Bồi dưỡng trí tuệ cảm xúc trong hoạt động nghề nghiệp cho giáo viên mầm non TT

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI NGUYỄN THỊ THANH HUYỀN BỒI DƯỠNG TRÍ TUỆ CẢM XÚC TRONG HOẠT ĐỘNG NGHỀ NGHIỆP CHO GIÁO VIÊN MẦM NON Chuyên ngành: Giáo dục Mầm non Mã số: 9.14.01.01 TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC Hà Nội - 2021 Cơng trình hồn thành tại: TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS Nguyễn Thị Như Mai TS Đinh Văn Vang Phản biện 1: PGS.TS Nguyễn Thị Tính Trường Đại học Sư phạm - Đại học Thái Nguyên Phản biện 2: PGS.TS Nguyễn Hồng Thuận Viện Khoa học Giáo dục Việt Nam Phản biện 3: PGS.TS Bùi Thị Lâm Trường Đại học Sư phạm Hà Nội Luận án bảo vệ trước Hội đồng chấm luận án cấp Trường họp Trường Đại học Sư phạm Hà Nội vào hồi … … ngày … tháng… năm… Có thể tìm hiểu luận án thư viện: - Thư viện Quốc Gia, Hà Nội - Thư viện Trường Đại học Sư phạm Hà Nội DANH MỤC CÁC CÔNG TRÌNH KHOA HỌC ĐÃ ĐƯỢC CƠNG BỐ Nguyễn Thị Thanh Huyền (2018) “Ứng dụng mơ hình trí tuệ cảm xúc John Mayer Peter Salovey để xác định yếu tố trí tuệ cảm xúc hoạt động nghề nghiệp giáo viên mầm non”, Tạp chí Giáo dục Nguyễn Thị Thanh Huyền (2018) “Trí tuệ cảm xúc yếu tố ảnh hưởng đến trí tuệ cảm xúc hoạt động nghề nghiệp giáo viên mầm non”, Tạp chí Giáo dục Xã hội Nguyễn Thị Thanh Huyền (2019) “Vai trò yếu tố ảnh hưởng đến trí tuệ cảm xúc hoạt động nghề nghiệp giáo viên mầm non”, Tạp chí Dạy Học ngày Nguyễn Thị Thanh Huyền (2019) “Bồi dưỡng trí tuệ cảm xúc giáo viên mầm non”, Kỷ yếu Hội thảo Khoa học, Trường Cao đẳng Sư phạm Trung ương Nguyễn Thị Thanh Huyền (2019) “Trí tuệ cảm xúc bồi dưỡng trí tuệ cảm xúc cho giáo viên mầm non”, Tạp chí Trường Đại học Sư phạm Hà Nội Nguyễn Thị Thanh Huyền (2020), “Tăng cường bồi dưỡng cảm xúc tích cực cho giáo viên mầm non chăm sóc giáo dục trẻ mầm non”, Tài liệu Bồi dưỡng thường xuyên cho CBQL giáo viên mầm non, Nhà xuất Giáo dục Việt Nam Nguyễn Thị Thanh Huyền (2021) “Biện pháp bồi dưỡng trí tuệ cảm xúc cho giáo viên mầm non HĐNN trường mầm non”, Tạp chí Khoa học Giáo dục Việt Nam MỞ ĐẦU Tính cấp thiết đề tài TTCX loại hình trí tuệ thể lực chủ thể vấn đề có liên quan đến CX Với lực đó, TTCX giúp người nhận biết, sử dụng kiểm soát CX thân người khác, từ giúp chủ thể giải tốt tình giao tiếp ứng xử diễn sống TTCX giáo viên mầm non có vai trị đặc biệt quan trọng, ảnh hưởng trực tiếp đến chất lượng CS - GD trẻ em Để nâng cao chất lượng đội ngũ giáo viên, Nghị Đại hội Đảng toàn quốc lần thứ XI, Chiến lược phát triển giáo dục đến năm 2020, Nghị số 29-NQ/TW Ban Chấp hành Trung ương khẳng định "Đổi bản, toàn diện giáo dục Việt Nam theo hướng chuẩn hoá, đại hoá, xã hội hóa, dân chủ hóa hội nhập quốc tế, đó, đổi chế quản lý giáo dục, phát triển đội ngũ giáo viên cán quản lý giáo dục khâu then chốt đổi mạnh mẽ mục tiêu, nội dung, phương pháp đào tạo, đào tạo lại, bồi dưỡng đánh giá kết học tập, rèn luyện nhà giáo theo yêu cầu; trọng nâng cao lực, trách nhiệm, đạo đức nghề nghiệp, tác phong tư cách đội ngũ nhà giáo” Những năm gần đây, cấp học mầm non Đảng, Nhà nước đặc biệt quan tâm Kết công tác giáo dục mầm non (GDMN) đạt thành tựu đáng kể việc phát triển quy mô, mạng lưới trường lớp, tỷ lệ huy động trẻ đến trường phổ cập GDMN cho trẻ em tuổi Tuy nhiên cịn có nhiều tường GVMN chưa biết cách thể CX tích cực với trẻ nguyên nhân do: áp lực công việc, thiếu hiểu biết nghề, thiếu tình yêu trẻ em người CS - GD trẻ, đặc biệt phải kể đến khả kiểm soát CX kém, việc làm chủ thân nhiều hạn chế… Các nhà tâm lý học khẳng định rằng, thành công sống cá nhân không trí thơng minh, học vấn cao mang lại mà cịn TTCX góp phần Trong nhiều trường hợp, TTCX giữ vai trò định GVMN người làm nhiệm vụ CS - GD trẻ em trường mầm non, nhóm trẻ, lớp mẫu giáo độc lập Vì vậy, GVMN cần có lực TTCX để nâng cao hiệu CS - GD trẻ em Xuất phát từ sở lí luận thực tiễn trên, đề tài “Bồi dưỡng trí tuệ cảm xúc cho giáo viên mầm non hoạt động nghề nghiệp” lựa chọn nghiên cứu Mục đích nghiên cứu Trên sở nghiên cứu lí luận thực tiễn bồi dưỡng lực nghề nghiệp cho GVMN, luận án đề xuất số biện pháp bồi dưỡng TTCX HĐNN cho GVMN, góp phần nâng cao chất lượng CS - GD trẻ em cho GVMN Khách thể, đối tượng nghiên cứu 3.1 Khách thể nghiên cứu: Quá trình bồi dưỡng TTCX hoạt động nghề nghiệp cho GVMN 3.2 Đối tượng nghiên cứu: Biện pháp bồi dưỡng TTCX hoạt động nghề nghiệp cho GVMN Giả thuyết khoa học TTCX HĐNN GVMN cải thiện thông qua việc bồi dưỡng tự bồi dưỡng Nếu xây dựng biện pháp bồi dưỡng TTCX tác động trực tiếp đến nhận thức, kĩ phân tích, kiểm soát bộc lộ CX, giúp GV giải tỏa áp lực, kiểm soát tốt CX thân người khác, có hành vi phù hợp với chuẩn mực văn hóa, đạo đức nghề nghiệp TTCX HĐNN GVMN nâng cao Nhiệm vụ nghiên cứu 5.1 Nghiên cứu tổng quan cơng trình nghiên cứu ngồi nước TTCX Xây dựng sở lí luận bồi dưỡng TTCX hoạt động nghề nghiệp cho GVMN 5.2 Đánh giá thực trạng mức TTCX hoạt động nghề nghiệp GVMN ảnh hưởng đến cơng tác CS - GD trẻ em 5.3 Xây dựng biện pháp bồi dưỡng TTCX hoạt động nghề nghiệp cho GVMN 5.4 Thực nghiệm sư phạm nhằm khẳng định phù hợp biện pháp bồi dưỡng TTCX hoạt động nghề nghiệp cho GVMN xây dựng Phạm vi nghiên cứu 6.1 Về nội dung nghiên cứu TTCX GVMN biểu nhiều hoạt động phong phú, đa dạng Trong luận án này, sâu nghiên cứu TTCX HĐNN GVMN xây dựng biện pháp bồi dưỡng TTCX HĐNN cho GVMN 6.2 Về khách thể địa bàn nghiên cứu * Khách thể địa bàn khảo sát thực trạng: Khảo sát 410 GVMN địa bàn Hà Nội với nội dung sau: Mức độ TTCX GVMN thông qua trắc nghiệm MSCEIT-1997; lực xử lý tình sư phạm liên quan đến cảm xúc HĐNN GVMN thông qua tập đo nghiệm; thực trạng bồi dưỡng TTCX HĐNN GVMN * Khách thể địa bàn thực nghiệm: Triển khai thực nghiệm 80 GVMN (trong có 40 GVMN trường MN cơng lập 40 GV trường MN tư thục) địa bàn TP Hà Nội Cách tiếp cận phương pháp nghiên cứu 7.1 Cách tiếp cận 7.1.1 Tiếp cận phát triển Theo quan điểm vật biện chứng, vật, tượng vận động phát triển Vì vậy, nghiên cứu biện pháp bồi dưỡng TTCX HĐNN cho GVMN nhìn nhận trình làm thay đổi nhận thức, thái độ hành vi GVMN HĐNN 7.1.2 Tiếp cận hoạt động Vận dụng lí thuyết hoạt động vào việc nghiên cứu TTCX HĐNN GVMN TTCX HĐNN biểu trình CS - GD trẻ em GVMN trường mầm non 7.1.3 Tiếp cận hệ thống Xem xét TTCX dạng trí tuệ Vì cần nghiên cứu vấn đề mối quan hệ biện chứng với dạng khác trí tuệ, với thuộc tính nhân cách 7.1.4 Tiếp cận phức hợp, liên ngành Xem xét TTCX HĐNN GVMN mối quan hệ với nhiều ngành khoa học Sử dụng thành nghiên cứu nhiều khoa học có liên quan sinh lí, tâm lí học, giáo dục học, xã hội học văn hoá,… làm sở cho việc xây dựng khung lí luận việc bồi dưỡng TTCX HĐNN cho GVMN Với bốn cách tiếp cận trên, đề tài sử dụng phương pháp cụ thể sau: 7.2 Phương pháp nghiên cứu 7.2.1 Nhóm phương pháp nghiên cứu lí luận: Thu thập tài liệu, phân tích, tổng hợp, hệ thống hóa, khái quát hóa nguồn tài liệu có liên quan; xác định hệ thống khái niệm, so sánh, đánh giá xu hướng, xây dựng khung lí thuyết, định hướng phương pháp luận, thiết kế khảo sát thực nghiệm 7.2.2 Nhóm phương pháp nghiên cứu thực tiễn: quan sát, trắc nghiệm, điều tra, vấn sâu, chuyên gia, thực nghiệm sư phạm, nghiên cứu trường hợp, xử lý số liệu Luận điểm bảo vệ 8.1 TTCX dạng trí tuệ có vai trị quan trọng sống nghề nghiệp cá nhân 8.2 TTCX có biên độ rộng thay đổi nhờ luyện tập Con người tích cực luyện tập để thay đổi TTCX mình, tạo tiền đề cho thành công sống nghề nghiệp Điều quan trọng người làm việc lĩnh vực có nhiều mối quan hệ người - người trình công tác, đặc biệt công tác CS GD trẻ em lứa tuổi MN 8.3 Việc bồi dưỡng TTCX HĐNN cho GVMN có hiệu xây dựng biện pháp bồi dưỡng tác động trực tiếp đến nhận thức, kĩ phân tích, kiểm sốt bộc lộ CX, hành vi phù hợp với chuẩn mực văn hóa, đạo