Giáo dục kĩ năng hợp tác cho trẻ 4 5 tuổi ở trường mầm non tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION LUU THI THU HANG EDUCATION OF COOPERATION SKILLS FOR 4-5 YEARS OLD CHILDREN IN PRESCHOOL Major : Preschool education Code : 9.14.01.01 SUMMARY OF DOCTORAL THESIS IN SCIENCE EDUCATION HANOI, 2020 The project is completed at: Hanoi National University of Education Science instructor: Associate Professor Dr Hoang Thi Phuong Dr Hoang Thi Oanh Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be protected before the Council of thesis at the University level Meeting at Hanoi National University of Education At… ., dated…./…./2020 The dissertation is available at: - National Library, Hanoi - Library of Hanoi National University of Education INTRODUCTION The importance of the topic 1.1 The cooperation is one of the essential values of human life in the age of knowledge and integration today Therefore, for the education of the 21st century, the Unesco aims to: "Learn to learn, learn to do, learn to live together, learn to assert yourself." People need to know how to resolve conflicting issues peacefully and to respect differences in order to live together Therefore, the Party and the State attach special importance to educating the young generation to meet the social requirements in the new conditions In addition to focusing on knowledge and ethical qualities, attention should be paid to educating the sense of cooperation, creating together contributions to the community and society 1.2 The goal of preschool education is not only towards comprehensive education in all fields, arousing fundamental psychophysiological functions but also focusing on age-appropriate social skills Therefore, in addition to the knowledge provided every day, children need to be proactive, independent, especially the ability to coordinate and collaborate with others to increase performance Formation and development of cooperation skills will help children gradually become more confident, better communicate and coordinate with people Children will recognize the values of "Cooperation"; the effort, the responsibility together, the binding on the discipline or the emotions when enjoying the results, etc will make cooperation activities always a fascinating experience 1.3 In the experiment, preschools are interested in social skills education in general and cooperation skills in particular for children However, the effectiveness of group activities is low, especially 4-5 years old children because the children not know how to cooperate to perform common tasks One of the reasons for this situation is that teachers not know how to instruct, organize education of cooperation skills for the children, and not create opportunities for the children to experiment the cooperation skills with specific tasks being appropriate to the ability of 4-5 years old children in the attractive and diverse activities in preschool 1.4 Cooperation skills are a relatively complex and necessary psychological activity chain for children at an early age By the age of 4, the children have a lot of basic and necessary expression which is favorable for education of cooperation skills for them, they are: rapid growth of brain, nervous system, behavioral development hierarchy, etc., helping the children to plan activities; the children are conscious, responsible for tasks of playing, need to play with team becomes urgent and promotes the formation of "Child Society" Based on the above reasons, the topic of "Education of cooperation skills for 45 years old children in preschool" is selected and studied Research purposes Researching on the theoretical and experiment basis and developing education measures of cooperation skills for 4-5 year old children through activities at the preschool, helping the children to participate in activities together effectively and to easily adapt to social life Object and subject of the research 3.1 Object: Process of education of cooperation skills for 4-5 years old children in preschool 3.2 Subjects: Measures to educate cooperation skills for 4-5 years old children at preschools Scientific hypothesis The 4-5 year-old children have the need and ability to participate in activities together with their friends, but in practice, the education of cooperation skills for the children are limited, resulting in low efficiency of activities of children If developing and implementing measures to educate cooperation skills for preschoolers with 4-5 years of age in the direction of creating an environment stimulating the need for cooperation, exploiting diverse activities at preschool to help children practice and actively use cooperation skills in daily activities, their cooperation skills will be better Research tasks 5.1 Researching on theoretical basis of the education of cooperation skills for 4-5 years old children in preschool 5.2 Researching on experiment basis of the education of cooperation skills for 4-5 years old children in preschool 5.3 Development of measures to educate cooperation skills for 4-5 years old children 5.4 Experiment of measures to educate cooperation skills for 4-5 years old children to verify the feasibility and effectiveness of built-up measures Limitations and scope of the study 6.1 Research content Researching on measures to educate cooperation skills for 4-5 years old children with friends through fun activities, labor in the preschool 6.2 Object of the research - Preschool teachers: 250 preschool teachers at preschools in Ha Tinh city - Preschool children: 120 children (4-5 years of age) in two preschool in Ha Tinh City 6.3 Location, period of experimental research - Location: Experimental pedagogy is conducted in the urban area and suburban area of Ha Tinh City at two preschools (Bac Ha preschool and Cam Binh preschool) - Period: Experimental period from 11/2016 to 6/2017 Approach and research methods 7.1 Approach method: Operational approach, system approach and development approach 7.2 Research methods: Group of theoretical research methods, group of practice research methods, group of supplementary research methods Theoretical points 8.1 The 4-5 years old children reveal the basic elements of cooperation: the children want to play with friends, to understand common goals, to communicate, to assign tasks and to try to work together to complete common tasks, etc 8.2 Interactive activities among the children, such as playing and working, are the dominant forms of educational cooperation skills for 4-5 years old children in preschool Through active participation in activities requiring coordination and interaction, the children's cooperation skills will be formed and