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Criteria for Assessing the Level of Expression of Ttn in 5-6 Year Old Children

TC1: Awareness of responsibility

TC2: Action to fulfill responsibility

TC3: Responsible attitude

Each criterion is described with specific indicators in the table below:

Table 2.2. Criteria for assessing the level of TTN expression in 5-6 year old children


Criteria

Only

newspaper

Expression

Type of responsibility

duty


TC1:

Awareness of responsibility


1.1

Know how to serve yourself and ensure your safety

body (eating, dressing, hygiene, playing, studying always happy and comfortable).


Responsibility to yourself

1.2

Understand that everyone must take care of and protect their bodies.

according to your ability.

1.3

Understand that if you don't take good care of yourself, you will

sick, tired


1.4

List things to do (greeting, helping, caring, keeping promises, etc.) and things not to do (lying, fighting, stealing, breaking things, pushing).

jostling, pushing, etc.) with others;


Responsibility to others

1.5

Explain why you should and shouldn't do it

those things with people around;

1.6

Understand that everyone has to suffer the consequences of their actions.

action caused to others.

1.7

List the do's and don'ts

with MTXQ


Responsibility to the environment


1.8

Explain if the right action will help the environment, or if the wrong action will affect it

bad for the environment

1.9

Understand that each person needs to know how to admit and correct mistakes.

when causing bad consequences to the environment

TC2:

Action to fulfill responsibility

2.1

Always do self-service tasks;


Responsibility to yourself

2.2

Complete self-directed tasks well and on time.

serve;

2.3

Correctly evaluate self-service results and acknowledge/correct errors

wrong for not doing a good job personally.

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Criteria

Only

newspaper

Expression

Type of responsibility

duty


2.4

Always share and help when others need it;


Responsibility to others

2.5

Perform assigned tasks well

or offered help;

2.6

Admit mistakes and correct them when your words or actions are not correct.

right with others


2.7

Always carry out environmental protection actions: Maintain and preserve utensils and toys; take care of plants/livestock; keep the working place clean; save electricity,

water and raw materials


Responsibility to the environment

2.8

Implement good environmental protection actions

2.9

Admit mistakes and make amends when actions cause harm

for MT


TC3: Responsible attitude

3.1

Self-motivated to do self-service tasks

Responsibility to yourself

3.2

Try to do your personal work well.

3.3

Admit mistakes and correct them when you don't do things well.

self service

3.4

Have fun with everyone around;

Responsibility to others

3.5

Be proactive in caring for and helping others;

3.6

Willing to admit/correct mistakes when actions are not taken

right with others

3.7

Interested in exploring the environment (plants, animals, objects)

objects); love and preserve toys and places of activity;


Responsibility to the environment


3.8

Voluntarily take care of animals and plants, preserve toys and equipment, and places

work;

3.9

Admit mistakes and correct them when you do something wrong.

true for plants, animals, objects, places of activity.

B. Rating scale

The rating scale consists of three levels: high, medium, low. Each criterion is rated according to three levels as follows:

Level 1: High responsibility (6≤ GPA ≤9)

Children are aware of many things that need to be done, should be done for the good of themselves, others and the environment (over 15 things), and understand why they need to do them.

Starting from internal reasons, anticipating possible bad results and the child himself will be responsible for shouldering and correcting those consequences. Always carry out and complete the work that needs to be done every day, correctly evaluate the results and take responsibility. Children are proactive in working, happy, trying to do their own and the group's work well, evaluating fairly and without bias; proactively admitting mistakes (if any)

Level 2: Average responsibility (3≤ GPA <6)

Children are aware of some tasks that need to be done, should be done for themselves, others and the environment (4-15 tasks); understand the reasons for external responsibilities (fear of punishment, for obedience, to be praised, for being a good child), receive consequences but do not accept responsibility and actions to take to correct mistakes. Do the right tasks when reminded, complete with help or only complete individual tasks, do not support the group, evaluate correctly when supported, do not accept consequences. Often work while playing, or only do when reminded; only happy, complete their own work, do not care about friends and common work; evaluate results correctly but do not proactively admit mistakes.

Level 3: Low responsibility (0≤ GPA < 3)

Children can list very few tasks that need to be done (0-3 tasks), do not understand why the tasks need to be done, do not realize the consequences and that they must take responsibility for and correct them; tend to blame circumstances and others. Do not do or leave tasks unfinished, evaluate incorrectly and unfairly. Do not work voluntarily, do not voluntarily accept responsibility or admit mistakes.

C. How to evaluate

Assessing awareness of responsibility: Using questions with illustrations

painting


The question system is as follows:

*Responsible for yourself (eating, dressing, washing hands and feet, brushing teeth)

put away toys, school supplies; go to bed, go to the bathroom, take school bag...)

-What chores do you need me to do every day?

-Why do I have to do that work myself?

-What if it is not done well?

If the child does not understand, you can ask specific questions, using the pair of pictures number 1 and

number 2

*Responsibility to others : should (greet, ask permission/request, help, keep quiet)

promise), should not (lie, curse, steal/break things, push...)