đức nghề nghiệp GVMN Đóng góp luận án 9.1 Đóng góp lí luận - Làm rõ xu hướng nghiên cứu TTCX, lực thành phần TTCX, hoạt động bồi dưỡng TTCX HĐNN GVMN - Làm rõ góp phần làm phong phú sở lí luận bồi dưỡng TTCX, HĐNN GVMN; trình bồi dưỡng TTCX GVMN - Chỉ mối quan hệ yếu tố ảnh hưởng đến bồi dưỡng TTCX GVMN HĐNN góc độ nghiên cứu lí luận - Làm rõ góp phần làm phong phú lí luận biện pháp bồi dưỡng nhằm cải thiện TTCX HĐNN cho GVMN 9.2 Đóng góp thực tiễn - Chỉ trạng bồi dưỡng TTCX HĐNN GVMN; trạng biểu TTCX GVMN, mối quan hệ mức độ ảnh hưởng số yếu tố ảnh hưởng đến bồi dưỡng TTCX HĐNN GVMN vốn kinh nghiệm cơng tác, tích cực GV việc học hỏi kinh nghiệm ứng xử, giải công việc từ người giàu kinh nghiệm, kĩ lắng nghe người khác, mong muốn nâng cao hiệu CS - GD trẻ em; tính dân chủ, gương người thân, góp ý đồng nghiệp cách ứng xử, tinh thần đồn kết mơi trường làm việc - Luận án đề xuất biện pháp bồi dưỡng TTCX HĐNN cho GVMN; đề xuất số định hướng sư phạm áp dụng cho sở GDMN, sở đào tạo GVMN, góp phần nâng cao hiệu bồi dưỡng thường xuyên cho GVMN, rèn luyện nghiệp vụ sư phạm sở đào tạo GVMN - Các biện pháp kiểm chứng qua thực nghiệm sư phạm tài liệu tham khảo hữu ích cho cơng tác đào tạo, bồi dưỡng triển khai thực tế cho CBQL nói chung, cho GVMN nói riêng, cho sinh viên chuyên ngành GDMN, quan tâm tới vấn đề TTCX HĐNN GVMN Chương CƠ SỞ LÍ LUẬN VỀ BỒI DƯỠNG TRÍ TUỆ CẢM XÚC TRONG HOẠT ĐỘNG NGHỀ NGHIỆP CHO GIÁO VIÊN MẦM NON 1.1 Tổng quan nghiên cứu vấn đề 1.1.1 Tình hình nghiên cứu trí tuệ cảm xúc 1.1.1.1 Nghiên cứu trí tuệ cảm xúc TTCX hướng nghiên cứu trí tuệ nhiều nhà khoa học quan tâm năm gần Trong giai đoạn đầu, số thuật ngữ trí tuệ khác, trí tuệ xã hội, trí tuệ thành cơng, trí tuệ đa dạng … thuật ngữ TTCX nhà nghiên cứu đề cập đến dạng trí tuệ có vai trị quan trọng đời sống người 1.1.1.2 Nghiên cứu bồi dưỡng TTCX cho GV Ở nhiều quốc gia giới, nhiều chương trình nhằm nâng cao kỹ CX xã hội phát triển nhiều chương trình bồi dưỡng TTCX cung cấp cho người học khái niệm TTCX, sau hoạt động thực hành dành cho GV sinh viên người học tham gia vào tình khác hoạt động nghề nghiệp Ở đây, nội dung gồm: i) Cảm nhận CX (của thân người khác); ii) Sử dụng CX; iii) Hiểu CX; iv) Làm chủ CX 1.2 Trí tuệ cảm xúc 1.2.1 Khái niệm trí tuệ cảm xúc 1.2.1.1 Khái niệm trí tuệ Trí tuệ lực tổng thể - lực chung cá nhân để hành động có mục đích, để suy nghĩ hợp lý, để ứng phó có hiệu với mơi trường để sáng tạo mới, cải biến mơi trường cách có mục đích Trí tuệ người chịu chế ước quy định điều kiện văn hóa, lịch sử; có chức chủ yếu đảm bảo thích ứng, tác động qua lại phù hợp cá nhân với môi trường xung quanh 1.2.1.2 Khái niệm cảm xúc Chúng quan niệm: CX người trình tâm lý nảy sinh để phản ứng lại kích thích tác động có ý nghĩa chủ thể, sắc thái rung động quan sát được, phản ánh thỏa mãn hay khơng thỏa mãn nhu cầu đó, phù hợp hay không phù hợp biến cố, hoàn cảnh trạng thái bên thể với mong muốn, hứng thú, khuynh hướng, niềm tin thói quen chủ thể, tiền đề chuẩn bị cho phản ứng hành vi tương ứng để giúp chủ thể thích ứng với biến cố 1.2.1.3 Khái niệm chất trí tuệ cảm xúc a Khái niệm trí tuệ cảm xúc TTCX lực cá nhân phản ứng lại kích thích tác động có ý nghĩa chủ thể Đó lực nhận biết bày tỏ CX, hoà CX vào suy nghĩ để hiểu, suy luận CX để điều khiển, kiểm sốt CX người khác, tiền để chuẩn bị cho phản ứng hành vi tương ứng để giúp chủ thể thích ứng với sống b Bản chất trí tuệ cảm xúc TTCX cấu trúc phức hợp bao gồm nhiều lực khác liên quan đến lĩnh vực CX TTCX cấu thành bốn lực bản: lực nhận biết CX, lực sử dụng CX, lực hiểu CX lực kiểm soát CX Các lực thành phần TTCX không tồn cách tách biệt mà tồn mối quan hệ tác động qua lại lẫn 1.2.2 Cấu trúc trí tuệ cảm xúc 1.2.2.1 Cấu trúc trí tuệ cảm xúc theo mơ hình hỗn hợp 1.2.2.2 Cấu trúc trí tuệ cảm xúc theo mơ hình lực Jonh Mayer Peter Salovey Luận án sử dụng khái niệm TTCX theo cách định nghĩa J Mayer P Salovey năm 1997: “TTCX lực nhận biết, bày tỏ CX, hòa CX vào ý nghĩ, hiểu suy luận với CX, điều khiển, kiểm soát CX thân người khác” Về cấu trúc TTCX, luận án sử dụng mơ hình cấu trúc TTCX gồm bốn nhóm lực Mayer Salovey đề xuất mơ hình EI 1997 1.2.3 Vai trị trí tuệ cảm xúc - Vai trị TTCX hoạt động cá nhân: Năng lực quản lý CX giúp đưa định sáng suốt để cải thiện mối quan hệ - Vai trò TTCX hoạt động nhóm: Cá nhân có lực quản lí CX tốt thấy hài lòng với thành viên nhóm với nhóm - Vai trị TTCX cơng tác quản lí: Mối quan hệ TTCX lực quản lí, gồm nắm chuyển giao quyền quản lí, đánh giá tiềm quản lí, cấp quản lí thấp cao, ý thức quản lí - Vai trị TTCX cơng tác giáo dục :Nhờ có TTCX GV nhận dạng CX mình, người khác; thấu cảm với CX người khác trình giao lưu, giao tiếp GVMN thực nhiệm vụ nuôi dưỡng, CS-GD trẻ MN, người dẫn dắt, tạo hội cho trẻ khám phá, tích cực hoạt động, nhận biết điều mới, cầu nối trẻ với giới xung quanh Vì vậy, TTCX có vai trị ảnh hưởng lớn tới hiệu công tác tổ chức hoạt động giáo dục trường MN 1.2.4 Các phương pháp đo lường trí tuệ cảm xúc Có nhiều trắc nghiệm đo lường TTCX Để đánh giá phù hợp phép đo TTCX cần phải dựa chất khái niệm TTCX Đề tài chọn lựa vận dụng thang đo MSCEIT để xây dựng công cụ đánh giá lực TTCX GVMN trình CS - GD trẻ em, gồm: Bảng hỏi tập đo nghiệm thơng qua tình sư phạm 1.3 Hoạt động nghề nghiệp trí tuệ cảm xúc HĐNN GVMN 1.3.1 Hoạt động nghề nghiệp GV mầm non 1.3.1.1 Khái niệm nghề nghề giáo viên mầm non GVMN người làm nhiệm vụ ni dưỡng, chăm sóc giáo dục trẻ em tuổi Nhờ đào tạo, GVMN có tri thức phát triển thể chất, tâm sinh lí trẻ em phương pháp ni dưỡng, CS GD trẻ em kĩ định để thực nhiệm vụ CS - GD trẻ em tuổi, đáp ứng nhu cầu XH phát triển người xu hướng hội nhập tồn cầu hóa 1.3.1.2 Khái niệm HĐ HĐNN GV mầm non Theo Điều Luật Viên chức 2010 thì: HĐNN viên chức việc thực cơng việc nhiệm vụ có u cầu trình độ, lực, kỹ chuyên môn, nghiệp vụ đơn vị nghiệp công lập theo quy định Luật quy định khác pháp luật có liên quan Theo đó, HĐNN GVMN tác động qua lại GVMN với trẻ em, với đồng nghiệp, với phụ huynh, cộng đồng với thân q trình ni dưỡng, chăm sóc GD trẻ em tuổi theo phương pháp KH nhằm đạt mục đích GD đặt 1.3.1.3 Đặc điểm hoạt động nghề nghiệp giáo viên mầm non a Mục đích HĐNN GVMN giúp trẻ phát triển thể chất, tình cảm, trí tuệ, thẩm mỹ, hình thành yếu tố nhân cách, chuẩn bị cho trẻ vào lớp b Đối tượng HĐNN GVMN Đối tượng lao động GVMN trẻ em từ tháng đến tuổi, lứa tuổi non nớt đời người Trong trình tổ chức hoạt động CS - GD trẻ, GVMN lúc phải đóng ba vai trị xã hội: Vừa người mẹ, vừa người thầy, vừa người bạn học, chơi, hát, múa,… với trẻ c Phương tiện nghề nghiệp Hệ thống tri thức, kỹ nghề nghiệp dạng hoạt động tổ chức phù hợp với lứa tuổi trẻ em xem phương tiện lao động quan trọng GVMN; XC tình cảm, tình u thương trẻ vơ bờ bến nghề, với trẻ thiếu được; ngôn ngữ SP GVMN; đạo đức, tác phong, lối sống GVMN xem phương tiện lao động quan trọng d Môi trường làm việc Trường MN đơn vị sở cấp học GDMN Việc CS - GD trẻ trường MN mang tính chất GD gia đình, mơi trường làm việc GVMN tích hợp mơi trường sư phạm mơi trường gia đình e Sản phẩm lao động Lao động GVMN với đối tượng trẻ em tuổi, sản phẩm lao động họ nhân cách đứa trẻ GD Đó kết thực mục tiêu GD độ tuổi mục tiêu chung cấp học 1.3.1.4 Nhiệm vụ giáo viên mầm non Bảo vệ an tồn sức khoẻ, tính mạng trẻ em thời gian trẻ em trường; thực công tác CS - GD trẻ em theo chương trình GDMN; trau dồi đạo đức, giữ gìn phẩm chất, danh dự, uy tín nhà giáo; tuyên truyền phổ biến kiến thức khoa học nuôi dạy trẻ em cho cha mẹ trẻ Chủ động phối hợp với gia đình trẻ để thực mục tiêu GD trẻ em; rèn luyện sức khỏe; học tập văn hố; bồi dưỡng chun mơn nghiệp vụ để nâng cao chất lượng CS - GD trẻ em; thực nghĩa vụ công dân, quy định pháp luật