Current Status of Life Skills Education for Primary School Students Through Experiential Activities in Lao Cai City Primary Schools

Health and safety are also the reasons why many parents are interested in and cooperate with schools in educating children about life skills.

However, there is still a group (about 10% of parents surveyed) who think that it is not necessary to teach life skills to children, and that if they were not taught life skills before, they would still learn by themselves when they grow up. This shows that parents' awareness is not uniform. This is also a factor that affects children, because in addition to school time, they spend a lot of time with their families.

2.4. Current status of life skills education for primary school students through experiential activities in primary schools in Lao Cai city

2.4.1. Current status of life skills education content through experiential activities for primary school students in Lao Cai city

Teaching life skills to students is to help them master themselves, adapt and know how to deal with difficult situations in daily life. Practice living responsibly for themselves and their families. Open up opportunities, direct positive thinking and confidence, make decisions and choose the right behaviors.

Life skills education through experiential activities is a very necessary content to contribute to the comprehensive development of human education. To find out the current status of life skills education content through experiential activities for primary school students in Lao Cai city, we used questions (question 2 for managers and teachers, question 2 for students - Appendix 1,2). The results are as follows:

Table 2.3. Assessment of managers and teachers of primary schools in Lao Cai city on the content of life skills education through experiential activities for students

Content		Implementation level (%)
Content		Very frequent	Frequent	Sometimes	Not yet perform
1	Cognitive skills group	Self awareness.	17	54	29	0
		Build a plan.	36	25	49	0
		Learning and self-study skills	53	32	15
		Positive thinking and creative thinking.	25	58	17	0
		Problem Solving	28	42	30	0
2	Social skills group	Communication skills	79	21	0	0
		Presentation and speaking skills popular	27	54	19	0
		Emotional expression skills and feedback	45	30	25	0
		Teamwork skills	37	38	25	0
		Observation skills	38	47	15	0
		Leadership skills	13	21	51	15
3	Self-management skills group	Mastery skills	8	57	21	14
		Time Management	23	48	21	8
		Healthy entertainment	18	45	30	7
4	Communication skills group	Identify the communication object	12	67	15	6
4	Communication skills group	Determine content and form communicate	23	56	12	9
5	Violence prevention skills group	Prevention of physical abuse	21	66	13	0
		Preventing school violence	33	57	10	0
		Prevention of domestic violence	8	22	55	10
		Avoid negative influences from friends	9	74	17	0

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Table 2.4. Assessment of primary school students in Lao Cai city on the level of implementation of life skills education content through outdoor activities for students

Content		Implementation level (%)
Content		Very often through	Frequent	Sometimes	Not real presently
1	Cognitive skills group	Self awareness	15	125	45	15
		Build a plan	14	115	40	31
		Learning and self-study skills	21	138	24	17
		Positive thinking and creative thinking create	16	128	29	27
		Problem Solving	13	123	38	26
2	Social skills group	Communication skills	14	127	35	24
		Presentation and speaking skills get crowd	18	121	36	25
		Emotional expression skills and feedback.	15	126	36	23
		Teamwork skills	14	128	40	18
		Observation skills.	18	128	36	18
		Leadership skills	21	125	29	25
3	Management skills group self	Mastery skills.	25	128	24	23
3	Management skills group self	Time Management	18	130	26	26
4	Communication skills group	Identify the communication object	13	127	25	35
4	Communication skills group	Determine content and form communicate	24	128	24	24
5	Violence prevention skills group	Prevention of physical abuse.	16	113	41	30
		Preventing school violence.	14	115	43	28
		Prevention of domestic violence.	12	115	48	25
		Avoid bad influence from friends.	12	121	47	20

Through the survey results, it is shown that the majority of managers and teachers clearly see the importance of life skills education for students, and identify that life skills education for students is extremely necessary. Through the discussion, teachers are worried: with the current living environment, science and technology are strongly developed, children are exposed to many different types of culture, which has positively and negatively affected students, in fact, in society there have been many violations of ethical standards in a part of the youth. Educating primary school students about life skills so that they can live a healthy and safe life is very important. The phenomenon of child sexual abuse or children being injured during the summer vacation occurs every year, making parents worried and teachers worried. Therefore, how to help children live healthy, safe, know how to protect themselves, know how to prevent violence, have the ability to control themselves, know how to communicate effectively, ... is also an important reason in the education of life skills for children today, which has been paid attention to by managers and teachers to educate students very often and often accounts for a high percentage.

Comparing the students' assessment of the level of implementation of life skills education content with the assessment of teachers and managers, we found it completely consistent, with the difference being insignificant, confirming the objectivity of the survey results. The content is regularly assessed because it is related to the forms of social activities that teachers organize. The content is assessed as not regularly and not implemented, possibly because teachers are limited in those skills. Therefore, the Principal needs to pay attention to have measures to direct life skills education for students.

2.4.2. Current status of life skills education methods through experiences for primary school students in Lao Cai city

To study this content, we use questions (question 3 on the form for managers and teachers, question 3 on the form for students - Appendix).

The results are as follows:

Table 2.5. Assessment of the level of use of life skills education methods through experiential activities for primary school students in Lao Cai city

Information	Investigation object	Level
		Often through		Please occasionally		Not used use
		SL	%	SL	%	SL	%
1	Example method	Managers, Teachers	90	90%	10	10%	0	0.0
1	Example method	HS	150	75%	50	25%	0	0.0
2	Teaching method	Managers, Teachers	100	100%	0	0	0	0.0
2	Teaching method	HS	184	87%	26	13%	0	0.0
3	Role playing method	Managers, Teachers	96	96%	4	4%	0	0.0
3	Role playing method	HS	136	68%	54	27%	10	5%
4	Storytelling method	Managers, Teachers	80	80%	20	20%	0	0.0
4	Storytelling method	HS	145	72.5%	40	20%	15	7.5%
5	Conversational method	Managers, Teachers	100	100%	0	0.0	0	0.0
5	Conversational method	HS	79	39.5%	101	50.5%	12	6%
6	Training method, practice	Managers, Teachers	85	85%	0	0.0	0	0.0
6	Training method, practice	HS	73	36.5%	125	62.5%	2	1%

Through the survey results in table 2.5, we see that the method of teaching life skills through experiential activities is often used by teachers:

- Teaching method (Teacher: 100%, Student: 87%).