developed 8.3 The process of educating the cooperation skills of the 4-5 years old children begins with the stimulation of the need to work together to get acquainted with the types of cooperation through age-appropriate activities and use of cooperative experiences to solve problems in their life New contributions of the thesis 9.1 Systematizing and enriching theoretical issues of the education of cooperation skills for 4-5 years old children in preschool 9.2 Analyzing and clarifying the current status of the education of cooperation skills for 4-5 years old children in preschool as a basis for orienting the co-operative education process for the 4-5 years old children in preschool 9.3 Providing documents on measures to educate cooperation skills for children aged 4-5 in preschool In particular, it has built a system of activities to train cooperation skills for the children, helping preschool teachers and preschool managers can use and apply creatively, in accordance with practical conditions, contributing to improving the effectiveness of education 10 Structure of the thesis Apart from the introduction and the conclusion, the thesis consists of chapters: Chapter 1: Theoretical background of education of cooperation skills for 4-5 years old children in preschool Chapter 2: Practical bases of education of cooperation skills for 4-5 years old children in preschool Chapter 3: Measures to educate cooperation skills for 4-5 years old children in preschool Chapter 4: Experiment of measures to educate cooperation skills for 4-5 years old children in preschool CHAPTER THEORETICAL BACKGROUND OF EDUCATION OF COOPERATION SKILLS FOR 4-5 YEARS OLD CHILDREN IN PRESCHOOL 1.1 History of problem research Research on "Cooperation" Local and foreign researchers such as Slavin (1987,1996), Johnson and Johnson (1975, 1990…), Samanskaja (2001)… etc; Le Xuan Hong (1996, 2000), Nguyen Huu Chau (2015), Nguyen Thanh Binh (2011)…, etc agree that the cooperation is a positive activity among members to achieve the common goal of the group Authors such as Thai Duy Tuyen (2013) and Dang Thanh Hung (2004, 2012)…, etc appreciate the cooperative teaching method, arguing that it is one of the educational criteria in Vietnamese schools in order to actively promote the education process in line with the trend of modern teaching 1.1.2 Research on cooperation skills On the psychological mechanism of cooperation skills, the ideas of some authors in the Soviet Union such as Samanskaija (2001), Kozlenkova [90], Rimashevskaya (2001 have the same opinion with Vygotski, that: the cooperation is a high psychological function and it has a social origin and it is an interpersonal activity that will gradually move inward at the personal level Characteristically, the principle of cooperation in education: John (1938), Arthur Dobrin (2001), says that the co-operation of the learner must be based on two fundamental principles, that of ensuring continuity and interaction Johnson and Johnson provide five principles of collaboration: Positive interpersonal interaction, direct interaction, clear assignment - sense of responsibility, working skills in small groups, regular progression and improvement of efficiency of a group, etc According to Johnson, Johnson (1999), Slavin (1996), etc., the content for educating students in the skill of group work is: active interdependence, dynamic interaction, responsibility and personal works, human-human relations skills and working skills in a small team, how to handle work The structure of cooperation skills has been identified by a number of authors such as Johnson – Johnson (1999), Thousand et al (2015) etc According to them, in order for teamwork to be effective, members must trust, accept and support each other, have a certain understanding of the co-operation as well as their meaning and coordination steps, etc Thus, the work in and outside the country has studied many aspects of the development of cooperation skills However, the psychological mechanism of cooperative skills development is rarely mentioned, and the process for developing cooperative skills for learners is still unclear and less emphasized in the strong change in cognitive and emotional development of each individual after the cooperative activities 1.1.3 Research on co-operative education for preschool children About the importance of educating cooperation skills for the children, authors such as La Freniere et al (2012) ; Ramani (2005), Kearn – Karen (2010), Nguyen Thi Anh Tuyet (1987), Hoang Thi Phuong (2012, 2018), Le Xuan Hong (1996), etc all consider cooperative learning important to the overall development of the children is: expansion of understanding, accumulation of living capital, development of social skills, ethical qualities and relationships, etc “The cooperation is the highest stage of social interaction." About the educating children's co-operative skills, Some authors argue that the 4-6 year-old children are the most favorable stage to develop cooperation skills because the children are independent, self-control, proactive and like to play teammates in small groups, know how to imitate and be able to plan and visualize a chain of operations, etc About the manifestations of cooperation skills, Perret - Clermont (1979), Doise Mugny (1981), Parker Gottman (1989), etc said that: The children know clearly and together towards the common goal of the group, have the ability to coordinate, share, control conflict, accept and negotiate with each other Some studies by Hoang Thi Phuong (2012), Le Xuan Hong (1996), etc refer to the expression as attention to the surroundings; coordination with friends and frequent exchanges, etc., expressing sensible feelings in an appropriate way, thinking and acting consciously in different situations About the content of cooperative education for children, Samanskaja (2001), Kristna et al (2007), Karen Keans (2010), etc stress the need to teach children the confidence, friendliness, ability to focus and participate in challenging tasks, the ability to communicate, express emotions, know the real now follow the instructions Le Bich Ngoc (2007), Vu Thi Nhan (2011), etc., outlined the contents of the co-operative education for children, namely: purpose agreement, role assignment, responsibility for common work, seeking help from others… About the measures to educate cooperation skills for children, authors such as Gardner (2006), BronfenBrenner (1998), and others say that it is important for children to interact with the environment, friends, and children in exploration, experimentation and game organization N.V.Samanskaja, K.A.Vladimirona has given several methods such as: Creation of situations; strengthening of the task, etc About the factors affecting cooperation skills, Gardner (2006), BronfenBrenner (1998 emphasized the element of "friendship" or emotion, the children's affection will promote the process of cooperation between them Piaget (1996), Perret – Clermont (1979) Doise - Mugny (1981) attach importance to the children's cognitive level of consistency which will greatly affect the co-operation In short, research works at home and abroad have addressed a number of theoretical and practical issues of collaboration education The nature, psychological mechanisms, specific methods to educate these skills for children are still fuzzy and there is no study to study cooperation skills of the 4-5 years old children 1.2 Theories of cooperation and cooperation skills education 1.2.1 Concept of cooperation skills and education of cooperation skills 1.2.1.1 Concept of "Skills" The skills are the abilities of a person to carry out an activity or a task effectively to achieve a defined purpose, based on selection and application of the existing knowledge and experience that suit certain conditions 1.2.1.2 Concept of "cooperation skills" - Cooperative concept: The co-ordinated action of individuals is based on positive interactions to achieve the group's common goal - Cooperation skills of 4-5 year old children show the ability to effectively coordinate the activities of individuals on the basis of positive interactions in order to achieve the common goals of the group by selecting and applying the knowledge and experience of the 4-5 years old children that already exist in accordance with certain conditions 1.2.2 Psychological structure of cooperation skills Including skills: job skills, coordination skills and support, emotional control skills, assessment skills 1.2.3 Formation of cooperation skills of preschool children The process of forming cooperative skills for children aged 4-5 starts from the need to want to play with you to understand the ways of interacting with each other and then the development of self-awareness to help children gradually gradually be able to adjust actions, control emotions to satisfy the desire to cooperate with you more 1.2.4 Psychological and biological characteristcs - Demonstration of cooperation skills of the 4-5 years old children 1.2.4.1 Psychological and biological characteristcs of 4-5 year old children By to years old, the child's psychological and biological age has moved to a new level of quality The brain and nervous system are more complete, allowing the development of high-level psychological functions, facilitating the formation of social skills in children Image growth has grown, memory has increased, and attention has been more deliberate In particular, children know how to plan a series of actions to perform tasks The pronunciation of the children is improved, the vocabulary increases (1500-2000 words) to facilitate communication 4-year-olds like to play social, active role-playing games; The activity has purpose, clearer and more consistent intention, comprehends modes and procedures of operation, creates aesthetic vibe, creative ability as well as many other qualities At this stage, the hierarchy of developmental behaviors, children are more aware of their obligations, more responsible feelings With the above characteristics, it can be said that the education of cooperative skills for 4-5 year old children is appropriate and necessary 1.2.4.2 Demonstration of cooperative skills of 4-5 year- old children - For reception of duties: The children 4-5 years old have focused attention and listen when the teacher assigned tasks The children remember and understand the goals, but in the process of doing it sometimes they still not repeat fully and accurately about their group's work The children know how to listen to their friends' ideas, know to discuss, negotiate and make concessions when assigning but many children are not brave to share ideas Most children are excited, happy, ready to activities with the friends - For coordination and support when performing tasks: By age 4, the children can carry out their tasks in line with the common goal, know how to compare and adjust their actions The children know how to remind when they see their friends doing wrong, know how to support them through instructions and actions The children not only perform well independent tasks but can join groups with activities that need ordered and sequential operations - For emotional control: The children are aware of the social relationships and their relationships with others (hierarchical relationship), so the 4-5 years old children show signs of gestures, words, and behavior appropriate to the situation The children love to please others through compliments, playing with friends, and taking care of friends during the activity However, there were also children who took action superficially, regardless of the group effort; frustrating, competing for things with their friends, getting frustrated and giving up when not performing their task - For the ability to evaluate: The children know how to value themselves and others, but the comments sometimes lack precision because they are easily emotionally manipulated The children are still confused when evaluating the level of work done by members It can be said that It is still limited to comment on specific manifestations of group cooperation among the 4-5 years old children The above expression is the basis for educators to build appropriate content, methods and forms to educate cooperation skills for children 1.3 Theory of collaboration skill education for 4-5 years old children in preschool 1.3.1 Concept of "Cooperation skills education for 4-5 years old children": as a process of intentional and planned impact of educators on the children to build the ability to effectively coordinate activities of individuals based on the positive interaction back and forth to achieve the goals of the group on the basis of mastering the method of implementing and applying the knowledge and experience already available in accordance with certain conditions 1.3.2 Process of educating cooperation skills for 4-5 years old children 1.3.2.1 The purpose of education of cooperation skills for 4-5 year olds children Helping 4-5-years-old children with some age-appropriate skills; Feeling the meaning of coordinated activities; forming need for active coordination and know how to apply cooperation skills to collaboration activities; Having positive attitude and behavior in group activities 1.3.2.2 Content of cooperation skills education for 4-5 years old children - Play activity: - Learning