ngành, quy định nhà trường, định Hiệu trưởng 1.3.2 Trí tuệ cảm xúc hoạt động nghề nghiệp GVMN 1.3.2.1 Khái niệm trí tuệ cảm xúc hoạt động nghề nghiệp GVMN Dựa quan niệm TTCX tác giả nước, đặc biệt Mayer, Salovey Caruso; dựa vào tính chất, đặc điểm HĐNN GVMN, cho rằng: TTCX HĐNN GVMN lực phản ánh CX kích thích có ý nghĩa GVMN nảy sinh HĐNN họ Đó lực nhận biết, sử dụng, hiểu kiểm soát CX mình, trẻ, đồng nghiệp bậc cha mẹ HĐNN giúp GVMN thực tốt vai trò nhiệm vụ trình CS - GD trẻ em 1.3.2.2 Biểu TTCX HĐNN GVMN (1) Nhận biết CX HĐNN: Hiểu tầm quan trọng CX suy nghĩ hành vi người; nhận biết CX thân trình CS - GD trẻ; nhận biết CX người khác (của trẻ, đồng nghiệp, ) (2) Sử dụng CX HĐNN: Biết thể CX, tình cảm thân lời nói, cử chỉ, điệu bộ; biết tạo sử dụng CX tích cực vào hoạt động ngày trường MN; biết điều chỉnh CX; biết đặt vào vị trí người (3) Hiểu CX HĐNN: Hiểu CX thường xuất trẻ; biết động viên, khích lệ; hiểu CX đồng nghiệp, phụ huynh xuất tình cụ thể trường MN; tôn trọng chấp nhận CX trẻ, hỗ trợ trẻ kiểm sốt CX; tìm hiểu ngun nhân; dự báo chiều hướng phát triển CX người khác (4) Kiểm soát, điều chỉnh CX HĐNN: Biết tự thoát khỏi CX, tiêu cực; điều khiển CX thân để không ảnh hưởng đến công việc; biết động viên, khích lệ trẻ Giúp trẻ giải tỏa cảm xúc tiêu cực phát triển CX tích; biết động viên, chia sẻ hỗ trợ đồng nghiệp, phụ huynh giải tỏa kiềm chế CX; biết tận dụng hội để đề xuất vấn đề có lợi cho q trình chăm sóc - giáo dục trẻ em 12 Table 2.1 Distribution of direct research Degree training Object Type of preschool Public schools (n = 248) Non-public schools (n = 142) Interme diate 156 77 Colleg Univer e sity 27 57 85 objects Working period From 10 to 10 years years years 99 119 50 94 39 - Indirect experimental group includes 42 administrators at 14 surveyed preschools - Survey period: From June 2018 to December 2018 2.1.3 Survey location: in 04 urban districts of Cau Giay, Bac Tu Liem, Dong Da, Hai Ba Trung, and 02 suburban districts of Ba Vi and Ung Hoa, Hanoi 2.1.4 Survey content - The status of emotional intelligence of preschool teachers in professional activities according to the MSCEIT scale (97) and case studies; - The reality of Training emotional intelligence of preschool teachers in professional activities, the emotional intelligence manifestations of teachers in professional activities, and the effects on child care and education 2.1.5 Survey method Survey with multiple choice exercises to determine preschool teachers' current emotional intelligence status through using the MSCEIT scale, which helps us to show preschool teachers' emotional intelligence level on the standard test [Appendix 3] The survey by case exercises to determine preschool teachers' emotional intelligence level in professional activities helps us show preschool teachers' emotional intelligence level in professional activities by expressing thoughts and actions when dealing with specific situations commonly encountered in the care and education of preschool children [Appendix 5] - Survey by questionnaire: Develop a questionnaire survey to evaluate the real state of awareness, the impact of emotional intelligence of teachers' emotional intelligence ties and compensation nurturing emotional intelligence of preschool teachers in professional activities; identify factors affecting the emotional intelligence of preschool teachers From this, there are grounds to foster Training contributions to improve emotional intelligence for teachers [Appendix 6] - Survey through in-depth interviews: Conducting in-depth interviews with preschool teachers and administrators to assess teachers' emotional intelligence manifestations and their effects on professional activities and status Training emotional intelligence of preschool teachers in professional activities [Appendix7] 2.2 Analysis of survey results 2.2.1 Current state of EI of Preschool teachers 2.2.1.1 Current state of EI of Preschool teachers (PTs) by test MSCEIT-97 scale Evaluation MSCEIT-97 scale implemented in 410 Preschool teachers at 14 Preschool 13 Table 2.3 Level of EI of Preschool teachers - MSCEIT Scale Mean Mean of No Subscale SD Item of Scale item A1 Scale A 9,39 1,93 20 0,47 Scale B 6,87 1,29 15 0,46 Scale C 9,23 1,33 20 0,46 Scale D 6,36 1,15 20 0,32 Scale E 12,23 2,90 30 0,41 Scale F 8,34 1,86 15 0,56 Scale G 5,37 0,97 12 0,45 Scale H 3,00 0,77 0,33 B1 (AE) 21,62 4,14 50 0,43 (BF) 15,21 2,56 30 0,51 (CG) 14,60 1,86 32 0,46 (DH) 9,36 1,59 29 0,32 C1 (AEBF) 36,83 5,81 80 0,46 (CGDH) 23,96 2,87 61 0,39 D MSCEIT 60,80 7,76 141 0,43 At 2018, the Mean of EI Preschool teachers = 60,80 and SD = 7,76 The results of the assessment of emotional intelligence components of preschool teachers have positive and strong correlations between the components, preschool teachers have more seniority, higher training qualifications, and in public schools The founders with higher scores in the emotional intelligence capacity groups, especially in the emotional control group, are preschool teachers with higher qualifications, more long-term experience, and teachers at nonpublic preschools Repeatability has a stronger and more positive correlation with the total scale score in the ability to experience emotional intelligence and emotional intelligence strategies Specifically, the assessment table by type of preschool is as follows: Table 2.4.4 Correlation of components of the MSCEIT scale of preschool teachers by type of school Category Total of AE (Aware emotions) Total of BF (Use emotions) Total of CG (Understand emotions) Total of DH (Control emotions) Total of AEBF (Experience emotional intelligence) Total of CGDH (Emotional intelligence strategy) Type of school Public school Private school Public school Private school Public school Private school Public school Private school Public school Private school Total of AE 1 Total of BF 449** 522** Total of CG 366** 376** Total of DH 379** 333** Total of AEBF 917** 931** Total of CGDH 442** 427** MESCEI T 840** 869** 1 337** 386** 457** 410** 797** 849** 473** 623** 783** 783** 410** 478** 869** 676** ** ** 410 ** 623** 501** 431** 815** 626** 1 581** 504** 953** 950** 1 801** 750** 386 Public school Private school ** Correlation is significant at the 0.01 level (2-tailed) .849 807** 670** 14 * Correlation is significant at the 0.05 level (2-tailed) The results of the above correlation table show that preschool teachers in both types of schools have the strongest correlation, the most between the total score of emotional recognition and the total score of emotional intelligence experience (r = 0.917, r = 0.931) and emotional strategy, between emotional control and emotional strategy in preschool teachers, both types of schools are similar (r = 0.815) Although there is a difference in the total score of the MSCEIT scale, there is a correlation between the group of ability to control emotions, experience emotional intelligence, and emotional intelligence strategies with the MSCEIT scale scores of preschool teachers in two types of schools positive and strong correlations at quite similar levels are (r = 0.670, r = 0.626), (r = 0.953, r = 0.950), (r = 0.801, r = 0.750), successful performance score The emotional strategy component of teachers in private schools is still higher than that of preschool teachers in public schools 2.2.1.2 Expression of EI of PTs in oproffetional thought by task - situation Table 2.5 Mean of EI of PTs in oproffetional thought by task - situation Task – situation Scale Task - situation SD Level X Relationship with children 119,5 27,1 Mean Relationship with colleggues 35,5 10,9 Mean Relationship with parent 38,6 11,5 Mean Sum 