Tóm tắt tiếng anh: Giáo dục tính trách nhiệm dựa trên Quyền trẻ em cho trẻ 5-6 tuổi ở trường mầm non.

MINISTRY OF EDUCATION AND TRANING
HANOI NATIONAL UNIVERSITY OF EDUCATION
-----  -----

NGUYEN THI LUYEN

RESPONSIBILITY EDUCATION FOR 5-6 YEARS OLD
PRESCHOOLERS ACCORDING TO THE
CHILDREN’S RIGHTS

Major: EARLY CHILDHOOD EDUCATION
Code: 9.14.01.01

THE DOCTORAL DISSERTATION SUMMARY

Hanoi, 2022


The work was completed at: Falcuty of Early Childhood Education
Ha Noi National University of Education

Supervisors: Assoc.Prof. Hoang Thi Phuong
Assoc.Prof. Ngo Cong Hoan

Reviewer 1: Prof. Nguyen Thi Hoang Yen
National Academy of Education Management
Reviewer 2: Assoc.Prof. Nguyen Hong Thuan

The Vietnam Institute of Educational Sciences
Reviewer 3: Assoc.Prof. Tran Thi Le Thu
Hanoi National University of Education

The thesis will be defended before the Thesis Judging Council at Hanoi
University of Education at ...........date...........month........year........

The thesis can be found at: - Library of Ha Noi University of Education
- Ha Noi National Library


INTRODUCTION
1. Background of the study
Responsibility Education (RE) is an urgent issue of education systems around the world. In
schools, it’s contents have been incorporated into the curricular In Vietnam, the 2018 general
education program has included responsibility as one of five qualities students need to achieve.
This requires consistence all levels of education, where early childhood education (ECE) as the
first level, laying the foundation for the next levels in RE.
ECE in our country is now pays attenteion to the education of responsibility for children. This
is reflected in the indicators to assess the social and emotional kill development of 5-year-old
children, according to the 5-year-old child development standards issued by the Ministry of
Education and Training in 2010. However, RE activities for children are taken place sporadically
without a systematic, pecific approach to guide teachers. Teachers follow the traditional methods
and learn from their experience only. Therefore, it is inevitable to use methods and forms of RE
that are extreme and imposed on children.
Children's Rights-Based Education (CRBA) is a humanistic approach that is highly valued in
the current period, requiring teachers to understand and respect children's rights when caring for
and educating children. Preschool teachers do not have a clear understanding of children's rights.
The resources to guide teachers on RE in general and RE acorrding to the children’s rights (CR) in
particular are still limited. Therefore, it is necessary to have in-depth, scientific researches and
specific guidelines on RE for preschool children, especially 5-6 years old.
Stemming from the above reasons, I chose the topic "Responsibility Education for 5-6 years
old preschoolers according to the CR”

2. Research aims
Research the theoretical and practical basis of RE based on CR for 5-6-year-old children in
preschool, thereby proposing measures to educate children about responsibility, contributing to
improve children’s responsible being (RB).
3. Variables and Subjects of the research
3.1. Variables: The process of teaching responsibility for children aged 5-6 years old

according to the CR.
3.2. Subjects: Measures to teach responsibility for children aged 5-6 years old

according to the CR.
4. Scientific hypothesis
Children 5-6 years old can and need to fulfill their responsibilities to themselves, to others
and to the surrounding environment, but in reality, children’s RB still limited due to many
reasons, including child education measures.
The educational measures can develop the RB for 5-6-year-old children in the direction of
creating a respectful environment for children through organizing diverse and attractive activities
suitable to their abilities and ensuring to satisfy children's daily needs, rights for children. And then,
the children’s RB will be better.
5. Research missions
5.1. Researching on theoretical basic of the Responsibility Education for 5-6-year-old
preschoolers according to the CR.
5.2. Researching on the current state of the Responsibility Education for 5-6-year-old
preschoolers according to the CR.
5.3. Proposing some educational measures for Responsibility Education for 5-6-year-old
preschoolers according to the CR
5.4. Experimenting with educational measures for Responsibility Education for 5-6-year-old
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preschoolers according to the CR
6. Limitations and scope of the study
6.1. Research content
The dissertation focuses on studying the responsibility of children towards themselves; with
others (parents/caregivers, teachers, friends) and with the environment (objects, animals, plants,
children's living and learning spaces at school and at home).
6.2. Survey subjects
- Surveying 135 children aged 5-6, 120 teachers and 135 parents, in Hanoi and Nam Dinh.
6.3. Location and conducting time of experimental research
* Practical survey: from May 15, 2020 to June 1, 2020 at Ly Thai To 2 Kindergarten (MN01),
KLF Hanoi Kindergarten (MN02), Xuan Ngoc Kindergarten - Nam Dinh (MN05)
* Experiment:
- Experiment round 1: from June 1, 2020 to August 14, 2020 at MN01
+ Pre-test: June 1st, 2020 – June 5, 2020
+ Exploration Experiments: June 8, 2020 – August 7, 2020
+ Post-test: August 10-14, 2020
- Experiment round 2: from August 17, 2020 to December 31, 2020 at the above three schools.
+ Pre-test: August 17, 2020 - August 31, 2020
+ Impactation Experiments: October 1, 2020 – December 15, 2020
+ Post-experiment survey: December 16, 2020-December 31, 2020
7. Research approaches and methodologies
7.1. Approaches
7.1.1. Child’s Rights - based approach: Empowering children, satisfying children's basic
needs, from which children understand and voluntarily carry out their own responsibilities.
7.1.2. Socio- Historic Approach: Educating children at 5-6 years old should pay attention to
historical circumstances and social realities. Along with the development of society, RB changes
from a moral obligation to both a moral obligation and a legal obligation. Therefore, responsibility
today is attached to Human Rights. ECE for children must be based on the CR implementation.
7.1.3. Access to value: Educating children with a value approach aims to help children
understand and act responsibly in daily activities.

7.1.4. Access to activity: Educating children by organizing practical activities for them to
experience and test their own performance of responsibilities.
7.1.5. Personal approach: The process of education according to an individual approach requires
creating a learning and playing environment that stimulates interest and excitement, properly evaluates
the efforts and abilities of each young individual, and timely impacts on each child.
7.2. Specific Research Methods
7.2.1 Theoretical research methods: Collecting, analyzing, synthesizing, systematizing,
generalizing into common views, determining the basis for building a theoretical framework,
surveying the current situation, proposing and experimenting with ECE measures for children.
7.2.2 Practical research methods: Conducting observations, surveying and building
questionnaires for teachers and parents, group discussions with experts and teachers in each study
area, in-depth interviews with teachers, parents and children, case studies, conducting experiment.
7.2.3. Mathematical statistics methods
SPSS software is used to process the obtained data in order to evaluate the results of the actual
investigation and the experimental results.
8. Theoritical points of the thesis
8.1. Children 5-6 years old already know how to express responsiblities to themselves, to others
and to the environment through perception (knowing, understanding what to do), action (doing well
and on time what needs to be done) and attitudes (self-awareness, perseverance, effort, excitement,
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joy when achieving results, proactively admitting mistakes and correcting when they're wrong).
8.2. The responsibilities of 5-6-year-old children are formed from actions to perform the work
to be done (obligations) related to the fulfillment of children's Rights, including the Right to
Survival, the Right to Development, the Right to Protection and the Right to Participate, through
which children will better understand their responsibilities to themselves, others, the environment
and self-fulfillment.
8.3. The process of educating children at 5-6 years old in preschool is carried out through the
organization of diverse and attractive experiential activities, ensuring reasonable satisfaction of children's

