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VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES TO NHI A VOCATIONAL PRACTICAL SKILLS OF PRESCHOOL PEDAGOGICAL STUDENTS IN HO CHI MINH CITY Major: Psychology Code: 9.31.04.01 SUMMARY OF THE DOCTORAL THESIS IN PSYCHOLOGY HANOI – 2019 The work was completed at GRADUATE ACADEMY OF SOCIAL SCIENCES Scientific Supervisor: Assoc Prof Dr NGUYEN THI HOA Reviewer 1: Prof PhD Tran Quoc Thanh Reviewer 2: Assoc.Prof PhD Dinh Hung Tuan Reviewer 3: Assoc.Prof PhD Tran Thu Huong The dissertation will be defended before the thesis review council of the Academy at the Graduate Academy of Social Sciences at minute, day month year The thesis can be found at: - National Library of Vietnam - Library of Graduate Academy of Social Sciences hour LIST OF PUBLISHED RESEARCH WORKS Vocational practical skills shown through basic skill groups under the selfassessment of Preschool Pedagogical students Journal of Social Psychology No 6, June 2018 Factors affecting the formation of vocational practical skills under the selfassessment of Preschool Pedagogical students Journal of Social Psychology No 7, July 2018 INTRODUCTION The necessity of the thesis Vocational practical skills are one of the important factors to complete the work effectively Vocational practical skills in workers are often formed during vocational training at training institutions, consolidated and developed through training and practice in vocational activities For pedagogical teachers in general, and Preschool pedagogical teachers in particular, practical skills are extremely important due to the special nature of the occupation - the education and training of the young, the future generation of the country Therefore, the formation and development of vocational practical skills for preschool pedagogical students in the learning process at College/University of Pedagogy is very necessary and valuable Theoretically as well as practically, the pedagogical practice in educational institutions - kindergartens - during the period when students are trained at pedagogical colleges and universities is of great significance for with the formation and consolidation of their professional practical skills At the same time, the requirements for the quality of preschool childcare, which include the quality of skilled preschool teachers are high However, in reality, in the preschool teachers, their vocational skills are not high, not meeting the expectations of parents in particular and those of the society in general The above-mentioned reasons have pushed the necessity of the thesis: Vocational practical skills of preschool pedagogical students in Ho Chi Minh City Research purposes and tasks of the thesis 2.1 Research purposes The thesis studies the thereotical and practical issues of the vocational practical skills of Preschool pedagogical students in Ho Chi Minh City, thus proposing some measures to enhance the vocational practical skills for students 2.2 Research tasks - Overview of the researches on the vocational practical skills of pedagogical students and vocational practical skills of Preschool pedagogical students - Establishing the thereotical bases for the vocational practical skills of Preschool pedagogical students - Studying the current situation and factors affecting the vocational practical skills of Preschool pedagogical students in Ho Chi Minh City - Proposing pedagogical psychological measures and proceeding with advanced experiment of the vocational practical skills of Preschool pedagogical students Research subject and scope 3.1 Research subject The behaviors and extent of the vocational practical skills of Preschool pedagogical students, factors affecting the vocational practical skills of Preschool pedagogical students 3.2 Research scope - Regarding research object: The current situation research is done among 418 preschool pedagogical students in Ho Chi Minh City, a pedagogical experiment research is done with 15 preschool pedagogical students in Ho Chi Minh City - Regarding geographical boundary of the research: The research is done in Ho Chi Minh City University of Pedagogy; Saigon University; National College of Pedagogy in Ho Chi Minh City - Regarding research time: The research was done in the period from September 2015 to August 2018 3.3 Research hyphotheses - Vocational practical skills of Preschool pedagogical students in general reaches an average level; manifested through childcare and education planning activities, organization for the implementation of childcare and education, classroom management, and evaluation - There are many factors affecting the vocational practical skills of Preschool pedagogical students in which the career goals of students, training programs and teaching methods of teachers at pedagogical schools have a clear influence - In case a training is organized to help foster the vocational practical skills of Preschool pedagogical students in Ho Chi Minh City by changing the formation method - training skills in practical lessons, it will help students improve the level of Vocational practical skills Methodology and research methods 4.1 Principles in methodology - Activity – Personality Approach: Vocational practical skills of Preschool pedagogical students during the internship in kindergartens in Ho Chi Minh City is studied - Systematic principle: The research of the vocational practical skills of Preschool pedagogical students can take into consideration the interactional relationship between the subjective and objective factors 4.2 Research methods of the thesis: Method of literature review, Method of survey by questionnaire, In-depth interview method, Observing method, Pedagogical experiment method, Data processing method by mathematical statistics New scientific contributions of the thesis Thereotical contributions: - Determining the system of basic concepts about professional skills of Preschool Pedagogical students; - Determining component skills - Analyzing the factors affecting the vocational skills of preschool pedagogical students; Practical contributions: - Overview of the current status of the vocational practical skills of preschool pedagogical students - Current status of the component skills, their levels of expression; - Current status of the vocational practical skills of preschool pedagogical students in different groups of students - The thesis also specifies the subjective and objective factors affecting vocational practical skills of preschool pedagogical students Thereotical and practical significance of the thesis Thereotical significance The research results of the thesis added to the archive of psychology, educational psychology, pedagogical psychology of some theoretical issues on vocational practical skills of preschool pedagogical students Practical significance The practical research results of the thesis are useful references for pedagogical universities, pedagogical colleges, and preschool education departments They are a basis to contribute to the improvement of the preschool teacher training program in general and the vocational practical skills for pedagogical students in particular effectively Structure of the thesis In addition to the Introduction, Conclusion and Recommendations, the thesis is structured in chapters: Chapter 1: Overview of the researches in vocational practical skills of Preschool pedagogical students Chapter 2: Theoretical bases on vocational practical skills of Preschool pedagogical students Chapter 3: Research organization and methods on vocational