Chapter 3 Conclusion
1. Based on the results of theoretical and practical research, the topic has identified the principles of youth education for 5-6 year old children as follows: Ensuring the purpose; ensuring suitability with the youth formation process and the characteristics of 5-6 year old children; ensuring the balance between implementing the "Rights" and "Responsibilities" of children; and ensuring close coordination between schools and families in educating responsibility for 5-6 year old children. These principles will guide the proposal of youth education measures for children as well as control the implementation of measures in practice.
2. The thesis has developed three groups of measures to educate children of 5-6 years old in the direction of empowering children to voluntarily take responsibility for themselves, others and the environment.
Group BP1: Building a favorable environment for educating children based on Children's Rights, including: BP1-Building a safe physical environment, clearly defining the Rights and Responsibilities of children in activities and activities at preschools; BP2-Building a comfortable, respectful, and equal psychological environment for all children.
Group BP2: Organize rich experiential activities to create opportunities for children to make their own decisions and take responsibility for their decisions, including: BP1-Organize experiential activities to explore Children's Rights and Responsibilities; BP2-Organize play activities for children to experience implementing Rights and Responsibilities; BP3-Organize labor activities for children to experience practicing Rights and Responsibilities in real life.
Group BP3: Coordinate with families to educate children 5-6 years old based on Children's Rights, including: BP1- Provide materials for parents in educating children 5-6 years old based on Children's Rights; BP2- Instruct parents in necessary skills in educating children 5-6 years old based on Children's Rights; BP3- Instruct parents in educating children 5-6 years old based on Children's Rights through other activities.
3. The proposed measures are closely related, mutually supportive, ensuring effectiveness in the process of caring for and educating 5-6 year old children. These measures are implemented in the direction of starting from creating a material and spiritual environment that respects and ensures the rights of children, to organizing practical activities for children to experience, self-test, and draw lessons for themselves about the responsibilities that need to be performed; finally, coordinating with families to create unity in education between parents and schools, creating opportunities for strengthening and training children's intellectual capacity at home, in order to form sustainable habits and sense of responsibility.
CHAPTER 4: EXPERIMENTAL EDUCATIONAL MEASURES ON RESPONSIBILITY BASED ON CHILDREN'S RIGHTS FOR 5-6 YEAR OLD CHILDREN IN KINDERGARTEN
4.1. Overview of the experimental process
4.1.1. Experimental purpose
Test the effectiveness of the proposed measures, demonstrate the consistency of the experimental results with the scientific hypothesis of the topic.
4.1.2. Experimental content
Experimental three groups of measures to educate children aged 5-6 as follows:
- BP Group 1: Building a TTN educational environment based on QTE suitable for 5-6 year old children, including BP1 - Building a safe physical environment, clearly orienting the Rights and Responsibilities of children in activities and activities at preschool; BP2 - Building a comfortable, respectful, and equal psychological environment for all children
- BP Group 2: Organize diverse activities for children to experience decision making and take responsibility for their decisions, including BP1 - Organize learning activities to help children experience and explore Children's Rights and Responsibilities; BP2 - Organize play activities for children to experience implementing Rights and Responsibilities; BP3 - Organize labor activities for children to experience practicing Rights and Responsibilities in life.
- Group 3: Coordinate with families to educate children aged 5-6 years old based on Children's Rights, including Step 1 - Providing materials for parents in educating children aged 5-6 years old based on Children's Rights; Step 2 - Instructing parents on necessary skills in educating children aged 5-6 years old based on Children's Rights; Step 3 - Instructing parents in educating children's Rights through other activities.