193,6 42,4 Mean 2.2.1.3 Expression of EI of PTs in the process of care and education for children The results show that the teacher is not yet flexible in supporting others in clearing negative The ways to assist others in clearing EI are not yet effective and immediate The teacher has used several measures to relieve negative EI that arise in child care and education, but teachers not know how to manage and clear negative EI 2.2.2 Expression of foster training EI of PTs in the process of care and education for children 2.2.2.1 The preschool teacher's evaluation of the goal on EI fostering training PTs choose the most meaningful career goals: the ability to communicate with children, colleagues, and young parents to promote a happy EI status (¯X = 2.78; SD = 0,62) Evaluation of the content of the fostering skills according to the competence of pedagogical skills in Care - Education children Among the four groups of competency components of EI, the ability to recognize the EI is assessed at the highest level by most teachers 2.2.2.2 Teachers' evaluation of fostering content according to EI competencies in child care and education Among the four groups of competency components of emotional intelligence in preschool teachers, the ability to recognize emotions is rated at the highest level by most preschool teachers 2.2.2.3 The preschool teacher's evaluation on the form of EI fostering training The results show that: There are very few forms of participation in regular fostering, on-site fostering, lesson research selected by teachers, which shows that the training of medical skills for preschool teachers has not been paid attention to 2.2.2.4 The preschool teacher's evaluation on the method of fostering training in professional activities 15 Table 2.15 Evaluation of the form of fostering N o Methods training No Effectivel y QL % Effectivel y Effectivel y - low QL % QL % 290 70.7 87 21.2 33 8.0 347 84.6 59 14.4 1.0 340 82.9 52 12.7 18 4.4 Discution Practical experience Prentation Excurtion 321 78.3 74 18.0 15 3.7 Self – study; read 207 documents 50.5 120 29.3 83 20.2 and XTB SD 1,6 1,8 1,7 1,7 1,3 0,6 0,4 0,5 0,5 0,7 Classificatio n In training methods: Practice and experience methods are chosen by the teachers at the highest level of effectiveness ( 2.2.2.5 The preschool teacher's evaluation on the measuerses of EI fostering training Table 2.16 Evaluation on the measuerses of EI fostering training Essentials No Measuerses Highly N Raising awareness of EI Practice applying knowledge of EI Train skills to relieve negative EI develop positive EI in the Training to improve capacity of EI Building friendly educational environment, creating motivation and career % Medieum No N Highly No % N % N 385 93.4 27 6.6 0 363 390 94.7 19 4.6 400 97.1 12 2.9 0 371 90 38 9.2 402 97.6 10 2.4 0 360 87 40 9.7 12 385 93.4 26 6.3 0.2 344 83 52 12 16 0.7 366 % 88 88 Possibility Medieu m N % 10 44 10 41 N 5 % 2 Most of the respondents affirmed that all 05 measures of fostering PTs we propose are essential 2.2.2.6 Current state of conditions to support teachers in clearing negative EI, developing positive EI of the school board Schools mainly organize sightseeing, picnics, and collective activities to be close and understand each other Activities of personal support such as having a practice room and spending time for teachers to practice meditation and yoga are the forms that are rarely chosen Conditions about training programs instructing teachers on relieving negative psychology and emotions have the highest number of no responses (318 comments, accounting for 77.7%) 16 2.2.4 Status of results on children through the scale of comfort and participation of children in preschool activities The results showed that: Most children not show any positive or negative signs Rarely children show enthusiasm and not show negative emotions; Communication with people is relatively superficial Only a few children showed happiness and comfort in play activities 17 Table 2.22 Comfort level and children's participation in educational activities Comfortable Participation Pre School SD SD X X Hoa Sua Pre School 2.40 0.50 2.63 0.49 GCA Pre School 2.43 0.50 2.40 0.50 Sumary 2.42 0.50 2.52 0.50 2.2.5 Current state of fostering emotional intelligence of preschool teachers through some case studies 2.2.5.1 Case 1: Teacher N.T.H, code MNCA 17 2.2.5.2 Case 2: Teacher P.Đ.H, code MNHS 39 2.2.5.3 Case 3: Teacher: Đ.T.T code MNCA 05 Conclusion chapter Using the MSCEIT test, the BTTH scale, surveys, interviews, and observations to measure the general emotional intelligence level, the emotional intelligence level in the career activities of preschool teachers shows that emotional intelligence of preschool teachers in professional activities at the average level and above average, in the emotional intelligence capabilities of preschool teachers, the ability to control and control emotions There are many more limitations compared to other capacities There is a difference in the level of emotional intelligence manifestation through the MSCEIT test and the BTTB scale between groups of preschool teachers by working age, training level, and workplace (public or non-public schools) There is also the phenomenon of arising negative emotions in many activities of the teacher's day, especially mealtime, school activities, corner activities for children, Basic preschool teachers have a specific understanding of emotional intelligence and groups of emotional intelligence competencies in career activities, but these understandings are still not thorough and have not met the needs The demand for life and professional activities is due to the lack of capacity for teachers to relieve preschool teachers' negative emotions in the process of care - child education is limited, less focus on solutions according to emotional development direction The factors of personal nature, work pressure, and social pressure are subjective and objective, the agency is allowed to participate in training courses on enhancing emotional intelligence and how to relieve negative emotions, the development of positive emotions is the factor that affects quite a lot on the arising of emotions in professional activities The assessment of the child's comfort and participation and the participation in educational activities were average; sometimes, the child showed discomfort when performing her tasks Some children also have a timid expression, shy in communicating with her Refresher programs affect the emotional emergence of preschool teachers in professional activities The teacher argues that less attention is paid to professional knowledge issues than on the development of emotional intelligence for preschool teachers It is not appropriate to identify goals, use methods to design activities, and choose the time to foster emotional intelligence for preschool teachers Regularly organizing fostering activities and building a working environment to meet the teacher's needs to identify, understand, apply, control, and adjust emotions has not been focused on 18 CHAPTER MEASURES TO FOSTER EMOTIONAL INTELLIGENCE IN PROFESSIONAL ACTIVITIES FOR PRESCHOOL TEACHERS 3.1 Principles of building measures to foster emotional intelligence in professional activities for preschool teachers 3.1.1 The principle is consistent with the mechanism of human emotional intelligence development 3.1.2 Principle of comprehensiveness 3.1.3 Principle of ensuring inheritance and development 3.1.4 Principle of practicality and feasibility 3.2 Some measures to foster emotional intelligence for preschool teachers in professional activities 