Responsibility Education Based on Children's Rights for 5-6 Year Olds in Kindergarten

Table 4.3. TTN expression level of 5-6 year old children in class Mon4 before the experiment ..124 Table 4.4. TTN average score of 5-6 year old children in class Mon4 before the experiment

by criteria 125

Table 4.5. Level of TTN expression of 5-6 year old children in class Mon4 after experiment 126

Table 4.6. Average TTN score of 5-6 year old children in class Mon4 after the experiment according to each criterion 126

Table 4.7. Comparison of the average TTN scores of 5-6 year old children in class Mon4 before and after the experiment 127

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Table 4.8. Level of TTN expression of 5-6 year old children before the experiment (calculated by TC) 128

Table 4.9. TTN expression level of 5-6 year old children before the experiment (in %)..129 Table 4.10. Comparison of TBC_ TTN scores of 5-6 year old children before the experiment according to

gender and region 130

Table 4.11. Results of the survey on awareness of responsibility before the experiment 130

Table 4.12. Results of the survey on responsible actions before the experiment 131

Table 4.13. Results of the survey on responsibility attitudes before experiment 131

Table 4.14. TTN expression level of 5-6 year old children after the experiment (calculated by TC) .135 Table 4.15. TTN expression level of 5-6 year old children after the experiment (in %) 136

Table 4.16. Comparison of children's GPA scores after the experiment by gender and region 136

Table 4.17. Results of the survey on awareness of responsibility after experiment 137

Table 4.18. Results of the survey on responsible actions after experiment 137

Table 4.19. Results of the survey on responsibility attitudes after experiment 138

Table 4.20. Comparison of the level of responsibility of 5-6 year old children before and after the experiment (according to TC) 140

Table 4.21. Comparison of TTN expression levels of 5-6 year old children before and after the experiment (in %) 141

Table 4.22. Comparison of TBC_TTN scores before and after the experiment of 5-6 year old children by gender and region 141

Table 4.23. Test of significance of mean difference between before and after TN 142

LIST OF DIAGRAMS AND CHARTS

Diagram:

Diagram 1.1. Structural components of accountability 21

Diagram 1.2. The formation of responsibility in 5-6 year old children 24

Diagram 1.3. The Relationship Between Children's Rights and Responsibilities 32

Diagram 3.1. Guidelines for selecting content and experiential activities to explore Rights and Responsibilities 93

Figure 3.2. Relationship between measures 118

Chart:

Chart 2.1. Qualifications of teachers participating in the survey 59

Chart 2.2. Experience of GVMN participating in survey 59

Chart 4.1. Chart comparing the level of TTN expression of 5-6 year old children in class Mon4 before and after experiment 127

Chart 4.2. Level of TTN expression of 5-6 year old children before TN (according to criteria) 129

Figure 4.3. Level of TTN expression in 5-6 year old children before TN (in %) 129

Chart 4.4. Level of TTN expression of 5-6 year old children after the experiment (According to TC) 135

Chart 4.5. TTN expression level of 5-6 year old children after the experiment (in %) ...136 Chart 4.6. Comparison of TTN expression level of 5-6 year old children before and after the experiment

test (according to TC) 140

Chart 4.7. Comparison of the percentage of children achieving TTN expression levels before and after experiment 141

Figure 4.8 Comparison of TTN expression levels of 5-6 year old children before and after the experiment by gender 142

Chart 4.9. Comparison of TTN expression levels of 5-6 year old children before and after the experiment by region 142

INTRODUCTION

1. Urgency of the topic

1.1. From ancient times to the present, in all eras, in all cultures, TTN has always been considered an important quality of human beings. In the East, Confucius's Confucian ethical viewpoint mentioned the word "Nghia" - That is the work that must be done in terms of morality and when done, "do it out of a sense of responsibility (nghia) and not for the purpose of profit". In the West, in studies on civic education, Rousseau and I.Kant [20] determined that a citizen has both rights and responsibilities, that civic consciousness is to obey the law, contribute to and build the community. In today's era, the great goal of education has been identified as developing a responsible generation (Generation Responsibility- Generation R), a generation of people who are expected to assume much greater levels of social and environmental responsibility than the current civic responsibility [84] and “inculcating responsibility must be the ultimate goal of education” [71, p. 1]. Therefore, the education of TTN for each individual must be concerned right from childhood.

1.2. Responsibility education is an urgent issue in education systems around the world. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has identified responsibility as one of the 12 basic values that guide the actions of young people in the 21st century. Schools and education levels around the world have been incorporating these valuable educational contents into the curriculum as one of the compulsory learning contents and reflected in the training objectives or output standards of educational programs. In Vietnam, the 2018 general education program has set out requirements for the qualities that students need to achieve, one of the five qualities is responsibility, including: responsibility for oneself; responsibility for family, responsibility for school and society; responsibility for the living environment. This requires consistency between levels of education, with preschool education being considered the first level, laying the foundation for subsequent levels in educating children to be responsible.

