Life skills of 5-6 year old children in some kindergartens in Ho Chi Minh City

The formation of life skills for everyone in general and children in particular is becoming an important task. Life skills must be measured by the application of those skills in each individual's life to live positively, happily, and meaningfully. The formation of life skills aims to help children develop harmoniously and comprehensively in terms of personality. Provide each child with the necessary knowledge about life skills so that they can live a healthy and meaningful life. Help children understand and turn the knowledge about life skills provided into specific actions in the process of practical activities with themselves, with others, with society, respond to many situations, learn how to communicate, behave with people, resolve conflicts in relationships and express themselves positively.

Meanwhile, in Vietnam in general, and especially in Ho Chi Minh City, the study of the current situation of life skills of preschool children seems to have just begun to receive attention. For example, the master's thesis of author Mai Hien Le has just attempted to survey the current situation of life skills of older preschool children at a Practical Kindergarten (under the Central Pedagogical College of Ho Chi Minh City). Thus, the level of interest in preschool children is still very limited and narrow; not to mention having a specific program to develop life skills for preschool children.

Recognizing the above situation, importance and urgency, we decided to choose the research topic: "Life skills of 5-6 year old children in some kindergartens in Ho Chi Minh City" .

2. Research purpose

Maybe you are interested!

Based on theoretical research on life skills, the topic surveys the current status of life skills of 5-6 year old children in daily activities and purposeful activities in some kindergartens in Ho Chi Minh City. From there, build and test some measures to train life skills for children.

3. Research object and subject

3.1. Research subjects

Life skills of 5-6 year old children in some kindergartens in Ho Chi Minh City.

3.2. Research object

- Children aged 5-6 and teachers who care for and educate children aged 5-6 in some kindergartens in Ho Chi Minh City.

4. Research hypothesis

The life skills of 5-6 year old children in some kindergartens in Ho Chi Minh City are not at a high level. The main reason is that in kindergartens, teachers do not pay enough attention to training life skills for children. If kindergarten teachers find effective ways to train life skills for children, suitable for the psychological characteristics of 5-6 year old children, the children's life skills will be improved.

5. Research tasks

5.1. Systematize theoretical issues related to the topic: skills, life skills of preschool children.

5.2. Survey on the current status of life skills of 5-6 year old children in some kindergartens in Ho Chi Minh City.

5.3. Develop and test some measures to train life skills for 5-6 year old children in some kindergartens in Ho Chi Minh City.

6. Research limitations

6.1. Limitation of research content

Only some life skills of 5-6 year old children were assessed by preschool teachers as having low level in daily activities and purposeful activities, not all life skills of children were studied.

6.2. Research area limitations

BN Kindergarten, District 1; Kindergarten 12, Tan Binh District; BN Kindergarten 1 and Tan Hoa Kindergarten, HM District, Ho Chi Minh City.

7. Research methods

The project was conducted through the synchronous coordination of a number of methods.

after:

7.1. Theoretical research method

- Search, read, analyze and synthesize documents for research topics such as textbooks, specialized books, theses, dissertations, magazines,...

7.2. Practical research methods

7.2.1. Observation method

This is the main research method of the topic. We observed the implementation of children's skills through learning activities, playing activities and daily activities; observed the use of life skills training measures for children by preschool teachers. Thereby, we can more clearly identify the current state of children's life skills and propose appropriate measures to improve children's life skills. (See the Observation Form in the Appendix)

7.2.2. Questionnaire survey method

Used to investigate whether preschool teachers assess the life skills that 5-6 year old children have at a low level. Then, two life skills that children have achieved at a low level will be selected, and appropriate measures will be tested to train these skills for children.

7.2.3. Interview method

- Interview some kindergarten teachers about organizing activities to practice life skills for 5-6 year old children.

- Interviewed some kindergarten principals in Ho Chi Minh City to find out measures to train life skills for 5-6 year old children.

7.2.4. Experimental method

- This method is carried out to evaluate the effectiveness of experimental measures to train life skills for 5-6 year old children.

- Build a system of small exercises in the direction of the experimental purpose. Experimental subjects are randomly selected into two groups: Experimental group and Control group. Conduct the experiment on the Experimental group; then, compare the level of life skills improvement between the Control group and Experimental group, and compare the level of life skills improvement of children after the experiment with that before the experiment in the Experimental group.

7.2.5. Mathematical statistical methods

- Use T-test for two independent samples to compare the significant difference in life skills between children in the Experimental group and the Control group.

- Use chi-square test to test for significant differences in life skills training of children in the experimental group.

CHAPTER 1

THEORETICAL BASIS OF LIFE SKILLS FOR 5-6 YEAR OLD CHILDREN

1.1. History of research on the problem

1.1.1. Research abroad

In the world, the study of life skills has been of interest and research to many human organizations, because this is a key point in human research and development. First, the concepts of life skills have been mentioned in UNESCO's studies when it is stated that: "Life skills are personal abilities that help to fully perform functions and participate in daily life". In addition, UNICEF also mentioned the concept, characteristics and ways to form life skills in many different studies. The World Health Organization (WHO) also researches life skills as a personal ability.