practical skills of Preschool pedagogical students Chapter 4: Research results of vocational practical skills of Preschool pedagogical students in Ho Chi Minh City CHAPTER OVERVIEW OF THE RESEARCHES IN VOCATIONAL PRACTICAL SKILLS OF PRESCHOOL PEDAGOGICAL STUDENTS 1.1 Research issues on skills Skills issue has long been concerned by many scientists from different fields After Activity Theory by the famous psychologist A.N Leonchiev was born, the researches on skills have been exploited at a deeper level, with more emphasis on the conditions of formation, the stages of development Today, the skills issue has remained under further study by scientists in the West and in the East Studies of skills can be divided into the following directions: - A direction that views skills as the technical aspect of manipulation, action, activity - A direction that states skill as a manifestation of human capacity - A direction that states skill as an individual's behavior 1.2 Research issues on vocational practical skills The researches on vocational practical skills of authors at home and abroad can be divided into two directions  Approach direction on vocational practical skills research under the view of Occupational Psychology: K M Gurevic (1970) in “Occupational skills” argued that workers need skills such as orientation skills, preparation skills, implementation skills, testing skills, information collection and processing skills E A Milerijan in the “Psychology in the formation of overview of general occupational technical skills” has divided occupational skills into groups: major skills, fulcrum skills and support skills The author also mentioned the process of forming working skills Besides, a number of other authors discussed vocational practical skills, vocational skills such as: VIMareev with “Psychological issues of the preparation of occupational technical skills for high school students”, VAMolijako with “Some characteristics of technical skills” The authors also discussed the concept, characteristics, and formation of common technical skills for students Tran Trong Thuy in “Occupational psychology” emphasizes the role of skills and techniques in labor activities, conditions and stages of formation of labor skills and techniques The author associates the formation of skills and techniques with the process to teach production for workers Similarly, Dang Danh Anh (1982) stated that: “Skills are always associated with thinking,” skilled “actions of skills include mainly thinking actions It manifests itself in a calculated, planned, methodical action “ Thus, the author has pointed out the nature of skills, the relationship between knowledge, skills and techniques in vocational activities as well as the formation of skills in vocational training activities At the same time, the author offers types of occupational skills including: individual planning skills, skills of labor organization, skills to check labor actions, and skills to adjust labor actions In general, the authors who studied the occupational practical skills from the perspective of the occupational psychology have mentioned occupational practical skills, occupational skills: characteristics of skills, their necessity However, the whole psychological mechanism and psychological structure of each skill has not been fully and systematically discussed by the authors, especially vocational practical skills of Preschool Pedagogy  A Direction of the vocational practical skills research under Technical Pedagogical Psychology, psychology in vocational training Author V V Trebuseva mentioned the formation of the occupational skills in the process of teaching labor to students However, the author has not clearly analyzed the concept, psychological mechanism of teh formation, levels of expression of labor skills Also, this author, in “Occupational psychology,” has studied the occupational skills, techniques and conditions to teach labor for students However, the author has not had in-depth discussions on the process of forming vocational practical skills ABDmitriep, EMBrixop, MNXcatkin, MAJidelep, XXKoxilop in the work “The scientific bases of teaching labor for students” said that: Teaching labor based on general technical principles can enrich students with general labor skills and techniques such as: skills to prepare, use and adjust labor tools “ Nguyen Viet Su - Nguyen Thi Hoang Yen said that it is necessary to formulate technical standards, grades in vocational training for the reason: “Vocational standards, grades reflect the vocational qualifications - it reflects the complexity of the occupations on the labor subjects, labor processes, labor organizations and labor products On the other hand, it also reflects the occupational standards that the vocational competency of workers must meet In particular, practical competency is the core, including specific job performance skills, work management skills, troubleshooting and troubleshooting skills, and skills to check and evaluate work results.” In summary, this direction of approach only provides a general theoretical basis for the formation of the vocational technical skills, as well as initial steps for a number of general labor skills, which have not yet been fully analyzed the psychological mechanisms and structures of occupational skills in details More importantly, the authors have not discussed the manifestations or characteristics of vocational practical skills in preschool pedagogy In essence, the unskilled labor skills as called by the authors are general skills according to the concept of the majority of labor skills researchers The psychological structure and mechanism of the formation of unskilled labor skills, the evaluation criteria have not been studied by the author 1.3 Researches on pedagogical vocational practical skills Some researchers in the world as well as in Vietnam have pointed out the difference between pedagogical skills and other occupational labor skills The typical authors in this research direction are: G.X Catxchuc, N.A Menchinxcaia, X.I Kixegof, N.V Cudomina, The author X.I Kixegof (1977) when studying the pedagogical skills of students, had emphasized the difference of this skill group compared to the skill groups of other fields, especially in the subject of activities Meanwhile, the two authors Kevin B and Len King in the work: “Some issues of teacher training” considered the teacher's skill is the teacher's competence The authors divided the teaching skills into three groups corresponding to the three stages of the self-study process: the curriculum development skills group, the teaching skills group, and the assessment skills group These skills groups of teachers on interacting with students will help them develop similar skill groups In Vietnam, in the topic “Developing cooperative teaching skills for secondary school teachers”, author Nguyen Thanh Kinh studied and pointed out the psychological bases of developing cooperative teaching skills for secondary school teachers The author defined cooperative learning as “a learning method or strategy based on the cooperation of a group of learners who are guided, supervised, helped by teachers” According to the author, in order to successfully organize this model, teachers need to have collaborative teaching skills, which is “effectively implementing the teaching actions to achieve teaching objectives by choosing and applying the knowledge and operation of teachers based on the theory and characteristics, teaching requirements of cooperative learning It can be