Giáo dục tính tự lập cho trẻ mẫu giáo 3 4 tuổi thông qua chế độ sinh hoạt hàng ngày ở trường mầm non tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION LE THI HUYEN EDUCATING SELF-RELIANCE FOR CHILDREN AT THE AGES OF 3-4 THROUGH DAILY ACTIVITIES IN THE KINDERGARTEN Major: Education (Preschool education) Code: 9.14.01.01 SUMMARY OF PHD DISSERTATION HANOI - 2020 This dissertation has been carried out at Hanoi National University of Education Supervisor: Assoc Prof Dr Nguyen Thi Hoa Reviewer 1: Prof Phan Van Kha The VietNam Institute of Educational Sciences Reviewer 2: Assoc Prof Pho Duc Hoa HaNoi National University of Educatoin Reviewer 3: Assoc Prof Nguyen Thi Ha Lan Hong Duc University The thesis will be defended at the Board of Examiners of Hanoi National University of Education At time day month year 2020 This thesis is publicly available at: National Library of Vietnam, Hanoi Or Library of Hanoi National University of Education INTRODUCTION Rationale Self-reliance is an important quality of personality In early childhood education, educating self-reliance for children is a top goal, in order to meet the core competence in education nowadays which is autonomy and demands for children in modern society More specifically, for 3-4 year-old children, there has been the need for selfreliance which they want to prove themselves by "practicing to be an adult", desire to it themselves, and handle the same tasks as adults without the help from adults Therefore, this is an opportunity to educate self-reliance for children Approach towards daily routines is an effective means in educating self-reliance for children Children can have chance to take part in a lot of meaningful activities which are suitable with children’s real lives Through daily activities, children are created great environment to develop their self-reliance In fact, educating self-reliance for children has been applied in families and kindergartens However, through real surveys, this educating method at the kindergartens still has limitations which need to be implemented and adapted to be able to get success From theoretical and practical basis, the title “Educating self-reliance for 3-4 year-old children through daily activities at the kindergarten” is chosen to research Research aims On the basis of theoretical and practical research on educating selfreliance for 3-4 year-old children through daily routines at the kindergarten, the thesis offers some solutions in educating children in order to increase the results of educating self-reliance for 3-4 year-old children Research subject and object 3.1 Research subject The educational measures on self-reliance for 3-4 year-old children through daily activities at the kindergarten 3.2 Research object The processes of educating self-reliance for 3-4 year-old children through daily activities at the kindergarten Scientific hypothesis The children at the ages of 3-4 have the demands of doing something by themselves in daily activities Teaching approach focuses on stimulating the children to show off their needs which they want to by themselves and create chances for them to participate in activities which encourage children’s self-awareness, Research requirements 5.1 Researching the theoretical basis on educating self-reliance for 3-4 year-old children through daily routines at the kindergarten 5.2 Investigating and assessing the reality of educating self-reliance for 3-4 year-old children through daily routines in some kindergartens in Thanh Hoa city 5.3 Suggesting and experimenting some educational measures on self-reliance for 3-4 year-old children through daily activities at the kindergarten The scope of research 6.1 With research contents Research on educational measures on self-reliance for 3-4 year-old children through daily activities at the kindergarten 6.2 With research object - 80 pre-school teachers teaching for 3-4 year-old children - 120 children (from 3-4 years old) - 120 parents (who are parents of children participating in the survey) 6.3 With research area The thesis focuses on researching in kindergartens in Thanh Hoa city (practice kindergarten of Hong Duc university, Quang Tam kindergarten, Lam Son kindergarten, An Hoach kindergarten, Dong Tho kindergarten, Truong Thi A kindergarten, Truong Thi B kindergarten, Ngoc Trao kindergarten) Approaching perspectives and research methodology 7.1 Approaching perspectives Activity approach, integration approach, system approach, development approach, individualization approach 7.2 Research methodology Group of theoretical research methods, group of practical research methods, group of data processing methods Theoretical points defensed 8.1 Pre-school children at the ages of 3-4 have the needs of selfreliance They themselves can some work in daily life under the guidance of the adults when necessary 8.2 3-4 year-old children’s self-reliance is formed and developed when they are active and usually have chances to things by themselves in daily routines 8.3 Daily routines at kindergarten are suitable means to educate selfreliance for children at the