CR 3.2.1 Building a environment suitable for RE for 5-6 years old children based on the CR 3.2.1.1 Building a safe physical environment, clearly orienting children's rights and responsibilities in activities and activities at preschool Purpose - meaning Through the selection, arrangement and arrangement of utensils and toys, children's behavior can be adjusted, helping to form expected behaviors in accordance with social norms Building a favorable physical environment to strengthen children's rights to participate and meet other rights, so that children realize their responsibilities in the process of interacting and operating with objects in the environment Content - Arrange the children’s activity area - Selection of utensils, toys, materials - Decorate corners and activity areas - Design process tables to guide operations at each corner How to proceed? - Arrange children's activity areas: Each activity needs a different space, ensuring children can operate comfortably and actively, children can meet their rights - Selection of utensils, toys, materials: it is necessary to ensure safety criteria, suitable to the age of children; be able to direct children's activities; ensure aesthetics; the quantity is sufficient for the needs of children - Arrange utensils, toys, materials: need to pay attention to convenience, attractiveness, need regularly check, supplement, and replace equipment - Decorate corners and activity areas: Make icons for activity areas, design layout diagrams of activity areas, make assignment boards and track performance results - Design process tables to guide children's activities in each corner Step 1: Think about what the children will Step 2: Organize the actions performed in the activity Step 3: Use illustrations and writing Step 4: Find the suitable location to place the process table 3.2.1.2 Building a comfortable, respectful and equal psychological environment for all children Purpose-meaning Building a comfortable, respectful and equal psychological environment for all children in order to help children confidently express themselves, freely operate and take responsibility for their actions; contributes to promoting the process of motor movement from the outside to the inner motivation in the formation of responsibility in children Content - Develop behavioral and cultural codes of conduct to ensure fairness in the rights and responsibilities of each individual - Create trust for children How to proceed? 12 Develop rules of cultural behavior to ensure fairness in the rights and responsibilities of each individual: + Develop rules and regulations: Step 1: Discuss the rules and regulations Step 2: Unify the content of rules and regulations Step 3: Present in words and pictures Step 4: Locate and place the table of rules + Make a personal code of conduct handbook: Teachers encourage children to think of a code of conduct with themselves, a code of conduct for others and a code of conduct for the environment that the child thinks is right and will follow by drawing pictures, symbols in a small A5 paper-size notebook or small notebooks of different shapes (circle, heart, leaf, other shapes) created by the children themselves Create trust for children + Use self-directed elements in the classroom to empower children: use visual aids and means, containing the rules and self-control materials in the learning environment, which are "tickets", "cards", "badges" , “work plan”.) + Teachers communicate with children with respect and equality: Put themselves in the children's shoes, accept the child, help the child enough, respect the child, communicate with colleagues in a respectful way 3.2.2 Organize a variety of activities for children to experience decision making and take responsibility for their own decisions 3.2.2.1 Organize learning activities to help children experience discovering Children's Rights and Responsibilities Purpose - meaning - In terms of awareness: children identify their rights to be enjoyed in daily life activities, and recognize the responsibilities that need to be performed related to those Righ ts - In terms of feelings-attitudes: children respect their rights and the rights of everyone around them; be cheerful, self-disciplined, try to fulfill their own responsibilities - In terms of skills-behaviour: children have the skills to choose, consider and perform responsible actions in daily life activities Content - Select content about specific Rights and Responsibilities - Plan and organize activities - Organize the process of activities How to proceed? a) Select content about specific Rights and Responsibilities - Identify groups of children's rights (right to life, right to development, right to protection, right to participation) - Choice of Rights enshrined in the Convention (or the Children's Law), taking into account the basic needs of the child, - Concretize Children's Rights into content that is easy for children to understand and implement - Think about the Responsibilities children need to in order to response their rights b) Expected