Giáo dục kỹ năng xã hội cho trẻ mẫu giáo 5 6 tuổi qua trải nghiệm TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATION SCIENCES NGUYEN THI THU HANH SOCIAL SKILLS EDUCATION FOR PRESCHOOL CHILDREN AGED 5-6 THROUGH EXPERIENCE Major: Theory and History of Education Code: 09.14.01.02 SUMMARY OF DOCTORAL DISSERTATION IN EDUCATIONAL SCIENCES Hanoi, 2021 The work was completed at: Vietnam Institute of Educational Sciences - 101 Tran Hung Dao, Hanoi Academic Supervisor: Assoc Prof PhD NGUYEN THI MY TRINH PhD TRAN THI TO OANH Reviewer 1: Reviewer 2: Reviewer 3: The dissertation is scheduled to be defended in front of the Institutional Examination Council at the Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi At: … :… / …… / …… / …… The dissertation can be found at: - The National Library of Vietnam - The Library of the Vietnam Institute of Educational Sciences PREFACE The need for the research For preschool education, comprehensive development education is the principle throughout the educational process and is clearly expressed in the educational goal of "to form in children common human capacities, to maximally develop inherent potential, form values, necessary life skills for themselves, in accordance with the requirements of the family and social community, prepare the best pre-conditions to bring children into the world of life awareness” Thus, in addition to equipping children with basic knowledge and understanding, the goal of preschool education also focuses on teaching life skills, including social skills for children Social skills are skills that help individuals to perceive, behave, communicate and adapt successfully in society The structure of social skills includes cognitive skills to identify social problems; skills of showing affection and social adaptation skills These skills are extremely important for children aged 5-6, the age of preparing to enter a new environment - the learning environment at the primary school level Social skills education for children is only effective when educators create opportunities and challenges for children to directly participate, explore, exploit, test, and adjust cognitive and emotional as well as other social behaviors on the basis of their experience That is experience-based education Experiencing is the most effective educational method to teach social skills to children However, in reality, this activity has not been given due attention and has not been effective Children's social skills can be said to be quite fuzzy, lacking and weak From the above reasons, the dissertation topic: "Social skills education for preschool children aged 5-6 through experience" was selected for research Research Objectives On the basis of theoretical research and reality, propose a process of organizing experiences to educate social skills for preschool children aged 5-6 at preschool, contributing to improving the results of this activity Research objects and subjects 3.1 Research Objects The process of experiential social skills education for preschool children 5-6 in preschool 3.2 Research subjects The process of organizing experiences to educate social skills for preschool children aged 5-6 Scientific hypothesis Currently, the social skills level of preschool children 5-6 years old is still low The main reason is that preschool teachers have not paid attention to how to organize experiences to teach social skills to children If in the educational process, the teacher organizes well the experiential process in order to simultaneously affect aspects of social skills: Equipping children with basic understanding of social skills models; Forming and training children's behavior and actions; Educating appropriate attitude when implementing social skills will bring positive results to the development of children's social skills Research tasks 5.1 Research on the theoretical basis of social skills education for children aged 5-6 years old through experience 5.2 Research on the current status of organizing experiences to educate social skills for preschool children aged 5-6 years in kindergarten 5.3 Proposing the process and way of organizing experiences for social skills education for preschool children aged 5-6 years in kindergarten Organize pedagogical experiments to test the correctness of scientific hypotheses Research scope 6.1 Scope of research content: this dissertation studies social skills education of 5-6 year old children through experiences through children's activities in the current preschool education program such as: learning activities, playing activities, daily activities at the preschool 6.2 Surveyed objects: 1/Surveying 800 kindergarten teachers and administrators representing cities, rural areas and mountainous areas from provinces and cities in regions across the country; 2/Surveying 126 Kindergarten children aged - years old in kindergarten in Nghe An province (representing regions: urban, rural and mountainous); 3/Surveying 126 parents of 5-6 years old children in kindergartens representing urban, rural and mountainous areas in Nghe An 6.3 Place and time of the experimental research: The pedagogical experiment was carried out with 90 children of a preschool in Vinh City, Nghe An province (exploratory experiment with 30 children, official experiment with 60 children Round from March 2018 to May 2018; Round from September 2018 to May 2019) Approach and research method 7.1 Approach The dissertation use activity-based approach, systematic approach, integrated approach, experimental approach 7.2 Research method Theoretical research methods (method of documents analysis and synthesis, method of comparison and contrast, method of theory systematization); Group of practical research methods (observational method; method of using questionnaires; in-depth interview method; research method of products and activities; method of summarizing experience and group of supplementary methods (mathematical statistics (using SPSS to process data, verify research results); expert method Defending points - The component structure of the social skills of 5-6 year olds includes groups of skills and 10 specific skills: 1/The social cognitive skills group includes: skills to recognize social rules, skills to identify and identify problems to be solved; skills to state solutions and options; skills to comment and evaluate; 2/Skills for communication and social behavior include: skills to express emotions; skills to show gratitude; Cultural communication skills; 3/Skills for social adaptation include: skills to adapt to new circumstances; skills to control feelings; skills to handle/resolve conflicts; cooperation skills In order to educate social skills for preschool children 5-6 years old, it is necessary to simultaneously act on aspects of each social skill (knowledge, practice of manipulation and behavior, education of attitudes and