- Conversation method (Teacher: 100%, Student: 39.5%).

- Role-playing method (Teacher: 96%, Student: 68%%)

In particular, according to teachers' assessment, none of the above 6 methods have never been used before.

Why is there such a result? Going deeper into the study and talking with the teacher, we asked teacher D.TL of Ta Phoi primary school. She said, "Primary school students have limited awareness. If you want them to understand and do something correctly, you need to explain it to them in detail, and even give detailed instructions.

meticulously in the way of "holding hands to show how to do things", that's why in the process of educating or teaching primary school students, we still use the explanation or conversation method more often". Teacher NXC of Hop Thanh Primary School said that "Primary school students remember quickly, forget quickly, if only using words to explain, they will understand but then they can forget, so it is necessary to let them transform into characters, with specific actions or deeds so that they can practice, thereby forming for themselves the necessary skills, so I myself often use the role-playing and practicing method". With the same content, when we asked the students, they said "When instructing us to do something, the teacher often explains thoroughly, then she demonstrates for us and asks us to practice, through that I know how to do it" (said student NVT, grade 5, Hop Thanh Primary School). NVC, a 4th grade student at Hoang Van Thu Primary School, I really like learning life skills. Every time we learn a skill, the teacher often lets us do it. For example, the other day when we learned cooking, she let us go to the market, choose vegetables, then instructed us how to pick, boil vegetables and take them out on a plate, how to arrange them beautifully. We all like it because we get to do it and know how to do it. Through this, it can be seen that, educating life skills for students through experiential activities, the method of letting students experience and do it through specific activities will be the most effective method, and the most suitable for this content. However, due to the characteristics of primary school students and the teachers' thinking habits about students, in the process of educating life skills for students, the methods for students to experience reality have not been highly appreciated and optimally chosen by teachers.

2.4.3. Current status of life skills education organization through experiential activities in primary schools in Lao Cai city

To study this content, we use questions (question 5 for managers and teachers, question 5 for students - Appendix).

The results are as follows:

Table 2.6. Evaluation of forms of organizing life skills education through experiential activities for primary school students in Lao Cai city

Form of KNS education through voluntary activities	KTĐT	Level of implementation
		Often through		Sometimes		Never hour
		SL	%	SL	%	SL	%
1	Sightseeing, picnicking	Manager, GV	22	22%	78	78%	0	0.0
1	Sightseeing, picnicking	HS	20	10%	130	65%	50	25%
2	Volunteer activities	Manager, GV	89	89%	11	11%	0	0.0
2	Volunteer activities	HS	158	79%	42	21%	0	0.0
3	Humanitarian activities	Manager, GV	83	83%	17	17%	0	0.0
3	Humanitarian activities	HS	110	55%	89	44.05%	1	0.5%
4	Exchange activities	Manager, GV	28	28%	72	72%	0	0.0
4	Exchange activities	HS	40	20%	100	50%	60	40%
5	Club activities	Manager, GV	27	27%	41	41%	32	32%
5	Club activities	HS	14	7%	40	20%	144	74%
6	Game activities	Manager, GV	80	80%	20	20%	0	0
6	Game activities	HS	76	38%	134	63%	0	0.0
07	Interactive stage	Manager, GV	55	55%	45	45%	0	0.0
07	Interactive stage	HS	32	16%	164	82%	4	2%

The survey results in Table 2.6 show that teachers are interested in implementing forms of life skills education through practical activities.

There are forms that are assessed as regularly organized such as volunteer activities with a regularly assessed implementation rate (teachers: 89%, students 79.3%).

Humanitarian activities (teachers 83%, students 55.3%). However, some activities are less frequently implemented such as: Regular field trips (teachers 22%, students 10%), exchange activities (teachers 28%, students 20%), club activities (teachers 27%, students 7%).

Thus, the use of life skills education forms for students by teachers has not been implemented evenly among the forms. To find out the reasons why teachers do not regularly use some of the above forms. I interviewed Ms. Nguyen Thi N, a third grade teacher at Pom Han Primary School: " Why are field trips not organized regularly?"

Ms. N said: these activities take place very rarely. If there is agreement from parents, some classes can do it once a year at the end of the school year or during summer vacation. For classes with difficult economic conditions or homeroom teachers and parents who are afraid of risks and responsibilities, this activity is almost never carried out.

To clarify this activity, when we conducted the investigation, we obtained the following results: the evaluation results of teachers in five schools were also different in terms of the level of implementation of these measures.

When analyzing the specific investigation results of three schools, we have the following comments:

- For Pom Han Primary School, the level of assessment of the regular implementation of the above measures is only over 50%. The form that is most highly rated is volunteering, while the other forms are rated less frequently. The reason why teachers do not regularly implement these forms is because: Pom Han Primary School is a mountainous school, the economic conditions of parents are more difficult, so when organizing field trips that require financial support, it is very difficult to receive support from parents. As for humanitarian activities and exchange activities, financial support from the school is required. These are some of the obstacles that lead to uneven organization forms.

- For Duyen Hai Primary School, the teachers' assessment of the level of regular implementation of KNS education organization is higher than Duyen Hai School with a rate of over 60%. In recent years, Duyen Hai School has had the quality of education

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