activity: - Labor activities: 1.3.2.3 Cooperation skills education activities for 4-5 years old children in preschool - Game method - Method of problem solving - Method of experience 1.3.2.4 Factors affecting the education of cooperation skills for 4-5 years old children in preschool - Individual characteristics of the 4-5 years old children - Educational environment - Teachers CONCLUSION OF CHAPTER 1 Cooperation is a necessary social value in human life Cooperation skills promote cognitive development, stimulate discovery, empower friendships, enrich social relationships and contribute to the development of good moral qualities in children Cooperation skills of 4-5-year-old children is the ability to effectively coordinate the interaction based on positive mutual interaction to achieve the purpose of the group and each individual child on the basis of mastering the method Implement and apply the knowledge and experience that already exists in accordance with certain conditions Cooperation skills include compositional skills: taskreception skill, supportive coordination skill, emotional control skill, assessment skill Structured psychological skills include cognition, action, and attitudes The process of forming cooperative skills of 4-5 years old children has started from the need to play with friends to share feelings to gradually absorb the elements of cooperation through children's experiences when work together and become more and more conscious in adjusting to unwanted emotions to accomplish our common tasks better The 4-5 years old children already have certain psychophysical characteristics, certain abilities needed to educate cooperative skills for children The education of cooperation skills for 4-5 years old children should be based on the characteristics of children of the age, especially the needs and ability of the children to cooperate; at the same time, attention should be paid to the environmental conditions and educational implications of teachers There are many activities at the preschool that have the advantage in educating cooperation skills for children For 4-5 years old children in the first stage of the process of forming cooperation skills, play activities and labor activities are the forms with outstanding advantages to exploit opportunities for children's experiences 11 coordination and support skills have the lowest score (1,14), followed by assessment skills (1,21); The highest score is task acquisition skills (1,51) 2.2.2.3 General assessment of the situation and causes * Evaluate - Teachers know the importance of teaching cooperative skills, point out some component skills and its manifestations However, teachers not understand correctly and fully about cooperative skills, so the training of such skills for children is not specific and regular - Survey results on cooperative skills of children aged 4-5 years in some kindergartens in Ha Tinh show that their cooperative skills are still low Among the components of cooperative skills of learning skills, the collaboration, support and evaluation skills in children are still limited The group activities of children are mainly playing/learning side-by-side, and the basic manifestations of a collaborative working process such as defining common goals, assigning tasks, providing support are still lacking and not often * Reasons Education of cooperation skills for children aged 4-5 in preschool has achieved results below average, some children have not had experience with cooperating with or have but are limited This result is influenced by the following reasons: - Cooperation skills are social skills, requiring children to have an environment to build habits and practice, although at the age of 4-5 years, the children have favorable conditions to be able to form cooperation skills, but if the children are not playing regularly and cooperating with their friends, these skills in children are low - Most teachers have recognized the role, purpose, form, manifestation of cooperation skills education for children 4-5 years old but the identification of the nature of cooperation skills, some content, key criteria and the diversity of parts use are still limited - The formation of an environment stimulating the children to coordinate with their friends has not been paid much attention and the content of cooperation skill education activities for children is not really rich and creative, etc - There is almost no literature on cooperation skill education for children, which requires teachers to be flexible in developing concrete plans for cooperation skill education for children by maximizing opportunities for children to participate in groups in all preschool activities CONCLUSION OF CHAPTER The preschool program in general and the education of children aged 4-5 in particular have paid attention to the formation and development of cooperative skills for children The goals and contents of the program for chil dren aged 4-5 have mentioned some skills and attitudes to teach the children in the cooperation process such as coordination skills, assessment, friendliness, caring for their 12 friends… The form and method of organizing activities for children are diverse but general in nature for the education of all fields A survey of cognitive status and cooperative skill education for 4-5 years old showed that most teachers identified the importance of cooperation skills education for 4-5 years old children But many teachers not fully understand the concept, the nature of the cooperative skill, and not focus on the measures and forms of organizing group activities to educate cooperative skill through the exploitation of children's opportunities to coordinate with friends Mainly teachers stop at grafting, division of tasks, encouraging children to perform; the focus on the compositional skills as well as the ways and processes to educate cooperative skill for 4-5 years old children is limited Cooperation skills of children aged 4-5 years are not commensurate with the needs and abilities of children, mainly at the level of lack of cooperation and cooperation skills, compositional skills (skills for taking on tasks, coordination experience, emotional control skills, evaluation skills) has many limitations, especially weak coordination and evaluation skills Some basic reasons leading to the limited situation of children's cooperation skills are: the environment has not really stimulated children to cooperate, has not taken advantage of activities at preschool to create opportunities for children to work together, teachers are limited in their role of being arouser, supporting children's ideas Therefore, it is necessary