feelings when performing social skills model) - Social skills education for children should be organized according to experimental process including specific steps: 1/ Practical experience of social skills; 2/ Reflect and share personal experiences on social skills; 3/ Draw the right lesson about the social skills model; 4/ Test and apply the social skills model in different situations In each step, focus on measures to make children's activities active New contribution of the dissertation Theoretically: Building and completing the theoretical framework to enrich the theory of social skills education for preschool children 5-6 years old through experience Practically: Assess the status of social skills of preschool children 5-6 years old and the reality of social skills education for preschool children 5-6 years old through experience in preschools today The process of organizing experiences to educate social skills for preschool children 5-6 years old will be an important basis in social skills education for children 10 Structure of the dissertation In addition to the Introduction, Conclusion and Recommendations, the dissertation consists of chapters: Chapter Theoretical foundations of social skills education for preschool children aged 5-6 through experience Chapter The status of social skills education for preschool children 5-6 years old through experience Chapter Organizing experiences to educate social skills for preschool children 5-6 years old Chapter THEORETICAL FOUNDATIONS OF SOCIAL SKILLS EDUCATION FOR PRESCHOOL AGED 5-6 THROUGH EXPERIENCE 1.1 Literature Review 1.1.1 Studies on social skills - Studies on skills: The research direction of skill on the basis of behavioral psychology are represented by J Watson, E.L Toocdai, K Hull, B.F Skinner, E.C Tolmen, The research direction of skills on the basis of operational psychology is represented by: V.A Krutexki, A.G Covaliov; V.V Tsebuseva, A.N Leonchiev, P.I Ganperin; Tran Trong Thuy; Nguyen Anh Tuyet, Le Van Hong, Nguyen Quang Uan Western psychology and sociology have deeply studied organizational and leadership skills: McCauley, C D., & McCall, M W., Jr (Eds.) [140]; R.Balke, GAYulk, A Makenzic etc Studies on skills such as: Definition, classification of skills, nature of skills, rules, conditions of skill formation, stages of skill formation are basically relatively complete and clear These are important arguments that the author can use as a theoretical basis for the dissertation - Studies on children's social skills: research on the formation of social skills through collective activities: Jean Piaget; L.X Vygotsky; V.A Krutexki, studying the role of social skills: McClelland; Dodge, McClaskey, & Feldman; social skills classification research: Achenbach, Conner; Caldarella and Merrell… In the country, there are authors: Nguyen Cong Khanh, Nguyen Thi Hoang Yen, Dang Thanh Hung, Tran Thi To Oanh, etc The works mentioned the concept, nature, classification of social skills This is an important basis to help the author have a basis to identify the social skills that need to be taught for 5-6 years old children and propose organizational processes and measures to educate social skills for children However, there has not been a complete and comprehensive work that clearly indicates the basic types of social skills that need to be educated for preschool children and how to organize education 1.1.2 Studies on social skills education for preschool children Soviet psychologists and educators focused on the research direction of social skills education measures for children with: D.B Enconnin, A.N Leonchiev, Liublinxkaia, A.V Daporozet, etc Western authors: Liu, Michelle Hsiu-Chen; Karp, Grace Goc; Davis, Debby, Diane Tillman, Aysel Cagdas, Gulay Temiz, etc In Vietnam, there are authors: Nguyen Thanh Binh; Le Bich Ngoc, Chu Thi Hong Nhung, Luong Thi Binh, Phan Lan Anh, Do Thi Thanh Thuy, Social skills education is a relatively new issue and is of interest to many educators today There have not been many research studies on how to educate social skills for preschool children in a comprehensive way The content and methods of social skills education have not clearly defined each type of social skills at each age 1.1.3 Studies on experimental social skills education for preschool children Socrates, Confucius, John Locke, J.J Rutxo, K.D Usinsky, I.G Pextalozi, P.H Phrebel, Davudov, L.X Vugotsky, John Deway, David Kolb, Maria Montessori, Howard Gardner, Dinh Kim Thoa, Hoang Thi Phuong, Luu Thu Thuy, Nguyen Thi Thanh Thuy were interested in researching this issue However, the works that mainly focus on researching experimental education on high school students have not had many in-depth studies on the general nature, process, and forming factors of experiential learning in preschool children Social skills education through experience in preschool education has not been fully researched Studies on social skills education through experience for preschool children applied in preschool education programs in the US, Australia, Singapore, Japan, New Zealand are valuable experiences for social skills education through experience In summary: a literature review related to the research topic shows that: The studies on skills are relatively complete and clear Studies on social skills and social skills education have mentioned the concept, nature and classification of social skills This provide the author a basis to identify the social skills that need to be taught for 5-6 years old children and propose measures to educate social skills for children Regarding social skills education in preschool education, there is almost no systematic research and that is the problem under investigation for the dissertation 1.2 Some theoretical issues about social skills 1.2.1 Skills - Concept: Skills are an aspect of competence, are actions performed based on knowledge, understanding and expressed by behavioral manipulations, emotions, positive attitudes of the subject in order to perform the task to achieve defined goals - Structure of skills: 1/ Knowledge, understanding: (knowledge about the object and knowledge of know-how/implementation technique) 2/ Consciousness/activity of the subject; 3/ Action/technique 1.2.2 Social skills - Concept: Social skills are skills that help individuals to perceive, behave, communicate and adapt successfully in society on the basis of mastering implementation methods and applying suitable knowledge and social experience in order that individuals apply to the interaction between people with people or with society, community, collective or organizations - Characteristics of social skills: The environment in which social skills arise is the interaction between human relationships; Those are not professional skills; Social skills are a form of voluntary action based on consciousness, physical and other social conditions