daily needs in the direction of empowering children.
9. New contributions of the thesis
9.1. Supplementing and enriching the theory of RE based on Children's Rights for 5-6-year-old
children in preschool.
9.2. Provide documents on the current situation of RE for 5-6 years old children in some
kindergartens in Hanoi and Nam Dinh to help preschools have facilities to adjust the education
process in a timely manner.
9.3.Measures to educate young children based on Children's Rights for 5-6 years old children in
preschool are proposed to be valuable references for research, training and fostering of preschool
teachers. At the same time, these measures can be creatively applied to preschools to improve the
effectiveness of vocational education for 5-6 year olds children.
10. Thesis structure
- Chapter 1: Theoretical basis of the RE for 5-6-year-old preschoolers according to the CR
- Chapter 2: Current situation of the RE for 5-6-year-old preschoolers according to the CR
- Chapter 3: RE Measures for 5-6-year-old preschoolers according to the CR
- Chapter 4: Pedagogical Experiment
CHAPTER 1:
THEORETICAL BASIS OF RESPONSIBILITY EDUCATION FOR 5-6-YEAR-OLD
PRESCHOOLERS ACCORDING TO THE CR
1.1. Research overview of the problem
1.1.1. Research on children's responsibility and accountability
1.1.1.1. Studies of human responsibility in society
Studies on human responsibility in society appeared around the seventeenth and eighteenth
centuries, considering responsibility mainly in two aspects: moral qualities and civic obligations.
1.1.1.2.Research on children's responsibility
Research RE has identified a number of manifestations of responsibility, classification and
structure including three components: perception, action, and attitude.
1.1.2. Research on Responsibility Education for children
In-depth researches of responsibility education for preschoolers are still quite modest,
mainly related to moral education, character education and value education.

1.1.3. Research on RE according to the CR
With the release of the United Nations Convention on the Child’s Rights (1989), researchers
have mentioned the principles, objectives, contents, measures, forms, and criteria for assessing
responsibility education based on the CR but sporadically.
The idea of responsible education has appeared for a long time, domestic and foreign
researches have solved a number of fundamental and practical problems of RE for children at
different ages. However, there are no specific studies for 5-6 years old children and in-depth
research on access to CR. Inheriting the existing achievements and identifying the issues that have
not been clarified, the thesis focuses on researching the nature and process of forming a child's RB
according to the CR. the responsibility of 5-6 years old children, expressions of responsibility and
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responsibility education measure for 5-6 years old children according to the CR.
1.2. Responsibilities of 5-6 years old children
1.2.1. The definition of "Responsible Being"
“Responsible being” is a psychological quality of an individual, showing that the individual is
aware of the actions he wants to do and needs to do in accordance with his role. social roles and
voluntarily perform, bear the consequences for the actions that have been caused.
1.2.2. Factors constituting children's RB
The structure of RB consists of three components: perception, action and attitude. In fact,
the elements constituting RB do not exist separately and discretely, but are linked and unified
together, forming a solid structure, showing the real capacity of people in dealing with themselves.
, other people and the environment.
1.2.3. RB classification
Categorize children’s responsibilities when they are directed to objects in the surrounding
environment: responsibility to themselves, responsibility to others and responsibility to the environment.
1.2.4. The formation of RB of 5-6-year-old children
The process of forming RB takes place in three stages: 1-“Sensary perception”, the child has
an initial awareness of what to do and appears needs, emotions, and desires to work; 2-“Action”,

children act according to their own feelings and needs; 3- "Rational Perception & SelfConsciousness", children have a sense of responsibility (in terms of both perception and attitude).
All three of these stages take place and are influenced by the young individual's characteristics and
the environment. are influenced by individual child characterictics and the environment.
1.2.5. Psychological characteristics and expression of RB of 5-6 years old children
1.2.5.1. Psychological characteristics of 5-6 years old children
Psychological factors including: awareness, needs, social-emotional skills, willpower, sense
of self, hierarchy of motivation, formation of children's society all directly affect cognition,
responsible behavior and attitudes of children. Therefore, educators need to master age
characteristics to orientate in the selection of goals, contents, methods, means, and forms of
organizing preschool education in a scientific and reasonable manner.
1.2.5.2. Expression of RB of 5-6 years old children
(1) Awareness of responsibility (AoR): Knowing what needs to be done and wants to do;
understand why it needs to be done; Understand that everyone has to bear the consequences of their
own actions.
(2) Responsible action (RAc): Do right what needs to be done, wants to do; accomplish
what needs to be done, wants to do; Appreciate the results and dare to accept the consequences.
(3) Responsible attitude (RAt): Self-discipline doing what needs to be done; promise to do;
perseverance, efforts to complete well the work being done; be fair when evaluating and proactively
admitting mistakes/remediating the consequences caused by them.
1.3. Child's rights with the RE for 5-6 years old children
1.3.1. The definition of “Children’s Rights”
“CR” is what children deserve and is guaranteed by law”. Rights are different from needs. Needs:
basic conditions for human existence as a human being. Rights: the things that a person must be entitled to
or do according to justification.
1.3.2. Children's Basic Rights
Conventions The UN has defined the rights of children into four groups of rights: the right to
survival, the right to protection, the right to participation, and the right to development.
Vietnam's Law on Children in 2016 stipulates 25 rights from articles 12 to 36.
1.3.3. Relationship between Children's Rights and Responsibilities

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Figure 1.5: Relationship between Children's Rights and Responsibilities
1.4. The process of RE for 5-6 year-old preschoolers according to the CR
1.4.1. The definition of "Responsibility Education for 5-6 years old children"
RE for 5-6 years old children is the process of purposeful, planned influence of the educator
on the child to form in the child being aware of what they want to do, need to do, be suitable for
their social role and voluntarily perform the work, bear the consequences for what they have
caused.
RE for 5-6 years old children according to the CR is understood as empowering children in
the process of activities, making children understand their rights, from which children are aware
of performing their responsibilities. own responsibility.
1.4.2. Objectives of RE for 5-6 years old children according to the CR
- Raise children's awareness of their rights and responsibilities
- Forming skills-behaviors of responsibility to child’s self, others and the environment.
- Build children's sense of responsibility to themselves, to others and to the surrounding
environment
1.4.3. Contents of RE for 5-6 years old children according to the CR
RE content for 5-6 years old children includes: cognitive education, skills-behavior
education and affective-attitude education.
1.4.4. Methodologies and mesures of RE for 5-6 years old children according to the CR
- Visual methods: Use behavioral patterns (Set an example)
- Verbal methods: Discussion and reflection, child guidance, use of compliments,
storytelling
- Methods of practice-experience: assigning tasks, using situations, practicing, games.
1.4.5. The formation of process of RE for 5-6 years old children according to the CR
- Play activities: it is advantageous to organize role-playing games and games with rules,
providing opportunities for children to role-play and perform different responsibilities.
- Learning activities: have the advantage of providing children with knowledge about CR