seen that domestic and foreign researchers have paid attention and analyzed to vocational pedagogical practical skills, including the analysis of components, component skill groups, conditions of formation and development of vocational pedagogical practical skills, influencing factors, etc However, compared to the number of the research projects on skills, there remain very few researches on vocational practical skills in general 1.4 Researches on vocational practical skills of Preschool pedagogical students In the article “Innovating pedagogical training for students to meet the practical requirements of general education”, the content of pedagogical training of the Preschool Pedagogy was mentioned The comments at the Conference on the Review of Pedagogical Internship showed that, for the Preschool Pedagogy, the content of “childcare and education” shall be strengthened, because the number of students in this sector has difficulty in child care, especially the content of cooking and child care” The investment in the skills of getting acquainted with children of preschool students shall be continued The pedagogical training process of students in preschool pedagogy is also concerned in the form of scientific seminars On June 27, 2014, Hong Duc University organized a scientific seminar “Pedagogical training practice in preschool teacher training”, receiving 17 scientific papers from researchers, managers, officials from kindergartens in Thanh Hoa city The seminar exchanged and clarified the arguments, content of professional training in preschool teacher training Since then it proposed solutions to improve the efficiency of that work, in accordance with the needs of society In general, pedagogical training issues of preschool pedagogical students have been concerned by the society, but there are few topics that research the issue in a scientific and systematical way, which mainly are training sessions, activities to improve pedagogical capacity of students The research topics on this issue only focus on a specific aspect; there has not been any study on the status of vocational practical skills in preschool pedagogy in general, as well as showing the affecting level of the factors in the formation and development of this skill in preschool pedagogical students This further proves the practical urgency of the thesis Sub-conclusion for Chapter The results of the literature review show that the issues on skills, vocational practical skills, and vocational practical skills of preschool pedagogical students have been studied all over the world and in Vietnam However, the research works only focus on skills in general There are quite a lot of studies on the issue of vocational practical skills, but the vocational practical skills under the view of psychology in Vietnam have not been fully and systematically studied In particular, the issue of vocational practical skills of preschool pedagogical students presents a real vacuum in research Therefore, this thesis focuses on understanding the vocational practical skills of preschool pedagogical students by specific research methods of psychological science, and it is expected to bring certain significance to the development of human resources for preschool level CHAPTER THEORETICAL BASES ON VOCATIONAL PRACTICAL SKILLS OF PRESCHOOL PEDAGOGICAL STUDENTS 2.1 Skills 2.1.1 The concept of skills: Skill is a way to implement some maneuvers, activities in a proper, skilled way to solve the set task effectively 2.1.2 A process on skill formation - Stage 1: Acquiring the knowledge of activities (preliminary skills are formed by being fully aware of the purposes, requirements, conditions, means, ways to perform actions and maneuvers that constitute actions) - Phase 2: Re-expressing or recreating the existing knowledge about activities - Stage 3: Observing the sample action to understand the sequence of maneuvers of actions as well as way to perform the actions - Stage 4: Applying the knowledge of the actions to implement the actions in a conscious way (the awareness is not only the purpose but also the motivation to select the means to be achieved from that goal) - Stage 5: Flexible and creative application in different situations of activities 2.1.3 Criteria to evaluate the skills - The soundness of the skill, which means, in the course of performing the actions, especially in the early stages of the skill formation, the subject who performs the action still has certain errors in perception and in behavior, performance maneuvers - The mastery of skills, which means, in the course of performing the actions, the subject can perform maneuvers and behaviors proficiently, quickly, without redundant maneuvers, no longer having problems in implementing the actions 2.1.4 Levels of skills Table 2.1 Classification of skills level in the thesis Description Making many errors during the implementation process and being very Level 1: Very embarrassing, taking a lot of time to properly implement each maneuver and low action Making many errors in the implementation process and still being a little Level 2: Low embarrassing, yet to it really well and still taking much time to properly implement each maneuver, action Making relatively few errors during the implementation process, being able to Level 3: perform maneuvers relatively proficiently but still in need of a certain amount Average of time to perform each maneuver, action Making very few errors during the implementation process, being quite Level 4: High proficient and taking little time to perform maneuvers, but not being flexible in unexpected situations or incurred requirements Making no errors during the implementation process, being very proficient, Level 5: Very hardly taking any time to perform maneuvers, and being flexible to handle high unexpected situations and meet with incurred requirements 2.2 Vocational practical skills 2.2.1 The concept on vocational practical skills 2.2.1.1 The concept of occupation: Occupation is a regular labor activity, in which the practitioner has been trained to have the knowledge and skills to create products of social significance and at the same time, affirm the value of practitioners 2.2.1.2 The concept of practice: Practice is the training period for performing labor activities after having received basic theoretical training and before entering official labor activities 2.2.1.3 The concept of vocational practice: Vocational practice is the period when the apprentices practice to perform occupational labor activities under the supervision and support of trainers; after having been trained in basic theory of the profession and before entering into a formal labor labor activity in society 2.2.2 The concept on vocational practical skills: Vocational practical skills are a way of performing maneuvers and actions of trained vocational activities, properly and competently at the training stage in the process of vocational training, under the supervision and support of the instructor 2.3 The concept on vocational practical skills of Preschool pedagogical students 2.3.1 The concept of Preschool pedagogical occupation: Preschool pedagogical occupation is a labor operation field in kindergartens with the subjects being kids under years old, in which, the practitioners have been under vocational training, performed a series of child care and education The preschool pedagogical occupation products are both the physical and mental development of the kids, accepted by the society 2.3.2 Some features in the activities of the preschool teachers - Regarding skills: They shall have the ability to communicate, behave with children in a close, emotional way, and respect their own abilities Preschool teachers also need to know how to work with colleagues, schools and parents to agree on the goals of child care and education In the new education program, preschool teachers also need to create conditions for children to think, create, and communicate with friends, work effectively, etc to create a premise for higher levels of children Finally, the general requirement of teachers is the ability to self-study, self-cultivate, update teaching methods and apply information technology to the classroom to improve the quality of their lessons - Regarding attitude: They shall have proper expression in the relationships with colleagues, parents and especially students The attitude of preschool teachers should be serious, positive, disciplined and pedagogical In addition, preschool teachers are also a citizen, so it is necessary for them to keep the proper awareness of a citizen and a teacher for the cause of building and defending the country 2.3.3 Preschool pedagogical students: Preschool pedagogical student is a person who is in the process of accumulating the knowledge at Universities and Colleges in the field of care and education for children under years of age to help children develop in both physical and mental terms 2.3.4 Vocational practical skills of Preschool pedagogical students 2.3.4.1 The concept of Vocational practical skills of Preschool pedagogical students: The vocational practical skills of Preschool pedagogical students are a way to properly and fluently manipulate the maneuvers and actions of the preschool occupation of the Preschool pedagogical students, at the stage of practicing vocational activities, under the supervision and support of the trainers at the training institutions 2.3.4.2 Some component skills of the Vocational practical skills of Preschool pedagogical students (1) A group of skills on planning child care and education - Describing the physiological characteristics of children in the groups of grades that they are in charge - Knowing how to plan the child care and education to achieve the goals in the direction of Preschool Education and create the efficiency between the program's goals and children's experiences - Making a plan for child care and education by school year showing the goals and contents of child care and education of the classes they are in charge; - Making a plan for child care and education by month and week; - Making a day-to-day activity plan in an integrated manner, to promote the positive nature of the child; - Making a plan to coordinate with parents of children to realize the goals of child care and education (2) A group of skills on organizing the implementation of child care and education - Organizing the group and class environment to ensure hygiene and safety for children; - Organizing the naps, meals to ensure hygiene and safety for children; - Instructing the children to practice some self-service skills; - Implementing teaching hours in line with the curriculum, using appropriate teaching facilities and technologies - Knowing how to welcome children from parents, making attendance; returning the children and talking to the parents about the children (3) A group of skills on classroom management - Being able to cover the classroom, ensure safety for children during school hours, play time, meal time, and sleep time; - Developing and implementing a group and class management plan in association with child care and education plans; - Managing and using documents, individual, group, class books effectively; - Arranging and preserving children's utensils, toys and products suitable for the purpose of the child care and education - Detecting and handling unexpected situations in the classroom (4) A group of skills on evaluation - Selecting, developing and using assessments based on a child's performance - Selecting, developing and using the process-based and final review assessments for the entire program - Identifying criteria to assess children's physical, mental, emotional, behavioral, linguistic and social skills development - Assessing the children through a variety of channels: observation, conversation, activities with children - Assessing the impact of the environment on the group as well as on each individual 2.3.4.2 The process of vocational practical skills in preschool pedagogy in during learning at universities of students - Stage 1: acquiring operational knowledge: - Stage 2: Re-expressing the knowledge of activities - Stage 3: Observing the sample action to understand the sequence of maneuvers and actions - Stage 4: Applying the knowledge of action to take action consciously - Stage 5: Flexible and creative application in different situations of activities 2.4 Factors impacting the formation of Vocational practical skills of Preschool pedagogical students 2.4.1 Subjective factors - Occupational goals - Awareness of the occupation 2.4.2 Objective factors - Conditions of facilities and regulations at the vocational training institutions - Training curriculums Subconclusion for Chapter From the systematization of the theoretical bases of the thesis by studying and analyzing foreign and Vietnamese studies on the issues of skills, vocational practical skills and vocational practical skills of preschool pedagogical students, we draw some theoretical conclusions as follows: Although there are many different approaches to skills and vocational practical skills, they have helped to clarify the research problem of the thesis They help the researcher to identify the stages of formation and the levels of skill expression, based on which the researcher can build the concept of 10 - Ensuring the objectivity, combining the harmony between qualitative research results and quantitative research results - Specific methods combined into a complementary methodology system, creating data reliability and being a basis for comments and conclusions from the researched data - The research methods are suitable to the research tasks, the research object, commensurating with the condition of the scope of a PhD student's thesis CHAPTER RESEARCH RESULTS OF VOCATIONAL PRACTICAL SKILLS OF PRESCHOOL PEDAGOGICAL STUDENTS IN HO CHI MINH CITY 4.1 Current status of the vocational practical skills of preschool pedagogical students in the entire research samples 4.1.1 Current status of the vocational practical skills of preschool pedagogical students Table 4.1 Overview on basic groups of skills on Current status of the vocational practical skills of preschool pedagogical students SelfAssessment Assessment by assessment by instructors of students lecturers A group of skills on planning the organization, implementation of child 2.90 2.80 2.79 care and education A group of skills on organizing, implementing the child care and education 3.16 2.99 2.95 activities A group of skills on classroom 3.19 2.85 2.73 management A group of skills on evaluation 2.55 3.01 3.01 2.95 2.91 2.87 Overall Average scores Based on this result, it can be seen that the basic vocational practical skills of preschool pedagogical students are only at an average level, where they can perform the operations relatively competently, but it takes a long time to be able to perform each job properly, may still mistakes have been made This shows that the basic vocational practical skills of preschool pedagogical students have not achieved the properness and mastery 4.1.2 Current status of the