that the individual has; Social skills are formed in the process of practical activities, not innate but existing; The social skills of each individual depend on the socio-cultural environment, on the family, on the educational environment, on the psychological characteristics of the age group - Component skills of social skills: Group of social cognitive skills: 1/ Recognizing social rules 2/ Identifying and detecting problems to be solved; state the solutions; 3/ Comments and evaluations; Group of skills to express emotions and appropriate communication: 1/skills to express emotions; 2/ the skill of expressing gratitude; 3/ skills to perform cultural communication behavior; Group of social adaptive skills: 1/skills to adapt to new situations; 2/ Control emotions; 3/ Handle/ resolve conflicts; 4/ Cooperate with people 1.3 Social skills education for preschool children 5-6 years old 1.3.1 Concept: Social skills education for preschool children 5-6 years old is understood as a process of purposeful and planned impact on the formation and development of skills to help preschool children 5-6 years old to perceive, behave, communicate and successfully adapt in society on the basis of mastering the implementation method, the application of knowledge and experience appropriate to the conditions and circumstances for children to apply to their interactions with people around them 1.3.2 Objectives of social skills education: 1/ Social skills education contributes to the development of social cognitive capacity for children; 2/contributing to the development of attitudes and feelings according to human values; 3/contributing to the development of socially adaptive behavior for children; 4/contributing to the development of children's ability to be ready to adapt to a new environment 1.3.3 Content of social skills education for preschool children 5-6 years old: includes aspects: 1/equip knowledge; 2/forming behavioral manipulation; 3/Educate the consciousness and attitudes to implement social skills 1.3.4 Methods of social skills education for preschool children 5-6 years old: Including basic methods: observation method; create problematic situations; conversation, chat: group discussion; game; practice; method of setting example, emulation and commendation 1.3.5 Forms of social skills education for preschool children 5-6 years old: Implemented through basic forms such as: 1/Learning activities; 2/ Sightseeing activities; 3/Festival activities; 4/ Fun activities; 5/ Labor activities; 6/ Daily activities 1.3.6 Characteristics of preschool children 5-6 years old development related to social skills education: Psychological development characteristics of preschool children 5-6 years old related to social skills education can include: perception; attention; memory; language; thinking; emotional; spirit; characteristics of physical development, neurophysiology 1.4 Experience with social skills education for preschool children 5-6 years old 1.4.1 Education through experience - The nature of experience: experiences are understood as personal activities In which, the subject actively participates intellectually, emotionally, socially and physically to solve a certain problem, thereby gaining experience in the form knowledge, skills or feelings, attitude - Education through experience: is a pedagogical activity in which the teacher designs, organizes, and controls the learning process by enabling learners to participate intellectually, emotionally, socially and physically for learners to actively experiment, explore, reflect, and respond in the field of learning, thereby gaining experiences of certain knowledge, skills, or emotional attitudes - Characteristics of education through experience: 1/ Is an educational process that focuses on learners' needs and abilities; 2/ focus on developing skills of observation, analysis and reflection to conceptualize experiences; 3/ focus on decision-making and problem-solving skills 1.4.2 Educating social skills through experience for preschool children 5-6 years old Social skills education for preschool children 5-6 years old through experience is a process of purposeful impacting by teachers to help children 5-6 years old to perceive, behave, communicate and adapt successfully in society on the basis of mastering implementation methods, applying appropriate experiential knowledge through creating opportunities for children to actively participate, experiment, explore, reflect and respond, thereby gaining knowledge and skills certain emotional abilities or attitudes - Advantages of experience in social skills education for preschool children 56 years old: 1/promoting activeness to form skills for children; 2/ create changes in children's thinking; 3/increasing the level of interaction during children's activities; 4/provide accurate assessment results on the process of forming and developing social skills of children - Experience process to educate social skills for preschool children 5-6 years old On the basis of Kolb David's experiential model, based on the nature of experiential education, the content of social skills education and the activity characteristics of 5-6 year old children, the dissertation builds an experiential process to teach social skills education for preschool children 5-6 years old includes specific steps: Step 1: Experiencing practical social skills; Step 2: Reflect and share personal experiences on social skills; Step 3: Draw the right lesson about the model of social skills; Step 4: Test/apply the social skills model to different situations 1.4.3 Factors affecting social skills education for preschool children aged 5-6 years through experience Factors affecting social skills education for children include: 1/Teacher's capacity; 2/ Living environment, educational environment; 3/ Infrastructure Conditions Conclusion of Chapter 1 Social skills education is a matter of concern to many education systems in many countries This content is extremely important for children 5-6 years old, the age when there is a big change in the social environment when entering grade Social skills of 5-6 years old children include groups of skills and 10 skills Component skills: 1/The group of social cognitive skills includes: skills to recognize social rules, skills to identify and detect problems to be solved; the ability to state solutions and options; assessment skills; 2/ The group of communication skills and social behavior includes: skills to express emotions; the skill of expressing gratitude; cultural communication skills; 3/ Group of social adaptability skills include: skills to adapt to new situations; emotion control skills; conflict resolution/handling skills; cooperation skills These skills are essential for 5-6 year olds Social skills education needs to impact on aspects of each skill: knowledge, behavior manipulation and emotional