and responsibility for implementing CR, thereby developing children's awareness of responsibility.
- Labor activities: have the advantage of organizing practical activities for children to
practice and experience their responsibilities with different objects in the process of working.
1.4.6. Evaluation of the results of RE for 5-6 years old children according to the CR
The criteria to evaluate the RE for 5-6 years old children according to the CR, it is
necessary to include aspects of perception, action and attitude with specific expressions for easy
and convenient assessment. The evaluation method is mainly through observations and interviews
with children, assessment of parents and teachers. Based on the expression of autism of 5-6-yearold children, the thesis identifies three criteria to evaluate the child's autism of 5-6 years old as
follows:
 TC1: Awareness of responsibility (AoR)
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TC 1.1: List the things that need to be done every day.
TC 1.2: Explain why it should be done.
TC 1.3: Understand that people have to bear the consequences for their actions.
 TC2: Responsible action (RAc):
TC 2.1: Always do the things that need to be done every day
TC 2.2: Complete the tasks that need to be done every day
TC 2.3: Correctly evaluate the results and accept the consequences
 TC3: Responsible attitude (RAt):
TC 3.1: Voluntarily doing what needs to be done every day;
TC 3.2: Perseverance, efforts to complete their work
TC 3.3: Fairness when evaluating and proactively accepting errors and correcting errors.
1.5. The factors affecting the vocational education for preschool children 5-6 years old
RE for children 5-6 years old is influenced by factors: individual characteristics of the child
(cognitive, emotion, position of the child in their family), educational environment and
educational forces teachers, parents and school administrators).
CHAPTER 2:
CURRENT SITUATION OF THE RESPONSIBILITY EDUCATION FOR 5-6-YEAROLD PRESCHOOLERS ACCORDING TO THE CR

2.1. The issue of RE for 5-6-year-old children in the ECE program
2.1.1. Objectives
The objectives of RE are expressed in the ECE program in the general goal of "forming
personality qualities" for children; specific goals in the areas of development and expected results,
with the main focus on developing in the field of social-emotional skills.
2.1.2. Content
The content of RE for 5-6-year-olds has been shown in different aspects of the program:
self-responsibility (nutrition and health education; social-emotional skills); responsibility to others
(behavior and code of conduct); environmental responsibility (awareness about objects, animals
and plants, natural phenomena and rules).
2.1.3. Methodologies, measures
The educational method focuses on organizing practical experiential activities "learning
through play" and associated with children's real life in order to meet the children's own
development needs. These are related factors and are the basis of RE for 5-6 year old children in
the kindergartens.
2.2. The reality of RE for 5-6-year-old children according to the CR in the kindergartens
2.2.1.1. Survey purpose
Assessing the reality of RE for children aged 5-6 years old.
2.2.1.2. Survey content
- Survey the awareness, concept of preschool teachers about self-study, expression of 5-6
years old children, content, methods, forms and means used by teachers.
- Assess the expression levels of RB of 5-6 years old children.
2.2.1.3. Respondents
- 120 preschool teachers have at least 2 years of experience in teaching 5-6 year-old children.
- 135 children 5-6 years old: of which there are 75 urban children (37 boys, 38 girls), 60 rural
children (35 boys, 25 girls), the total number of boys is 72, the total number of girls is 63.
- 135 parents (who are the parents/caregivers of these children).
2.2.1.4. Surveying
a) Teacher survey: Using questionnaires.
b) Parent survey: Using questionnaires.

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c) Surveying children 5-6 years old: Interviewing children, survey exercises, observations,
case studies.
2.2.1.5. Criteria and rating scale
A.Evaluation Criteria
Using the evaluation criteria presented in chapter 1:
 TC1: Awareness of responsibility (AoR)
 TC2: Responsible action (RAc)
 TC3: Responsible attitude (RAt)
B. Rating scale
The rating scale consists of 3 levels: high, medium, and low
Level
Average score
High
Medium
Low

6≤ Average ≤9
3≤ Average < 6
0≤ Average < 3

C.How to evaluate
C 1: Assess the perception of responsibility:
The surveyor conducted individual interviews with children, using 9 questions related to the
criteria, and sub-questions, combining with the use of illustrations to clarify children's
understanding of responsibility.
C2: Assess responsible actions and attitudes
Using 3 survey exercises: Ex1: Making fruit-shaped finger puppets (group of 2 children);

Ex2: Cleaning toy shelves (group of 3-5 children), Ex3: Taking care of plants (group of 3-5
children).
The surveyor gave a task, observed each group, and took notes the children's actions and attitudes.
2.2.2. Survey results
2.2.2.1. The awareness status of preschool teachers on responsibility education for 5-6 years old
children in preschool based on Children's Rights
a) Perception of preschool teachers about RE for 5-6 years old children according to the
CR
Perception of preschool teachers about RB and the structure of RB
The majority of preschool teachers have the right conception and perception of
experimentation (75% of teachers choose idea 3), and 25% of teachers have incorrect and
insufficient conception of experimentation of 5-6 years old children, need to foster teachers'
awareness of responsibility in relation to quality and character education for children. About the
structure of RB, most preschool teachers identify with 3 components: AoR, RAc, RAt.
Perception of preschool teachers about the expression of 5-6 year-old children’s RB
100% of the surveyed preschool teachers agree with the given expressions of child-self
responsibility, in which the level of agreement with the expression of responsible attitude is the
highest (4.14), the second is with the expression of action (4.04). and the lowest is cognitive
performance (4.01). For types of responsibility, teachers agree with the highest expression of selfresponsibility (4.09). The criteria scoring below 4 are mainly related to the child's expression of
error recognition, correction, voluntariness, self-discipline and ability to assess responsibility.
Knowledge of preschool teachers on RE for 5-6 years old children according to the CR
Preschool teachers had initial understandings about responsibility education for 5-6 years old
based on CR, in which they knew about measures, forms, means and factors affecting children's
RB but did not understand deeply about the issue. this. The three points that teachers are still unclear
about are: 1- the expression of RB of 5-6-year-old children; 2- RE measures; and 3-what is RE
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according to the CR. The fact is that the activities for children in the preschool are being carried
out by teachers in an implicit form, that is, implicit in daily activities, without clear goals, contents,

methods and forms of education in activities. And the practice of implicit RE has not been clearly
and thoroughly understood by preschool teachers to explain their educational impacts on children
in preschool.
b) About the implementation of RE for 5-6 years old children of preschool teachers
 About the content of RE for children 5-6 years old
The contents of vocational education are selected by teachers from the most to the least,
respectively: Responsibilities (work) children have to do at school and at home (100%); Rights
when performing responsibilities (77.50%); responsibility of the people around (55.83); what is
responsible and irresponsible (43.33%) and at least the relationship between Children's Rights and
Others' Rights (35%). When implementing the program, RE for children has appeared in topics, in
an implicit form, but the content of responsibility education in the lessons is still fuzzy and unclear,
and teachers have not used the Discourse on Rights and Responsibilities.
 About the RE measures for 5-6 years old children
Teachers have implemented many measures and aimed to educate children in terms of
awareness, action and attitude. Measures that are still rarely used by teachers are: Teaching children
about rights and responsibilities, guiding parents, creating opportunities for children to evaluate
their performance of responsibilities, using self-control factors, allowing children to make their
own decisions and take responsibility for themselves. This is the basis for researchers to identify
effective and ineffective RE measures for children.
 About the activities of RE for 5-6 years old children
Teachers have used a variety of forms of activities to educate children, in play and learning
activities dominate (97.5%; 94.17%), work activities are less selected. Compared with the above two
activities, it is also selected by over 75% of teachers.
 About the means of RE for 5-6 years old children
Teachers have used a variety of means of educating children about responsibility, especially taking
advantage of the natural environment and social events around the children, accounting for 89.17%, Art
media accounts for 72.5%, because teachers have not seen the advantages of this medium that can
affect children's emotions and feelings, stimulate children to want, love and voluntary
responsibilities. Self-awareness of their responsibilities.
 About the advantages and disadvantages of RE for 5-6 years old children