ages of 3-4 Teachers apply daily routines in teaching via the orientation of promoting the advantages of each activity (eating, sleeping, playing, studying, working, doing personal hygiene,…) which stimulate children to show their needs and desires to it by themselves Besides, this may create opportunities for children to practice and experience things surround them New contributions of the thesis 9.1 Enriching the theory of independent education for children aged to years through daily routines at preschool 9.2 Suggesting some educational measures on self-reliance for 3-4 yearold children through daily activities in some kindergartens in Thanh Hoa City 9.3 Building the subject "Educating self-reliance for 3-4 year-old children through daily activities in some kindergartens " for students specialized in preschool education Using as a reference for preschool teachers and parents in the educational process of educating self-reliance for 3-4 year-old children 10 Structure of the thesis In addition to the Introduction, Conclusions and Recommendations, the study content consists of chapters: Chapter 1: Overview and theoretical basis of educating self-reliance for 3-4 year-old children through daily activities in some kindergartens Chapter 2: Current situation of educating self-reliance for 3-4 year-old children through daily activities in some kindergartens in Thanh Hoa City Chapter 3: Measures on educating self-reliance for 3-4 year-old children through daily activities in some kindergartens and experimental measures Conclusion and suggestions CHAPTER OVERVIEW AND THEORETICAL BASIS OF EDUCATING SELFRELIANCE FOR 3-4 YEAR-OLD CHILDREN THROUGH DAILY ACTIVITIES IN SOME KINDERGARTENS 1.1 OVERVIEW 1.1.1 Research on children’s self-reliance Educating self-reliance for children through daily routines was researched by the scientists in the world in general and those in Vietnam in specific They carried out their study via some different directions: 1.1.1.1 Research on the nature of children’s self-reliance The researchers: E M .Stepanov, A.M.Zhirikov, S Teplyuk, L V Marantseva, K.P Kuzovkova, G.G Alekseeva, Nguyễn Hồng Thuận….considered self-reliance as a quality of personality The researchers: S.L Rubinshtein,Yuri Serov, E M Stepanova, N.N Bukina considered self-reliance as an active status of each person The researchers: L.A Porebska, A.M Markidonova, G.N Godina, E.O Smirnova considered self-reliance as a working ability of each person 1.1.1.2 Research on the formation and development of children’s selfreliance N Frenck, Yuri Serov, S.N.Teplyuk, A.A Lyublinskaya, Nguyen Hong Thuan, Nguyen Anh Tuyet, … show that children’s self-reliance is formed right from the age of pre-school and developed through selfawareness of themselves and demands to it by themselves L.A Porebska, Yuri Serov, A.A Lyublinskaya, suppose that selfreliance is formed through each period of time with gradually complicated expressions At first, children imitate adults’ actions and then act in their own ways with their creativeness 1.1.1.3 Research on the psychological structure of children’s selfreliance The psychological structure of children is solved by the researchers with different approaches (S.A Zvereva, G.N Godina, T.A Vlasova, I Molnar, T.S Borisova…) However, viewpoints about the psychological elements of children, including awareness, attitudes and behaviors are mentioned by many researchers 1.1.1.4 Research on factors affecting the formation and development of children’s self-reliance 1.1.2 Research on educating self-reliance for children 1.1.3 Research on educating self-reliance for children through daily routines at the kindergarten 1.1.3.1 Research on the role of daily routines in the process of educating self-reliance for children 1.1.3.2 Research on educational content of children’s self-reliance through daily routines at the kindergarten 1.1.3.3 Research on the approach daily routines as means to educating self-reliance for children at the ages of 3-4 1.2 THE BASIC CONCEPTS 1.2.1 The concept of self-reliance of children aged 3-4 years old Self-reliance is a quality of personality recognized on the basis that individuals have demands and ability to express and carry out those demands without the help from other people Besides, they may always make their efforts and themselves have responsibility for personal activities in order to achieve aims given 1.2.2 The definition of 3-4 year-old children’s self-reliance Self-reliance of 3-4 year-old children is a psychological quality which is expressed in the ability of making choices, acting and managing by themselves together with their efforts to achieve aims given 1.2.3 Concept of daily routines of children in preschool The thesis uses the concept of daily routines in accordance with the Preschool Education Program of the Ministry of Education and Training, specifically: “Living mode is the distribution of time and activities per day at a preschool in reasonable ways to meet the psychological and physiological needs of children, thereby help them to form positive attitudes, habits and life skills ” 1.2.4 The concept of educating self-reliance for children aged 3-4 through daily routines at preschool Educating self- reliance for children at the ages of - through daily routines is a process that has the interaction between the educators and children through organizing daily activities in teaching in order to form and develop self- reliance for children 1.3 SELF-RELIANCE OF KINDERGARTEN AT 3-4 YEAST AT KINDERGARTEN SCHOOLS 1.3.1 The role of self-reliance towards the personal development of children aged 3-4 years old 1.3.2 the psychological structure of 3-4 year-old children’s selfreliance 1.3.3 Some developmental characteristics of 3-4 year-old children related to the formation and development of self-reliance 1.3.4 The formation and development of 3-4 year-old children’s reliance 1.3.5 The expressions of 3-4 year-old children’s self-reliance 1.4 SOME ISSUES OF SELF – RELIANCE EDUCATION FOR CHILDREN 3-4 OLD THROGH DAILY ROUTINES AT PRESCHOOL SCHOOL 1.4.1 Daily routines of children at preschool 1.4.1.1 The role of the daily routines in educating self-reliance for children aged 3-4 years old 1.4.1.2 The content of daily routines for children aged 3-4 years old in preschool 1.4.2 Educating self-reliance for children aged 3-4 years old through daily routines at preschool 1.4.2.1 The objective of educating self-reliance for children from to years old through the daily activities at preschool 1.4.2.2 The content of educating self-reliance for children aged 34 through daily activities at preschool 1.4.2.3 Methods of educating children's self-reliance through daily activities in preschool 1.4.2.4 Measures to educate self-reliance for children aged 3-4 years old through daily routines at preschool Measures to educate self-reliance for children aged 3-4 years old through daily routines at preschool is the specific approach that teachers apply into teaching in order to educate self-reliance for children 1.4.2.5 The Form of educating sef-reliance for children aged to years old through daily routines in preschools 1.4.2.6 Evaluating the results of educating self-reliance for children at the ages of 3-4 through daily routines at preschool 1.4.3 The factors affecting the education of self-reliance for 3-4 year-old children (Children themselves, their family, the kindergarten) CONCLUSION OF CHAPTER 1 Self-reliance is the ability of a child to make his own choices, take actions, and manipulate his own efforts to achieve the goals Daily routines in preschool are considered as a means of educating self-reliance for children in general and children aged 3-4 years old in particular The teacher organizes daily activities in the class in order to fully exploit the advantages of each daily activity, thereby educating selfreliance for children aged 3-4 years old Education of self-reliance for children 3-4 years old through daily activities is actually the process of teachers organizing daily activities to educate self-reliance for children 3-4 years old Children are self-employed and self-participated in daily activities They can self-express all needs, practice, experience in specific activities and situations, thereby form and develop their self-reliance Measures educating self-reliance for children aged - years old are specific approaches which teachers apply in the process of organizing daily activities to educate children’s self-reliance The measures help teachers have favorable conditions to promote children's personal factors, minimize the help of teachers, promote all potentials of individuals, contribute to improve results of educating self-reliance for children aged 34 years old CHAPTER CURRENT SITUATION OF EDUCATING SELF-RELIANCE FOR CHILDREN AGED - YEARS OLD THROUGH DAILY ROUTINES AT KINDERGARTEN 2.1 ORGANIZATION OF SURVEY 2.1.1 Survey purpose The survey aims to find out the reality of educating self-reliance for children at the ages of 3-4 in kindergarten and then to suggest suitable measures to improve the results of educating self-reliance for children aged 3-4 years old 11 appendix 3) and through daily routines (appendix 4) by: + Using exercises to create situations which children can join, teachers observe and base on the criteria to determine scores for each criterion and determine average scores of criteria for each situation or each task + Combining observing, filming children’s activities, making conversations, taking notes about the expressions of children’s self-reliance through daily routines at kindergarten (appendix 4) + Analyzing videos in the process that children something in order to be able to get qualitative feedbacks and support quantitative analysis more effectively + Analyzing and combining qualitative approach and quantitative one to determine the levels obtained from each criterion 2.2 SURVEY RESULTS 2.2.1 The reality of educating self-reliance for children aged 3-4 years old through daily activities in some kindergartens in Thanh Hoa City 2.2.1.1 The reslity of the teacher • The reality of teacher's awareness towards the need of educating self-reliance for children aged 3-4 years old Survey results