attitude of children Activity theory has said that children's personality is only formed through the way of activities Therefore, if you want to teach social skills to children, the most basic way is to organize specific activities for children to practice and experience directly This is an activity that teachers design, organize, and control the learning process by creating conditions for learners to participate intellectually, emotionally, socially and physically so that learners can actively experiment, explore, reflect, and respond to the field of learning, thereby gaining experiences of certain knowledge, skills, or affective attitudes To so, experiential social skills education needs to be fully and qualitatively implemented in a 4-step experiential process: 1/ Practical experience on social skills; 2/ Reflect and share personal experiences on social skills; 3/ Draw lessons on the social skills model; 4/ Test/apply the social skills model in different situations In each step, it is necessary to well implement organizational measures to promote the activeness of children's activities and ensure the high results of social skills education creating problem situations, games, and practice are rarely used and ineffective - The process of experience implemented in each step is sketchy and lacking Only 18.75% regularly organize experiences to educate social skills for preschool children 5-6 years old The majority of teachers (74.88%) occasionally organize experiences to educate children's social skills 6.38 % of teachers have never organized the experience Mean score is 2.12 (level in 3-level Likert scale) In each step of the experience process, preschool teachers have not really focused on methods of stimulating children's interest 2.2.3 Status of social skills level of preschool children 5-6 years old Statistical results describing the mean score of each social skills are concentrated in the range between level (poor) and level (average) Social skills “Comment and Evaluation” has the highest rating (mean = 1.97/3, standard deviation = 0.84) The skills group that children is still limited (mean score < 1.5) includes the skill "Adaptability" (mean = 1.4, standard deviation = 0.671), the skill "Cultural Communication” (mean=1.4, standard deviation = 0.658) and the skill “Cooperation” (mean=1.45, standard deviation=0.888) Through the cases in which children discuss in group, we observed that most children are passive in group activities, not know how to interact with friends and how to solve problems arising in groups Figure 2.1 Social skills level of preschool children 5-6 years old Up to 13.49% of children have poor social skills; 36.69% of children are classified as average; Children at the Good level are only 33.33% while children at Excellent level only accounted for 13.49% The survey of children's activities showed that most children aged 5-6 years had many social skills at very poor level These children were timid and shy when presenting a problem Children are passive to situations and especially when facing problems, they not know how to behave 11 appropriately Children not know how to express feelings, attitudes and behaviors when others help The results of social skills level are shown in the following chart: 013% 013% Excellent Good 033% 040% Average Poor Figure 2.2 Social skills level of preschool 5-6 years old - Comparing the social skills level among children in urban, rural and mountainous areas: Descriptive statistics showed that the mean score of social skills in urban children is 17.05 (standard deviation = 5.9), in rural children the mean is 16 (standard deviation = 6) and regarding children in mountainous areas the mean is 14.1 (standard deviation = 5.9), which is 2.86 points lower than the urban children However, the results of the ANOVA test showed that the difference in scores between these three regions was not statistically significant, indicating that the mean scores of children’s social skills of the three regions were similar and all concentrated at the Average level Table 2.1 Descriptive statistics of the mean score of social skills in regions 95 % CI N Mean SD SE Lower Upper Min Max Bound Bound Vinh University kindergarten 42 17.05 5.9998 926 15.178 18.92 6.00 28.00 (urban) Nghi Trung kindergarten (rural) 42 16.00 6.0081 927 14.128 17.87 5.00 29.00 Quy Hop kindergarten 42 14.19 5.9765 922 12.328 16.05 5.00 26.00 (mountainous) Total 126 15.75 6.0636 540 14.677 16.82 5.00 29.00 - Compare the skill level between boys and girls: The results of descriptive statistics show that the mean score of social skills of boys is 15.73 (standard deviation = 5.7) and girls is 15.76 (standard deviation = 6.41) Levene test results on variance with significance > 0.05 show that there is 12 variance similarity between groups of boys and girls The results of the T-test show that there is no difference between the two groups of boys and girls with the mean score of social skills Correspondingly, the T-test results show no difference in skills score between boys and girls in all 10 skills (significance > 0.05) - Comparing children's level of social skills according to parents' occupation: The results of the Anova test show a difference in the mean score of children's social skills according to their parents' occupation The results of Tukey's test show that the group of children whose parents are civil servants have better social skills, and the difference is significant with the group of children whose parents are selfemployed, farmers and farming The group of children with business parents also have better social skills than the group of children whose parents work in the fields Table 2.2 Comparison of mean score of social skills according to parents' occupations 95% CI Civil Servants Doing business Freelance Workers Farmer Field tilling Total N Mean SD SE 48 12 38 13 15 126 19.7917 16.3333 13.4737 13.4615 10.0667 15.7460 4.66293 6.25712 4.45844 6.48865 5.10555 6.06358 67304 1.80627 72325 1.79963 1.31825 54019 Lower Upper Bound Bound 18.4377 21.1456 12.3578 20.3089 12.0082 14.9391 9.5405 17.3826 7.2393 12.8940 14.6769 16.8151 Min Max 11.00 7.00 6.00 5.00 5.00 5.00 29.00 27.00 24.00 27.00 20.00 29.00 General assessment - In general, the social skills level of today’s children is very low, at average level Social skills at the lowest level are communication skills, skills to adapt to new situations, cooperative skills and skills of showing gratitude - The results between schools representing areas (urban, rural, mountainous) shows that skills of recognizing social rules and skills of recognizing, identifying children's problems in urban schools are better than schools in mountainous areas The difference is statistically significant, the rest of the skills show no difference - Comparing boys and girls, there is no difference in mean scores between these two groups of