Teachers see advantages from the program, facilities and parents, but do not appreciate the
direction and support of the school's management board. The reported difficulty is the large number
of children; The family's cultural lifestyle habits are not good, hindering the teaching children
responsibilities process and especially there are few sources of guidance documents.
 About factors affecting the RE process for 5-6 years old children
In the opinion of teachers, the factors that most affect the process of RE are: Parents' behavior,
teacher's educational measures and children's individual characteristics.
2.2.2.2. The current situation of parent’s awareness about RE for 5-6 years old children
according to the CR
 Perception of parents about the expression of RB of 5-6 years old children
The survey results of 135 parents showed that the parents agreed with the RB expressions that
were given. The average agreement level is 3.85. The highest level of agreement in the expression
2.4; 2.1; 3.4; 1.6; 1.5 (out of 4). The lowest level of agreement is in the expression 1.8; 3.2; 2.2 (3.6
to less than 3.7). Thus, the parents believes that the children's performance of tasks/responsibilities
is clearly expressed, while the children's ability to understand why must be performed is somewhat
more limited.
 Perception of parents about the content of RE for 5-6 years old children
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Two of the five proposed contents selected by more than 50% of parents were Rights and
Responsibilities (74.07%) and responsibilities (work) at home and at school (66.67%). Other
content is selected by less than 50% parents because some parents think it is difficult for children
or not necessary. The least selected content was the relationship between the rights of children and
the rights of others. “When children show responsibility, they respect their own and others' rights”
(34.82%). This result shows that RE contents according to the CR are relatively new to parents.
 About the RE measures parents have used
In parents' opinion, there are many methods parents have used in RE for their children, with
a selection rate of over 50%, of which the method most used by parents is "Talking about rules and
regulations, determined” (80.74%), “Delegating tasks” (79.26%), “Setting an example” (76.30).

There is one measure that is least known and used by parents is “Telling children about children's
rights” (40%).
 Perception of parents about the practice of cooperation between schools and families
in RE for 5-6 years old children
In parents' opinion, all schools have had a form of implementing RE for 5-6-year-old children,
but it is still quite fuzzy and mainly integrated in the program and content of the school's activities.
The information that parents can access the most from the school is through facebook, the school
website, in the content of the school's curriculum. The remaining information channels have less
than 50% of parents confirming that the school has implemented, of which at least “Teachers
discuss with parents when picking up and dropping off children (3.70%).
2.2.2.3. Current stituation of expression level of RB of 5-6 year old children
To test the reliability of the data obtained, Cronbach's Alpha coefficient was calculated for 9 subsections
of AoR, 27 subsections of RAc and 27 subsections of RAt and achieved the following scores: 0.823;
0.930; 0.934. Therefore, the figures are reliable.
a) Reality of expression level of RB of 5-6 year- old children (in percentage)
Table 8: Level of expression of RB of 5-6-year-old children (in percentage)
Level
Group

n

Low

Medium

High

Quantity

%

Quantity

%

Quantity

%

Boys

72

6

8.33

43

59.72

23

31.94

Girls

63

6

9.52

31

49.21

26

41.27

City

75

5

6.67

35

46.67

35

46.67

Countryside

60

7

6.67

39

65.00

14

23.33

Total

135

12

8.89

74

54.81

49

36.30

This table shows that most of the surveyed children have the average average score of RB at

medium and high level, in which the percentage of children with average level still accounts for
the majority (54.81%). The expression of RB level through the survey exercises is observed as
follows:
High level:
Children who reach this level have the common expression that when answering an interview,
they mention many things that need to be done and should be done to be good for themselves, for
others and for the environment (over 15 things). The reasons to do it come from within, knowing
that bad results can happen and the child will be responsible for shouldering and correcting those
consequences. In three exercises surveying responsible actions and attitudes, children show that
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they are always ready to take on tasks, try to complete their work, and at the same time know how
to help their teammates.
Medium level:
In the interview exercise, children at this level are aware of some things that need to be done
and should be done for themselves, others and the environment (4-15 things); understand why it is
necessary to carry out responsibilities from the outside (fear of punishment, for obedience, for
praise, for being a good child). In the three survey exercises, the majority of children performed
correctly when prompted, completed with help or only completed individual tasks, without group
support; Children do not immediately admit their own mistakes, but they also appreciate it when
they are supported by the teacher. Children often happily complete their work, but with common
work, they do not voluntarily help group members. Some children still have actions that are
dangerous or not good for themselves and you, such as holding scissors and waving, rubbing hands
on their faces when making puppets or wiping clothes;
Low level:
These children told very little of the work that needed to be done (0-3 things), did not
understand why it was necessary to do the work, did not realize the consequences and that they
were responsible for shouldering and repairing; intend to blame circumstances and other people.
When doing action and attitude survey exercises, children may not do or leave work, underestimate

their results (children did not complete but still said they did). Children do not work voluntarily,
do not voluntarily admit their mistakes even when there are suggestions.
b) Reality of expression level of RB of 5-6 years old children (according to criteria)
Table 9: Statistics of average test scores of children 5-6 years old (according to criteria)
Type of
Awareness
Action
Attitude
Average
responsibility
score
Index
Index
Index
X
X
X
Responsibility to
child-self

1.1

0.57

2.1

1.2

0.52

2.2

1.3

0.54

2.3

Σ

1.63

Σ

Responsibility to

1.4

0.54

2.4

others

1.5

0.47

2.5

1.6

0.50

2.6

Σ

1.51

Responsibility to

1.7

the environment

Total score

0.70

3.1

0.77

0.58

3.2

0.59

0.62

3.3

0.53

1.90

Σ

1.89

0.60

3.4

0.57

0.53

3.5

0.55

0.62

3.6

0.53

Σ

1.75

Σ

1.65

0.51

2.7

0.59

3.7

0.59

1.8

0.52

2.8

0.57

3.8

0.53

1.9

0.51

2.9

0.64

3.9

0.58

Σ

1.55

Σ

4.69

1.80
5.45

Σ

1.70
5.23

5.42

4.91

5.05
5.13

AoR score is 4.69, RAc score is 5.45, RAt score is 5.23, all were at average levels. In which,
the total score of perception of responsibility for self is higher than the total score of perception of
responsibility to others and environment, the difference is 0.12 and 0.08. Total score of RAc to
child-self is 0.15 higher than RAc to others 0.15 and higher than RAc to the environment 0.1. The
10


total score of RAt to child-self is 0.23 higher than RAt to others and 0.15 higher than RAt to the
environment. RAc and RAt scores are higher than AoR score, which is consistent with the
psychophysiological characteristics of children that researchers have proposed, such as emotional
children, like to imitate adults , likes to be complimented, having a "good baby" orientation,
children will do jobs that are judged as good and good by adults. Regarding the type of
responsibility, the highest level of responsibility is Responsibility to child-self (5.69), the second
is Responsibility to the environment (5.26), and the third is Responsibility to others (5.16). It can
be seen that the responsibility for self-responsibility is much higher, while the difference between
experimentation with other people and the environment is not significant.
Analyzing the correlation between AoR, RAc, RAt scores using the CORREL function gives
the results that they have a close correlation with high level (between awareness and attitude) and
very high level (between awareness and action, action and attitude). The correlations coefficient
between AoR, RAc, RAt and Average score are 0.889, 0.929 and 0.916, both very high. This shows
that awareness, action, attitude are three elements constituting the children’s RB.
c) Comparison of the expression level of TTN of 5-6 year old children by region and gender
Table 10: Statistics of average TTN scores of 5-6-year-old children by region and gender
Criteria
Average Compare