Experimental program
ROUND 1 EXPERIMENT
School MN01 | |
Education for children through activities | Game activities: + Rights: Right to play, Right to participate, Right to be treated fairly + Responsibility: Play safely; Take care of toys and equipment; help friends when playing; share toys. |
Learning activities: + Rights: Right to study, Right to develop talents, Right to express opinions; Right to participate + Responsibility: Study hard; prepare and clean up equipment; keep the activity area clean; help friends; give constructive comments; actively participate in activities, try your best to complete learning tasks. | |
Labor contract: + Rights: Right to participate in labor activities; Right to be protected |
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ensure safety at work + Responsibility: actively participate in work activities; protect safety for yourself and others while working; preserve work tools, keep work areas clean. | |||
Eating, sleeping, hygiene activities: + Rights: Right to life (eg: to be clean, to eat well, to wear warm clothes, to get enough sleep), Right to protection + Responsibilities: Daily personal hygiene, self-feeding, self-dressing, sleeping on time; protecting the body from being violated; not looking at or touching the private parts of other people's bodies when sleeping or cleaning. | |||
EXPERIMENT ROUND 2 | School MN01 | School MN02 | School MN05 |
Group BP 1: Building a TTN educational environment based on QTE suitable for 5-6 year old children | - Check inventory of equipment and toys, remove old and broken toys, and take just the right amount. - Rearrange shelves - Lower the rules boards - Add more rules boards in the corners for children to discuss and build together. - Teachers pay attention to communicating with children on the basis of respect for them, building a happy atmosphere in the classroom. - Guide children to make a code of conduct handbook. | - Check inventory of equipment and toys, remove old and broken toys, and take just the right amount. - Rearrange shelves - Lower the rules boards - Add more rules boards in the corners for children to discuss and build together. - Teachers pay attention to communicating with children on the basis of respect for them, building a happy atmosphere in the classroom. - Guide children to make responsibility trees. | - Redesign all activity corners in the classroom - Check inventory of equipment and toys, remove old and broken toys, and take just the right amount. - Rearrange shelves - Add rules boards in corners for children to discuss and build together. - Teachers pay attention to communicating with children on the basis of respect for them, building a happy atmosphere in the classroom. - Guide children to make responsibility trees. |
BP Group 2: Organize diverse activities for children to experience decision making and take responsibility for their decisions. | - Activity to Explore Rights and Responsibilities (Self-theme) + Right to life and responsibility to ensure children's right to life + The Right to Development and the Responsibility to Ensure Children's Right to Development + The right to protection and the responsibility to protect oneself and other children + Children's right to participate and responsibility to implement their right to participate. - Integrating QTE-based GDTTN into other learning activities in the topics of preschool, self, and career. | ||
Game activities: Taxi Driver Directions Make a Job Board | Game activities: Delivery staff Making lanterns, lion heads | Game activities: Vegetable shop Make a schedule of duty | |
individual Storytelling “I Just Forget”, “The Emperor Penguin's Egg” Other games | Storytelling “I Just Forget”, “The Emperor Penguin's Egg” Other games | Animal sanctuary Storytelling “I Just Forget”, “The Emperor Penguin's Egg” Other games | |
Labor contract: - Self-service - Prepare mealtimes and bedtimes - Care and harvest vegetables - Raising earthworms - Fish farming - Clean the classroom - Whitewash the tree trunk | Labor contract: - Self-service - Prepare mealtimes and bedtimes - Planting and caring for trees - Raising goldfish - Tadpole farming - Clean the classroom | Labor contract: - Self-service - Prepare mealtimes and bedtimes - Plant care - Clean the classroom - Raising toads - Caterpillar farming | |
Group BP 3: Family coordination of early childhood education for 5-6 year old children based on QTE | - Send instruction documents to PH - Communicate with parents during pick-up/drop-off times. - Encourage parents to participate in learning projects with their children. - Teach children to do housework, - Coordinate assessment | ||
4.1.3. How to conduct the experiment
4.1.3.1. Select experimental samples
- 50 children 5-6 years old, Kindergarten 01, Hanoi (Round 1: 23 children class Mon4, round 2: 27 children class Mon5)
- 24 children 5-6 years old, Kindergarten 02, Hanoi
- 30 children 5-6 years old, Kindergarten 05, Nam Dinh
Total: 104 children (Round 1: 23 children, Round 2: 81 children)
4.1.3.2. How to organize the experiment
The first round of the experiment was conducted in class Mon4, Kindergarten01, from June 1, 2020 to August 14, 2020. Surveys were conducted on children before and after the experiment and the measurement exercises and child interview questionnaires were standardized. In this round of the experiment, teachers focused on integrating TTN education based on the school's existing plan.