show that most of teachers are aware that educating selfreliance for children is essential There are just a few teachers who still wonder, hesitate and not determine whether educating self-reliance for children is needed or not • Real situation of content of educating self-reliance for children from to years old which teachers apply into the class through daily activities Results show that most of teachers have good awareness of the contents which are needed to use to educate self-reliance for children However, in fact, in terms of organizing plans applying daily routines in 12 teaching, teachers not well in determining the contents of educating self-reliance for children in order to integrate into daily routines The situation of teachers using methods educating self-reliance for children aged 3-4 years old in preschool Through survey results and real observations, teachers try to use different educating approaches but not for the purposes of educating selfreliance for children Real situation of using forms of educating self-reliance for children aged 3-4 years old through daily routines at kindergarten Survey results show that most of teachers believe that they use teaching approaches such as: through eating, playing and sleeping activities; outdoor activities; to educate self-reliance for children However, though real observations, teachers not exploit the advantages of each activity for the purpose of educating self-reliance for 3-4 year-old children Real situation using measures to educate self-reliance for children aged 3-4 years old through daily routines at kindergarten Questionnaire results show that teachers use some measures to educate self-reliance for children However, through real observations, teachers not care much about measures of educating self-reliance for children Resl situation of assessing the results of independent education for preschoolers aged 3-4 years through daily activities at preschool Real situation of Teacher’s awareness of the difficulties in educating self-reliance for children at the ages of 3-4 through daily routines at preschool 2.2.1.2 The reality of parent awareness about suitable age starting to educate self-reliance for children  The reality of parents' awareness about suitable age starting to educate self-reliance for children  Real situation of the combination between parents and teachers in 13 educating self-reliance for children aged 3-4 years old 2.2.2 The reality of Factors affecting education of 3-4 year-old children’s self-reliance 2.2.3 Real situation of 3-4 year-old children’s self-reliance through daily routines in some kindergartens in Thanh Hoa City Table 2.10 Real situation of 3-4 year-old children’s self-reliance at kindergartens through criteria Criteria TC1 TC2 TC3 Total/3TC High No 5 % 4.2 4.2 2.5 Level (n =120) Medium No % 57 47.5 53 44.2 49 40.9 59 49.2 Low No 58 62 68 55 % 48.3 51.6 56.6 45.8 Based on table 2.10, children’s self-reliance is expressed with limited levels There are per cent of children with high level while medium level account for 49.2 per cent and low level is just 45.8 per cent Children’s self-reliance mainly expresses at low and medium levels CONCLUSION OF CHAPTER Most of teachers and parents have good awareness of necessity in educating self-reliance for children at the ages of 3-4 Survey results in some kindergartens show that several teachers apply and organize different activities to educating self-reliance for children However, some teachers not care much about the plan and approaches to integrate education of self-reliance in teaching for children Applications of educating measures on self-reliance for children at the ages of 3-4 through daily routines not obtain effectiveness Some teachers use teaching approaches towards educating self-reliance However, these applications are not efficient and synchronized Therefore, the results obtained are not good In fact, the levels that children express their self-reliance are just 14 low or medium Some children just express their self-reliance through some behaviors, not through attitudes and inner awareness Most of children depend on the guidance and helps from teachers when doing something When educating self-reliance for children at the ages of 3-4, there are still disadvantages of school facilities which are not suitable with educating self-reliance for children at the ages of 3-4 Moreover, the number of children in the class is very big This causes difficulty in choosing methods in educating self-reliance for children CHAPTER MEASURES EDUCATING SELF-RELIANCE FOR CHILDREN AGED - YEARS OLD THROUGH DAILY ROUTINES AT KINDERGARTEN 3.1 MEASURES 3.1.1 Principles of suggesting measures to educate self-reliance for children aged 3-4 through daily activities at preschool 3.1.1.1 Ensuring the goal of educating self-reliance for children aged 3-4 years old and contributing to the development of children's personality 3.1.1.2 Ensuring conformity with the characteristics of children aged 3-4 years old as well as the characteristics of each individual 3.1.1.3 Ensuring the purpose, content, form