Group

n

Awareness

Action

Score

Attitude

X

SD

X

SD

X

SD

X

X

SD

Boys

72

4.48

1.69

5.22

1.43

5.04

1.42 4.92 1.36

Girls

63

4.94

1.64

5.71

1.48

5.44

1.42 5.37 1.38

City

75

4.89

1.59

5.81

1.42

5.42

1.39 5.37 1.32

Countryside

60

4.44

1.75

5.01

1.41

4.99

1.45 4.81 1.41

Total

135 4.69

1.68

5.45

1.47

5.23

1.43 5.13 1.39

0.45
0.56

The survey results show that the average child's mortality rate of 5-6 years old is average. The
general average is 5.13, the standard average of the criteria of awareness, action and attitude of
responsibility is 4.69; 5.45 and 5.23, in which the AoR score is the lowest. Through interviews, we
found that children have realized the work that needs to be done for themselves, others and the
environment, but the number of jobs is still small (mainly from 2 to 5 jobs), children initially
understand reasons why it is necessary to fulfill their own responsibilities, but the reasons many
children give come from an extrinsic motivation: obey or avoid being punished (Teacher told me,
My mother said so, otherwise, if I don’t do, my father will beat me), to be praised. By three survey
exercises, we observed children's actions and attitudes towards responsibility.

The difference in average score of RB between boys and girls is 0.45, between urban and rural
children is 0.56. Independent Samples Test results between boys and girls: Sig. = 0.541>0.05 ,
between urban and rural children Sig. = 0.316 > 0.05 shows that the difference in the overall mean
score of RB between boys and girls, rural and urban children is not significant, the difference is
random.
Conclusion of chapter 2

11


CHAPTER 3
RESPONSIBILITY EDUCATION MEASURES FOR 5-6-YEAR-OLD PRESCHOOLERS
ACCORDING TO THE CR
3.1. Principles for proposing RE measures for 5-6 years old children according to the CR
3.1.1 Ensuring the objectives of RE according to the CR
3.1.2. Ensuring that it is suitable for the process of forming the responsibility and the
characteristics of 5-6 years old children
3.1.3. Ensuring consistency between the exercise of "Rights" and "Responsibility" of children
3.1.4. Ensuring close coordination between schools and families in RE for 5-6 years old children
3.2. Proposing RE measures for 5-6 years old children according to the CR
3.2.1. Building a environment suitable for RE for 5-6 years old children based on the CR
3.2.1.1. Building a safe physical environment, clearly orienting children's rights and responsibilities in
activities and activities at preschool
Purpose - meaning
Through the selection, arrangement and arrangement of utensils and toys, children's behavior
can be adjusted, helping to form expected behaviors in accordance with social norms. Building a
favorable physical environment to strengthen children's rights to participate and meet other rights,
so that children realize their responsibilities in the process of interacting and operating with objects
in the environment.
Content

- Arrange the children’s activity area
- Selection of utensils, toys, materials
- Decorate corners and activity areas
- Design process tables to guide operations at each corner
How to proceed?
- Arrange children's activity areas: Each activity needs a different space, ensuring children
can operate comfortably and actively, children can meet their rights.
- Selection of utensils, toys, materials: it is necessary to ensure safety criteria, suitable to the
age of children; be able to direct children's activities; ensure aesthetics; the quantity is sufficient
for the needs of children.
- Arrange utensils, toys, materials: need to pay attention to convenience, attractiveness, need
regularly check, supplement, and replace equipment.
- Decorate corners and activity areas: Make icons for activity areas, design layout diagrams
of activity areas, make assignment boards and track performance results
- Design process tables to guide children's activities in each corner
Step 1: Think about what the children will do
Step 2: Organize the actions performed in the activity
Step 3: Use illustrations and writing
Step 4: Find the suitable location to place the process table
3.2.1.2. Building a comfortable, respectful and equal psychological environment for all children
Purpose-meaning
Building a comfortable, respectful and equal psychological environment for all children in
order to help children confidently express themselves, freely operate and take responsibility for
their actions; contributes to promoting the process of motor movement from the outside to the inner
motivation in the formation of responsibility in children.
Content
- Develop behavioral and cultural codes of conduct to ensure fairness in the rights and
responsibilities of each individual
- Create trust for children
How to proceed?

12


Develop rules of cultural behavior to ensure fairness in the rights and responsibilities of
each individual:
+ Develop rules and regulations:
Step 1: Discuss the rules and regulations
Step 2: Unify the content of rules and regulations
Step 3: Present in words and pictures
Step 4: Locate and place the table of rules
+ Make a personal code of conduct handbook: Teachers encourage children to think of a
code of conduct with themselves, a code of conduct for others and a code of conduct for the
environment that the child thinks is right and will follow by drawing pictures, symbols in a small
A5 paper-size notebook or small notebooks of different shapes (circle, heart, leaf, other shapes)
created by the children themselves.
Create trust for children
+ Use self-directed elements in the classroom to empower children: use visual aids and
means, containing the rules and self-control materials in the learning environment, which are
"tickets", "cards", "badges" , “work plan”.)
+ Teachers communicate with children with respect and equality: Put themselves in the
children's shoes, accept the child, help the child enough, respect the child, communicate with
colleagues in a respectful way.
3.2.2. Organize a variety of activities for children to experience decision making and take
responsibility for their own decisions
3.2.2.1. Organize learning activities to help children experience discovering Children's Rights and
Responsibilities
Purpose - meaning
- In terms of awareness: children identify their rights to be enjoyed in daily life
activities, and recognize the responsibilities that need to be performed related to those Righ ts.
- In terms of feelings-attitudes: children respect their rights and the rights of everyone

around them; be cheerful, self-disciplined, try to fulfill their own responsibilities.
- In terms of skills-behaviour: children have the skills to choose, consider and perform
responsible actions in daily life activities.
Content
- Select content about specific Rights and Responsibilities
- Plan and organize activities
- Organize the process of activities
How to proceed?
a) Select content about specific Rights and Responsibilities
- Identify 4 groups of children's rights (right to life, right to development, right to protection,
right to participation)
- Choice of Rights enshrined in the Convention (or the Children's Law), taking into account
the basic needs of the child,
- Concretize Children's Rights into content that is easy for children to understand and implement.
- Think about the Responsibilities children need to do in order to response their rights.
b) Expected experience sessions on Rights and Responsibilities according to the selected content
Based on the selected rights and identified corresponding responsibilities, the teacher think about
the content of activities that the children can participate. These activities both satisfy the children's rights
and requiring their responsibilities.
c) Organizing the operation process
Step 1: Orient children to participate in experiential activities
Step 2: Children experience
Step 3: Share experiences on Children's Rights and Responsibilities
13


Step 4: Create opportunities for children to apply in daily life activities
Conditions of implementation
- Teachers have knowledge about Children's rights
- Plan learning activities are suitable to the subject content of the school and class.