3.2.1 Group of measures to prepare to foster emotional intelligence in professional activities for preschool teachers Measure Develop programs to foster emotional intelligence in professional activities for preschool teachers a Purpose: To effectively foster emotional intelligence in professional activities for preschool teachers, first of all, there must be a training program with appropriate content Therefore, building a program to foster emotional intelligence in professional activities for preschool teachers is an important job that should be done first b Content and how to proceed * Building a framework of emotional intelligence core competencies in preschool teachers' professional activities * Comparing and comparing with the reality of emotional intelligence in professional activities of preschool teachers as a basis for building content, how to foster emotional intelligence for preschool teachers * Develop programs to foster emotional intelligence in professional activities for preschool teachers Like all other Training programs, the program structure fosters emotional intelligence in professional activities for preschool teachers includes the following basic elements: 1) Objective of training; 2) Content Training; 3) Method of training; 4) Evaluate the training results Measure Prepare the necessary conditions to foster emotional intelligence in professional activities for preschool teachers a Purpose: The facilities, the need to foster emotional intelligence in the professional activities of preschool teachers, the capacity of experts to participate in training, are important conditions for the success of the training activities Therefore, preparing sufficient facilities (classrooms, teaching aids, ), forming the need to foster emotional intelligence in professional activities for preschool teachers and selecting experts Having a deep understanding of emotional intelligence, the profession of preschool teachers and having rich experience in organizing emotional intelligence training activities will help the Training activities achieve the expected results b Content and how to proceed * Surveying the needs of Training emotional intelligence in professional activities of preschool teachers * Prepare facilities for training * Prepare the contingent of lecturers, who perform the work of Training emotional intelligence 19 3.2.2 Group of organizational measures Training emotional intelligence in professional activities for preschool teachers Measure Improve understanding of emotional intelligence in professional activities for preschool teachers a Purpose The theoretical background of emotional intelligence is an important basis for preschool teachers to understand the feelings of themselves and others so that they can share, empathize, understand and manage, control / adjust their own emotions and that of others accordingly to create a happy psychological atmosphere, know how to release negative emotions in life and at work b Content and how to proceed Training to improve emotional intelligence understanding includes: basic understanding of emotional concepts, emotional intelligence, the component competencies in human emotional intelligence in general and preschool teachers in particular; The subjective and objective factors affect human emotional intelligence so that they can be applied in personal life, consciously exercising the physical and mental health of each individual multiply The above contents are done as follows: * Organizing thematic lessons to improve understanding for preschool teachers about emotional intelligence * Organize seminars, exchange, discuss about human emotional intelligence and that of preschool teachers in professional activities Measure Practice applying knowledge about emotional intelligence in professional activities a Purpose Applying theoretical knowledge about emotional intelligence fostered into practice, on the one hand will help preschool teachers consolidate and expand known knowledge, on the other hand will form skills to practice sensory perception Emotional, understanding emotions, applying emotions and managing emotions in professional activities, thereby developing practical capacities of emotional intelligence for preschool teachers Content and how to proceed * Based on the theoretical model of emotional intelligence that has fostered preschool teachers, organize them to practice rhyme in real-world situations (through stories, expressing emotions through facial expressions , movement, posture on photos and even photos of yourself in some activities ) * Practical contact with professional activities (child care education, communication with colleagues or with parents / caregivers) a Practice applying emotional intelligence component energies to real life * Practice recognizing emotions in real life * Practice using emotions in real life * Practice understanding emotions in real life * Practice managing emotions in real life b Practice applying the emotional intelligence component capabilities to the practice of professional activities * Organized for preschool teachers to practice recognizing emotions in practical professional activities * Organized for preschool teachers to practice using emotions in practical professional activities * Organized for preschool teachers to practice understanding emotions in practical professional activities * Organized for preschool teachers to practice emotional management in practical professional activities 20 c Diverse forms of practice such as discussion, conversation, role-play, situation handling * Organized for preschool teachers to practice in real-life situations: * Organize for preschool teachers to practice in pedagogical situations in professional activities: Measure Train skills to relieve negative emotions, develop positive emotions in professional activities for preschool teachers Purpose: Train preschool teachers skills to release negative emotions, develop - spread positive emotions in professional activities will help preschool teachers build a happy and comfortable psychological atmosphere , be enthusiastic and active in organizing activities for children, when working with colleagues and when interacting with parents; ready to support everyone to relieve psychological stress, emotional state, transform them into positive emotions in the life and professional activities of preschool teachers Content and how to proceed: Instruct preschool teachers on how to release negative emotions of themselves and support others to release negative emotions and develop positive feelings of preschool teachers in professional activities a Instruct teachers on how to release negative emotions and develop positive feelings of yourself * How to release negative emotions, develop positive emotions * How to control feelings of anger, control and develop positive emotions in yourself b Support others to release negative emotions and develop positive emotions * How to support others to release negative emotions, develop positive emotions * How to assist others in controlling / managing angry emotions, controlling and developing positive emotions in themselves 3.3.3 Group measures of continuation and development of emotional intelligence of preschool teachers in professional activities Measure Train to improve emotional intelligence capacity in professional activities for preschool teachers a Purpose At the end of the training course, teachers are organized to continue training and regularly apply knowledge and skills about emotional intelligence in known professional activities to solve diverse practical situations in order