children in all 10 social skills - Comparing the results between the group of children according to their parents' occupations, it is found that the results are different between the group of children whose parents are public employees and the group of children whose parents are self-employed, farmers working in the fields; the group of children whose parents are civil servants have better skills development; similar results 13 between the group of children with parents in business also have better social skills development than the group of children with farming parents (the difference is statistically significant) 2.2.4 Actual situation of factors affecting social skills education for children through experience Table 2.3 Level of factors affecting social skills education Degree of impact Mean Strong Moderate Factor Rank No impact score impact impact Count % Count % Count % Teacher’s capacity 623 77.88 177 22.13 0.00 2.78 Living environment 422 52.75 297 37.13 81 10.13 2.43 Education 589 73.63 189 23.63 22 2.75 2.71 environment Infrastructure 331 41.38 378 47.25 91 11.38 2.30 conditions The survey shows that the factors that strongly affect social skills education are the capacity of preschool teachers and the educational environment These factors have a direct impact on the effectiveness of social skills education for children In particular, the role of preschool teachers is extremely important in the process of social skills education for children This factor is the basic cause of the current status of children's poor and lacking of social skills The impact of changing these causes will improve the quality of social skills education for children aged 5-6 years old Conclusion of chapter The survey shows that: Kindergarten teachers are aware of the importance of children's social skills education, but the understanding of the concept and nature of social skills is still vague and inaccurate In particular, the content, methods and forms of social skills education through experience are not well understood by almost all preschool teachers They are confused in designing and organizing the experience process and using methods to promote children's positivity The experience process performed in each step is lacking and poor The level of social skills in children 5-6 years old is still too low, mainly at the average level Most children are passive, shy, and lack confidence and not know how to deal with situations that occur in life The survey shows that the factors that have the strongest impact on social skills education are preschool teachers and the educational environment 14 Chapter ORGANIZATION OF EXPERIENCE TO EDUCATE SOCIAL SKILLS FOR PRESCHOOL CHILDREN 5-6 YEARS OLD 3.1 Principles of organizing experiential activities to educate social skills for 56 years old children Organizing experiences to educate children on social skills based on the following principles: 1/ ensure objectiveness; 2/ ensure systematicity; 3/ promote positive activities for children; 4/ ensure practicality and feasibility 3.2 The process of organizing experiences to educate social skills for preschool children 5-6 years old 3.2.1 Steps in the process of organizing experiences to educate social skills for preschool children aged 5-6 years Step 1: Real experience of social skills At this step, teachers can use real life experiences that children have gone through, or organize real-time experiences for children, or give hypothetical situations to children In any situation, teachers must be able to give problems and ask questions for children to think about and solve on their own This step gives children the opportunity to be aware of social skills patterns such as: knowing the circumstances when it is necessary to use that form of social skills, the manifestations of social skills This is an opportunity to promote children's initiative and creativity Step 2: Reflect and share personal experiences about social skills model After children have had real experience, preschool teachers create opportunities for children to present their observations and thoughts on the social skills they have just implemented It is necessary for children to share in many different ways, from many angles, from many different roles, to "debate" together By asking questions for or against, the child explains the advantages and disadvantages of each The process of listening to and observing friends’ share is also a valuable experience that children can imitate or learn knowledge and skills from Step 3: Draw the right lesson about the social skills model Teachers help children know how to select the right knowledge, manipulate behaviors and emotions, and have the right positive attitude when using the social skills model In this step to avoid imposition, ask the child to memorize the social skills model mechanically It is necessary to help children fully understand three aspects of the content of each social skill, including understanding of the skill model (what are the requirements for that skill, when to use the skill), the manipulation of the skill model (the specific behavior) and attitude when performing that skill Preschool teachers can illustrate with pictures and videos For example: Teaching 15 children polite communication skills when visiting other people's houses, teachers can draw diagrams: Step 1: knock the door / ring the bells Step 2: Greetings Step 3: take off shoes/enter Step 4: Test/apply the social skills model in different situations When children have grasped the steps to implement the social skills model, teachers need to design environments for children to apply the social skills model A social skills model can be practiced and applied for a long time, it may a week for children to master, or a whole month, even an entire school year • 1/Organize activity for children to experience on their own 1/ Real experience 2/ Reflect and share personal experience 4/ Test and Apply 3/ Draw the right lesson about social skills model • 2/Organize for children to observer, reflect, share their thinkings • 3/ Help children draw the right lesson • 4/ Organize for children to apply experience in daily life The process of social skills education through experience for preschool children 5-6 years old 3.2.2 Requirements to organize experiences to educate social skills for preschool children 5-6 years old In order to be effective when implementing, it is necessary to ensure a number of basic requirements: 1/ Select the appropriate experiences with the educational content of the social skills samples; 2/ Build a variety of experience organization environments; 3/ Request to perform the steps according to the experiential education process; 4/ Focus on evaluating the experience organization to form social skills 16 3.3 Organize the implementation of the experience process to educate social skills for preschool children 5-6 