experience sessions on Rights and Responsibilities according to the selected content Based on the selected rights and identified corresponding responsibilities, the teacher think about the content of activities that the children can participate These activities both satisfy the children's rights and requiring their responsibilities c) Organizing the operation process Step 1: Orient children to participate in experiential activities Step 2: Children experience Step 3: Share experiences on Children's Rights and Responsibilities 13 Step 4: Create opportunities for children to apply in daily life activities Conditions of implementation - Teachers have knowledge about Children's rights - Plan learning activities are suitable to the subject content of the school and class 3.2.2.2.Organize play activities for children to experience the implementation of Rights and Responsibilities Purpose - meaning + Help children acquire experiences from practical activities about responsibility in different play relationships; expand the objects for which children need to be responsible; + Train children in the ability to choose what they can do, should do, and must in dealing with themselves, others and the environment based on respect for the rights of everyone; + Form in children the sense of taking responsibility and taking responsibility for their commitments to others Content - Organize children to experience responsibility in themed role-playing games - Organize children to experience responsibility in games with rules How to proceed a) Organize themed role-playing games for children to experience taking responsibility voluntarily - Step 1: Children choose games and roles to play - Step 2: Children participate in the game - Step 3: Children share the playing process, play results and draw lessons about responsibility b) Organize a game with rules for children to experience responsibility based on the rules of the game Step 1: Select/design the game, determine the content of ECE in the game Step 2: Organize the game - Children play - Children share and draw experiences after playing - Children apply experience to practice Conditions of implementation - The games take place naturally, according to the needs and interests of the child - Teachers have the ability to create games and be flexible in the organization process - It is necessary to create opportunities for children to practice and strengthen their knowledge, skills to assume responsibility, and attitude towards others in their daily activities at preschool 3.2.2.3 Organizing labor activities for children to experience and practice Rights and Responsibilities in real life Purpose – Meaning - Provide knowledge for children about the benefits and roles of the environment for humans and animals and plants, especially for themselves; help children understand that protecting the environment is protecting human life; - Practice environmental care skills, responsible environmental problem solving skills; - Forming an attitude of concern and desire to preserve and protect the environment Content - Arousing children's interest in objects in the environment; - Create opportunities for children to fulfill their responsibilities to the environment; - Children share and draw lessons about environmental responsibility How to proceed Step 1: Arousing the child's interest in the object in the environment Step 2: Children take care of the environment 14 Step 3: Children share and draw lessons about environmental responsibility Conditions of implementation - Safe environment for children - Subjects are available in the locality, suitable for the school's physical facilities; - Children have good health when participating in environmental care activities 3.2.3 Coordinating families to RE for 5-6 years old based on the Children's Rights 3.2.3.1 Providing materials for parents in RE for 5-6 years old Purpose - meaning Parents with different occupations and qualifications, so not all parents are knowledgeable about the method of educating their children Therefore, teachers and preschools need to support parents by providing necessary materials on this issue in order to change and raise parents' awareness Content - Identify necessary documents for parents about RE based on the CR for 5-6 years old - How to exchange documents with parents How to proceed - Determine the essential documents for parents on RE for 5-6 year olds according to the CRBA, including: + Documents on Children's Rights: Legal documents on the CR; from governmental and non-governmental organizations working with children; documents of the CR researchers and documents compiled by the school itself based on legal documents, research works, to match the characteristics of parents of each school The criteria for selecting the documents is to ensure accuracy, visuality, brevity and easy to remember + Documents on RE: The documents refer to the basic concepts of "Responsibility", "RE according to the CRBA", the expression of children's self-esteem at 5-6 years old; goals, contents, methods and measures