to consolidate and improve emotional intelligence capacity in their professional activities Through regular training in rich and diverse practices, preschool teachers will better understand their own feelings and the feelings of others On that basis, empathy and ease of sharing with others arouses positive emotions; overcome negative emotional states in life and professional activities b Content and how to proceed * Assess emotional intelligence in the professional activities of pre-school teachers after Training * Continue to improve emotional intelligence capacity in professional activities for preschool teachers Measure Building a friendly and cooperative educational environment, creating motivation and career honoring for preschool teachers a Purpose Training a number of skills and attitudes toward building a friendly and collaborative educational environment in preschools to create a comfortable, fun, stimulating, and positive atmosphere, child's confidence in activities and communication with her, with you; at the same time creating for her positive emotions, inspired at work; create conditions to improve the quality of education and life for the contingent of preschool teachers at schools 21 b Content and how to proceed - Building an educational environment in preschool: physical environment, friendly psychological environment, cooperation, love, mutual help in life and career - Create favorable conditions to help relieve negative emotions, develop positive emotions in professional activities for preschool teachers, staff and school staff a Building an educational environment in the preschool ensures friendliness and cooperation a1 Building a physical environment in schools and grades a2 Building a spiritual environment for children in schools and grades a3 Building an environment of preschool teachers' pedagogical behavior communication a4 Building an environment for pedagogical communication of preschool teachers with parents / caregivers b Create conditions to relieve negative emotions, develop positive emotions in professional activities for preschool teachers, staffs b1 Organize reasonable work and rest time b2 Making sure that the working and living conditions at school help people release negative emotions b3 Organizing training courses to foster emotional intelligence for preschool teachers 3.3 Relationship between groups of measures Measure group 1: Is a necessary condition for the Training of emotional intelligence in professional activities for preschool teachers to take place smoothly and achieve the expected results Measure group 2: The key is decisive to Training emotional intelligence in professional activities for preschool teachers Measure group 3: Evaluate the results of Training emotional intelligence in professional activities for preschool teachers On that basis, the program to reinforce and improve emotional intelligence in professional activities for preschool teachers in their professional practice activities 3.4 Pedagogical experiment 3.4.1 Overview of experimental pedagogy 3.4.1.1 Experimental purpose Organize experimental pedagogy to identify and evaluate the results achieved after some content Training emotional intelligence for preschool teachers, and consider the feasibility of some training methods proposed emotional intelligence in professional activities for preschool teachers 3.4.1.2 Experimental object, scope Experiment with 80 preschool teachers in kindergartens in Hanoi city, including 40 preschool teachers of Hoa Sua kindergarten (public kindergarten) and 40 preschool teachers of the GCA preschool system (non-public kindergarten) The number of preschool teachers in the control group is: 40 (20 preschool teachers of Hoa Sua kindergarten + 20 preschool teachers of GCA kindergarten) The number of preschool teachers in the experimental group is: 40 (20 preschool teachers of Hoa Sua kindergarten + 20 preschool teachers of GCA kindergarten) 3.4.1.3 Experimental time: The experiment is conducted annually from January 2019 to October 2019 3.4.1.4 Experimental content: The content of the experimental program both equips learners with the most essential and fundamental theoretical knowledge about emotional intelligence in the professional activities 22 of preschool teachers and develops in them practical capacities Practice through case studies, through practical experience As mentioned, we have proposed three groups of measures to foster emotional intelligence in professional activities for preschool teachers, and we conducted experiments on six specific measures 3.4.1.5 How to evaluate experimental results To evaluate the results of measures to foster emotional intelligence in professional activities for preschool teachers, we build and use test exercises (25 practical exercises in the professional activities) to examine the changes in emotional intelligence in preschool teachers' professional performance before and after the experiment, as well as to compare the emotional intelligence of participating preschool teachers training with preschool teachers who are not involved in training 3.4.1.6 Experimental process * Step 1: Develop 25 practice exercises * Step 2: Select the experimental sample * Step 3: Conduct experiments 3.4.2 Results and analysis of experimental results 3.4.2.1 Emotional intelligence level in professional activities of preschool teachers in the experimental group and pre-experimental control group Emotional intelligence in the professional activities of preschool teachers in experimental and control groups through 25 case studies, the experimental group with medium and fair levels (32.5% - 40.0%) achieved a higher rate than with the remaining levels In contrast, the control group had the same average and pretty level (37.5% and 30%) The case exercises are equally high and very high (both about 10%) Most preschool teachers have average and above-average emotional intelligence 3.4.2.2 Emotional intelligence level in professional activities of preschool teachers in experimental group and control group after experiment The levels of emotional intelligence capacity of teachers of Experimental and control groups after the Experiment have changed compared to before Experiments in all behavioral communication relationships However, changes in the positive direction of the Experimental group were better than the control group 3.4.2.3 Correlation between perceptive levels and behavioral levels of preschool teachers in experimental groups before and after the experiment After learning and Training emotional intelligence topics, teachers have understood their feelings to change themselves, pay attention to the need to change the way of organizing activities, adjusting to speaking with the child is more attractive, has intonation; At the same time, regularly organizing practical and experiential activities, the child can it, so the child's attention is enhanced, engrossed and attentively working with facial expressions, and calm In organizing activities, preschool teachers have often observed and felt the child's emotional factors when participating and changed the way of organizing activities (combining static active; pay attention to practical factor ) Therefore, the child's comfort and participation have increased significantly 23 3.4.2.4 Assessment of preschool teachers on the effectiveness of measures to foster emotional intelligence in professional activities for preschool teachers The majority of preschool teachers participating in the experiment said that training emotional intelligence in career activities for preschool teachers was attractive and