Luận án Giáo dục tính trách nhiệm dựa trên quyền trẻ em cho trẻ 5-6 tuổi ở trường Mầm non 4.docx

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-yearold 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 & Self-Consciousness", 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-year-old 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 10 - - - - How to proceed? 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 Rights 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 16 Step 2: Children experience Step 3: Share experiences on Children's Rights and Responsibilities 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 17 - - Step 1: Arousing the child's interest in the object in the environment Step 2: Children take care of the environment 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 self18 - service activities - Help parents understand the importance of self-service activities for the formation of 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 19 - Assessment of efforts, efforts to overcome difficulties - Assessment the spirit and attitude to work 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 20 ... 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... 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... 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