In Western countries, life skills education has comprehensively applied the viewpoints of research by organizations such as WHO and UNICEF to educate life skills for adolescents. Many specialized applications have oriented the training of life skills for adolescents based on groups of skills such as: personal psychological skills, skills in relationships with others, community skills and work skills. In addition, training or equipping life skills is also applied in a planned and integrated manner in each different subject in the curriculum. Each subject and each lesson plan clearly shows the requirements for forming life skills in the lesson plan in a specific way through very detailed activities.

In the United States, in 1989, the US Department of Labor established the Secretary's Commission on Achieving Necessary Skills (SCANS). The purpose of this commission was to boost the economy with a highly skilled workforce and high-income jobs. They asserted that only equipping workers with necessary skills, especially adaptive skills, would improve labor efficiency.

In Australia (1990 – 2002), the Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI) with the sponsorship of the Australian Department of Education – Science and Training (DEST) and the Australian National Training Authority (ANTA) published the document “Employability Skills for the Future” (2002). The book deals with the skills and knowledge that workers need to have, which are related to many life skills. Employability skills are the skills needed not only to have a job but also to progress in an organization when developing individual potential and contributing to the strategic directions of the organization.[39, p.6]

- The document “Six steps to an emotionally intelligent teenager: Teaching social skills to your teen” by author James Windell provides exercises and practical ideas for parents to train and adjust a teenager firmly for a successful life.

- The book “Life Skill Education and Curriculum” by Gracious Thomas emphasizes the role of teachers, aiming to educate life skills based on the value system for HIV/AIDS prevention and control. In addition to developing a feasible plan of action, the author also developed a program that can be adjusted by a domestic education system.

- The Indispensable Book of Particular Life Skills by Nic Compton provides a way to deal with confusing and overwhelming life challenges for people of all ages. This guide helps teachers and parents deal with all of life's dilemmas. The book is presented in step-by-step, easy-to-follow instructions for people of all ages.

- Deborah Carroll's book "Teaching Your Children Life Skills" covers 10 important things to keep in mind when teaching your children; how to turn chores, shopping trips, vacations, and other situations into opportunities to learn important practical skills; shows how to help children practice good manners and values without constant teaching, and guides them to develop self-esteem and lifelong life skills through everyday tasks.

- The book “The Practical Life Skills Workbook” by Ester A. Leutenberg, John J. Liptak argues that life skills are actually more important than IQ. Life skills are invaluable skills that people use every day, allowing them to create the life they want. The IQ of a person with life skills includes physical, mental, career, emotional, social, and intelligence.

- Next is the book “Early years play and learning: Developing social skills and cooperation” by author Pat Broadhead, which provides students with a perfect set of tools for commenting and participating in children's games. The book helps teachers, especially young teachers, understand the relationship between intelligence development and language development - achieving good emotional state.[51]

In the early 90s (20th century), some countries close to Vietnam in the Southeast Asian region and Asia in general such as: India, Laos, Cambodia, Indonesia, Malaysia, Thailand, ... the research on life skills in the direction of experimental application was very interested, and implemented life skills teaching programs at all levels of education from preschool to high school. The general goal of life skills education is defined as: "To enhance human potential to have adaptive and positive behavior to meet the needs, changes, and situations of daily life, while creating change and improving the quality of life". Typically, in India, life skills are considered the ability to help enhance mental health and human capacity. Life skills can be understood to include: problem solving skills, critical thinking, creative thinking, communication, interpersonal relationships, decision making, negotiation, self-awareness, coping with stress and emotions, refusal, perseverance and harmony...

In Nepal, it can be seen that the study of life skills at the conceptual level is of great interest. Life skills are considered as a coping method or skills necessary for survival. In addition, many researchers are very interested in classifying life skills as well as differentiating life skills. Life skills are classified into the following groups:

 Survival skills group: includes skills needed for humans to survive.

 General skills group: are skills that help people find and solve life problems.

 Transferable skills: are a combination of survival skills, general skills and professional skills. Transferable skills help people quickly adapt if they change to a new career.

Life skills training in this country is often given top priority to high school and college students as well as those who are preparing to enter real life.

In 1998, in Southeast Asia as well as Indochina, skills education was given priority.

In Laos (1997 - 2002), life skills education was implemented with basic contents such as: Effective communication skills; Creative thinking skills; Problem solving skills... During the implementation, some lessons learned were pointed out such as: it is necessary to compile and print many instructional materials to disseminate to teachers and learners. At the same time, it is necessary to strengthen the training of teachers directly teaching life skills in schools on more active content and methods.

In Cambodia, life skills education with the most prominent issue is to establish the skills that need to be trained for each age group as well as effective methods. Life skills are considered as the capacity that people need to have to improve living conditions effectively for national development. Skills to find a job and earn money to support themselves and their families are important life skills for the younger generation and adults. Therefore, life skills here are classified into 3 main groups:

- General skill groups include:

+ Simple skills in family life such as: Skills to prevent sexually transmitted diseases; Food safety skills; Nutritional knowledge skills...

+ Family management skills and learning methods

+ Skills to improve daily life such as: Skills to understand basic technologies in daily life

+ Skills to understand ethical values, self-control...