beneficial (very attractive, accounting for 90.0% to 100%, usefulness accounts for 77.5% to 95.0%) In which the measures: "Train emotional release skills, develop positive emotions in professional activities for preschool teachers" and "Train to improve emotional intelligence capacity in professional activities for preschool teachers ”was rated as very attractive (100%) and very useful by the majority of preschool teachers participating in the experiment (with the rate of 85.0% to 95.0%, respectively) 3.4.2.5 Some case studies Through the typical portraits of emotional intelligence mentioned above, we realize that to have high emotional intelligence, especially to have manifestations of emotional intelligence consistent with the pedagogical environment, every preschool teacher needs to practice himself more actively 3.4.3 General conclusion about the experiment The above experimental results show that emotional intelligence in the professional activities of preschool teachers (experimental group and control group) has changed after the experimental time, but the experimental group has changed more pronounced than the control group The change in emotional intelligence in the professional performance of preschool teachers in the experimental group more clearly than the control group is shown in the increase in the percentage of preschool teachers who have high levels of cognitive and responsive capacity post-experimental treatment of the experimental group was twice as much as the control group The percentage of preschool teachers with a low level of sense and behavior of the experimental group decreased faster than the control group From the experimental results, we suggest that the measures we propose to foster emotional intelligence in career activities for preschool teachers have created an apparent change in emotional, cognitive capacity, use emotions, emotional understanding, and emotional management capabilities in each specific career situation such as: for children, for colleagues and parents Conclusion chapter Based on the results of theoretical research and survey on preschool teachers' emotional intelligence situation, three groups of measures have been proposed to foster emotional intelligence in professional activities for preschool teachers with seven specific measures based on organizational principles fostering emotional intelligence in professional activities preschool teachers The measures all focus on the four component competencies of emotional intelligence, practical activities, experience, self-assessment, mutual assessment, and on the formation of self-training and develop positive emotions in preschool teachers' professional activities Experimenting with the proposed groups of measures and showing the feasibility of the measures, the second group of measures is to conduct training on the team of teachers in theory and practical experience to recognize our feelings and that of others; how to deal with pedagogical situations; how to manage emotions and release emotions in the process of living and working career, The critical point is that teachers recognize the emotional change of themselves or colleagues working together There are ways to control emotions to suit the context and actual conditions Experimental results show that the group of measures and specific measures to foster emotional intelligence in preschool teachers' career activities are all perceived, evaluated by 24 the teacher as attractive to learners, highly efficient, and valuable, which is reflected in the change in the teachers' positive direction in the occupational activities in the positive direction of the teachers in the experimental group than in the control group These specific measures, if applied over a more extended period with support to facilitate the working environment from facilities to coworkers relationships, parent relationships, fostering activities Emotions will help preschool teachers gradually improve their emotional intelligence in their life and professional activities Simultaneously, the preschool teachers' emotional intelligence will continuously improve when these measures are repeated regularly On the other hand, if the groups of measures are synchronized, especially the third group on assessment and building a friendly and collaborative working environment, preschool teachers' emotional intelligence will be improved to avoid unnecessary negative emotions at school and ensure long-term working health preschool teachers CONCLUSIONS AND RECOMMENDATIONS Conclusion Conclusion Emotional intelligence is a type of intelligence that shows the subject's ability to problems related to emotions With those abilities, emotional intelligence helps people recognize, use, understand and control themselves and others' emotions, thereby helping the subject deal well with current communication situations in life and at work Emotional intelligence is an essential issue with a lot to with work and work and is being studied and approached by many scientists in different directions The approach to emotional intelligence in preschool teachers' career activities in this thesis is the purely competency-based approach to emotional intelligence Accordingly, emotional intelligence in preschool teachers' professional activities can reflect emotionally a meaningful stimulus for preschool teachers that arise in their professional activities The child can recognize, use, understand and control, and adjust his or her emotions, that of children, colleagues, and parents in professional activities to help preschool teachers perform well, and responsibilities in the child care and education process Emotional intelligence in preschool teachers' professional activities includes four component competencies: the ability to perceive emotions, to use emotions, to understand emotions, and to control and adjust emotions Therefore, fostering emotional intelligence in preschool teachers' career activities is necessary and essential to improve preschool teachers' emotional intelligence component capabilities, from there, the quality of activities Career development and quality of care and education for children are more effective The world's most effective trends in fostering emotional intelligence today focus on experiencing and improving emotional control and developing positive emotions Fostering emotional intelligence in professional activities for preschool teachers should focus on good preparation in terms of content, methods, forms of fostering, the process of organizing emotional intelligence fostering for preschool teachers to perform The effectiveness of fostering emotional intelligence for preschool teachers also needs to pay attention to many important factors such as facilities conditions, working environment, managers and colleagues' career, positivity, self-awareness of preschool teachers, attitude, motivation, and temperament of preschool teachers The reality of fostering emotional intelligence in preschool teachers 'professional activities shows that: emotional intelligence in preschool teachers' professional activities focuses on average and above-average; Emotional intelligence in the career activities of 25 preschool teachers is significantly influenced by the working years and training levels Long-term teachers have better emotional intelligence than young teachers; teachers with tertiary education have better emotional intelligence than teachers with college or intermediate degrees; Due to the work pressure, the positive emotions of teachers in the process of organizing child care and education activities decrease