component vocational practical skills of preschool pedagogical students 4.2.2.1 Current status in the group of skills on planning the organization, implementation of child care and education across the research samples a) Current status in the group of skills on planning the organization, implementation of child care and education following criterion of properness Table 4.2 Self-assessment of students on the group of skills on planning the organization, implementation of child care and education following criterion of properness A group of skills on planning Standa % Rate in answer options Aver the organization, Ranki rd age implementation of child care ng deviati Very Low Average Hig Very score low h high and education on Describing the physiological characteristics of children in the 2.47 0.98 13.4 47.1 19.1 19.6 0.7 groups of grades that they are in charge Defining the goals for child care 2.71 1.29 11.5 47.1 21.1 0.0 20.3 and education on daily basis Defining the goals for child care 2.77 1.25 8.1 47.6 23.9 0.0 20.3 and education on weekly basis 11 Defining the goals for child care 2.87 1.24 6.2 45.0 24.6 3.8 20.3 and education on monthly basis Making a detail list on facility conditions for the child care and 2.97 1.14 0.0 45.2 33.7 0.0 21.1 education in preschools 2.76 1.13 Overall Average In general, the average score of the group of skills on planning the child care and education on the criterion of properness only stops at level which is the average with an average score of 2.76 This is a very low score in level 3, just past level - low level (2.61 - 3.40) b) Current status in the group of skills on planning the organization, implementation of child care and education following criterion of proficiency Table 4.3 Self-assessment on preschool pedagogical students on group of skills on planning the organization, implementation of child care and education following criterion of proficiency A group of skills on planning the child care and education Aver age score Standar d deviatio n Percentage rate of the answers to the questions Very low Low Averag e High Very high Designing an agenda for the works during the child care and 3.01 1.19 0.0 45.9 30.4 0.0 23.7 education process Defining subjects to be coordinated with the person himself in implementing child 2.99 1.15 0.0 44.7 33.3 0.5 21.5 care and education (teachers, children’s classmates, children’s parents) Establishing the way to evaluate the person’s child 3.00 1.18 0.0 45.9 31.1 0.0 23.0 care and education process by himself Designing the curriculum for teaching hour at a specific 3.28 1.34 0.0 44.0 20.1 0.0 35.9 group, class 3.07 1.15 Overall Average Score The overall average score based on the competence in this skill is 3.07 - the “average” level Considering the percentage rate we also noticed, the percentage rate of students who self-assessed this skill group in themselves also focused on low and medium levels, even in most expressions, the number of students rating themselves as the Low level evenly comes up to nearly 45% However, unlike the criterion of properness, in this criterion of proficiency, the number of students rating themselves at a very high level is much higher than 20%, especially in the expression “Design curriculum for teaching hour in specific groups and classes “, up to 35.9% of students rated themselves as reaching very high level Table 4.4 Comparision between the self-assessment results by students and assessments by lecturers and instructors on the group of skills on planning child care and education No The group of skills on planning child care and education Average scores Instructor s Lecture rs Stude nts Overal average score Sig 12 Describing the physiological characteristics of children in the groups 2.21 0.007 2.03 2.13 2.47 of grades that they are in charge Defining the goals for child care and 3.00 2.94 2.71 2.88 0.29 education on daily basis Defining the goals for child care and 2.18 2.42 2.77 2.46 0.001 education on weekly basis Defining the goals for child care and 3.09 3.39 2.87 3.12 0.051 education on monthly basis Designing an agenda for the works during 2.73 2.45 3.01 2.73 0.01 the child care and education process Defining subjects to be coordinated with the person himself in implementing child 2.73 3.00 2.99 2.91 0.42 care and education (teachers, children’s classmates, children’s parents) Establishing the way to evaluate the 3.27 2.94 3.00 3.07 person’s child care and education 0.41 process by himself Making a detail list on facility conditions for the child care and education in 2.61 2.65 2.97 2.74 0.07 preschools Designing the curriculum for teaching 3.45 3.26 3.28 3.33 0.00 hour at a specific group, class 0.33 2.79 2.80 2.90 2.83 Total overall average scores In general, the assessment of lecturers and instructors is not much different, the respective average scores by instructors and lecturers are 2.79 and 2.80, both at “normal” levels” 4.2.2.2 Current status of skills on organizing the implementation of child care and education a) Current status of skills on organizing the implementation of child care and education following criterion of properness Table 4.5 Self-assessment by preschool pedagogical students on the group of skills on organizing the implementation of child care and education following criterion of properness Standa Percentage rate of the answers to the The group of skills on organizing Avera questions rd the implementation of child care ge deviati Very Avera Hig Very and education score Low on low ge h high Cleaning the classroom before 2.03 0.71 8.4 1.7 68.4 1.0 20.6 children welcoming hour Organing physical exercise in early 2.28 0.91 8.4 1.4 62.4 7.2 20.6 days for the children Organizing meals for the chidlren 3.29 0.95 0.0 1.7 73.7 4.5 20.1 Organizing playing activities 2.21 0.86 7.9 2.2 65.3 4.1 20.6 Organizing nap hours for the 3.58 0.89 7.2 3.1 61.2 11.5 17.0 children Organizing light movements for the 3.82 0.78 6.7 2.4 56.0 15.3 19.6 children Discussing with the children’s 3.60 0.88 4.5 4.1 67.0 5.0 19.4 parents on the children 3.32 0.96 Overall average scores 13 The overall average scores of the group of skills on organizing the activities is 3.32 - the “average” level This shows that, when students carry out child care and education activities, they still make mistakes, but not too much, which are at an acceptable level In terms of percentage rate, we also see that most students self-assess their own properness criterion in this expression at the average level with nearly 70% of students b) Current status of skills on organizing the implementation of child care and education following criterion of proficiency Table 4.6: Self-assessment by preschool pedagogical students on the group of skills on organizing the implementation of child care and education following criterion of proficiency Percentage rate of the answers to the Stand The group of skills on the Aver questions ard implementation of child age deviat Very Very care and education score Low Average High ion low high Welcoming children from 3.29 1.01 8.4 1.4 60.0 9.6 20.6 their parents Organizing meal time for 3.77 0.82 0.0 1.7 73.9 4.8 19.6 children Implementing hands, mouth cleaning for children before 2.46 1.01 0.0 9.8 67.0 2.6 20.6 meal time Implementing hands, mouth cleaning for children after 3.67 0.89 7.7 3.6 62.2 5.0 21.5 meal time Organizing checking 3.33 1.00 7.7 2.2 62.4 7.4 20.3 attendance of the class Dividing the class into 3.03 1.15 0.0 1.9 75.4 2.2 20.6 groups for teaching activities Implementing teaching hours following the 3.90 0.76 8.4 2.9 