of organizing to apply measures systematically into daily routines for children at kindergarten 3.1.1.4 Ensuring the children’s autonomy and activeness in daily routines 3.1.1.5 Ensuring feasibility 3.1.2 Some measures to educate self-reliance for children aged 34 years old through daily routines at the preschool Measure 1: Creating convenient and safe environment to help 15 children make their own decisions, daily activities by themselves Measure 2: Designing daily activities to motivate children to something and have good emotions when doing it Measure 3: Assigning tasks with gradually increasing from easy levels to difficult levels in daily routines Measure 4: Creating regular situations that encourage children to daily activities by themselves Measure 5: Encouraging children’s confidence and pride Measure 6: Regularly combining with parents in educating selfreliance for children 3.1.3 The relationship among the methods of educating self-reliance for children aged 3-4 years old through daily activities at preschool 3.2 PEDAGOGICAL EXPERIMENT 3.2.1 Experimental purposes - Examining the effectiveness and feasibility of some measures in educating self-reliance for - year-old children through daily routines; and then proving the scientific hypothesis 3.2.2 Experimental content - The authors conducted experiments on measures used in educating self-reliance for children aged to years old through organizing daily activities in the experimental classes - The comparing class still carried out the process of caring, nurturing and educating children according to the method which the teachers was still using in organizing daily routines in current classes 3.2.3 Object, time and place of experiment - Object: + The first experiment: 30 children aged 3-4 years old participating in the experiment to explore the suitability of the measures suggested in the thesis + The second experiment: 60 children at the ages of 3-4 from kindergarten of Hong Duc university in Thanh hoa city participating in 16 experiment 30 children from white rabbit class belong to experimental group 30 children from brown squirrel class belong to comparative group - Experimental time: + Experimental exploration was conducted in September 2018 + Official experiment was conducted from November 2018 to June 2019 - Place: The authors conducted experiments at Practice preschool of Hong Duc University, Thanh Hoa City 3.2.4 Experimental process - Experiment with rounds - Selecting the sample for experiment and comparison equivalently - Conducting training classes for teachers about the purpose, content, the ways to implement the proposed measures - Conducting measuring inputs before experimenting and outputs after experimenting (in both experiments) on the level of 3-4 year-old children’s self-reliance in experimenting group and comparing group with measurement exercises (Appendix & 4) + Organizing to applying suggested methods into the experimental classes 3.2.5 Methods of evaluating experimental results 3.2.5.1 Experimental evaluation criteria Carrying out the evaluation based on the criteria and scoring scale developed in chapter 3.2.5.2 Experimental evaluation ways Experimental results are analyzed and synthesized via evaluating and raking criteria in term of qualitative and quantitative approach In term of qualitative approach: analyzing and evaluating results obtained from questionnaires, observations and videos which surveying the expression of children’s self-reliance through daily routines In term of quantitative approach: using SPSS 20.0 software with the formula: calculating formula (%), average ( X ), standard deviation, T-test, excel,… to test effectiveness of experiment (results described in appendix 13) In detail, the ways to organize survey on children before and after 17 experiments - People who survey: researcher and teachers who are trained about purposes, contents, ways to apply education of self-reliance in teaching for children - The number of children: survey carried out with groups of children at the ages of 3-4 - Each group is taught with exercises which are used to determine real situations before and after experiments (appendix 3) and combine observations through daily activities to support evaluating and analyzing results exactly (appendix 4) - Designing questionnaires with each child via criteria and specific expressions related to each score (appendix 5) - Filming videos to gather information and support the research 3.2.6 Experimental results 3.2.6.1 Analyzing the results of exploring experiment 3.2.6.2 Analyzing the results of official experiment a Results of input measurement before the experiment b Results of measurement after the experiment * Results of self-reliance expression of children in experimental group before and after experiment Table 3.8 Results of self-reliance expression of children in experimental group before and after experiment Ranking Before After High No % Medium Low No No % % 53 16.6 30 16 33 23 13 43.3 10 X  4.3 2.0 5.6 2.0 CV 0.46 0.35 18 Chart 3.5 Results of self-reliance expression of children in experimental