of RE at home and how to assess the children’s expression of responsibility; Teach parents how to coordinate with the school - How to exchange documents with parents: Submit supporting documents, exchange at pick-up and drop-off times, communicate via parent groups on utility software Conditions of implementation Parents are willing to spend time with their children - Parents have the ability to read, write and use simple communication devices (phone, internet) - Parents listen and cooperate with teachers 3.2.3.2 Teaching parents the necessary skills on RE based on the CR for 5-6 years old Purpose - meaning - Improve parents' skills to train and educate children at home - Strengthen the support and coordination of parents - Strengthen and train children's responsibility, forming children's habits of responsibility anytime, anywhere - Contributing to raising the responsibility of parents in the implementation of CR Content - Guide parents to teach their children to be responsible for themselves through self-service activities; - Guide parents to teach their children to help and care for others; - Guide parents to teach their children to work and take care of the environment How to proceed a) Guide parents to teach their children to be responsible for themselves through selfservice activities - Help parents understand the importance of self-service activities for the formation of 15 children’s responsibility, that is practicing responsibility skills - Specific guidance for parents on simple and effective methods and techniques to encourage and form self-help habits for children at home: Make a notebook of children's activities at two times in the morning after waking up and in the evening before going to bed; set reasonable expectations for the child; Work together with the child to create an individual work plan b) Guide parents to teach their children how to help and care for others The first, Parents must show concern for the child, ensure that the child's rights are exercised in the family where the child lives Parents are responsible for ensuring and exercising all the rights of children through families The second, parents are responsible role models for everyone around them Good parental behavior can teach children more than words Children not learn the value of responsibility simply by being told Children learn from their parents, from friends, and from other adults in the community Parents need to be consistent in upholding the values they want their children to respect and not presenting them with conflicting values The third, parents always encourage and trust their children Parents have a supportive role by providing praise, encouragement, and gentle reminders It is the encouragement, and belief in children that will inspire children and nurture their good actions c) Guide parents to teach their children how to work and take care of the environment Working contract agreement: Contracts help children decide what to do, when to play or activities, what activities they want to on their own, and what activities they want Suggest ways for parents how to guide their children to labor: Teach children how to clean their toys, clean tables, and put their shoes on the shelves 3.2.2.3 Measure 3: Guide parents to teach their children become resposible through other activities Purpose - meaning There are many activities that provide opportunities for RE Parents need to make effective use of these opotinities in the process of educating children at home Schools and teachers need to guide parents by transferring school tasks to parents, helping them see the richness and variety of activities and parental skills that will be formed from there Content: - Implement learning projects that require parental coordination - Guide parents to read and tell literary works that convey responsibility values to children - Guide parents to evaluate children How to proceed: Implement learning projects that require parental coordination Teachers introduce to parents a number of ways to participate in and coordinate the implementation of projects, programs and activities with their children launched by the school and teachers There are two levels of parental involvement: the level of participation at the preschool and the level of cooperation at home For example: “Love Box” project, “Mid-Autumn Lantern” project Guide parents to read and tell literary works that convey responsibility values to children Step 1: Counseling parents to choose books/story Step 2: Guide parents to talk with children about the content of the story Step 3: Guide parents to orient their children to apply to practice Guide parents to evaluate children - Assessment based on children's work results - Assessment of efforts, efforts to overcome difficulties - Assessment the spirit and attitude to work 16 3.3 The relationship between the measures The measures have a supportive and unified relationship with each other, in which building the environment is the first thing that needs to be done, which is the basis for the second group Coordinating