66.5 1.9 20.3 curriculum Implementing the cleaning for the children (combing 2.32 0.87 6.2 6.5 59.1 8.9 19.4 hair, changing clothes) after nap time Returning the children 2.23 0.89 7.7 2.4 66.7 3.3 19.9 3.32 0.95 Overall average scores The results show that the students' self-assessment of the criterion of proficiency in this skill group is similar to the result of the criterion of properness with the average score is also 3.32, the “Average” level is towards high scores and also there are about 60% of students rating their proficiency criterion in this skill group as at average level, while nearly 20% of students rated it at very high level - meaning that students take a relatively long time to perform child care operations or activities quickly and competently In the implementation process there remains a need to collate and review the learned theory, so the proficiency is not high, including a few students proved to be very proficient when performing this skill group Table 4.7 Comparision between the self-assessment results by students and assessments by lecturers and instructors on the group of skills on organizing the implementation of child care and education activities No The group of skills on organizing the implementation of child care and education Average scores Instructo Lectur rs ers Stude nts Overal average score Sig 14 Cleaning the classroom before 2.39 2.71 2.03 2.38 0.01 children welcoming hour Welcoming children from their 3.58 3.35 3.29 3.41 0.00 parents Organizing physical exercise in 2.27 2.45 2.28 2.33 0.00 early days for the children Organizing meal time for children 3.42 2.90 3.77 3.37 0.00 Implementing hands, mouth cleaning 3.39 3.71 2.46 3.19 0.00 for children before meal time Organizing meals for children 3.82 3.48 3.29 3.53 0.56 Implementing hands, mouth cleaning 2.39 2.97 3.67 3.01 0.00 for children after meal time Organizing checking attendance of 3.42 3.23 3.33 3.33 0.66 the class Dividing the class into groups for 2.18 2.58 3.03 2.60 0.00 teaching activities Implementing teaching hours 10 4.12 3.55 3.9 3.86 0.05 following the curriculum Organizing playing activities for 11 2.33 2.71 2.21 2.42 0.00 the children Organizing nap hours for the 12 3.30 3.35 3.58 3.41 0.68 children Implementing the cleaning for the 13 children (combing hair, changing 2.64 3.29 2.32 2.75 0.85 clothes) after nap time Organizing light movements for the 0.03 14 3.03 3.61 3.82 3.49 children 15 Returning the children 2.30 3.19 2.23 2.58 0.01 Discussing with the children’s 0.73 16 3.24 3.39 3.6 3.41 parents on the children 0.18 2.95 2.99 3.16 3.05 Tổng điểm trung bình According to the analysis results from the data tables, it can be seen that as the lecturers have not been able to observe directly students perform the child care and education activities, they have higher assessment than instructors However, both lecturers and instructors evaluate students to achieve this skill at a average level, with proper implementation but not proficiency 4.2.2.3 Current status of classroom management skill a) Current status on classroom management skill in the entire research samples in the criterion of properness Table 4.8: Self-assessment of preschool pedagogical students in a group of skills of classroom management in the criterion of properness Percentage rate of the answers to the Standa questions Aver The group of skills of rd age Ver classroom management deviati Very Averag Hig score Low y on low e h high Maintaining the classroom 3.77 0.75 10.0 42.3 27.3 14.8 5.5 open, clean, safe Arranging, maintaining the 2.96 1.14 10.0 42.3 27.3 16.0 4.3 children’s utensils, toys and 15 products Detecting abnormal things 3.87 0.84 11.0 43.8 27.5 12.9 4.8 happening in the classroom Providing and instructing the 12 children to follow rules, 4.09 0.68 10.8 46.4 25.8 4.5 regulations in the class Arranging toys, distributing playing locations in accordance wih the features of 2.53 0.93 9.8 53.1 18.4 15.3 3.3 the age and specific conditions of the group/class 3.44 0.95 Overall average scores The overall average score shows that in this skill group, preschool pedagogical students have not yet guaranteed the criterion of properness with 3.44 - the average level towards a high score This shows that, although the students have a theoretical understanding, which can be applied in practice, but in order to ensure the properness when performing operations, it still takes a lot of time because in the implementation process they still make mistakes However, when considering the percentage rate, it can be seen that this is a skill group with few students who self-assess themselves as ensuring the criterion of properness at a very high level with nearly 4.0% of students b) Current status on classroom management skill in the entire research samples in the criterion of proficiency Table 4.9 Self-assessment of preschool pedagogical students in a group of skills of classroom management in the criterion of proficiency The group of skills of classroom management Aver age score Standar d deviatio n Percentage rate of the answers to the questions Very Averag Very Low High low e high Keeping an overview over the children when they have 2.37 0.92 10.0 45.0 26.1 14.4 4.5 physical exercise Keeping an overview over the 3.68 0.83 10.0 44.0 27.0 14.6 4.3 children in learning hours Keeping an overview over the 2.45 0.97 8.6 47.6 26.8 12.2 4.8 children in playing hours Keeping an overview over the 3.56 0.85 10.0 48.1 25.4 12.0 4.5 children in meal hours Keeping an overview over the 3.07 1.17 10.0 47.8 26.8 10.8 4.5 children in nap hours Dealing with situations 2.74 1.06 10.0 46.4 26.1 12.9 4.5 happening in the classroom 2.98 0.85 Overall average scores Table 4.9 shows that students not rate highly on their proficiency in this skill group with the average score only being at low level with the average level of 2.98, which means that students have not been able to perform proficiently the expressions of this skill group In order to ensure the proficiency, it takes students a lot of time to check and perform operations Similar to the criterion of properness, in this criterion, there are very few students who evaluate themselves to achieve the proficiency criterion at high and very high levels Table 4.10 Comparision between the self-assessment results by students and assessments by lecturers and instructors on the group of skills on classroom management 16 No 10 11 The group of skills on classroom management Keeping an overview over the children when they have physical exercise Keeping an overview over the children in learning hours Keeping an overview over the children in playing hours Keeping an overview over the children in meal hours Keeping an overview over the children in nap hours Maintaining the classroom open, clean, safe Arranging, maintaining the children’s utensils, toys and products Detecting abnormal things happening in the classroom Providing and instructing the children to follow rules, regulations in the class Arranging toys, distributing playing locations in accordance wih the features of the age and specific conditions of the group/class Maintaining the classroom open, clean, safe Overall average scores Average scores Instructor Lecture Stude s rs nts Overal average score Sig 1.88 2.39 2.37 2.21 0.03 3.36 3.45 3.68 3.50 0.00 1.97 2.48 2.45 2.30 386 3.82 3.58 3.56 3.65 0.00 2.39 2.26 3.07 2.57 253 3.03 2.74 3.77 3.18 092 2.33 3.16 2.96 2.82 002 3.36 2.52 3.87 3.25 0.004 2.97 3.29 2.74 3.00 0.00 2.64 3.10 4.09 3.27 0.00 2.24 2.35 2.53 2.38 0.00 2.73 2.85 3.19 2.92 0.10 According