LIST OF TABLES
Table 2.1. The connotation of 19 values according to Shalom. H. Schwartz 51
Table 3.1. Characteristics of the research sample: fathers and mothers 65
Table 3.2. Characteristics of the research sample of students 65
Table 3.3. 19 survey values of Shalom H. Schwartz 69
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Table 4.1. Parents' orientation in educating children in values 79
Table 4.2. Differences between parental age groups 82
Table 4.3. Differences between parents' occupations 83
Table 4.4. Differences in the goals of educating children in values between fathers and mothers
and child's assessment 85
Table 4.5. Values parents choose to educate their children in the family 88
Table 4.6. Comparison of educational value choices for children according to living area
of parents 92
Table 4.7. Comparison of choosing educational values for children according to career
of parents 93
Table 4.8. Differences between parental educational values and values
I'm aiming for 97
Table 4.9. Value groups that fathers, mothers and children aim for 99
Table 4.10. Correlation of value groups between parent-child pairs 100
Table 4.11. Methods of value education for children that parents choose 104
Table 4.12. Comparison of choosing value education methods for children according to career
of parents 106
Table 4.13. Parents' assessment of the provision of physical education to children in the family of 108
Table 4.14. Children's wishes help parents have a value education orientation
for better children 109
Table 4.15. Influence of some factors from family and society on the education of children 112
Table 4.16. Current status of parents' value orientation 116
Table 4.17. Predicted impact of parental gender on children's gender in the family of 120
Table 4.18. Correlation between parents' educational values and the group of values parents choose for their children's education 123
Table 4.19. Correlation between parents' educational attainment and level of choice of educational methods
values for children in family 124
Table 4.20. Predicted influence of parents' DHGT on value choice
child education 126
Table 4.21. The influence of parents' values education on values education methods
that parents choose 128
LIST OF CHARTS
Figure 2.1. Ten driving values according to SH Schwartz. 33
Chart 4.1. General situation of value education orientation for children
in family 81
Chart 4.2. The values that parents choose to educate their children and the values that children learn.
towards 96
Figure 4.3. Parents' awareness of value education methods for children in the family 102
Figure 4.4. Correlation between Parents' Value Orientation and Children's Value Education Orientation in the Family 118
Chart 4.5. The values that Ms. Th chooses to educate her child and the values that T aims for. 132
Chart 4.6. The values that Mr. M chooses to educate his child and the values that D aims for 137
INTRODUCTION
1. Reason for choosing the topic
Values are important, necessary and meaningful things for individuals and society. Values act as rules, standards, promoting and regulating individual behavior in society. Studies have shown that the formation of values in individuals is a long-term process, mainly from the interaction between socialization and cultural absorption (Segall, Dasen, Barry & Poortinga, 1999) [7]. Along with that, values are constantly adjusted through activities and exchanges, to create sustainable values for each person. Therefore, it can be affirmed that values play an important role, creating unity and psychological stability, and at the same time affecting the personality development of each person.
In the stages of life, the first values that individuals acquire and are relatively stable over time are formed first of all in the family. The family is the source of emotions, the foundation for individual orientation, creating the premise to help individuals integrate into the social environment. With its specific functions, the family makes an important contribution to maintaining the existence of social life, economic development, social stability, building ethical standards and values, customs, cultural lifestyles, etc. The formation of good family standards and orientations will strengthen family relationships and create a favorable environment for each individual to develop harmoniously and comprehensively [39, p. 12].
In reality, the process of orienting value education for children in Vietnam still has some limitations: the education system in schools still focuses on providing knowledge, civic education and moral education subjects still tend to teach theory. Skills training, attitude and behavior education of students have not met requirements [4]. On the other hand, in the family, orienting value education for children mainly relies on the experience and understanding of parents, so there is a lack of consistency: sometimes parents take value education lightly, sometimes they develop values in children that are not suitable for their age psychology. Studies from the perspective of Psychology, Sociology, Education, etc. have shown that many social problems arise in adolescents, in which, part of the cause is due to the lack of proper educational orientation from within the family.
The family is the first cultural environment that imparts traditional and modern cultural values to individuals, creating the personality values of each person. The orientation of family value education has an impact on each individual, creating the basic foundations of civic personality for society [32, p. 55]. However, up to now, there has been no systematic research project that goes into depth on the education of children in families in Vietnam. The education of children in families depends on the understanding of parents and the values that parents value, on the psychological development of children and the influence of external social factors on the family. This becomes even more difficult when the social environment has many changes: the old value system is being disrupted, the new value system is being formed, directly affecting the formation and development of children's personality.
Therefore, the study on the value education for children in the family from the perspective of psychology aims to clarify the above situation; thereby providing recommendations to help parents have the right value education for their children, in accordance with the common value system of society, helping children form and develop good personalities. Based on the above reasons, I chose the issue of " Orientation of value education for children in the family" as my research topic.