3.2.2.2.Organize play activities for children to experience the implementation of Rights and
Responsibilities
Purpose - meaning
+ Help children acquire experiences from practical activities about responsibility in different
play relationships; expand the objects for which children need to be responsible;
+ Train children in the ability to choose what they can do, should do, and must do in dealing
with themselves, others and the environment based on respect for the rights of everyone;
+ Form in children the sense of taking responsibility and taking responsibility for their
commitments to others.
Content
- Organize children to experience responsibility in themed role-playing games
- Organize children to experience responsibility in games with rules
How to proceed
a) Organize themed role-playing games for children to experience taking responsibility
voluntarily
- Step 1: Children choose games and roles to play
- Step 2: Children participate in the game
- Step 3: Children share the playing process, play results and draw lessons about responsibility
b) Organize a game with rules for children to experience responsibility based on the rules of
the game
Step 1: Select/design the game, determine the content of ECE in the game
Step 2: Organize the game
- Children play
- Children share and draw experiences after playing
- Children apply experience to practice
Conditions of implementation
- The games take place naturally, according to the needs and interests of the child.
- Teachers have the ability to create games and be flexible in the organization process.
- It is necessary to create opportunities for children to practice and strengthen their
knowledge, skills to assume responsibility, and attitude towards others in their daily activities at

preschool.
3.2.2.3. Organizing labor activities for children to experience and practice Rights and Responsibilities
in real life
Purpose – Meaning
- Provide knowledge for children about the benefits and roles of the environment for humans
and animals and plants, especially for themselves; help children understand that protecting the
environment is protecting human life;
- Practice environmental care skills, responsible environmental problem solving skills;
- Forming an attitude of concern and desire to preserve and protect the environment.
Content
- Arousing children's interest in objects in the environment;
- Create opportunities for children to fulfill their responsibilities to the environment;
- Children share and draw lessons about environmental responsibility.
How to proceed
Step 1: Arousing the child's interest in the object in the environment
Step 2: Children take care of the environment
14


Step 3: Children share and draw lessons about environmental responsibility
Conditions of implementation
- Safe environment for children
- Subjects are available in the locality, suitable for the school's physical facilities;
- Children have good health when participating in environmental care activities.
3.2.3. Coordinating families to RE for 5-6 years old based on the Children's Rights
3.2.3.1. Providing materials for parents in RE for 5-6 years old
Purpose - meaning
Parents with different occupations and qualifications, so not all parents are knowledgeable
about the method of educating their children. Therefore, teachers and preschools need to support
parents by providing necessary materials on this issue in order to change and raise parents'

awareness.
Content
- Identify necessary documents for parents about RE based on the CR for 5-6 years old
- How to exchange documents with parents.
How to proceed
- Determine the essential documents for parents on RE for 5-6 year olds according to the
CRBA, including:
+ Documents on Children's Rights: Legal documents on the CR; from governmental and
non-governmental organizations working with children; documents of the CR researchers and
documents compiled by the school itself based on legal documents, research works, to match the
characteristics of parents of each school. The criteria for selecting the documents is to ensure
accuracy, visuality, brevity and easy to remember.
+ Documents on RE: The documents refer to the basic concepts of "Responsibility", "RE
according to the CRBA", the expression of children's self-esteem at 5-6 years old; goals, contents,
methods and measures of RE at home and how to assess the children’s expression of
responsibility; Teach parents how to coordinate with the school.
- How to exchange documents with parents: Submit supporting documents, exchange at
pick-up and drop-off times, communicate via parent groups on utility software.
Conditions of implementation
Parents are willing to spend time with their children.
- Parents have the ability to read, write and use simple communication devices (phone,
internet)
- Parents listen and cooperate with teachers.
3.2.3.2. Teaching parents the necessary skills on RE based on the CR for 5-6 years old
Purpose - meaning
- Improve parents' skills to train and educate children at home
- Strengthen the support and coordination of parents
- Strengthen and train children's responsibility, forming children's habits of responsibility
anytime, anywhere.
- Contributing to raising the responsibility of parents in the implementation of CR.

Content
- Guide parents to teach their children to be responsible for themselves through self-service
activities;
- Guide parents to teach their children to help and care for others;
- Guide parents to teach their children to work and take care of the environment.
How to proceed
a) Guide parents to teach their children to be responsible for themselves through selfservice activities
- Help parents understand the importance of self-service activities for the formation of
15


children’s responsibility, that is practicing responsibility skills.
- Specific guidance for parents on simple and effective methods and techniques to encourage
and form self-help habits for children at home: Make a notebook of children's activities at
two times in the morning after waking up and in the evening before going to bed; set
reasonable expectations for the child; Work together with the child to create an individual
work plan.
b) Guide parents to teach their children how to help and care for others
The first, Parents must show concern for the child, ensure that the child's rights are exercised
in the family where the child lives. Parents are responsible for ensuring and exercising all the rights
of children through families.
The second, parents are responsible role models for everyone around them. Good parental
behavior can teach children more than words. Children do not learn the value of responsibility
simply by being told. Children learn from their parents, from friends, and from other adults in the
community. Parents need to be consistent in upholding the values they want their children to respect
and not presenting them with conflicting values.
The third, parents always encourage and trust their children. Parents have a supportive role
by providing praise, encouragement, and gentle reminders. It is the encouragement, and belief in
children that will inspire children and nurture their good actions.
c) Guide parents to teach their children how to work and take care of the environment

Working contract agreement: Contracts help children decide what to do, when to play or do
activities, what activities they want to do on their own, and what activities they want.
Suggest ways for parents how to guide their children to do labor: Teach children how to clean
their toys, clean tables, and put their shoes on the shelves.
3.2.2.3. Measure 3: Guide parents to teach their children become resposible through other
activities
Purpose - meaning
There are many activities that provide opportunities for RE. Parents need to make effective
use of these opotinities in the process of educating children at home. Schools and teachers need to
guide parents by transferring school tasks to parents, helping them see the richness and variety of
activities and parental skills that will be formed from there.
Content:
- Implement learning projects that require parental coordination
- Guide parents to read and tell literary works that convey responsibility values to children
- Guide parents to evaluate children
How to proceed:
Implement learning projects that require parental coordination
Teachers introduce to parents a number of ways to participate in and coordinate the
implementation of projects, programs and activities with their children launched by the school and
teachers. There are two levels of parental involvement: the level of participation at the preschool
and the level of cooperation at home. For example: “Love Box” project, “Mid-Autumn Lantern”
project.
Guide parents to read and tell literary works that convey responsibility values to children
Step 1: Counseling parents to choose books/story
Step 2: Guide parents to talk with children about the content of the story
Step 3: Guide parents to orient their children to apply to practice
Guide parents to evaluate children
- Assessment based on children's work results
- Assessment of efforts, efforts to overcome difficulties
- Assessment the spirit and attitude to work

16


3.3. The relationship between the measures
The measures have a supportive and unified relationship with each other, in which building
the environment is the first thing that needs to be done, which is the basis for the second group.
Coordinating with the family is the support group. These measures should be applied flexibly by
teachers, based on: The process of forming children’s responsibility, children's abilities and CR.

