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Factors affecting the formation of vocational practical skills under the assessment of Preschool Pedagogical students.. Research purposes The thesis studies the thereotical and practica

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 hour minute, day month year.

The thesis can be found at:

- National Library of Vietnam

- Library of Graduate Academy of Social Sciences

LIST OF PUBLISHED RESEARCH WORKS

1 Vocational practical skills shown through basic skill groups under the assessment of Preschool Pedagogical students Journal of Social Psychology No 6, June 2018

2 Factors affecting the formation of vocational practical skills under the assessment of Preschool Pedagogical students Journal of Social Psychology No 7, July

self-2018

INTRODUCTION

1 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

2 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

3 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

4 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

5 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

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

7 Structure of the thesis

In addition to the Introduction, Conclusion and Recommendations, the thesis is structured in 4 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 1 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 1

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 2 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

Level 2: Low

Making many errors in the implementation process and still being a little embarrassing, yet to do it really well and still taking much time to properly implement each maneuver, action

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 6 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 6 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

Subconclusion for Chapter 2

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

vocational practical skills of preschool pedagogical students which is a basic and important concept of the thesis Also based on that, the theoretical system has helped the researcher identify the vocational practical skills groups of preschool pedagogical students, as well as identify the factors affecting the formation and completion of the vocational practical skills groups of preschool pedagogical students It

is specified as follows:

The basic concepts of the thesis: the vocational practical skills of preschool pedagogical students is the way to perform properly, competently the maneuvers and actions of the preschool occupational activities of the preschool pedagogical students, at the stage of practical occupational activities with the supervision and support of the instructors in the training institutions

Different groups on the vocational practical skills: a group of skills for child care and education planning; a group of skills for organizing the implementation of child care and education activities; a group of skills for classroom management; a group of skills for evaluation

Factors affecting the vocational practical skills of preschool pedagogical students include objective and subjective factors Among the subjective factors, there are career goals and job awareness Meanwhile, the objective factors include: Conditions of facilities and regulations at the vocational training institutions; Training curriculums

Therefore, in order to evaluate the vocational practical skills of preschool pedagogical students,

it is necessary to comprehensively assess different groups of vocational practical skills and take into account the influencing factors

CHAPTER 3 RESEARCH ORGANIZATION AND METHODS 3.1 Research organization

3.1.1 Research locations

- Saigon University

- Ho Chi Minh City University of Pedagogy

- National College f Pedagogy in Ho Chi Minh City

3.2.1 Literature review method

- Analyzing and synthesizing document sources to collect all information related to the topic and generalize and systematize into the theoretical bases for the vocational practical skills of preschool

pedagogical students in Ho Chi Minh City

3.2.2 Survey method with questionaires

- Surveying the status of manifestation and the levels of the vocational practical skills of preschool pedagogical students

- Clarifying the influence of subjective and objective factors on the formation and development of the vocational practical skills of preschool pedagogical students

- Coding the answers

Table 3.5 Meanings of average values in the manifestation measurement scale

executing

vocational

practical

skills

- Level 2 (1.81 – 2.60): Low: Having much wrong knowledge, making many

errors, taking relatively much time to implement maneuvers

- Level 3 (2.61 – 3.40): Average: Having relatively little wrong knowledge,

making relatively few errors, taking relative time to implement maneuvers

- Level 4 (3.41 – 4.20): High: Having some wrong knowledge, making some

errors, and taking little time to implement maneuvers, not being flexible in addressing unexpected situations or unexperienced incurred requests

- Level 5 (4.21 – 5.00): Very high: Almost no wrong knowledge, making no

mistakes, taking little time, performing maneuvers in a very competent way and being flexing in addressing unexpected situations and responding incurred requirements

Table 3.6 Meanings of average values in the measurement scale on influencing levels

Surveyed

content

Very influential Influential Confusing

Less influential No influence

- Level 1(1.00 – 1.80): There is no any relation or influence

- Level 2 (1.81 – 2.60): There is very little any relation or influence

- Level 3 (2.61 - 3.40): There is some relation or influence

- Level 4 (3.41 – 4.20): There is clear relation or influence

- Level 5 (4.21 -5.00): There is extremely clear relation or influence 3.2.3 Observation method

- Observing directly the expression of occupational manipulations of preschool pedagogical students

- Joining with students when students perform their tasks at preschool; When conducting observation, the activities and the psychology of students shall not be impacted

3.2.4 Indepth interview method

- Preparing an interview questionnaire on the status of awareness, expression and level of skill groups

in vocational practical skills of preschool pedagogical students; interview about the factors affecting the vocational practical skills of preschool pedagogical students

3.2.5 Pedagogical experiemental method

- Starting to influence by educational measures on vocational practical skills via by organizing classes

on a small scale, in terms of facilities which shall be similar to a classroom in preschool and observing how the student does the work after that

3.2.6 Method on data processing by statistics software

- Processing all quantitative results obtained from surveys and experiments to serve as a basis for analyzing the research results with SPSS software version 20.0 and conducting analyses

 Analysis using descriptive statistics: Average score, Standard deviation, Frequency, percentage

 Statistical inference analysis

 Comparative analysis

 Regression analysis

Subconclusion for Chapter 3

In order to carry out the set research task, the PhD student conducts the research in stages: the theoretical research phase - the practical research phase - the experimental phase At each stage, the PhD student determines the purpose, content and method of conducting the research

Regarding the method, to evaluate the vocational practical skills of preschool pedagogical students, the PhD student develops a questionnaire by giving the expression of each skill group for students to self-assess, and at the same time collect the assessments from the lecturers and instructors The assessment of students' vocational practical skills has a combination of methods: Method of literature review, method of survey by questionnaire, in-depth interview method, observation method, experimental method, method mathematical statistical method; in accordance with the principles:

- 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 4 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

assessment

Self-of students

Assessment

by lecturers

Assessment by instructors

A group of skills on planning the

organization, implementation of child

care and education

A group of skills on organizing,

implementing the child care and education

activities

A group of skills on classroom

Overall Average scores 2.95 2.91 2.87 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

the organization,

implementation of child care

and education

Aver age score

Ranki

ng

Standa

rd deviati

Describing the physiological

characteristics of children in the

groups of grades that they are in

charge

2.47 5 0.98 13.4 47.1 19.1 19.6 0.7

Defining the goals for child care

and education on daily basis 2.71 4 1.29 11.5 47.1 21.1 0.0 20.3 Defining the goals for child care

and education on weekly basis 2.77 3 1.25 8.1 47.6 23.9 0.0 20.3