during the day, instead of negative emotions increasing during the day; The work of fostering emotional intelligence in professional activities for teachers in preschool institutions still has many shortcomings: Most teachers have not received much training on emotional intelligence The content of the fostering program mainly focuses on fostering professional knowledge for preschool teachers The form of organizing fostering is still heavy in theory, paying little attention to experiential, self-training, and self-assessment activities of preschool teachers The working environment to improve the emotional intelligence of preschool teachers has not been paid much attention to The thesis has proposed three groups of measures with seven measures of fostering EI in the state-owned activities for teachers, the measures that have been carried out 2/3 group of measures are 1: "Prepare to foster EI in the professional activities for preschool teachers" and 2: "Implementing EI in the professional activities for preschool teachers " at Hoa Sua public school, Kim Lien, Dong Da and GCA Private School (Green Capital Academy) -Ecohome, Dong Ngac, Bac Tu Liem, Hanoi City with 80 preschool teachers, ensure the same experiment criteria Experimental results show that: There is a clear progression in the trauma of preschool teachers The experimental group and the group of universities have similar first measurement results in terms of awareness of trauma and applying knowledge of trauma to the treatment handle pedagogical situations After the experimental period, both the experimental groups and the general groups have changes in their ability to handle situations The experimental groups of the experimental groups have changed more clearly than the general groups However, the rate of changes of levels EI is not very high because the time spent on experiments is not much, the ability to perceive trauma, apply to handle situations, as well as the ability to control and control individual emotional takes a long time to understand and accumulate experience and practice Experimental results have confirmed that the proposed contents and methods of the proposed groups of measures are reasonable, and at the same time, affirmed the attractiveness and usefulness of groups of measures of fostering EI in-state activities for the team of Preschool teachers Recommendation 2.1 For the Ministry of Education and Training - It is necessary to direct the compilation of documents Training emotional intelligence in professional activities for preschool teachers and organizing training for preschool teachers on emotional intelligence in professional activities - Direct preschool teacher training institutions to incorporate emotional intelligence in preschool teachers' professional activities into preschool teacher training program content - Advising the Government on regimes, remuneration policies, and particular policies for preschool teachers, because their social status is currently low, the remuneration policy is not worth the effort, and their contributions to early childhood education 2.2 For the Department of Education and Training - Actively advise the People's Committee of the province/city to promulgate preferential treatment regimes and policies for preschool teachers for their contribution to the education career of the young generation; Understand and empathize with the difficulties and pressures of preschool teachers and recognize the need for learning to develop their professional capacity, not only with preschool education expertise but also with training and developing emotional, emotional, and emotional 26 intelligence in professional activities If they are fostered with appropriate topics on emotional intelligence, value education (about love, respect, altruism, compassion, responsibility, cooperation ), how to release emotions of themselves and others they will work with their careers, love children and live responsibly There should be seminars to foster emotional intelligence for preschool teachers in professional activities, foster emotional intelligence, and release emotions for preschool children while training topics on building a friendly educational environment for preschool children, with specific and transparent criteria 2.3 For Education & Training Department - Understand and sympathize with the difficulties and pressures that preschools and the work that preschool teachers undertake to propose appropriate staff development policies, especially relevant to the emotional intelligence of preschool teachers - Research and advise superior management agencies on the need and need to develop vocational competencies and foster emotional, emotional, and emotional intelligence in professional activities for teachers' preschool tablets If they are fostered with appropriate topics on emotional intelligence, value education (about love, respect, altruism, compassion, responsibility, cooperation ), how to release emotions of themselves and others they will work with their careers, love children and live responsibly Direct preschools to actively build programs to foster emotional intelligence in preschool teachers' professional activities to become a regular activity of each school 2.4 For Preschools and Preschool teachers - Preschool administrators should build for the school core values to educate the children and form the character of the team of teachers and staff Once clearly defined the values that the school pursues, the entire department, teachers, and staff will follow a clear direction - Preschool administrators need to realize emotional intelligence is essential in schools because it is related to the education of developing emotional intelligence for preschool children and improving intelligence emotional intelligence in professional activities for preschool teachers and staff If the preschool teachers are fostered to improve good emotional intelligence, they will perform well in child care and education; build friendly and open relationships with colleagues, parents, - Proactively select and apply forms of foster training and self-training of the team to maintain and improve the capacity of the handicraft industry Identifying the needs of teachers' self-training and training has become a regular activity in preschools - Annually, preschools need to actively organize training courses to improve emotional intelligence capacity for management staff, preschool teachers, and school staff to perform their mission well The most important thing is to help people control their emotions against all difficult and force majeure situations in dealing with children, colleagues, and parents Management staff care about the life of preschool teachers and staffs in the school, organize well the spiritual environment in the school: love, respect, equality, harmony, and cooperation Therefore, it should create conditions for teachers and staffs to have everyday activities so that everyone can be in harmony and understand each other in work and life ... lợi cho q trình chăm sóc - giáo dục trẻ em 8 1.4 Hoạt động bồi dưỡng trí tuệ cảm xúc hoạt động nghề nghiệp cho giáo viên mầm non 1.4.1 Khái niệm bồi dưỡng trí tuệ cảm xúc biện pháp bồi dưỡng trí. .. 1.4.2 Ý nghĩa việc bồi dưỡng trí tuệ cảm xúc hoạt động nghề nghiệp cho giáo viên mầm non Bồi dưỡng TTCX HĐNN cho GVMN đường nâng cao TTCX nhanh hiệu Bồi dưỡng TTCX cho giáo viên giúp họ biết cách... trí tuệ cảm xúc hoạt động nghề nghiệp giáo viên mầm non? ??, Tạp chí Giáo dục Xã hội Nguyễn Thị Thanh Huyền (2019) “Vai trị yếu tố ảnh hưởng đến trí tuệ cảm xúc hoạt động nghề nghiệp giáo viên mầm