with the family is the support group These measures should be applied flexibly by teachers, based on: The process of forming children’s responsibility, children's abilities and CR CHAPTER PEDAGOGICAL EXPERIMENT 4.1 Overview of the experimental process 4.1.1 Experimental purpose Test the effectiveness of the proposed measures, proving the agreement of the experimental results with the scientific hypothesis of the topic 4.1.2 Experimental content Experiment with three groups of RE measures proposed in chapter 4.1.3 How to conduct an experiment 4.1.3.1 Select experimental sample - 27 children 5-6 years old, MN01 school, Hanoi - 24 children 5-6 years old at MN02 school, Hanoi - 30 children 5-6 years old, MN05 school, Nam Dinh Total: 81 children 4.1.3.2 How to organize an experiment The first round experiment was conducted in class Mon 4, MN01 from June 1, 2020 to August 14, 2020 Conduct surveys on children before the experiment, and standardize measuring exercises and child interview questionnaires In this round of experiments, teachers focused on integrating ECE based on the school's existing plan Experimental round was conducted in three classes (children aged 5-6 years old), applying the experimental program according to the mesures proposed in chapter 3: Class Mon5-MN01, class Bambi- MN02 and class A5- MN05, from August 17 2020 to December 31, 2020 Conduct a survey of children before and after the experiment 4.1.4 Criteria and rating scale We use the criteria and rating scale given in chapter to evaluate the experimental results Pre-experiment survey exercises: - Exercise 1: Making a fruit-shaped finger puppet (Two children make a puppet together) - Exercise 2: Cleaning up the toy shelf after playing (Group of 3-5 children) - Exercise 3: Taking care of trees (Group of 3-5 children) Post-experiment survey exercises: - Exercise 1: Transfering the ball (Two children move the ball with their heads) - Exercise 2: Making a house from noodles and marshmallows (Group of 3-5 children) - Exercise 3: Sweeping the leaves of the school yard (Group of 3-5 children) 4.2 Experimental results 4.2.1 Experimental exploratory results (round 1) In the first round of experiments, the main measures were applied through integration into the activities available in the teacher's educational plan This is the time of summer school, so the activities of the class are quite free, focusing on the content of knowledge review and discipline Therefore, the researcher guides teachers on how to integrate RE into activities in preschools and selects some contents that are clearly related to children's rights and responsibilities for guidance When having skills, teachers will integrated RE for children 17 Table 4.7: Comparison of RB level of 5-6-year-old children in Mon4 between pre-test and post-test Type of Awareness Action Attitude Average score responsibility Pre Post Pre Post Pre Post Pre Post RB to child-self 1.74 2.13 2.12 2.09 2.03 2.26 1.96 2.16 RB to others 1.72 1.80 2.00 2.10 1.91 1.99 1.88 1.96 RB to the 1.50 1.80 2.04 2.07 1.91 2.10 1.82 1.99 environment Σ 4.96 5.73 6.15 6.26 5.85 6.36 5.65 6.11 Before the first round of experiment, the average score of Mon4 children reached 5.67, the average level, in which the cognitive average was the lowest (4.96) and the action average was the highest (6.21) Regarding the type of responsibility, the average responsibility for self is the highest (1.97) and the average responsibility for the environment is the lowest (1.83), but the difference is not much After the first round of experiment, the average of all criteria increased, in which the highest increase was the AoR, from 4.96 to 5.73 (increase of 0.87) Second is RAt, which increased from 5.85 to 6.36 (up 0.51), from medium to high level RAc average increased the least, from 6.15 to 6.26 (increased by 0.05) and remained at high This result shows that the impact on cognition has created a process of transforming children's consciousness from the outside (work because they are assigned, told by adults) to the inside (work because it needs to be done, because it's good for me and everyone) The experimental results of round are the basis for us to continue to conduct official experiments in round with stricter experimental procedures, more standardized survey and measurement exercises 4.2.2 Official experimental results (round 2) 4.2.2.1 Pre-test results Table 4.8: Pre-experiment children's RB level (calculated by criteria) Criteria Average score Groups n Awareness Action Attitude SD SD SD SD X X X X MN01 27 4.54 1.86 5.25 1.26 5.04 1.27 4.94 1.34 MN02 24 5.15 1.43 5.64 1.24 5.09 1.24 5.29 1.23 MN05 30 5.12 1.89 5.64 1.06 5.63 1.36 5.46 1.32 Average 81 4.93 1.76 5.51 1.18 5.27 1.31 5.24 1.31 The table and graph above show that, before the experiment, the average score of the groups was 5.24, at the average level The mean values of each group are not equal, but they are all at the average level In which group MN01 has the lowest average score (4.94) and group MN05 has the highest average score (5.46) The difference in