CHAPTER 4
PEDAGOGICAL EXPERIMENT
4.1. Overview of the experimental process
4.1.1. Experimental purpose
Test the effectiveness of the proposed measures, proving the agreement of the experimental
results with the scientific hypothesis of the topic.
4.1.2. Experimental content
Experiment with three groups of RE measures proposed in chapter 3.
4.1.3. How to conduct an experiment
4.1.3.1. Select experimental sample
- 27 children 5-6 years old, MN01 school, Hanoi
- 24 children 5-6 years old at MN02 school, Hanoi
- 30 children 5-6 years old, MN05 school, Nam Dinh
Total: 81 children.
4.1.3.2. How to organize an experiment
The first round experiment was conducted in class Mon 4, MN01 from June 1, 2020 to
August 14, 2020. Conduct surveys on children before the experiment, and standardize
measuring exercises and child interview questionnaires. In this round of experiments, teachers
focused on integrating ECE based on the school's existing plan.
Experimental round 2 was conducted in three classes (children aged 5-6 years old),
applying the experimental program according to the mesures proposed in chapter 3: Class

Mon5-MN01, class Bambi- MN02 and class A5- MN05, from August 17 2020 to
December 31, 2020. Conduct a survey of children before and after the experiment.
4.1.4. Criteria and rating scale
We use the criteria and rating scale given in chapter 2 to evaluate the experimental results.
Pre-experiment survey exercises:
- Exercise 1: Making a fruit-shaped finger puppet (Two children make a puppet together)
- Exercise 2: Cleaning up the toy shelf after playing (Group of 3-5 children)
- Exercise 3: Taking care of trees (Group of 3-5 children)
Post-experiment survey exercises:
- Exercise 1: Transfering the ball (Two children move the ball with their heads)
- Exercise 2: Making a house from noodles and marshmallows (Group of 3-5 children)
- Exercise 3: Sweeping the leaves of the school yard (Group of 3-5 children)
4.2. Experimental results
4.2.1. Experimental exploratory results (round 1)
In the first round of experiments, the main measures were applied through integration into the
activities available in the teacher's educational plan. This is the time of summer school, so the
activities of the class are quite free, focusing on the content of knowledge review and discipline.
Therefore, the researcher guides teachers on how to integrate RE into activities in preschools and
selects some contents that are clearly related to children's rights and responsibilities for guidance.
When having skills, teachers will integrated RE for children.

17


Table 4.7: Comparison of RB level of 5-6-year-old children in Mon4 between pre-test and post-test
Type
of Awareness
Action
Attitude
Average score

responsibility
Pre
Post
Pre
Post
Pre
Post
Pre
Post
RB to child-self
1.74
2.13
2.12
2.09
2.03
2.26
1.96
2.16
RB to others
1.72
1.80
2.00
2.10
1.91
1.99
1.88
1.96
RB
to
the 1.50

1.80
2.04
2.07
1.91
2.10
1.82
1.99
environment
Σ
4.96
5.73
6.15
6.26
5.85
6.36
5.65
6.11
Before the first round of experiment, the average score of Mon4 children reached 5.67, the
average level, in which the cognitive average was the lowest (4.96) and the action average was the
highest (6.21). Regarding the type of responsibility, the average responsibility for self is the highest
(1.97) and the average responsibility for the environment is the lowest (1.83), but the difference is
not much. After the first round of experiment, the average of all criteria increased, in which the
highest increase was the AoR, from 4.96 to 5.73 (increase of 0.87). Second is RAt, which increased
from 5.85 to 6.36 (up 0.51), from medium to high level. RAc average increased the least, from 6.15
to 6.26 (increased by 0.05) and remained at high. This result shows that the impact on cognition
has created a process of transforming children's consciousness from the outside (work because they
are assigned, told by adults) to the inside (work because it needs to be done, because it's good for
me and everyone).
The experimental results of round 1 are the basis for us to continue to conduct official
experiments in round 2 with stricter experimental procedures, more standardized survey and

measurement exercises.
4.2.2. Official experimental results (round 2)
4.2.2.1. Pre-test results
Table 4.8: Pre-experiment children's RB level (calculated by criteria)
Criteria
Average score
Groups
n
Awareness
Action
Attitude
SD
SD
SD
SD
X
X
X
X
MN01
27
4.54
1.86
5.25
1.26
5.04
1.27
4.94
1.34
MN02

24
5.15
1.43
5.64
1.24
5.09
1.24
5.29
1.23
MN05
30
5.12
1.89
5.64
1.06
5.63
1.36
5.46
1.32
Average
81
4.93
1.76
5.51
1.18
5.27
1.31
5.24
1.31
The table and graph above show that, before the experiment, the average score of the 3 groups

was 5.24, at the average level. The mean values of each group are not equal, but they are all at the
average level. In which group MN01 has the lowest average score (4.94) and group MN05 has the
highest average score (5.46). The difference in average scores of 5-6-year-old children in three
schools in pairs: MN01 and MN02 are 0.35, MN02 and MN05 are 0.17, MN01 and MN05 are 0.52.
The average of AoR, RAc and RAt level of 5-6-year-old children in all three schools are at average
level.
Table 4.9: Pre-test children's RB level (in %)
Level
n
Groups
Low
Medium
High
Quantity
%
Quantity
%
Quantity
%
MN01
27
4
14.81
17
62.96
6
22.22
MN02
24
0

0.00
7
29.17
17
70.83
MN05
30
3
10.00
15
50.00
12
40.00
Total
81
7
8.64
39
48.15
35
43.21
18


Before the experiment, the total number of children at high level was 35 children, accounting
for 43.21%, the medium level was 39 children, accounting for 48.15%, there were 7 children
reaching the low level, accounting for 8.64%. The number of children with high level in MN02
accounts for the largest percentage (70.83%), the second is MN05 (40%), the third is MN01
(22.22%).
Table 4.10: Comparison of RB level of 5-6 years old children pre-test by genders and areas

Gender
n
SD
Areas
n
SD
X
X
Girls
40
5.39
1.34 Countryside
30
5.44
1.36
Boys
41
5.11
1.30
City
51
5.14
1.30
Before the experiment, boys and girls, urban and rural children all had medium average scores. In
which, the average score of girls (5.39) is higher than that of boys (5.11), the difference is 0.28. The
average score of rural children (5.44) is higher than that of urban children (5.14), the difference is 0.30.
This difference is not significant.
The results of AoR before experiment
Before the experiment, the AoR score was 4.93, which was mudium level, and the indices ranged
from 0.48 to 0.60. The score of awareness of responsibility according to the classification of responsibility