The second round of the experiment was conducted in three 5-6 year old kindergarten classes (Mon5 class, Kindergarten 01, Bambi class, Kindergarten 02, A5 class, Kindergarten 05), applying the experimental program according to the measures proposed in Chapter 3, from August 17, 2020 to December 31, 2020.
This study had only an experimental group, no control group.
4.1.4. Criteria and assessment scale, survey exercises
We use the criteria and rating scale given in chapter 2 to evaluate the experimental results.
Pre-experimental survey exercise:
- Exercise 1: Make fruit finger puppets (Two children make one puppet)
- Exercise 2: Clean the toy shelf after playing (Group of 3-5 children)
- Exercise 3: Plant care (Group of 3-5 children) Post-experiment survey exercise:
- Exercise 1: Pass the ball (Two children pass the ball with their heads)
- Exercise 2: Build a house from noodles and marshmallows (Group of 3-5 children)
- Exercise 3: Sweep leaves in the school yard (Groups of 3-5 children)
4.2. Experimental results
Description of the experimental site and subjects
The experiment was conducted in 4 large kindergarten classes of 3 schools MN01, MN02 and MN05. MN01 is a large private school with two campuses, each campus has about 500 children. The school has 5 large kindergarten classes, each class has 25-30 children, each class has 3 teachers. In the experimental classes Mon4 and Mon5, all six teachers have a full-time college degree in preschool education, are 30-35 years old, are dedicated to their profession, dynamic and creative. MN02 is a small private kindergarten, with a scale of 100 children, has a large kindergarten class (Bambi) with 24 children (01 child transferred during the experiment). The training level of teacher 1 is university (VB1: History Pedagogy, VB2: Early Childhood Education), teacher 2 is a full-time intermediate preschool education. MN05 is a public school of the commune, with a scale of 500 children, 5 large kindergarten classes, each class has 30 children, has a homeroom teacher and an assistant teacher. The qualifications of the two teachers of experimental class A5 are intermediate and elementary. All three schools have the consent of the Board of Directors, parents and teachers, and the children participating in the experiment.
Table 4.1. Demographic statistics of experimental participants
Stage
School | Class | Total number of children | Male | Female | |
Experiment Round 1 | MN01 | Mon4 | 23 | 11 | 12 |
Experiment round 2 | MN01 | Mon5 | 27 | 13 | 14 |
MN02 | Bambi | 24 | 12 | 12 | |
MN05 | A5 | 30 | 16 | 14 | |
Total | 81 | 41 | 40 |
Table 4.2. Demographic statistics of teachers in experimental classes.
STT
School | Class | Teacher | Age | Level | Number of years of service | |
1 | MN01 | Mon 4 | MN01_M4_GV1 | 30 | CD | 10 |
2 | MN01_M4_GV2 | 33 | CD | 12 | ||
3 | MN01_M4_GV3 | 31 | CD | 11 | ||
4 | Mon5 | MN01_M5_GV1 | 36 | CD | 15 | |
5 | MN01_M5_GV2 | 35 | CD | 13 | ||
6 | MN01_M5_GV3 | 32 | CD | 11 | ||
7 | MN02 | Bambi | MN02_GV1 | 33 | University | 11 |
8 | MN02_GV2 | 32 | TC | 10 | ||
9 | MN05 | A5 | MN05_GV1 | 43 | TC | 22 |
10 | MN05_GV2 (GV support) | 51 | Primary | 5 |
4.2.1. Experimental results of round 1
Round 1 experiment was conducted in three phases:
- Pre-experimental survey
- Impact experiment
- Post-experimental survey
Experimental round 1 (exploratory experiment) with the purpose of testing some proposed measures. This experimental phase took place during the summer school period, so the class activities were quite free, focusing on reviewing knowledge from the previous school year and training discipline. Therefore, the researcher selected some content clearly related to Children's Rights and Responsibilities to guide teachers on how to organize some play, study, and work activities for children to experience implementing Rights and Responsibilities (BP2 group). For BP1 group, mainly testing measures to build a respectful psychological environment in the classroom. Measures to build a physical environment have not been applied because at the beginning of the school year, teachers have just decorated the classroom, purchased new and repaired equipment. However, the researcher also mentioned and guided teachers on some techniques when preparing the environment for children to work in during the BP2 group experiment.