average scores of 5-6-year-old children in three schools in pairs: MN01 and MN02 are 0.35, MN02 and MN05 are 0.17, MN01 and MN05 are 0.52 The average of AoR, RAc and RAt level of 5-6-year-old children in all three schools are at average level Table 4.9: Pre-test children's RB level (in %) Level n Groups Low Medium High Quantity % Quantity % Quantity % MN01 27 14.81 17 62.96 22.22 MN02 24 0.00 29.17 17 70.83 MN05 30 10.00 15 50.00 12 40.00 Total 81 8.64 39 48.15 35 43.21 18 Before the experiment, the total number of children at high level was 35 children, accounting for 43.21%, the medium level was 39 children, accounting for 48.15%, there were children reaching the low level, accounting for 8.64% The number of children with high level in MN02 accounts for the largest percentage (70.83%), the second is MN05 (40%), the third is MN01 (22.22%) Table 4.10: Comparison of RB level of 5-6 years old children pre-test by genders and areas Gender n SD Areas n SD X X Girls 40 5.39 1.34 Countryside 30 5.44 1.36 Boys 41 5.11 1.30 City 51 5.14 1.30 Before the experiment, boys and girls, urban and rural children all had medium average scores In which, the average score of girls (5.39) is higher than that of boys (5.11), the difference is 0.28 The average score of rural children (5.44) is higher than that of urban children (5.14), the difference is 0.30 This difference is not significant The results of AoR before experiment Before the experiment, the AoR score was 4.93, which was mudium level, and the indices ranged from 0.48 to 0.60 The score of awareness of responsibility according to the classification of responsibility reached from 1.57 to 1.70, less than 2/3 of the maximum score In which, the perception of responsibility for oneself has the highest score (1.70), the second is the perception of responsibility to the environment (1.65), the lowest is the perception of responsibility to others (1.57) The results of RAc before the experiment Prior to the experiment, the Responsible Action score was 5.51, at medium level, and the indices ranged from 0.53 to 0.69 Responsible action scores in each type of responsibility are below 2/3 of the maximum score In which, responsible action to self has the highest score (1.92), second is responsible action to the environment (1.80), the lowest is responsible action to others (1.79) The results of RAt before experiment Before the experiment, the RAt score was 5.27, at the medium level, and the indices ranged from 0.52 to 0.76 RAt scores in each type of responsibility are below 2/3 of the maximum score In which, RAt to childself has the highest score (1.89) the second is RAt to the environment (1.73), the lowest is RAt to others (1.65) Qualitative comments: Through the pre-test survey and observation of children's activities, we found that children's awareness, action, and attitude of responsibility are not high Awareness of responsibility: Most children told to less than tasks (for themselves, others and the environment) The reasons children give to explain the need to are mainly because of obedience, fear of being reprimanded Children have also realized the consequences of not fulfilling their own responsibilities, but mainly the consequences are related to the child's interests and not to the interests of others and the environment Responsible action: Children perform and participate in all activities under the guidance of the teacher However, quite a lot of children did not finish their works, or not support, help you, share utensils When they make a mistake, children not dare to admit their mistakes In the survey exercise, some groups did not choose the same idea; made different size pumpets or each member created one pumpet Some children mainly complete their individual work, not yet interested in the common work and help their friend Children have not paid attention to the safety of themselves and others, have not saved water or cleaned up by themselves Responsible attitude:Most children are ready to perform the task when asked by the teacher, but not voluntary Some children are pampered, have little works at home, so when they go to class, they are not active and self-disciplined in tasks, such as not self-feeding, refusing to eat vegetables, some children not like to eat meat and arbitrarily shovel the meat into another friend's bowl Children show joy and excitement when participating in activities, but in the process of activities, many children cannot maintain interest until the end of work, switch to play and other things 19 Notably, children have not voluntary admitted their fault, when the group's work has not been completed, children tend to blame others 4.2.2.2 Experimental Formation After the input survey, the official experimental program was built and put into practice, including steps: Step 1- Guide teachers and develop the experimental program; Step 2- Apply the proposed measures according to the established experimental program; Step 3: Observe, evaluate, adjust Group mesures 1: We focus on changing the position of the rule boards because the