to take measures to maximize the children's cooperation opportunities in dominant activities, combined with guiding children to know how to effectively solve the coordination tasks with their friends, create an engaging environment that is "inviting" and "enticing" children to join naturally with their friends, in accordance with their wishes CHAPTER 3: MEASURES TO EDUCATE COOPERATION SKILLS FOR 4-5 YEARS OLD CHILDREN AT PRESCHOOLS 3.1 Principles for determining measures to educate cooperation skills for 4-5 years old children in preschool: Ensuring the achievement of the goal of developing capacity of preschoolers, exploiting advantages of activities in preschool to stimulate cooperation needs and practicing children's cooperation skills, ensuring that this is consistent with the education of cooperation skills and characteristics of preschoolers aged 4-5 years old 3.2 Measures to educate cooperation skills for 4-5 years old children in preschool 3.2.1 Measure 1: Building an educational environment that stimulates the need on working together of 4-5 years old children 3.2.1.1 Purposes: Generating the desire to work with friends; ensuring favorable conditions for children to work in groups; developing affection, creating an atmosphere of solidarity and mutual trust between children 3.2.1.2 Significance: Building an appropriate educational environment, creating factors generating the need to play together, helping children satisfy their desire to 13 participate in group activities and gradually realize the need of sharing and mutual support in various situations of life 3.2.1.3 Contents and implementation methods a) Step 1: Identifying areas of group activities and creating appropriate spaces for activities in small groups Identifying activity areas and designing createive and appropriate spaces for children in order to create the most opportunities for children to work in a group, satisfy the need of playing with friends in 4-5 years old children, establish social skills, especially cooperation skills and develop the indepdence, sense of initiative and love for creative activities with friends in children b) Step 2: Selecting supplies, toys and arranging them appropriately and conveniently for children in small groups (3-5 children) Supplies and toys are attractive means to stimulate children to participate in activities With the form of playing in group, not only the game rules and contents promote the interaction between members but factors from the specific physical environment which are materials, equipment, supplies and toys also affect the coordination and mutual support within the group c) Step 3: Guiding children to develop regulations on cooperation behaviors for them in activity areas In order for children to be comfortable, confident to express their needs and desires, especially to be interested in activities together with their friends, teachers need to consider children as subjects of the educational process to create every opportunity for them to be proactive, independent and positive Believing in their own abilities is the basis for children to express their opinions and and perform actions to express themselves Therefore, it is advisable to encourage children to build rules about attitudes and behaviors at playing corners to make children better aware of allowed limits or unallowed things 3.2.2 Measure 2: Using various activities at preschool to practice cooperation skills for 4-5 years old children With all activities at preschool, teachers can exploit a large number of opportunities to educate cooperation skills for children Playing and working are two activities that have advantages in creating the form of group interaction and a very natural environment for children to easily express their need to play and coordinate with friends, from which cooperation skills are formed and developed 3.2.2.1 Purposes: Creating opportunities for children to experience activities organized in groups from easy to difficult; helping children easily imagine and have the ability to implement coordination ways; prepareing necessary conditions for children to be proactive to effectively participate in group activities at preschools 3.2.2.2 Significance: Children at 4-5 years old like to work together but not know how to coordinate among members so conflicts often occur and they not carry out the task to the end This situation not only affects the overall performance but also makes the relationship between children in the group of friends worse Making the most of children's group interaction opportunities from attractive activities that are appropriate to children’s ability will help them better visulize how to solve problems when the group undertakes a common task As a result, children 14 will be more active in choosing tasks, assigning and conducting them effectively 3.2.2.3 Contentsand implementation methods:In order to implement this measure, it is necessary to focus on the following contents: - Identifying activities with advantages in training cooperation skills for 4-5 years old children - Organizing activities to help children understand cooperation ways through practical experience - Creating conditions to ensure the organization of activities in children group is effective a) Step 1: Selecting and designing activities appropriate to children’s cooperation ways from easy to difficult Activities at preschool are diverse, in which playing and working open up a large number of opportunities for children to easily interact with each other Teachers need to select activities appropriate for 4-5 years old children and have diverse coordination methods such as: Cooperating with individuals in group, coordinating alternately and interacting face to face with the whole group, to help children solve tasks flexibly and effectively b) Step 2: Organizing activities to practice cooperation skills for 4-5 years old children With selected and built activities, teachers need to give specific instructions to help children step by step visualize and implement ways to coordinate together As a result, children will know how to flexibly apply these skills to daily life and they will be motivated to participate in more challenging tasks 3.2.3 Measure 3: Encouraging children to use cooperation experience in their daily activities at preschool The real life has various situations that children have to encounter and solve, which requires children to be able to decide how to operate and conduct effectively Therefore, their cooperation skills are practiced and developed 3.2.3.1 Purposes: Helping children proactively perform activities together according to their needs and interests; creating