-What should and shouldn't you do with your parents (teachers, friends)?

-Why should or shouldn't I do that to people?

-If you do something bad to people, what do you say to them or do to make it right?

If the child does not understand, you can ask specifically, using the pair of pictures number 3 and number 4.

* Responsibility for the environment : should do (take care of plants, animals; keep clean the place where you live, play, and do activities; take care of utensils, toys, and materials) and should not do (pick flowers, break branches, beat animals; litter, clean up in the wrong place...)

-What should you do or not do with the environment?

-Why should I do or not do those things?

-When you do something harmful to the environment, what should you do to fix it?

If the child does not understand, you can ask specifically, using the picture pairs 5 and 6. Assess actions and responsible attitudes: Use survey exercises . The survey exercise includes 3 exercises:

Exercise 1: Finger puppets (2 children in each group, make finger puppets of one type)

fruit)

Exercise 2: Clean and arrange the toy shelf (3-5 children in a group, task: Clean the shelf)

toys, cleaning toys and arranging toy shelves).

Exercise 3: Taking care of plants (3-5 children in a group, children use a watering can or a water scoop to water the plants, use a towel to wipe the leaves, use scissors to cut off yellow or worm-infested leaves)

How to conduct the survey: The surveyor gives the task, observes each group in turn and records the children's actions. It is possible to observe 2 groups working side by side at the same time. For exercise 1, 4-5 groups can be observed at the same time. Each criterion is worth a maximum of 9 points, including 9 indicators. Each indicator is scored according to 3 levels: high (1 point), medium (0.5 point), low (0 point) (See Appendix 4).

2.2.2. Survey results

2.2.2.1. Current status of awareness and implementation of responsibility education based on Children's Rights for 5-6 year old children by preschool teachers in kindergarten

The survey results of the current status of QTE-based TTN education for 5-6 year old children in preschools were determined based on the analysis and statistics of the opinions of 120 preschool teachers who have had at least 2 years of experience teaching 5-year-old classes at preschools in Hanoi and Nam Dinh. Of which, the teacher with the most years of experience is 35 years, the least years of experience is 2 years; the most years of teaching 5-6 year old preschool children is 27 years, the least years of teaching 5-6 year old children is 2. The number of teachers with a master's degree is 2, university degree is 36, college degree is 42, intermediate degree is 40, see the chart below:



survey

Chart 2.1. Level of GVMN participants

Chart 2.2. GVMN's experience

participate in survey


The results will be analyzed and evaluated on: teachers' awareness and conception of child abuse, manifestations of child abuse in 5-6 year old children; content, methods, forms, and means of child abuse education for 5-6 year old children and child abuse education based on Children's Rights. Qualitative analysis will be combined in the quantitative analysis process to clarify the above situation.

a) Teachers' awareness of QTE-based TTN education for 5-6 year old children

GVMN's concept of responsibility and structure of TTN

Table 2.3. GVMN's conception of TTN and its structure


TT

Conception

Number of comments

(n=120)

Ratio

(%)


About TTN



1

Is the individual's legal awareness of what needs to be done,

If you don't do it, you will have to suffer the consequences.

3

2.50

2

Is an individual's moral view of what should be done

do and be willing to suffer the consequences of your actions

27

22.50


3

Is the psychological quality of an individual, expressing that individual

be aware of what needs to be done and commit to doing it effectively, and accept the consequences of what you do


90


75.00


About TTN structure



1

Awareness of responsibility

113

94.70

2

Action to fulfill responsibility

96

80.00

3

Attitude of responsibility

103

85.83

Looking at the table above, it can be seen that the majority of preschool teachers have the correct concept and awareness of TTN (75% of teachers chose opinion 3), this will be an advantage for training teachers to implement TTN education measures for children. However, there are still 25% of teachers who do not have the correct concept.

correct and sufficient about the TTN of 5-6 year old children. This situation requires that research on measures to educate TTN for children must pay attention to fostering teachers' awareness of TTN in relation to character and personality education. Most preschool teachers identify the TTN structure as consisting of 3 components: perception, action and attitude, in which the opinion of choosing awareness of responsibility is the most (94.7%) and the opinion of choosing action to fulfill responsibility is the least (80%). However, the difference is not significant. This rate shows that the surveyed teachers have high consensus on the TTN structure consisting of 3 components: perception, action, attitude.

