- Use rules and regulations: teachers establish rules and regulations but still give children freedom, showing them that the rules are necessary. For example: When children run too fast in class, they will get bumped and fall very painfully, so they are not allowed to run in the classroom. However, our school has not done this well. Usually at the beginning of the year, teachers establish rules and regulations, then do not follow the rules and regulations. These rules and regulations are established by teachers.
- Teaching responsibility through experience: Teachers have not done it yet because it is relatively difficult to plan to implement. But if it is done, children will absorb it and will form sustainable self-esteem. To do it, teachers must be responsible people (related to the first measure).
7/ Facilities: Shelves are within reach of children, trash cans are placed outside the classroom so children can run outside when they need to throw away trash, there is a trash can in the classroom for dry trash, slippers are worn in the bathroom... All equipment and supplies are convenient for children. Each class has a common board of rules, each class builds its own rules, but after only 3 months, all the boards of rules have fallen off. Teachers have not taken this seriously, so they have not implemented it thoroughly.
8/ Deploy through electronic communication software, notification, best to implement 1:1 working method with parents.
Appendix 9
DETERMINING THE RIGHTS AND RESPONSIBILITIES OF 5-6 YEAR OLD CHILDREN IN RELATION TO STANDARDS AND INDICATORS IN
“DEVELOPMENT STANDARDS FOR 5 YEAR OLD CHILDREN”
(Article 6: Standards for the field of emotional and social development)
Standards and indicators
Responsibility corresponding | Rights | |
1. Standard 7. Children demonstrate awareness about myself | ||
b) Index 28. Gender-appropriate behavior self-nature; | Protect yourself | Be respected |
c) Index 29. Be able to speak about abilities and interests personal preference; | Respect yourself | Be respected |
d) Index 30. Suggest games and activities that express your interests. | Contribute part of your efforts to the common activities | Work on your hobby The right to play Right to participate |
2. Standard 8. Children believe in their abilities. of myself | ||
a) Index 31. Try to do the job to the end; | Try your best to complete successful work | Right to participate |
b) Index 32. Expresses joy when get the job done; | Try your best to complete successful work | Right to participate |
c) Index 33. Take the initiative to do some work simple everyday things; | Finished work me | Right to participate |
d) Index 34. Boldly speak your mind self. | Contribute ideas, build build | Express your opinion |
3. Standard 9. Children know how to feel and express show emotion | ||
a) Index 35. Recognize emotional states of happiness, sadness, surprise, fear, anger, shame of others; | Care about others | Be interested |
b) Index 36. Expressing one's emotions body language, gestures and facial expressions; | Show interest | Express your opinion |
c) Index 37. Expressing comfort and sharing fun with family and friends; | Care about people other | |
d) Index 38. Show interest in advance beauty; | Care for the lips school | |
d) Index 39. Likes to take care of plants, familiar animal; | Care for the lips school | |
e) Index 40. Change in behavior and physical condition express emotions appropriate to the situation; | Respect | |
g) Index 41. Know how to control negative emotions | Respect |
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extremely comforted, explained
4. Standard 10. Children have positive relationships. extreme with friends and adults | ||
a) Index 42. Easy to get along with friends in playgroup; | Working together | Have fun Get involved |
b) Index 43. Actively communicate with you and close adults; | Care about people other | Be communicated |
c) Index 44. Likes to share feelings, experiences, tools, toys with close people; | Care, share, help | Be communicated |
d) Index 45. Willingness to help when others are in need other in difficulty; | Help others when they need | Get others help |
e) Index 46. Have a group of friends to hang out with regularly through; | Working together | The right to play, be meeting |
g) Index 47. Know how to wait your turn when participating participate in activities. | Implement rules and regulations determine | Equal rights |
5. Standard 11. Children demonstrate cooperation with friends and people around | ||
a) Index 48. Listening to opinions other people; | Listen to others Working together | Right to be heard listen |
b) Index 49. Exchange your opinions with you; | Contribute your opinion | Express your opinion |
c) Index 50. Show friendliness, unite with friends; | Working together | Get involved |
d) Index 51. Acceptance of assignment of friends and adults; | Working together | To work, to be join |
d) Index 52. Willingness to perform tasks simple task with others. | Working together | Get to work |
6. Standard 12. Children have appropriate behaviors. social behavior | ||
a) Index 53. Realize your work have influence on others; | Show interest | |
b) Index 54. Have the habit of greeting and expressing gratitude thank you, apologize and address adults politely; | Implement rules and regulations | |
c) Index 55. Request for help others when necessary; | Seek help (for good) for me) | Get help |
d) Index 56. Comments on some actions right or wrong human behavior towards the environment; | Keep things, take care of them care, animal and plant protection | |
d) Index 57. Have environmental protection behaviors in daily life. | Preserve objects, care for, protect animals and plants object |
7. Standard 13. Children show respect
other people
a) Index 58. Can talk about the abilities and interests of friends and relatives; | Show interest | Be cared for by others |
b) Index 59. Accept the differences between others and yourself; | Fair Respect the differences | Be respected Be treated fairly equal |
c) Index 60. Concern for fairness equal in group of friends | Fair | Be treated fairly equal |
Appendix 10: IDENTIFYING CONTENTS RELATED TO RESPONSIBILITY EDUCATION THAT HAVE APPEARED IN SOME TOPICS IMPLEMENTED IN KINDERGARTEN
STT
Type of responsibility duty | Related content | ||
Topic | Lesson | ||
1 | TN with myself | Self | Story "The Bear Cub Has a Toothache" Poem "The Teacher" Explore your baby's body |
2 | TN with others | Kindergarten | Poems "Listen to the teacher", "Friendship", Poems "Children's playtime" Explore: Baby's Kindergarten, Class learn happiness |
3 | Family | Story "Three girls", Who deserves more praise" Discover XH: My mother, My family little | |
4 | TN with the environment | Animal | Explore domestic animals, aquatic animals, forest animals, birds and insects |
5 | Plants | Explore the green trees, flowers, fruits, vegetable | |
6 | Means of transport information | Explore transportation | |
7 | Natural phenomenon of course | Explore water, air, weather | |
8 | Homeland | Explore scenic spots, historical sites, traditional foods, festivals traditional | |
9 | TN in work job | Job | Explore careers in society |
Appendix 11: SOME EXPERIMENTAL IMAGES PRE-EXPERIMENTAL SURVEY IMAGES
Interview with children
BT1: Finger puppetry
BT2: Clean the toy shelf BT3: Take care of plants
IMAGE OF EXPERIMENTAL PROCESS
Improving the operating environment in class A5- MN05
Theme board (before renovation)
Theme board (after renovation)
Skills learning corner (before renovation)
Skills learning corner converted into library corner (after renovation)