1.3. Responsibility is understood as performing one's contribution to the best of one's ability and being willing to accept/bear the consequences of one's actions. A responsible person is someone who knows what is fair, recognizes his or her rights in accordance with the responsibilities he or she undertakes. Responsibility is formed very early, when children begin to have self-awareness, they like to do their own work, like to be praised when they complete a job well and are afraid of being reprimanded when they do something wrong. Children also like to help the adults around them and show pride if adults ask for help or assign work. By the age of preschool (5-6 years old), children are able to perform their responsibilities voluntarily and understand why they need to do so.

So. This is a favorable time to educate children based on the formation of behavioral motivations originating from understanding their rights and obligations. On the other hand, the 5-6 year old stage is the stage of preparing children for first grade, when the obligation to study must be fulfilled. Therefore, educating children at the age of 5-6 is appropriate and has many obvious favorable conditions.

1.4. Preschool education in our country is currently paying attention to educating children about responsibility. This is reflected in the indicators assessing the emotional development and social skills of 5-year-old children according to the 5-year-old Child Development Standards issued by the Ministry of Education and Training in 2010, such as: 31- Trying to complete the work to the end, 45- Willing to help when others encounter difficulties, 51- Accepting the assignment of friends and adults, 52- Willing to perform simple tasks with others [3]. However, activities to educate children about responsibility are still taking place sporadically and without a system, and there is no specific approach to guide teachers in the process of educating children about responsibility. Preschool teachers are still implementing in a traditional and experienced way, so it is inevitable that they use extreme measures and forms of responsibility education that impose on children. Without positive and respectful ways and measures to influence children, childcare education will remain a form of dogmatic cognitive education.

1.5. Education based on children's rights is a humanistic approach that is especially valued in the current period. It requires preschool teachers to clearly understand and respect children's rights in the process of caring for and educating children. Research has shown that preschool teachers put their own rights above children's rights, leading to some educational activities that do not bring satisfaction to children [69]. In fact, preschool teachers do not fully understand the approach to children's rights, and the source of guidance documents for teachers on child rights education in general and child rights-based child rights education for children in particular is limited. Therefore, it is necessary to have in-depth, scientific research and specific instructions on child rights education for preschool children, especially for children aged 5-6.

Based on the above reasons, we chose the topic "Educating responsibility based on Children's Rights for 5-6 year old children in kindergarten".

2. Research purpose

Researching the theoretical and practical basis of youth education based on Children's Rights for 5-6 year old children in preschools, thereby proposing measures to educate youth for children, aiming to form and develop better responsibility qualities of 5-6 year old children, contributing to preparing children for general school.

3. Research object and subject

3.1. Research object

Child Rights-based Early Childhood Education for 5-6 year olds in kindergarten

young

3.2. Research subjects

Child Rights-based Early Childhood Education Measures for 5-6 Year Olds in Kindergarten

young

4. Scientific hypothesis

- 5-6 year old children can and need to take responsibility for themselves, for others and for the surrounding environment, but in reality, their responsibility is limited due to many reasons, including those related to child education measures.

- If we can develop measures to educate children of 5-6 years old in the direction of creating an environment that respects children through organizing diverse, attractive activities that are suitable for their abilities and ensure that their daily needs are met, while empowering them, then their children's development will improve.

5. Research tasks

5.1. Research on the theoretical basis of educating children aged 5-6 in preschools based on children's rights

5.2. Research on the current status of early childhood education for 5-6 year old children in preschools based on children's rights

5.3. Proposing some measures to educate children aged 5-6 in preschools based on children's rights

5.4. Experimental measures to educate children of 5-6 years old in preschools based on children's rights

6. Limitation of research scope

6.1. About research content

The thesis focuses on studying children's self-awareness towards themselves; towards people (parents/caregivers, teachers, friends) and the surrounding environment (objects, animals, plants, living and learning spaces of children at school and at home); using educational activities in preschools: learning activities, playing activities, and labor activities to educate children about self-awareness because these activities are repeated regularly and daily.

6.2. Regarding survey subjects:

- Survey of 135 children aged 5-6, 120 teachers and 135 parents, in Hanoi and Nam Dinh.

6.3. About the location and time of the experimental research

* Situation survey: from May 15, 2020 to June 1, 2020 at Kindergarten 01, Kindergarten 02 (Hanoi), and Kindergarten 05 (Nam Dinh).

* Experiment:

- Exploratory experiment: from June 1, 2020 to August 14, 2020 at MN01

- Official experiment: from August 17, 2020 to December 31, 2020 at the three kindergartens above.