to the analysis results from the data tables, it can be seen that the instructor has a higher assessment than the instructor However, both lecturers and instructors evaluate that students can achieve this skill at “average” level, when they can perform properly but not proficiently This assessment coincides with students' self-assessment results However, the Anova test shows that the assessment of students, teachers and instructors is quite different when there are 8/11 factors with statistically different significance (Sig < 0,05) 4.2.2.4 Current situation of evaluation skill a) Current status of skills of evaluation in the entire research samples following criterion of properness Table 4.11 Self-assessment of preschool pedagogical students in a group of skills of evaluation in the criterion of properness Ave Stand % Rate in answer options A group of skills on rage Ran ard Very Very evaluation scor king deviat Low Average High low High e ion Defining criteria for 2.56 0.82 8.4 39.7 39.5 12.4 0.0 evaluating the children’s 17 physical development Defining criteria for evaluating the children’s 2.51 0.83 9.6 42.6 35.2 12.7 0.0 emotional development Defining criteria for evaluating the children’s 2.56 0.85 8.6 41.9 34.4 15.1 0.0 behavior development Defining criteria for evaluating the children’s 2.50 0.83 9.6 43.5 34.2 12.7 0.0 language development Defining criteria for evaluating the children’s 2.55 0.85 8.6 43.1 33.3 15.1 0.0 social skill development Defining factors from living environment affecting the 2.62 0.79 3.8 46.2 34.4 15.6 0.0 children’s development 2.55 0.80 Overal average scores Students self-assess this skill group that they themselves not guarantee the criterion of properness with an average score of 2.55 - level which is a low level, which means that Preschool pedagogical students made a lot of errors during the implementation of the skill group The percentage rate of students' answers shows that no student rated himself to ensure the criterion of properness at a high level (0% of the students) This result also shows that students is quite confused to be able to perform the operations that belong to the expressions of this skill group However, in each expression of this skill group, students achieve some positive scores as follows: b) Current status of skills of evaluation in the entire research samples following criterion of proficiency Table 4.12 Self-assessment of preschool pedagogical students in a group of skills of evaluation in the criterion of proficiency Percentage rate of the answers to the questions The group of skills on Average Standard evaluation score deviation Very Very low Low Average High High Establishing the evaluation form of the children’s development in 2.48 0.84 10.0 44.3 33.0 12.7 0.0 all classroom activities Evaluating the children’s development via conversation with them 2.54 0.82 8.4 42.3 36.6 12.7 0.0 Evaluating the children’s development by observing them Evaluating the children’s development via analysis of their products Coordination with families and communities to evaluate the children’s development 2.58 0.85 8.1 41.1 35.2 15.6 0.0 2.58 0.84 7.9 41.6 35.4 15.1 0.0 2.54 0.82 8.4 41.9 37.1 12.7 0.0 18 2.54 0.80 Overal average scores The proficiency of the a group of skills on evaluation only stops at a “low” level (Average Scores of 2.54), showing that students are still confused in assessing the developmental aspects of children through channels, similar to the criterion of properness, in this criterion, only 0% of students rated themselves to be at very high level Table 4.13 Comparision between the self-assessment results by students and assessments by lecturers and instructors on the group of skills on evaluation Over Average scores al No The group of skills on evaluation Lecture Stude avera Instructors Sig ge rs nts score Establishing the evaluation form of the children’s development in all 2.06 2.42 2.48 2.32 0.00 classroom activities Defining criteria for evaluating the 4.06 3.74 2.56 3.45 0.00 children’s physical development 10 11 Defining criteria for evaluating the children’s emotional development Defining criteria for evaluating the children’s behavior development Defining criteria for evaluating the children’s language development Defining criteria for evaluating the children’s social skill development Evaluating the children’s development via conversation with them Evaluating the children’s development by observing them Evaluating the children’s development via analysis of their products Coordination with families and communities to evaluate the children’s development Defining factors from living environment affecting the children’s development Total overal average scores 2.18 3.00 2.51 2.56 0.00 3.88 3.35 2.56 3.26 0.00 2.58 3.13 2.5 2.73 0.00 3.91 3.29 2.55 3.25 0.00 3.00 3.06 2.54 2.87 0.02 3.06 2.61 2.58 2.75 0.08 2.36 2.77 2.58 2.57 0.00 3.52 3.32 2.54 3.13 0.00 2.48 2.45 2.62 2.52 0.007 3.01 3.01 2.55 2.86 0.00 In summarizing the above analyses, it can be realized that this is a skill group that pedagogical students have rarely achieved the criteria of properness and proficiency with a fairly low average score - below 3.0 Especially in terms of proficiency, in this skill students just reached a low level - which means they made a lot of errors 4.2 Current situation in vocational practical skills of preschool pedagogical students in different student groups 4.2.1 Current situation in vocational practical skills of preschool pedagogical students following pedagogical internship results Table 4.14 Self-assessment of the vocational practical skills of preschool pedagogical students following pedagogical internship results 19 Groups of skills Average scores following pedagogical internship results Excel Very Good Average lent Good Facto r deviat ion A group of skills on planning the organization, implementation of child care 2.67 2.84 2.88 3.17 0.16 and education A group of skills on organizing, implementing the child care and education 3.62 3.31 3.2 3.13 0.007 activities A group of skills on classroom 2.88 2.88 2.56 2.42 0.005 management A group of skills on evaluation 2.8 2.55 2.42 2.52 0.005 Based on the data table, we can see, in the skill on planning to organize, implement activities of child care and education, students self-assess their average scores gradually decrease following the pedagogical internship results, from “ Excellent “to” Average “ Anova's test also showed that Sig = 0.16> 0.05, proving that there is no significant statistical difference in the skills of planning child care and education according to pedagogical internship results Students with the “excellent” internship results with the lowest GPA of 2.67 - the “average” level, and the “average” student with the highest GPA of 3.17, also at the “average” level” 4.2.2 Current situation in vocational practical skills of preschool pedagogical students following academic results Table 4.15 Self-assessment of the vocational practical skills of preschool pedagogical students following academic results Average scores following academic results Factor deviation Nhóm kỹ Very Good Average Weak Good A group of skills on planning the organization, implementation of 2.66 2.95 2.89 2.61 0.14 child care and education A group of skills on organizing, implementing the child care and 3.55 3.29 3.17 3.06 0.13 education activities A group of skills on classroom 2.68 2.52 2.55 2.50 0.58 management A group of skills on evaluation 2.67 2.53 2.50 2.24 0.19 In the skill group on planning the organization, implementation of child care