years old 3.3.1 Designing experiences to educate social skills for preschool children 5-6 years old Designing an experiential environment to educate social skills for children in preschool can be organized through two forms of experience: 1/experience with real situations occurring in children's daily lives 2/ experience through simulated, hypothetical situations 3/ Social skills education can be done through specialized learning activities and integrated through other activities In addition, it is necessary to coordinate the design of diversifying the experience environment in the family and the community in order to educate social skills for children 3.3.2 Measures to organize experiences to educate social skills for preschool children - years old 1/In order for children have real experience, the following measures can be used: create problematic situations; Organize for children to work in groups 2/In order for children to reflect and share personal experiences, the following measures can be used: Organize for children to share - critique; Organize evocative conversations: Use emulation and reward measures: 3/In order for children to draw experiences/correct lessons about the model of social skills, the following measures can be used: use diagrams, models, pictures, videos;… Organize games to help children memorize social skills patterns 4/ In order for children to actively test/apply the model of social skills in new situations, the following measures can be used: Organization of practice; Organize the application to help children flexibly and proficiently use social skills; Evaluate and adjust the experience process 3.4 Pedagogical experiment 3.4.1 Organization of pedagogical experiments - Purpose of experiment: Experiment to verify the correctness and feasibility of the proposed process The research hypothesizes that if the proposed 4-step process of experience is applied (1/ Practical experience on social skills; 2/ Observe, reflect and share personal experiences on social skills; 3/ Draw right lessons about the social skills model; 4/Testing/applying the social skills model in different situations) with positive measures affecting the social skills of children (1/skills for expressing gratitude; 2/skills for cultural communication; 3/Adapting to new situations; 4/cooperative skills) in a reasonable scientific manner, the level of these social skills of children will be raised The dissertation selected social skills (1/Gratitude expression skills; 2/Cultural communication skills; 3/Adapting to new situations; 4/ cooperative skills) to experiment with the process and procedures Measures have been proposed for the 17 following reasons: Based on the survey results, these social skills have the lowest score among social skills and these are basic and necessary skills for children Preschool children 5-6 years old is about to enter grade 1, they needs to adapt to the new learning environment in primary school Because of the limited experimental time, the process of social skills education requires a lot of time, so the author only focuses on experimenting with these social skills - Experimental content: Experimenting with the proposed 4-step process of experimentation and organizational measures in each step of the experiment process The study compares the results of children before the experiment, after the first round of the experiment and after the second round of experiments to see the effectiveness of the process and measures used in the process of organizing the experience to educate social skills for children - Subject, scale, time and location of experiment: + Experimental pedagogy round (March, April, May 2018): experimented on 30 children in a kindergarten class of 5-6 years old at Practical Kindergarten of Vinh University + Experimental round (official): from October 2018 to May 2019: The experiment was conducted on 60 children in kindergarten classes 5-6 years old at Practical Kindergarten of Vinh University, Nghe An province (30 children in experimental class, 30 children in control class) - Conditions for conducting the experiment: The pedagogical experiment was conducted in the condition that the two experimental classes and the control class were equivalent - Experimental process: Select experimental and control samples that are similar in number of children, including the number of boys and girls, and the social skills level of children in both classes Training for teachers to understand the purpose, content, methods, and how to conduct the organization according to the set plan Prepare the necessary conditions for the educational environment and the cooperation with parents for children to experience In both rounds of experiments, the following steps are followed: + Measure the input before the experiment and the output after the experiment; Organize and implement experimental content in experimental class The control class carried out social skills education according to the school's/preschool teacher's program and plan Analyze and compare the results before and after the experiment to get accurate data and conclusions - Method of evaluating experimental results: Criteria, rating scale: Excellent: points: Children are aware of the problem, understand the situation or problem to be solved; children have proficient and flexible skills and have a positive and proactive attitude when performing Good: points: The child recognizes the 18 problem, understands the situation or problem to be solved, comes up with a suitable solution, but the skills are not proficient, not flexible, and the attitude is quite positive Average: point: The child recognizes the problem, solves the problem but is incomplete and needs the suggestion of the preschool teacher Skills are still weak, children are still passive and not active when performing Poor: points: The child does not recognize the problem, has no skills and is timid and passive in situations Use exercises and situations to measure and evaluate - Using situations for children to participate directly to measure the level of social skills - Using mathematical statistical methods (calculating %, mean, variance, standard deviation) and exploiting SPSS software to process data and test research results 3.4.2 Results of pedagogical experiments - Analysis of exploratory experimental results (round 1) + Statistical results describing the scores of each skill before the first round: Levene test gives significance > 0.05 in all skills, showing that there is equivalence of variance in the results of classes Considering the results of T-test for two variables with equivalent variances, there is no difference between the mean scores of children in classes on all skills (significance > 0.05) Thus, before the experiment, the social skills level of children in both experimental and control classes was the same + Results of the