many opportunities to practice cooperation skills acquired through experiences with different ways of cooperation; building a close relationship between children during activities; forming the ability to self-solve problems in their lives 3.2.3.2 Significance: In daily activities, many problems arise and children need to proactively solve problems they encounter Children at 4-5 years old have gradually become more aware in activities and they want to assert themselves Teachers need to take the most advantages from opportunities for children to join together in small groups and help them see the work effectiveness if they cooperate with each other; encouraging children to proactively seek group activities and apply their experiences about collaboration ways, helping them develop their cooperation skills better 3.2.3.3 Contents and implementation methods - Assigning tasks and encouraging children to flexibly apply cooperation ways in accordance with the content of activities - Encouraging children to choose tasks appropriate to their interests and abilities - Practicing cooperation skills for children at anytime and anywhere 15 * Step 1: Assigning tasks and suggesting children to choose, flexiblly use cooperation ways in accordance with the task to be performed Teachers build tasks with a longer implementation time for children, in the form of “Group project” Each group has the coordination with each other and results of those tasks will more fully reflect the cooperation skills of each child in their relationship with friends Activities given by teachers must have a gradual increase in difficulty, requiring children not only to apply a specific cooperation but also to have flexible changes in accordance with the activity requirements * Step 2: Encouraging children to choose and perform tasks according to their interests Teachers talk to children and encourage them to come up with ideas and tasks that they are interested in and care about in their daily lives Teachers can give more suggestions for close activities that the group can develop in acccordance with the project, take interest in issues such as: celebrating public holidays, daily cleaning activities on duty, taking care of plants; role-playing games, creative games, etc Letting children learn how to perform tasks and present their plans; practicing evaluation skills for children, etc * Step 3: Training coopeation skills for children at anytime and anywhere Activities in daily life at preschool are close and repeated activities, teachers can exploit tasks anytime, anywhere, which is very convenient to form and practice cooperation skills for children Teachers can take advantage of the pick-up and dropoff times to quickly talk about their impressions related to the cooperation with their friends and people around them so that children can feel the attention of people when they have positive behaviors Strengthening daily tasks to establish a habit for children and regularly maintaining group activities; paying attention to arrange time for children to practice cooperation skills in activities that they still feel embarrassing Strengthening activities of assessment on children and in different forms, etc 3.3.4 Relationship among measures Measures to educate cooperation skills for children 4-5 years old: “Building an educational environment that stimulates the need on working together of 4-5 years old children”, “Using various activities at preschool to practice cooperation skills for 4-5 years old children”, “Encouraging children to use cooperation experience in their daily activities at preschool” have a close relationship, interact with each other in a sequence from easy to difficult and progressively increase the experience as well as the accumulation of children's perceptions, actions and attitudes CONCLUSION OF CHAPTER Based on the results of theoretical and practical research, the topic has identified the principles of cooperation skills education for 4-5 years-old children: ensuring the achievement of the goal of developing preschooler capacity; taking advantage of activities in preschool to stimulate the needs of children's cooperation; ensuring suitability with the development of cooperation skills and characteristics of children 4-5 years old These principles will guide the proposed 16 measures to educate cooperation skills for children as well as control the implementation of practical methods The topic has developed measures to educate cooperation skills for children 4-5 years old in preschool which are: “Building an educational environment that stimulates the need on working together of 4-5 years old children”, “Using various activities at preschool to practice cooperation skills for 4-5 years old children”, “Encouraging children to use cooperation experience in their daily activities at preschool” Stimulating the need to play together will help children have the mind, desire to cooperate with their friends, which limits possible conflicts, create conditions for children to actively participate in activities and experience different forms of cooperation Suggested measures to educate cooperation skills for children 4-5 years old have a close relationship, assisting each other to ensure effective use of these methods in education of children These measures are implemented in the direction of enhancing experience for children, through which children can learn how to combine from easy to difficult level to suit the ability at their age, ensuring that the child can gradually apply cooperation skills in their actual life, create conditions for children to be ready and confident to effectively participate in activities together CHAPTER4 PRACTICAL EXPERIMENT 4.1 Overview of the experimental process 4.1.1 Experimental purpose Experimental purpose is to test the effectiveness and feasibility of measures to educate cooperation skills for children 4-5 years old in preschool 4.1.2 Experimental content The experiment takes place in a sequence starting with the construction of an educational environment that stimulates the need on working together of children to the use of dominant activities at preschool to practice cooperation skills for 4-5 years old children and finally encouraging children to flexibly apply cooperation skills to their daily activities at preschool Activities applied according to measures proposed in chapter are organized flexibly on the basis of respecting the teaching plan under topics assigned by the preschool After the training, teachers designed the teaching content in a way that takes full advantage of opportunities to effectively educate cooperation skills for children 4.1.3 Object, time