and education activities, students with good and moderate academic results have higher self-assessment scores than students with good academic results One of the causes of this discrepancy may come from the fact that the product of the planning activity is a tangible product (a plan), which is easy for students to see and review themselves after making the plan as well as after the implementation of this plan in reality; and students with good academic results impose higher requirements on themselves than students with good and average academic ability, so the self-assessment score becomes lower 4.3 Factors affecting the formation of the vocational practical skills of preschool pedagogical students 4.3.1 Subjective factors Table 4.16 Occupational purposes affecting the formation of the vocational practical skills of preschool pedagogical students Percentage rates of the answers Avera Standar Subjective factors ge d Not Less Confu Impacte Very 20 scores Deviatio n impact impact sed d impacted Preschool teacher is my choice from high school, so, I care much 3.27 1.39 2.4 4.1 12.0 47.6 34.0 about the vocational practical skills I try to practice the vocational skills well so that after graduation, I 3.29 1.26 4.8 4.1 15.8 44.0 31.3 can easily find a job in any preschool I am active in practicing my vocational practical 3.23 1.36 0.0 6.2 16.0 44.3 33.5 skills if being a preschool teacher, I will have a stable income As a wish of taking care, educating children with love, equality and responsibilities, I would 4.00 1.00 1.9 6.9 20.1 45.7 25.4 like to be very complete in the vocational practical skills I think the theory provided during the training is not enough to be come a preschool 3.97 1.01 0.0 6.2 13.4 46.9 33.5 teacher, further training on the vocational practical skills is needed 3.55 Average scores In general, the subjective factors are evaluated by preschool pedagogical students from “average” to the “impacted” levels” Table 4.17 Occupational awareness impacting the formation of vocational practical skills of preschool pedagogical students Standar Percentage rates of the answers Avera d Subjective factors ge Deviatio Not Less Confu Impacte Very scores n impact impact sed d impacted A preschool teacher is a noble occupation, respected by the society 3.94 1.01 0.0 8.6 16.3 44.5 30.6 so I think that I need to train my vocational practical skills well 21 I am really happy when organizing child care and 3.71 1.02 3.8 5.0 11.5 48.3 31.3 education activities during my internship Teaching children in preschool is a hardworking job This 4.00 0.99 2.4 4.1 12.9 45.9 34.7 makes me try harder to complete the vocational practical skills 3.88 Average scores This is the factor rated by the students to have the highest level of influence on the formation of the vocational practical skills (Average score of 3.88) Regression analysis between the group of skill groups on organizing and implementing child care and education activities with statements related to vocational awareness shows a correlation between these two factors (sig = 0.01) Accordingly, students with good knowledge about the profession will tend to self-assess their own skills on organizing the implementation of childcare and education activities to be good Students have recognized the correct role and influence of vocational knowledge and the role of the profession in the vocational training process 4.3.2 Objective factors Table 4.18 Impacts of training curriculum on the formation of vocational practical skills of preschool pedagogical students Percentage rates of the answers Standa Avera rd Very Training curriculum ge Deviati Not Less Confuse Impact impacte score on impact impact d ed d The theoretical curriculum 3.92 1.04 6.0 9.1 24.2 42.3 18.4 does not follow the reality Time dedicated for practical subjects remains little 3.95 0.99 6.0 0.0 33.3 42.3 18.4 compared to the overall training curriculum frame There are too many students in the format of a practical 3.34 1.30 5.3 9.3 25.6 41.4 18.4 lesson classes Teachers make too title stimulation on the 4.05 0.91 13.4 1.7 24.2 42.3 18.4 vocational practical maneuvers Teaching tools for the 3.49 1.31 1.2 11.7 19.6 47.8 19.6 practical lessons remain few Time dedicated for practical 3.37 1.35 7.2 8.9 22.5 42.1 19.4 remains too litte Requested practical 4.13 0.94 0.0 15.1 24.2 42.3 18.4 curriculum remain vague 3.75 Average scores According to the data from Table 4.18, there are up to 5/7 factors thought by students to affect the quality of vocational practical skills of students In which the factor that is considered to be the most influential (with an average score of 4.13) is “the required internship program remains vague” This result comes from the fact that when students enter the internship period, they have to develop their own internship plan, weekly internship plan for each student, each student shall have a training 22 plan with different activities and time while each instructor guides many students and all students have the same output standard of the sector Table 4.19 Impacts of facility conditions on the formation of vocational practical skills of preschool pedagogical students Percentage rates of the answers Standa Facility conditions, Avera rd Very regulations of vocational ge Deviati Not Less Confus Impact impacte practical institutions score on impact impact ed ed d Entitlement of preschool to the intern teachers in 3.48 1.18 5.7 18.9 22.2 34.7 18.4 organizing child education activities Facility conditions aiming at serving for child care and 3.51 1.16 7.7 13.9 18.2 45.3 14.9 education of preschool Coordination of teachers at the intern institutions to the 3.86 0.96 5.7 15.8 25.6 34.4 18.4 interns Forms of examination, evaluation of performance skills among the interns have 3.14 1.35 3.6 8.6 28.2 39.0 20.6 not been agreed between the preschools and training institutions Duty Roster for teachers, class management record (books, tables), 3.95 0.97 12.7 20.1 17.9 31.3 17.9 yearly/monthly/weekly plans of teachers at preschools are not accessed by interns Specific techniques, tools in the evaluation of the 3.96 0.99 4.3 16.5 27.5 32.8 18.9 preschool have not been updated 3.65 Overall average scores The results of data analysis in Table 4.19 show that up to 5/6 factors are evaluated by the students as affecting the practice of vocational skills, in which the factor that students consider to be the most influential is “Techniques and tools for evaluating children at preschool have not been updated “with average scores of 3.96 According to the percentage rate, in this factor, as many as 18.9% of students rated it as” very influential “ There is no small difference about what students are trained and the actual environment Table 4.20 Correlation among skill groups and impacting factors Occup Awaren Trainin Facility ational ess on g conditions, goals the curricu regulations of occupati lum vocational on practical institutions A group on skills on planning 0.001 0.001 0.02 0.02 23 A group on skills on organizing implementation of child care and education the A group on skills on evualuation A group on skills on management 0.02 0.03 0.00 0.00 0.62 0.18 0.56 0.18 0.00 0.00 0.00 0.00 The sig factors in the correlation analysis of skill groups and impacting factors indicate the suitability of the correlation factors between these variables Specifically, the correlation between the planning skills group and the impacting factors is the occupational goals; occupational awareness; training programs with respective sig are 0.001; 0.001; 0.02; 0.02