2. Research purpose
Researching the theory and reality of parents' gender equality education for children in the family, thereby giving some recommendations to help parents gender equality education for their children in a more appropriate way in the context of industrialization and modernization of the country.
3. Research subjects
The manifestation of value education for children in the family of parents is shown through determining the goal of value education for children, choosing values and choosing value education methods to guide children towards the set goals.
4. Research object
490 parents (245 parent-child pairs)
245 children of secondary school age - from 11 to 15 years old, are children of the above parents.
5. Research hypothesis
5.1. Most parents aim to educate their children to become people who respect traditions and follow rules; few parents aim to educate their children to become rich and powerful.
5.2. The values that parents prioritize in educating their children are equality, fairness, and caring for others; parents rarely choose to educate their children with values of autonomy, risk-taking, and control over people. There are certain differences according to the place of residence and occupation of parents in choosing values to educate their children.
5.3. The most chosen methods of value education by parents are example and analysis and explanation. There are differences according to parents' occupation in choosing methods of value education for their children.
5.4. Among the factors affecting children's social and emotional development in the family, parents' value orientation has the greatest influence on children's social and emotional development.
6. Research tasks
6.1. Overview of domestic and foreign research works on gender equality for children.
6.2. Building a theoretical basis for research on family-based education for children.
6.3. Clarifying the current situation of value education for children in the family through understanding the goals of parents' value education, the choice of values and the choice of educational methods for children; as well as the factors affecting the value education for children in the family.
6.4. Provide some recommendations to help parents have a better education for their children that is more suitable to the requirements of today's society.
7. Methodology and research methods
7.1. Research methodology
Research on family-based child care is based on the following scientific methodological perspectives:
7.1.1. Dialectical materialist perspective
According to the dialectical materialist point of view, all human psychological phenomena are inevitably and naturally dependent on external influences (specific social-historical conditions) that affect humans through external conditions.
The external factors that affect the formation of values in children are the conditions of the specific social and historical circumstances; the characteristics of the economic, political, and socio-cultural environment in which children live; the economic and cultural conditions of the family, along with the psychological characteristics of the parents... The internal conditions are the psychological and physiological characteristics of children; personality characteristics such as character, temperament, and positivity of children... This is the main viewpoint when researching the issue of value formation for children in the family.
7.1.2. Operational perspective - values - personality
According to the perspective of activity psychology: Human psychology and consciousness are born, formed and developed in activities. The education of children in the family is a conscious activity of parents, expressed through activities and communication between parents and children: the behaviors and actions of parents are models for children to follow; the opinions and comments of parents are conditions to reinforce good behaviors and eliminate bad behaviors in children. Through emotional communication
- emotionally, parents can guide children towards the values they set. Children absorb values from their parents and from the social culture to form core values, from which their personality develops.
In addition, according to this point of view, the process of educating children in the family requires parents to see each child as a product of social and historical conditions, a product of education, training and self-training. Because each child has psychological attributes, psychological qualities with both strengths and weaknesses. Therefore, educating children in the family is not a uniform application to all children in the family, but parents need to have orientations that are appropriate to the psychology of each child.
7.1.3. Development perspective
The psychological development of children goes through different stages and is associated with the main activities of each age group, on the basis of which psychological characteristics and new psychological attributes are formed. Research on children is based on 4 directions of development in children: 1. Physical development; 2. Cognitive and language development; 3. Personality development; 4. Socio-cultural development . In which, research on social education for children is largely based on the development of cognition, personality and socio-culture in children: Children
Value formation through different stages of moral cognitive development, personality development in children includes stable, lasting and unique emotional traits of the individual. In fact, value formation in children is mainly through the socialization process, expressed in parents forming values for children in accordance with social norms. In addition, children acquire values through their own efforts, through observation, learning and cultural acquisition.
7.2. Specific research methods Document research method Expert opinion method Questionnaire investigation method In-depth interview method
Statistical data processing method Typical psychological portrait analysis method
8. Scope of research
8.1. About content
There are many resources involved in the value education for children such as grandparents, parents, siblings... Besides, the cultural traditions of the family, locality, and national education programs also participate in this orientation process. Within the scope of the research, the thesis only studies the value education for children by parents, specifically the determination of the goal of value education by parents for children, the selection of values and the selection of value education methods to guide children towards the set goals.
The thesis studies the influence of some factors on the family's children's education, which are: (1) The consensus on children's education among family members; (2) parents' knowledge; (3) social environment, media; (4) parents' value orientation.
8.2. About location and objects
Secondary education lasts from grade 6 to grade 9, children of secondary school age are generally from 11, 12 to 15, 16 years old. The thesis selected secondary school students and their parents in Me Linh district and Hoan Kiem district, Hanoi, representing schools in rural areas and Hanoi city. The families studied are complete families, with both parents living together.