group before and after experiment Through table 3.7 and chart 3.5, it is easy to see that: After experiment, percentage of children who get high level is 26.7%, low level decreases 30% (just 23.3%) Moreover, average score after experiment increases much in comparison with that before experiment ( X Before = 4.3, X After = 5.6) However, standard deviation before and after experiment remains the same (=2.0) Especially, variability in experimental group after experiment decreases much in comparison with experimental group before experiment (CV before = 0.426, CV after = 0.35) This shows that after experiment children develop significantly and this development expresses the same level with other children in the group Before experiment, children’s levels are just medium and low But, after experiment, children’s levels are medium and high * Results of self-reliance expressions of children in experimental group and comparative group before and after experiment 19 Table 3.9 Results of self-reliance expressions of children in experimental group and comparative group before and after experiment High Medium Low No % No % No % Befor 16.6 10 33 15 50 Group EG e After Befor CG e After 23 16.6 13 43 10 33 30 10 33 13 43 16 53 23 X  Mode CV 4.4 0.47 4.6 0.45 4.3 0.46 5.6 0.35 - After experiment, there happen significant expressions of children’s self-reliance in experimental group and comparative group: Experimental group: the percentage of children’s high level after experiment increases 26.7% while low level decreases, just 23.3% Moreover, average score after experiment is 5.6 which is much higher than that before experiment ( X before = 4.3, X after = 5.6) Standard deviation after experiment does not increase ( before = 2.0,  after= 2.0) Variability after experiment decreases in comparison with that before experiment (CV before = 0.46, CV after = 0.35) This shows that children has great development in expressing their self-reliance and educating self-reliance for children at the ages of 3-4 through daily routines brings some good results Comparative group: After experiment, the percentage of children’s high level increases 6.7% while low level decreases 6.6% Average score after experiment is higher than that before experiment but it is not high (0.2) and ( X = 4.5) Standard deviation does not decrease in comparison with that before experiment ( before= 2.1,  after = 2.1 ) Variability after experiment decreases but it is not high (CV before = 0.47, CV after = 0.45) 20 This shows that children in comparative group develop their self-reliance but this development is not the same with all children in this group c Evaluation of experimental results Table 3.12 Evaluation results of experimental group before and after experiment Paired Samples T - Test Table Paired Samples Test Paired Differences t df Sig (2Mean Std Std 95% Confidence tailed) Deviati Error Interval of the on Mean Difference Lower Upper Befor e the exper iment Pair 2.2240 1.2666 2.0971 -.43619 29 004 40606 3.119 After the exper iment Average scores of experimental group before experiment ( X before =4.3) and after ( X after = 5.6) shows that the difference of average scores after and before experiment is quite big (1.4) Moreover, T-test after experiment is Sig 0.004< 0.05 This means that the difference of average scores after and before experiment is reasonable Thus, educating self-reliance is effective to children CONCLUSION OF CHAPTER Based on theoretical research and practical surveys on educating self-reliance for children at the ages of 3-4 through daily routines, this thesis builds measures of educating self-reliance for 3-4 year-old children, including: 1) Creating convenient and safe environment to help 21 children make their own decisions, daily activities by themselves; 2) Designing daily activities to motivate children to something and have good emotions when doing it; 3) Assigning tasks with gradually increasing from easy levels to difficult levels in daily routines; 4) Creating regular situations that encourage children to daily activities by themselves; 5) Encouraging children’s confidence and pride; and 6) Regularly combining with parents in educating self-reliance for children The development of measures to educate self-reliance for children from to years old through daily routines comes from the real situations of children in some kindergartens in Thanh Hoa City Measures are suitable for the characteristics of children aged 3-4 years old These measures ensure the goals, system and development, feasibility and suitability with the characteristics of daily routines as well as the organization of daily activities in preschools The process of experimenting measures educating self-reliance for children aged 3-4 years old through daily routines is carried out within months on 80 children aged 3-4 years old at practice kindergarten of Hong Duc University, Thanh Hoa city The purpose is to adept measures in the process of organizing daily activities in kindergartens The results of the post-experimental evaluation show that the difference is significant which