4.2.1.1. Pre-experimental survey results
Table 4.3. Level of TTN expression of 5-6 year old children in class Mon4 before the experiment
Type of responsibility
Awareness | Act | Attitude | TBC | |
TN with myself | 1.74 | 2.12 | 2.03 | 1.96 |
TN with others | 1.72 | 2.00 | 1.91 | 1.88 |
TN with MT | 1.50 | 2.04 | 1.91 | 1.82 |
Σ | 4.96 | 6.15 | 5.85 | 5.65 |
Table 4.3 shows that, before the first round of the experiment, the average score of Mon4 children was 5.65, the average level, in which the lowest average score of awareness (4.96) and the highest average score of action (6.15). Regarding the type of responsibility, the average score of responsibility for oneself was the highest (1.96) and the lowest average score of responsibility for the environment (1.82), but the difference was not much. Mon4 children's responsibility for themselves was most clearly expressed through the actions of protecting personal belongings, self-care, self-service, knowing how to play and use safe objects to keep themselves out of danger. Regarding responsibility for others, children knew how to act to fulfill their responsibilities to their friends and teachers, but mainly acted when asked for help. Regarding responsibility for the environment, children did not really realize their responsibility for the surrounding environment, and did not realize the dependent relationship between themselves and the environment. Children perform actions and express attitudes when they are guided. When performing an action that is wrong with the environment, children do not realize that it is an action that is harmful to the environment, for example, children play outdoors and pick leaves to make toys. This result shows that teachers need to actively provide knowledge through deep experiential activities so that children have many lessons learned from reality, helping children understand the environment with themselves, with others and with the environment, thereby improving both awareness, action and attitude of the environment.
To better define the manifestations of TN's awareness, actions, and attitudes, we analyze the indicators of each criterion in the table below.
Table 4.4. Average TTN score of 5-6 year old children in class Mon4 before the experiment according to each criterion
Awareness of responsibility
Responsible Action | Responsible attitude | |||||||
Indicator | X | SD | Indicator | X | SD | Indicator | X | SD |
1.1 | 0.59 | 0.25 | 2.1 | 0.78 | 0.13 | 3.1 | 0.83 | 0.14 |
1.2 | 0.63 | 0.31 | 2.2 | 0.65 | 0.17 | 3.2 | 0.60 | 0.15 |
1.3 | 0.52 | 0.32 | 2.3 | 0.68 | 0.23 | 3.3 | 0.59 | 0.24 |
1.4 | 0.61 | 0.30 | 2.4 | 0.64 | 0.18 | 3.4 | 0.64 | 0.14 |
1.5 | 0.57 | 0.23 | 2.5 | 0.62 | 0.20 | 3.5 | 0.67 | 0.18 |
1.6 | 0.54 | 0.30 | 2.6 | 0.73 | 0.22 | 3.6 | 0.60 | 0.20 |
1.7 | 0.54 | 0.21 | 2.7 | 0.70 | 0.16 | 3.7 | 0.67 | 0.21 |
1.8 | 0.48 | 0.28 | 2.8 | 0.64 | 0.15 | 3.8 | 0.60 | 0.25 |
1.9 | 0.48 | 0.28 | 2.9 | 0.70 | 0.23 | 3.9 | 0.64 | 0.19 |
Σ | 4.96 | 1.37 | Σ | 6.15 | 1.24 | Σ | 5.85 | 1.33 |
The table above shows that for children in class Mon4, in cognitive manifestations, the indicators with the highest GPA are 1.2, 1.4, 1.1, 1.5, related to naming tasks and understanding why it is necessary to do those tasks for themselves and for others.