Teachers' concept of TTN expression in 5-6 year old children

Table 2.4. Teachers' opinions on the manifestation of autism in 5-6 year old children


Awareness of responsibility

duty

Responsible action

duty

Responsible attitude

X

Type of responsibility

Index

Average

level of agreement

Rank

Index

Average level of agreement

Rank

Index

Average level of agreement

Rank

1.1

4.39

5

2.1

4.14

9

3.1

4.21

7

TN with version

close


4.09

1.2

4.42

3

2.2

3.9

18

3.2

4.14

9

1.3

3.97

15

2.3

3.78

27

3.3

3.86

20

1.4

4

13

2.4

4.52

1

3.4

4.35

6

TN with others


4.08

1.5

4.47

2

2.5

3.94

16

3.5

3.86

20

1.6

3.93

17

2.6

3.89

19

3.6

3.8

25

1.7

4.42

3

2.7

4.21

7

3.7

4.1

12

TN with the environment


4.02

1.8

3.8

25

2.8

4.14

9

3.8

3.99

14

1.9

3.85

23

2.9

3.86

20

3.9

3.82

24


X

4.14



X

4.04



X

4.01





The survey results show that preschool teachers agree and strongly agree with the expressions of TTN of 5-6 year old children given, in which, the level of agreement with the expression of attitude is the highest (4.14), the second is the expression of action (4.04), the lowest is the expression of awareness (4.01). Regarding the types of responsibility, preschool teachers agree with the expressions of responsibility to themselves the highest (4.09), the second is the expression of responsibility to others (4.08) and the lowest is the expression of responsibility to the environment (4.02). This is consistent with the fact that preschool teachers carry out educational activities according to the preschool education program, in which the program mentions educational goals related to responsibility to children themselves more than educational goals related to responsibility to others and to the environment.

Teachers' understanding of QTE-based TTN education for 5-6 year old children

- GVMN's awareness of Children's Rights

Table 2.5. Teachers' awareness of Children's Rights


Children's Rights Group

Quantity (n=120)

Ratio (%)

Right to life

64

53.33

Right to development

120

100

Right to protection

77

64.17

Right to participate

19

15.83


In this question, teachers were asked to write the names of the QTEs they had implemented in kindergarten. The Right to Live group was mentioned by teachers with words such as Right to Live, Right to Care, Nurture, Right to Pursue Happiness. The Right to Develop group was mentioned with words: Right to Study, Play, Right to Freedom and Talent Development, Right to Respect, Love, and Equality. The Right to Protect group was mentioned with words: Right to Care, Protection, Right to Physical Protection, Right to Safety, Not Being Beaten or Insulted. The Right to Participate group was mentioned with words: Right to Participate, Be Listened to, Express One's Opinions and Personal Viewpoints, Make Decisions. Statistical results showed that the Right to Develop group was mentioned by the most teachers (100%), the Right to Participate group was mentioned by the least teachers (15.85%). This result reflects the reality in kindergartens. Teachers perform quite well in caring for, nurturing, and protecting children, but opportunities for children to be listened to, express their opinions, implement their own ideas, participate in preparing the environment, and choose their own learning and playing activities are still limited.

97.7% of teachers answered that they knew about QTE, mainly from the internet (69.8%). Other sources of information had fewer opinions, respectively: TV, radio (34.9%), School Board (23.3%), documents of the Ministry of Education and Training, Department of Education and Training (20.9%) and from books, newspapers, magazines (14%).

Not many teachers understand the principles of implementing QTE. Of the four principles of “Non-discrimination”, “For the best interests of the child”, “Ensuring the right to exist and develop life”, “Ensuring the right to be heard”, the principle of “Non-discrimination” is most known to teachers.

- GVMN's concept of TTN education based on QTE for 5-6 year old children

Table 2.6. Teachers' awareness of QTE-based natural science education for 5-6 year old children



STT


Content

GVMN's opinion

Rank

Quantity

(n=120)

Ratio

(%)

1

Create a learning environment where all children are respected.

weight

112

93.33

1

2

Help children understand their Rights and Responsibilities

84

70.00

2

3

Put Children's Rights Above Teachers' Rights

11

9.16

7

4

Teachers and children have equal rights.

42

35.00

4

5

Put Teachers' Rights Above Children's Rights

0

0

8

6

Fulfilling all children's rights

17

14.16

5

7

Empower children to take ownership of their own actions.

responsibility to fulfill their rights

17

14.16

5

8

Let children freely move within the framework of the

rules and regulations set by the children themselves

67

55.83

3


The table above shows that most preschool teachers have a correct understanding of the approach to Children's Rights in Early Childhood Education for 5-6 year old children but not fully. "Creating an environment where all children are respected" was the most popular choice (93.33%), consistent with their understanding of the principle of "Non-discrimination". "Helping children understand Rights and Responsibilities" received the second most choices (70%), showing that preschool teachers emphasize cognitive education for children in Early Childhood Education based on QTE. "Allowing children to freely operate within the framework of rules set by the children themselves" ranked third and fourth (55.83%). Although accounting for over 50%, more than 45% of preschool teachers still do not realize that children's freedom to operate within discipline is important to help children become aware of their own responsibilities. However, the rules and discipline in kindergartens are not set by the children themselves, which is related to the fact that few kindergarten teachers know about children's participation rights. "Empowering children" and "Responding to all children's rights" were chosen by very few kindergarten teachers (14.16%), in fact, kindergarten teachers put their rights above children's (according to qualitative analysis during observation of activities), and also consistent with the low rate of choosing "Teachers and children have equal rights" (35%).

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