is compared to the results of the preexperimental evaluation It shows that the proposed measures have a positive impact on the formation and development of self-reliance among 3-4 year-old children It can be confirmed that the initial scientific hypothesis is correct; The suggested measures to educate self-reliance for children 3-4 years old through daily routines are effective for the majority of children in the experimental groups 22 CONCLUSION AND RECOMMENDATIONS General conclusion 1.1 On the basis of research, synthesis and analysis of domestic and foreign scientific work, the thesis asserts that: - Self-reliance is one of the important qualities of people in general and of children aged 3-4 years old in particular It is the ability of a child to make a choice, to act on his/her own, to manipulate the effort of the child himself/herself to realize the purpose - Children 3-4 years old are in the period which is having great changes in psychology and have expression of self-reliance Education has a great influence on the formation and development of self-reliance characteristic of children aged 3-4 years old - Daily routines are considered as one of the very important means because of its diversity and abundance of activities in a day Through the content, methods, flexible organizational forms of daily activities, teachers bring effectiveness in educating self-reliance for children aged 3-4 years old in preschool 1.2 The results of the survey on the real situations of educating children aged - years old in daily activities in kindergartens in Thanh Hoa city show that the level of self-reliance expression of children from to years old is not high and just at low and average levels The above results are influenced by many reasons, including some of the reasons that teachers not yet know how to exploit the strengths of daily routines in creating opportunities for children to be self-employed, practiced, experienced all of their abilities, competencies in activities all of those 23 have a direct impact on the results of expressing children’s self-reliance in daily activities 1.3 On the basis of theoretical and practical research on educating self-reliance for children at the ages of 3-4 in some preschools, the thesis formulated and proposed six measures to educate self-reliance for children aged 3-4 years old through daily routines Measures were suitable to the characteristics of children aged to years old, ensured the objectives, system and development, feasibility and practicality and suited the characteristics of daily routines as well as the organization of daily activities at the preschools 1.4 Through experiments, the thesis proved that six proposed measures were really effective and feasible in pre-schools in Thanh Hoa City The measures created favorable conditions, helped children easily carry out daily activities At the same time, the methods simplified the help of teachers to encourage children to express their needs, assert themselves, it themselves, learn by themselves, try to complete their work and improve themselves 1.5 Experimental results of measures to educate self-reliance for children aged 3-4 years old through daily routines show that the expression level of self-reliance in the experimental group is higher than that before the experiment and with the compared group, and the T - test determined meaningful differences The results proved the feasibility of the proposed measures Pedagogy recommendations 2.1 For pre-school education - Compiling and supporting instructional materials, reference books 24 on educating self-reliance for children in general and children at the ages of 3-4 in specific 2.2 For Department of Education and Training - Organizing training course for preschool teachers about the knowledge of educating self-reliance for children 2.3 For Preschool Education department - Increasingly commanding towards preschools and helping them focus on educating self-reliance for children in term of planning, operating contents, operations via weeks, days and its evaluations 2.4 For preschools - Increasingly equipping much more modern facilities, especially spaces, to be easy in organizing daily activities for children in the class 2.5 For preschool teachers - Training themselves much more knowledge of educating selfreliance for children 2.6 For parents - Need to combine with teachers to make education process of calculating TL for children taking place regularly, continuously and with consistency ... 16.6 10 33 15 50 Group EG e After Befor CG e After 23 16.6 13 43 10 33 30 10 33 13 43 16 53 23 X  Mode CV 4. 4 0 .47 4. 6 0 .45 4 .3 0 .46 5.6 0 .35 - After experiment, there happen significant expressions... Table 3. 8 Results of self-reliance expression of children in experimental group before and after experiment Ranking Before After High No % Medium Low No No % % 53 16.6 30 16 33 23 13 43 . 3 10... Total/3TC High No 5 % 4. 2 4. 2 2.5 Level (n =120) Medium No % 57 47 .5 53 44 .2 49 40 .9 59 49 .2 Low No 58 62 68 55 % 48 .3 51.6 56.6 45 .8 Based on table 2.10, children’s self-reliance is expressed