child's level of social skills after the first round of experiment: The mean score of children's social skills showed that after experiment 1, the mean score of the experimental class was higher than that of the control class in all skills Children in both classes had the highest score on “cultural communication skills” among the four skills (Experimental class: mean score = 2.4, standard deviation = 0.828; Control class: mean score = 1.93, standard deviation= 0.594) + Comparison of social skills scores before and after the first round of experimentation: The statistical results of the experimental class's social skills scores show that the average score after experiment has increased, in which cross-cultural communication skills increase the most 0.8 points The results of the paired T-test show that all skills have a statistically significant increase after the experiment Similar to the experimental class, the social skills scores of the control class also increased after the first experiment However, the T-test shows that the difference between the skills scores is not statistically significant In summary, the first round of exploratory testing has initially demonstrated the correctness and effectiveness of the proposed measures - Analysis of official experimental results (round 2): + Statistical results describe the scores of each skill and group of skills 19 before the round experiment: T-test was performed to determine the difference in the average skill scores of the classes Levene test results with significance > 0.05 shows that the scores between the two classes in each skill have the same variance The difference between the mean scores of the lowest skills is 0.03 (skills 1, 2, 3) and 0.1 (skills 4), however this difference is not statistically significant (significance T-test > 0.05) Thus, before the experiment, the level of social skills in the two classes was equivalent + Results after the second round of experiments: Social skills scores of children after the experiment ranged from 1.67 to 2.47 (standard deviation ranged from 0.571 to 0.759) The lowest level of most skills in both grades is average (except for skill in the control class, there are still children at poor level) The average score in all skills of the experimental class was higher than that of the control class The average score of skills of the experimental class is 8.9 (standard deviation = 1.92) higher than the control class (mean score = 7.3, standard deviation = 2.34) + Compare scores of social skills before and after the 2nd round experiment: Table 3.1 Compare the children’s social skills level before and after the 2nd round experiment (Experimental class) Time Before After N 30 30 Mean 1.63 2.30 SD 718 702 SE 131 128 Skill Cultural communication Before After 30 30 1.67 2.47 711 571 130 104 Skill Adapt to new circumstances Before After 30 30 1.63 2.10 718 662 131 121 Skill Cooperative skill Before After 30 30 1.50 2.10 682 662 125 121 Score of skills before experiment Before After 30 30 6.4333 2.23889 8.9667 1.92055 40876 35064 Skill Express gratitude Experimental class: Levene test shows that the scores of the experimental class between times for skills have the same variance (significance > 0.05) Score of skills after experiment is higher than before experiment by 2.53 points The component skills also have a mean increase from 0.457 (Skill to adapt to new circumstances) to the highest increase of 0.8 points (Cultural communication skills) The results of the T-test show that the increase in scores in all skills is statistically significant, showing that the method applied to the experimental class has a good impact on the increase in the children’s social skills level 20 Control class round Table 3.2 Comparison of children's scores before and after the round experiment (Control class) Pre_After N Mean SD SE Before 30 1.67 711 130 After 30 1.90 759 139 Skill Cultural Before 30 1.70 702 128 communication After 30 1.97 718 131 Skill Adapt to new Before 30 1.67 661 121 circumstances After 30 1.77 679 124 Before 30 1.60 724 132 After 30 1.67 711 130 Score of skills before Before 30 6.6333 2.14127 39094 experiment After 30 7.3000 2.33637 42656 Skill Express gratitude Skill Cooperative skill Levene test shows that the scores of the control class between the assessments for skills have the same variance (sig > 0.05) The skill points of the control class all increased the lowest by 0.067 points (skill 4) and the strongest increase in skill (0.267 points) The total score of skills increased by 0.67 points However, the T-test showed that the increase in skills of children in the control class was not statistically significant (Sig > 0.05) Conclusion Through two experiments, the obtained results show that - Before the experiment, the level of social skills of children in classes was similar, the difference was small, not statistically significant - After the first round of experimentation: The experimental class had better results than the control class, especially the ability to adapt to new situations; Comparing the results of the experimental class before and after conducting the experiment, children have an increase in gratitude skills, cultural communication skills, and skills to adapt to new situations There is increase in cooperative skills but not statistically significant; The comparison results in the control class showed that the mean scores of all skills increased but there was no statistical significance 21 - After the second round of experimentation: children have an increase in all skills, in which the increase in the experimental class is more obvious and statistically significant, while the increase in the control class is not significant Comparing the scores of the two classes after the experiment also shows the difference, the results are better in the experimental class and the difference is statistically significant From the above results, it can be seen that experimental methods and procedures are effective in educating social skills for preschool children 5-6 years old 3.4.3 Case analysis Based on the analysis of the advantages and disadvantages of the two cases, we propose different impact measures The positive progress of the two children has contributed to proving the correctness and feasibility of the proposed procedure and measures 3.4.4 General comment After the impact process, children's social skills changed significantly Through two experimental rounds, the level of social skills of children in the experimental class increased positively In all skills, the mean score changed from average and poor before experiment to good and excellent after experiment This proves the effectiveness of the experimental process as well as the feasibility of the social skills education measures for preschool children 5-6 years old through the experience that we have proposed Conclusion of