boards are placed too high for the child's eye level The utensils and toys are also selected and rearranged in a sufficient quantity For school MN05, due to the unreasonable arrangement of corners and cumbersome decoration, mainly fixed parts on the wall, with little opportunity for children to interact, we have rearranged the corners and completely redecorate the classroom, on the basis of reusing existing materials, creating more opportunities for children to interact with the classroom environment All three schools are more interested in creating a comfortable and equal atmosphere between teachers and children through teachers' communication with children and rules Group mesures 2: All three schools conduct learning, playing and working activities for children to experience exercising their rights and responsibilities to themselves, to friends/teachers and to the environment At MN01 and MN02 schools, teachers were guided on how to use the discourse on Rights and Responsibilities in sharing and drawing experiences for children At MN05, we used the strategy of providing sample lesson plans for them to follow, and then instructing them to create similar lesson plans on their own When actively choosing tasks, working in groups, willing to make decisions and try, children work hard to achieve results When they make mistakes, children are less likely to blame and appreciate the results of their work Group mesures 3: Three schools strengthen cooperative activities with parents, with emphasis on supplementing knowledge, guiding parents on RE according to the CRBA through parenting examples and activities for children to experience Experience in exercising Rights and Responsibilities at home such as self-service, helping parents, doing housework Teachers also provide other supporting materials such as pictures, stories, and lessons about responsibility to help parents more easily in RE With this group of mesures 3, MN02 school deploys more effectively through different communication channels with parents and especially through learning projects for parents to participate in During the implementation process, observation, evaluation and adjustment are made regularly every two weeks to support teachers and adjust the experimental program if necessary Observers and evaluators can be researchers and school administrators MN05 school is somewhat more restrictive about this activity 4.2.2.3 Post-test results After the experiment, Cronbach's Alpha of the Perceived Responsibility score is 0.747, the Responsible Action score is 0.836, and the Responsible Attitude score is 0.724 The results of the post-experiment survey are as follows Table 4.14: RB expression level of 5-6 years old children after experiment (according to the criteria) Criteria Average score Group n Awareness Action Attitude SD SD SD SD X X X X MN01 27 6.07 1.37 6.84 1.10 6.77 1.02 6.56 0.98 MN02 24 6.33 1.06 6.71 1.04 6.90 1.20 6.65 1.01 MN05 30 5.88 1.28 6.52 1.08 6.73 1.16 6.38 1.06 Total 81 6.08 1.25 6.68 1.07 6.79 1.12 6.52 1.01 20 Table 4.15: RB expression level of 5-6 years old children after experiment (in %) Level n Group Low Medium High No % No % No % MN01 27 0.00 22.22 21 77.78 MN02 24 0.00 29.17 20 70.83 MN05 30 0.00 10 33.33 20 66.67 Total 81 0.00 20 24.69 61 75.31 After the experiment, the total number of children with average score at high level is 61 children, accounting for 75.31%, the average level is 20 children, accounting for 24.69%, there are no children with low RB level The number of children with high level at school MN01 accounts for the highest percentage (77.78%), the second is MN02 (70.83%), the third is MN05 (66.67%) Table 4.16: Comparison of children's RB average scores after the experiment by genders and areas Gender n SD Areas n SD X X Girls 40 7.01 0.62 Countryside 30 6.77 0.60 Boys 41 6.86 0.53 City 51 7.03 0.55 After the experiment, the average scores of boys, girls, rural children or urban children all increased at a high level In which, the average score of girls (7.01) is higher than that of boys (6.86), the difference is 0.15; average score of city children (7.03) was higher than that of rural children (6.77), the difference is 0.26 But this difference is not significant The results of the AoR after the experiment After the experiment, the AoR score increased to 6.11 In which, the AoR to the environment is the highest score (2.09), the second is the AoR to childself (2.06), reaching over 2/3 of the maximum score; The lowest is the AoR to others (1.96), approximately 2/3 of the maximum score The results of the RAc after the experiment After the experiment, the RAc score increased to 6.67, which was high, and all the indicators increased The point of RAc in each type of responsibility is 2/3 of the maximum score In which, RAc to the environment have the highest score (2.33) the second is the RAc towards others (2.24), the lowest is the RAc to childself (2.11) The results of the RAt after the experiment After the experiment, the RAt score increased to 6.78, which was high, and all indexes increased