and place of experiment The experiment was conducted in two preschools in Ha Tinh city (120 children, 60 of whom were urban area and 60 children were in the suburban area) The experimental group consisted of 60 children; each of preschool includes 30 children The control group consisted of 60 children; each of preschool includes 30 children The experiment was conducted from November 2016 to June 2017 4.1.4 Experimental process 17 Selecting the experimental and control samples equally for the number and level of co-operative skill education of the children in the two preschools, training the teachers on the necessary rationale, activities and procedures in the preschool's condition Measuring the pre-test and experimental output of cooperation skills of 45-years-old in control and experimental groups using the measurement exercises Organizing the implementation of experimental content for the experimental class The control class performs according to the current program content 4.1.5 Method for evaluating experimental results We conducted before and after the experiment (120 children aged 4-5 years old in urban and suburban preschools) with exercises and using the survey questionnaire, assessed by criteria, measure scale 4.2 Experimental result 4.2.1 Cooperation skills of 4-5 years old children before the experiment (according to criteria) Table 4.1: Cooperation skills of children in control class and experimental class before the experiment (according to criteria) Class Criteria Criteria Criteria Criteria Criteria ∑Criteria 1.53 1.29 1.22 1.11 Experimental 5.15 1.50 1.09 1.32 1.13 Control 5.04 Diagram 4.1: Cooperation skills of children in control class and experimental class before the experiment Prior to the experiment, the compositional skills of cooperation skills of the children in the two experimental and control groups were similar and mainly at the level of “Not having cooperation skills yet” Skills to receive tasks and emotional control skills of children are better than coordination skills and assessment skils Teachers have paid attention to the children's skills education, but with cooperation 18 skills mainly stopping at organizing group activities in such a way that: grouping children for activities but does not pay attention to factors such as: Do children know how to negotiate, exchange or not? How children coordinate tasks? Are children happy to play together? The method, form of education is not flexible, not taking advantage of many opportunities for children to join the group, 4.2.2 Cooperation skills of 4-5 year-old children in control class and experimental class after the experiment Table 4.2: Cooperation skills of children in control class and experimental class before the experiment (according to criteria) Class Criteria Criteria Criteria Criteria Criteria ∑ Criteria 2.28 1.98 1.79 1.56 Experimental 7.61 1.62 1.25 1.48 1.35 Control 5.70 0.66 0.73 0.31 0.21 1.91 Difference Diagram 4.2: Children’s cooperation skills after experiment - Considering the criteria, scores of children in the experimental and control groups have clear differences Among four compositional skills of cooperation skills, the two most changed skills are: coordination skills and task-reception skills Cooperation skills of children in the experimental group are significantly higher than those in the control group Thus, after the experiment, cooperation skills of children have shown positive changes in each compositional skill - Concerning cooperation skills of the children, pre-experimental, the control and experimental groups had a low difference (0.11), which means that the average scores of the two groups were similar But after experiment, the experimental group had a clear change; the score was much higher than the control group (difference 1.91 points) - As for the composition skills of cooperation skills, the four skills of the control class have the same level of before, after experiment and the equivalent of the 19 experimental pre-experiment class After experiment, composition skills of the experimental group were significantly different from those of the control group The most significant change was the task-reception skill (difference 0.66) because 4-5years old children can quickly grasp the teacher's guidance on how to assign tasks, negotiate with each other as well as take the initiative to their own liking The next clear distinction is the coordination skill (difference point is 0.73) Children have figured out the steps in the ways of working from easy to difficult and more closely adhering to the task of the individual Emotional control skills (difference point is 0.31), group activity stimulated the children' interest in mutual support, overcoming challenges in the task, children are more censure; the conflict is limited, etc After the experiment, the selfassessment skill has changed but not high compared to other skills (difference point is 0.21) This skill requires more time as 4-5-year-olds are still influenced by sensory perceptions, so they often judge friends by their own feelings In addition, children are confused when going into detailed comments Hence, through the analysis on experimental results, cooperation skills of children at the experimental group is obviously higher than that at the control group in terms of compositional skills and overall skills (cooperation skills) Table 4.3 Cooperation skills of children at control and experimental classes after the experiment (according to levels) Group Level Good cooperation Having Not having skills cooperation skills cooperation skills yet Quantity Ratio Quantity Ratio Quantity Ratio Experimental 20 33.33% 29 48.33% 11 18.33% Control 5% 19 31.67% 38 68.33% Diagram 4.3 Cooperation skills of children at control and experimental classes after the experiment (according to levels) 20 Through Table 4.6 and Diagram 4.5, it can be seen that: Experimental group has a much better cooperation skills than the control group, which is shown through the fact that the number and percentage of children with good cooperation skills and having cooperation skills is mainly in the experimental group, while the majority in the control group are children not having cooperation skills yet Particularly, the number of children with a good cooperation skills in the experimental group are 20, accounting for 33.33%, whereas that number in the control group is 3, accounting for 5%; there are 29 children in experimental group having cooperation skills, making up 48.33%, while the control group has 29 children having cooperation skills, accounting for 31.67%; The number of children not having cooperation skills in the experimental group is