chapter On the basis of principles of ensuring objectiveness, practicality and feasibility, systematicity, ensuring the promotion of activeness for children, the dissertation built a process of organizing experiences to teach social skills education for children consisting of steps and in each step, measures are designed to improve children's activities These measures meet the requirements of the experience organization process Pedagogical experiment has proved the correctness of the scientific hypothesis and the feasibility of the proposed process and measures The experimental organization has helped preschool teachers grasp the core spirit of experiential social skills education, which is to promote children's activeness through experiential activities, so that children can develop social skills through experience, actively solve problems and learn lessons for themselves 22 CONCLUSIONS AND RECOMMENDATIONS Conclusion Social skills are skills that help individuals to perceive, behave, communicate and adapt successfully in society and need to be educated right from the preschool age Especially, for children 5-6 years old, the age needs to be equipped with necessary social skills to prepare them to be ready to adapt to the new environment the learning environment at the primary school level Social skills that need to be taught for 5-6 years old children include groups of skills and 10 component skills: 1/ The group of social cognitive skills includes: skills to recognize social rules, skills to identify problems to be solved; the ability to state solutions and options; assessment skills; 2/ The group of communication skills and social behavior includes: skills to express emotions; the skill of expressing gratitude; cultural communication skills; 3/ Group of social adaptability skills include: skills to adapt to new situations; emotion control skills; conflict resolution/handling skills; Cooperative skills These social skills are extremely important for preschool-aged children Educating children in social skills is only effective when educators create opportunities and challenges for children to reflect, actively explore, actively demonstrate specific attitudes and behaviors to solve problems That is the method of education through experience Survey results showed that children's social skills are currently at a low level The main reason is that the school has not focused on social skills education activities for children Preschool teachers have not yet grasped the basic social skills of 5-6-year-old children, they have not designed appropriate content, have not understood the methods of organizing in accordance with the educational process through experience, have not had collaboration with parents to develop children's social skills together Pedagogical experiment has proved the correctness and feasibility of the experiential social skills education process that the thesis has proposed including steps: 1/Practical experience; 2/ Observe, reflect and share; 3/ Draw the right experience; 4/Test/apply social skills in new situations The experience process is strictly designed and suitable for the conditions in today's preschools Recommendations 2.1 For preschool managers: it is necessary to pay more attention to the task of educating social skills for preschool children; it is necessary to strengthen the organization of training courses to guide preschool teachers on issues related to social skills education for children; it is necessary to regularly organize sample activities, observe class to improve the skills of organizing social skills education activities for children; it is necessary to take measures to strengthen coordination 23 with families and communities to work together with schools to well implement social skills education for children; it is necessary to regularly monitor, test and evaluate social skills education for children to have timely impacts In particular, it is necessary to create an environment for children to regularly experience 2.2 For preschool teachers: Actively explore, learn, and self-improve knowledge of social skills education for children; create all conditions and opportunities for children to experience every day to form and develop skills It is necessary to educate children on social skills anytime, anywhere; regularly connect with children’s families and parents to have information about children and guide parents on social skills education in a unified and scientific way 2.3 For parents: it is necessary to be a shining example with standard behavior patterns for children to follow; Pay more attention to the education of social skills for children; Need to create an environment for children to experience It is also necessary to work closely with schools to teach children social skills 2.4 With the local community: coordinate with families and schools to participate in children's education It is necessary to create maximum conditions for children to participate in interactive activities Each organization/agency needs to actively develop activity plans for children to participate in experiences and thereby educate children with necessary social skills 24 LIST OF PUBLICATIONS RELATED TO THE DISSERTATION Nguyen Thi Thu Hanh (2017), Social skills education through experience for preschool children - Global trends and lessons for Vietnam, Journal of Educational Science, No 143 - August 2017 Nguyen Thi Thu Hanh (2016), General view of social skills education theory for preschool children, The Science Publishing Center “Sociosphere”, N4, ISSN 2078 -7081, Russia Thai Van Thanh, Nguyen Ngoc Hien, Nguyen Thi Thu Hanh (2019), Coordination of families, schools and communities in the care and education of preschool children, Journal of Educational Sciences, No 16 - April 2019 Nguyen Thi Thu Hanh (2016), Educating communication skills to contribute to the development of social skills for 5-6 year old children, Education Journal, Issue 1, July 2016 Nguyen Thi Thu Hanh (2015), Social skills education for preschool children 5-6 years old, Special Education Magazine May 2015 Nguyen Thi Thu Hanh (2013), Some basic skills need to be taught for 5-6 year old children, Special Education Magazine Issue, September 2013 ... 4. 458 44 6. 488 65 5.1 055 5 6. 06 358 67 304 1.8 062 7 723 25 1.79 963 1.318 25 54019 Lower Upper Bound Bound 18.4377 21.1 4 56 12. 357 8 20.3089 12.0082 14.9391 9 .54 05 17.38 26 7.2393 12.8940 14 .67 69 16. 8 151 Min Max... 16. 00 6. 0081 927 14.128 17.87 5. 00 29.00 Quy Hop kindergarten 42 14.19 5. 97 65 922 12.328 16. 05 5.00 26. 00 (mountainous) Total 1 26 15. 75 6. 063 6 54 0 14 .67 7 16. 82 5. 00 29.00 - Compare the skill... 95% CI Civil Servants Doing business Freelance Workers Farmer Field tilling Total N Mean SD SE 48 12 38 13 15 1 26 19.7917 16. 3333 13.4737 13. 46 15 10. 066 7 15. 7 460 4 .66 293 6. 257 12 4. 458 44 6. 48 865