The point of RAt in each type of responsibility is 2/3 of the maximum score In which, RAt towards the environment has the highest score (2.40) the second is RAt towards child-self (2.20), the lowest is RAt towards others (2.17) Qualitative comments: Observational results of the experimental process show that there is an improvement in children's awareness, actions and attitudes, which is reflected not only in the post-experiment survey exercises but also in the results of performing tasks take care themselves; care and help others and care for the child's environment in daily activities Children exhibit more cooperative and helping behaviors and less negative, hostile behaviors such as bullying or dependence Awareness of responsibility:Children tell more about what they need to for themselves, others, and the environment The reasons given by the children, although there are still some children because of obedience and fear of punishment, more children say that it should be done to be good for themselves, for others or for the environment so that everyone enjoy a clean and beautiful environment Responsible action: Children demonstrate confidence and actively participate in all activities The children more chores, in addition to the things they need to in class, at the kindergarten, 21 they also know how to look after the younger children, clean the house, cook rice, turn on the washing machine and study by themselves Responsible attitude:Children willingly and voluntarily accept tasks; make every effort to perform the tasks to the best of their ability; children have become more sensitive to the difficulties of others, worried about their parents or teachers being tired and ready to help them; Children are also more concerned with the environment 4.2.2.3 Compare the survey results before and after the experiment Table 4.20: Comparison of RB levels of 5-6 years old children between pre-test and post-test (according to the criteria) Type of Index Criteria total score responsibility Awareness Action Attitude Before After Before After Before After Before After 0.60 0.65 0.69 0.76 0.76 0.89 2.18 2.30 RB to child2 0.53 0.71 0.59 0.61 0.61 0.65 1.77 1.97 self 0.57 0.69 0.64 0.74 0.52 0.66 1.87 2.09 Σ 2.06 1.70 1.92 2.11 1.89 2.20 5.82 6.37 0.57 0.62 0.62 0.74 0.59 0.72 1.91 2.08 RB to others 0.48 0.66 0.53 0.67 0.55 0.77 1.78 2.10 0.52 0.69 0.64 0.83 0.53 0.69 1.85 2.21 Σ 1.96 1.57 1.79 2.24 1.65 2.17 5.53 6.37 0.56 0.59 0.59 0.72 0.61 0.78 1.93 2.09 RB to the 0.54 0.75 0.57 0.76 0.55 0.82 1.93 2.33 environment 0.56 0.75 0.64 0.84 0.58 0.79 1.99 2.38 1.65 2.09 1.80 2.33 1.73 2.40 5.85 6.82 Σ Average score 6.11 5.51 4.93 6.67 5.27 6.78 5.24 6.52 The results show that the average scores of all criteria increased after the experiment In which, the attitude of responsibility increased the most, increasing by 1.51 points, the feeling of responsibility increased by 1.18 points and the person who acted responsibly increased 1.16 points Among the cognitive indicators, indicators 1.8, 1.9, 1.2 and 1.5 increased the most These are indicators of why children are performing their responsibilities, showing that they have a better understanding of why they need to take on their responsibilities Among action indicators, action with environment has the highest increase, shown in indicators 1.9 and 1.8 This is the result of activities to enhance the experience of taking care of nature and environment in the classroom and outdoors Corresponding to perception and action scores, attitude scores also increased the most in indicators of attitude towards the environment 3.8; 3.9 and attitudes towards others 3.5 Table 4.22: Comparison of average scores of 5-6 years old children by gender and areas between pre-test and post-test Groups n SD X Pre Post Pre Post Girls 40 5.39 7.01 1.34 0.62 Boys 41 5.11 6.86 1.30 0.53 Countryside 30 5.44 6.77 1.36 0.60 City 51 5.14 7.03 1.30 0.55 Comparing before and after the experiment, the average scores of boys and girls, rural and urban children all increased The increase in average score of girls is 1.62, of boys is 1.75 The increase in average score of rural children is 1.33, of urban children is 1.89 Manifestations of competition 22 and conflict among boys decreased significantly Both before and after the experiment, the average score of girls was higher than that of boys After the experiment, the average score of rural children was lower than that of urban children The average of rural group is less than that of the urban group because the improvement in awareness is less, leading to less increase in actions and attitudes Table 4.23: Testing the significance of the difference in average value between pre-test and post-test Paired Samples Statistics Std Std Error Mean n Deviation Mean Pair Pre_test 5.2366 81 1.32396 14711 Post_test RB 6.5185 81 1.01127 11351 Paired Samples Correlations n Correlation Sig Pair Pre_test_RB 81 697 000 Post_test _RB The results of testing the significance of the difference between the average score of the children pre-test and post-test gave sig.=0.00