only 11 and accounts for 18.33%, while that criteria in the control group is 38 and occupies 68.33% In order to seee the difference of the control group before and after the experiment, we conducted the values to compare Results are presented as follows: Table 4.4 Comparison on cooperation skills of 4-5 years old children in experimental class, before and after the experiment Time Criteria Criteria Criteria Criteria Criteria ∑ Criteria Before the 1.53 1.29 1.22 1.11 5.15 experiment After the 2.28 1.98 1.79 1.56 7.61 experiment Difference 0.75 0.69 0.57 0.45 2.46 It can be shown from Table 4.4 that: - There is a clear change between cooperation skills of children in experimental class before and after the experiment: The total points of criteria before the experiment was 5.15 and increased to 7.61 after experiments (difference of 2.46) The reason is: after the experiment, the majority of children achieved two levels which are “having cooperation skills” and “good cooperation skills” It can be seen that children have had more positive signs of their relationship with friends well as interactive skills in playing groups: Children bravely exchanged, dealt with friends, knew how to give their opinions, performed the proper assigned tasks and coordinated with friends Some children flexibly applied different cooperation ways depending on the task - Compositional skills of children in the cooperation process also have changes after the experiment The most obvious change is the task-perception skills For children 4-5 years old, this is not a difficult skill, but children not have many opportunities to practice so many young children are timid in the experience, afraid to express their ideas, so there is little agreement assignment in groups before the activity Coordination and support skills are those requiring children to be really active and flexible in interacting with friends After the experiment, there has been more development Emotional control skills have shown quite well, children know how to maintain a happier attitude and better 21 will to their friends Evaluation skills have changed but not much Thus, there were differences between control and experimental groups before and after the experiment, showing that methods affecting 4-5 years old children are appropriate 4.2.3 Comparison on cooperation skills of 4-5 years old children in experimental class before and after the experiment regarding area and sex Table 4.5 Cooperation skills of 4-5 years children in experimental class regarding area Criteria Area Time Criteria Criteria Criteria Criteria ∑Criteria Before experiment 1.65 1.32 1.30 1.15 5.42 Urban After experiment 2.55 2.07 1.85 1.68 8.15 Difference 0.9 0.75 0.55 0.53 2.73 Before experiment 1.42 1.07 1.27 1.42 5.18 Suburb After experiment 2.02 1.68 1.73 1.63 7.06 Difference 0.6 0.61 0.46 0.21 1.88 - Collaborative skills of children in the urban and suburb are different Before the experiment, the child in inner suburb have average score 5.42 and the child in outer suburb have average score 5.18 After the experiment, the child in inner suburb scored higher than those in the outer suburb (8.15 to 7.06) - Compositional skills of urban children were higher than those of suburban children before and after the experiment After the experiment, two skills that urban children scored higher in than those in the suburb were task-reception skills and assessment skills The urban children are more confident and active in the process of cooperation Regarding Ha Tinh's socioeconomic environment, differences in childcare investments in the urban & suburb can be seen, and the children in the urban experience a wider range of activities Table 4.6 Comparison on cooperation skills between boy and girls in experimental class before and after the experiment Criteria Sex Time Criteria Criteria Criteria Criteria ∑ Criteria Male Before exp 1.46 1.14 1.17 1.17 4.94 After exp 2.21 1.83 1.63 1.37 7.04 Female Before exp 1.64 1.26 1.44 1.44 5.78 After exp 2.38 2.18 2.02 1.82 8.40 Difference Male 0.18 0.12 0.27 0.27 0.84 between before and after the Female 0.17 0.35 0.39 0.45 1.36 experiment - Comparing male and female children, we found that there was a difference in the control and experimental groups Girls have a higher prevalence than boys in the four compositional skills of cooperation skills After applying methods, in the experimental 22 group, cooperative skills of girls were significantly higher than those of the boys (average score of male children is 7.04; average score of female children is 8.40) In conclusion, after experiment, cooperation skills of children in the experimental group were significantly improved and there was a positive change in the compositional skills; the control group was higher than before experiment but negligible This shows that the effectiveness of measures affecting 4-5years old children is appropriate and teachers need to continue to create new, diverse experiences for the children in group activities to forge cooperation skills on a regular basis * To test the differences of the control, experimental class before and after experiments, we analyze the values as well as test the results - There were no significant differences in control groups before and after the experiment: the mean score of children in the pre-experimental control group was 5.04 and the post-experimental score was 5.77; About Mode, the most prevalent point of the control class before and after the experiment is mainly point The coefficient of variation, (CV) of the control class after experiment is higher than before experiment - There was a large difference in the pre-experimental and post-experimental experiment classes: the mean score of children in post-experimental experiment class was higher than pre-experimental experiment class (before experiment 5.15, after experiment 7.61) Mode: The most prevalent point of the pre-experimental experiment class is mainly point 1, but after experiment, the score of two coordination skills and emotional control are increased to The coefficient of variation (CV) of post-experimental experiment class is lower than pre-experimental experiment class This shows that the post-experimental experiment class is more stable than pre-experimental experiment class - For the actual testing the differences between the experimental group and the control group, we tested the equality of the two variances and looked at the t test results Before experiment, the Sig value in the test t = 0.066> 0.05, indicating no significant difference in the mean of cooperation skills between the experimental and control groups After experiment, the Sig value in the t-test was 0.001