7. Research approach and methods

7.1. Approach

7.1.1. Child Rights Based Approach

The Child Rights-Based Approach is a conceptual framework for human development based on international standards on the rights of the child in a normative and action-oriented manner to promote, protect and fulfil the human rights of children. This approach emphasizes the need for a comprehensive approach to education, reflecting the universality and indivisibility of all human rights, focusing on addressing three aspects: The right to education (Education in all stages of early childhood and beyond, availability and accessibility of education, equality of opportunity); The right to quality education (Broad and relevant curriculum; rights-based learning and assessment, child-friendly, safe and healthy environments); The right to respect in the learning environment (Respect for identity, respect for participation, respect for integrity) [102, pp.27-28]. Therefore, QTE-based TTN education must identify the root causes of children's problems and empower children, satisfying their basic needs. From there, create new developments in awareness, attitudes, and responsible behavior in each individual child, based on helping children resolve internal conflicts that are taking place inside, such as the conflict between doing things for fear of punishment or doing things because it is a responsibility that needs to be carried out, the conflict between Rights and Responsibilities, the conflict between Children's Rights and the Rights of others.

7.1.2. Historical and social approach

The historical and social approach requires that the research and implementation of the process of educating children aged 5-6 years old must be based on the actual historical and social context of the country, locality, and family where the children live. In each specific historical and social context, there exists a certain system of values that people consider meaningful and orient their actions, in which responsibility is one of the values that people uphold. However, in each era, the category of responsibility also changes to suit the socio-economic development and human needs, shifting from the perspective of responsibility as a moral obligation to the perspective of responsibility as both a moral obligation and a legal obligation. At that time, society requires individuals to fulfill their responsibilities, while at the same time meeting their Rights in accordance with the provisions of the law.

7.1.3. Value approach

Values are what people consider important, guiding human actions. Value-Based Education Approach is understood as a part of education that must convey essential spiritual, moral, cultural, and social values to children, necessary for their comprehensive development and preparing them to become a complete human being. Value-Based Education Approach contributes significantly to building character and is necessary for the development of an individual's personality, including physical health, mental health, social etiquette and behavior, civic rights and obligations, etc. [94]. Value-Based Education Approach requires educators to create a learning environment in which teachers and learners respect common values and individual values, including the language environment, to help learners have understanding and actions guided by those values. Responsibility is a value, therefore, education for children must focus on forming responsible awareness, attitudes and behaviors.

7.1.3. Operational approach

Activities are the basic way to form and develop human psychology, and at the same time, it is the place where human psychological abilities are most clearly revealed. Accordingly, TTN is a psychological quality of human beings, which is also formed, developed and revealed through activities. Therefore, activities are both a means and a condition for educating TTN for preschool children. To effectively educate children about responsibility, it is necessary to pay attention to organizing practical activities for children to experience and test their own responsibility and form a positive attitude as well as have the right perception of responsible behavior.

7.1.4. Personal approach

The individual approach is an educational approach that considers the learner as the subject of the learning process, with choices, development, self-determination and self-awareness based on the supportive pedagogical effects of the teacher. The individual approach considers the external and internal factors of each individual that influence their own development. Internal factors include the individual's cognitive characteristics, interests, motivations and needs, emotional and physical state. External factors include any environmental influences that affect the individual. Therefore, education must focus on creating conditions for learners to express their personality with the obligation to achieve the set learning goals [52, p. 261]. In VET, the individual approach requires creating motivation to urge each individual's actions, which will depend on: the level of interest of the individual in the task, positive emotions in the process of performing the work, the feeling of success, cognitive interest, positive results. At the same time, it allows teachers to create an environment

Learning and playing stimulate children's interest and enthusiasm, correctly evaluate children's efforts and abilities, and promptly impact each individual based on observed manifestations of children's awareness, actions, and responsible attitudes in preschool and through family feedback.

7.2. Research methods

7.2.1 Theoretical research method

7.2.1.1. Synthetic analysis method

Collect, analyze, and synthesize research documents related to responsibility education for children from the past to the present to sketch a general picture of the research situation of children's responsibility education in the world in general and in Vietnam in particular, find out the nature of the process of responsibility education, and the scientific basis for building responsibility education measures.

7.2.1.2. Method of systematizing and generalizing theory

Research works related to the topic are systematized and generalized into common viewpoints and issues considered essential and core to determine the basis for building a theoretical framework, surveying the current situation, proposing and experimenting with measures to educate children about natural disasters.

7.2.2 Practical research methods

7.2.2.1. Observation method

Observe children during a day of activities at preschool, take notes to assess: children's behavior and attitudes towards what they need to do. At the same time, observe how teachers interact with children.

Observations were also conducted in three families with 5-6 year old children.

7.2.2.2. Questionnaire survey method

A questionnaire was developed for teachers and parents to understand their perceptions and experiences in educating children aged 5-6 years old. The questionnaire was distributed to 135 parents and 120 teachers.

7.2.2.3. Group discussion and in-depth interview methods

Using group discussion methods with experts and teachers in each research area, and conducting in-depth interviews with teachers, parents and children to clarify the characteristics of each individual child's TTN and the methods and measures to educate parents and teachers about responsibility.

7.2.2.4. Expert method

Consult with experts in scientific fields: child education, child psychology, child physiology, etc., through discussions and seminars to absorb their experiences and analysis to clarify research issues.

Responsibility Education Based on Children's Rights for 5-6 Year Olds in Kindergarten - 2

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