The indicators with the lowest average scores are 1.8 and 1.9, related to the issue of environmental awareness. In terms of actions, the indicators with the highest average scores are 2.1 (always doing self-service tasks), 2.6 (admitting mistakes, correcting mistakes when acting inappropriately towards others); the indicators with the lowest average scores are 2.5 (always doing well the assigned tasks or being asked for help) and 2.4 (always sharing and helping when others need it), this can be explained by the fact that due to the age characteristics of children who are still quite playful, when doing survey exercises, children are not ready and proactive in sharing and helping each other in the process of performing common tasks. Regarding the indicators of responsible attitudes, the indicators with the highest average scores are 3.8 and 3.3; the indicator with the lowest average scores is 3.1 (self-consciously doing self-service tasks); 3.2 (Try to do your personal work well).
4.2.1.2. Post-experimental survey results
Table 4.5. Level of TTN expression of 5-6 year old children in class Mon4 after the experiment
Type of responsibility
Awareness | Act | Attitude | TBC_TTN | |
TN with myself | 2.13 | 2.09 | 2.26 | 2.16 |
TN with others | 1.80 | 2.10 | 1.99 | 1.96 |
TN with MT | 1.80 | 2.07 | 2.10 | 1.99 |
Σ | 5.73 | 6.26 | 6.36 | 6.11 |
After the first round of the experiment, the average score of Mon4 children was 6.11, High level, in which the lowest average score of awareness (5.73) and the highest average score of attitude (6.33). Regarding the type of responsibility, the average score of responsibility for oneself was the highest (2.16) and the lowest average score of responsibility for the environment was the lowest (1.99). This shows that when children's awareness of responsibility is improved, their attitude of responsibility also becomes better, children perform responsible actions more consciously and voluntarily.
Table 4.6. Average TTN score of 5-6 year old children in class Mon4 after the experiment according to each criterion
Awareness of responsibility
Responsible Action | Responsible attitude | |||||||
Index | X | SD | Index | X | SD | Index | X | SD |
1.1 | 0.78 | 0.25 | 2.1 | 0.79 | 0.13 | 3.1 | 0.90 | 0.10 |
1.2 | 0.63 | 0.31 | 2.2 | 0.63 | 0.16 | 3.2 | 0.67 | 0.13 |
1.3 | 0.72 | 0.25 | 2.3 | 0.68 | 0.19 | 3.3 | 0.69 | 0.20 |
1.4 | 0.61 | 0.21 | 2.4 | 0.74 | 0.14 | 3.4 | 0.69 | 0.15 |
1.5 | 0.48 | 0.18 | 2.5 | 0.62 | 0.14 | 3.5 | 0.64 | 0.17 |
1.6 | 0.72 | 0.25 | 2.6 | 0.73 | 0.20 | 3.6 | 0.66 | 0.16 |
1.7 | 0.63 | 0.22 | 2.7 | 0.68 | 0.17 | 3.7 | 0.76 | 0.19 |
1.8 | 0.59 | 0.19 | 2.8 | 0.63 | 0.17 | 3.8 | 0.62 | 0.18 |
1.9 | 0.59 | 0.19 | 2.9 | 0.76 | 0.24 | 3.9 | 0.72 | 0.21 |
Σ | 5.74 | 1.05 | Σ | 6.26 | 0.96 | Σ | 6.36 | 1.06 |