reached from 1.57 to 1.70, less than 2/3 of the maximum score. In which, the perception of responsibility
for oneself has the highest score (1.70), the second is the perception of responsibility to the environment
(1.65), the lowest is the perception of responsibility to others (1.57).
The results of RAc before the experiment
Prior to the experiment, the Responsible Action score was 5.51, at medium level, and the indices
ranged from 0.53 to 0.69. Responsible action scores in each type of responsibility are below 2/3 of the
maximum score. In which, responsible action to self has the highest score (1.92), second is responsible
action to the environment (1.80), the lowest is responsible action to others (1.79).
The results of RAt before experiment
Before the experiment, the RAt score was 5.27, at the medium level, and the indices ranged
from 0.52 to 0.76. RAt scores in each type of responsibility are below 2/3 of the maximum score.
In which, RAt to childself has the highest score (1.89). the second is RAt to the environment (1.73),
the lowest is RAt to others (1.65).
Qualitative comments:
Through the pre-test survey and observation of children's activities, we found that children's
awareness, action, and attitude of responsibility are not high.
Awareness of responsibility: Most children told to do less than 5 tasks (for themselves, others
and the environment). The reasons children give to explain the need to do are mainly because of
obedience, fear of being reprimanded. Children have also realized the consequences of not fulfilling
their own responsibilities, but mainly the consequences are related to the child's interests and not
to the interests of others and the environment.
Responsible action: Children perform and participate in all activities under the guidance of
the teacher. However, quite a lot of children did not finish their works, or do not support, help you,
share utensils. When they make a mistake, children do not dare to admit their mistakes. In the
survey exercise, some groups did not choose the same idea; made different size pumpets or each
member created one pumpet. Some children mainly complete their individual work, not yet
interested in the common work and help their friend. Children have not paid attention to the safety
of themselves and others, have not saved water or cleaned up by themselves.
Responsible attitude:Most children are ready to perform the task when asked by the teacher,
but not voluntary. Some children are pampered, have little works at home, so when they go to class,

they are not active and self-disciplined in tasks, such as not self-feeding, refusing to eat vegetables,
some children do not like to eat meat and arbitrarily shovel the meat into another friend's bowl.
Children show joy and excitement when participating in activities, but in the process of activities,
many children cannot maintain interest until the end of work, switch to play and do other things.
19


Notably, children have not voluntary admitted their fault, when the group's work has not been
completed, children tend to blame others.
4.2.2.2. Experimental Formation
After the input survey, the official experimental program was built and put into practice,
including 3 steps: Step 1- Guide teachers and develop the experimental program; Step 2- Apply the
proposed measures according to the established experimental program; Step 3: Observe, evaluate,
adjust.
Group mesures 1: We focus on changing the position of the rule boards because the boards
are placed too high for the child's eye level. The utensils and toys are also selected and rearranged
in a sufficient quantity. For school MN05, due to the unreasonable arrangement of corners and
cumbersome decoration, mainly fixed parts on the wall, with little opportunity for children to
interact, we have rearranged the corners and completely redecorate the classroom, on the basis of
reusing existing materials, creating more opportunities for children to interact with the classroom
environment. All three schools are more interested in creating a comfortable and equal atmosphere
between teachers and children through teachers' communication with children and rules.
Group mesures 2: All three schools conduct learning, playing and working activities for
children to experience exercising their rights and responsibilities to themselves, to
friends/teachers and to the environment. At MN01 and MN02 schools, teachers were guided on
how to use the discourse on Rights and Responsibilities in sharing and drawing experiences for
children. At MN05, we used the strategy of providing sample lesson plans for them to follow,
and then instructing them to create similar lesson plans on their own. When actively choosing
tasks, working in groups, willing to make decisions and try, children work hard to achieve
results. When they make mistakes, children are less likely to blame and appreciate the results of

their work.
Group mesures 3: Three schools strengthen cooperative activities with parents, with emphasis
on supplementing knowledge, guiding parents on RE according to the CRBA through parenting
examples and activities for children to experience Experience in exercising Rights and
Responsibilities at home such as self-service, helping parents, doing housework. Teachers also
provide other supporting materials such as pictures, stories, and lessons about responsibility to help
parents more easily in RE. With this group of mesures 3, MN02 school deploys more effectively
through different communication channels with parents and especially through learning projects
for parents to participate in.
During the implementation process, observation, evaluation and adjustment are made
regularly every two weeks to support teachers and adjust the experimental program if necessary.
Observers and evaluators can be researchers and school administrators. MN05 school is somewhat
more restrictive about this activity.
4.2.2.3. Post-test results
After the experiment, Cronbach's Alpha of the Perceived Responsibility score is 0.747, the
Responsible Action score is 0.836, and the Responsible Attitude score is 0.724. The results of the
post-experiment survey are as follows.
Table 4.14: RB expression level of 5-6 years old children after experiment (according to the
criteria)
Criteria
Average score
Group
n
Awareness
Action
Attitude
SD
SD
SD
SD

X
X
X
X
MN01
27
6.07
1.37
6.84
1.10
6.77
1.02
6.56
0.98
MN02
24
6.33
1.06
6.71
1.04
6.90
1.20
6.65
1.01
MN05
30
5.88
1.28
6.52
1.08

6.73
1.16
6.38
1.06
Total
81
6.08
1.25
6.68
1.07
6.79
1.12
6.52
1.01
20


Table 4.15: RB expression level of 5-6 years old children after experiment (in %)
Level
n
Group
Low
Medium
High
No
%
No
%
No
%

MN01
27
0
0.00
6
22.22
21
77.78
MN02
24
0
0.00
4
29.17
20
70.83
MN05
30
0
0.00
10
33.33
20
66.67
Total
81
0
0.00
20
24.69

61
75.31
After the experiment, the total number of children with average score at high level is 61
children, accounting for 75.31%, the average level is 20 children, accounting for 24.69%, there are
no children with low RB level. The number of children with high level at school MN01 accounts
for the highest percentage (77.78%), the second is MN02 (70.83%), the third is MN05 (66.67%).
Table 4.16: Comparison of children's RB average scores after the experiment by genders
and areas
Gender
n
SD
Areas
n
SD
X
X
Girls
40
7.01
0.62 Countryside
30
6.77
0.60
Boys
41
6.86
0.53
City
51
7.03

0.55
After the experiment, the average scores of boys, girls, rural children or urban children all
increased at a high level. In which, the average score of girls (7.01) is higher than that of boys
(6.86), the difference is 0.15; average score of city children (7.03) was higher than that of rural
children (6.77), the difference is 0.26. But this difference is not significant.
The results of the AoR after the experiment
After the experiment, the AoR score increased to 6.11. In which, the AoR to the environment
is the highest score (2.09), the second is the AoR to childself (2.06), reaching over 2/3 of the
maximum score; The lowest is the AoR to others (1.96), approximately 2/3 of the maximum score.
The results of the RAc after the experiment
After the experiment, the RAc score increased to 6.67, which was high, and all the indicators
increased. The point of RAc in each type of responsibility is 2/3 of the maximum score. In which,
RAc to the environment have the highest score (2.33). the second is the RAc towards others (2.24),
the lowest is the RAc to childself (2.11).
The results of the RAt after the experiment
After the experiment, the RAt score increased to 6.78, which was high, and all indexes
increased. The point of RAt in each type of responsibility is 2/3 of the maximum score. In which,
RAt towards the environment has the highest score (2.40). the second is RAt towards child-self
(2.20), the lowest is RAt towards others (2.17).
Qualitative comments:
Observational results of the experimental process show that there is an improvement in
children's awareness, actions and attitudes, which is reflected not only in the post-experiment
survey exercises but also in the results of performing tasks. take care themselves; care and help
others and care for the child's environment in daily activities. Children exhibit more cooperative
and helping behaviors and less negative, hostile behaviors such as bullying or dependence.
Awareness of responsibility:Children tell more about what they need to do for themselves,
others, and the environment. The reasons given by the children, although there are still some
children because of obedience and fear of punishment, more children say that it should be done to
be good for themselves, for others or for the environment so that everyone enjoy a clean and
beautiful environment.

Responsible action: Children demonstrate confidence and actively participate in all activities.
The children do more chores, in addition to the things they need to do in class, at the kindergarten,
21


they also know how to look after the younger children, clean the house, cook rice, turn on the
washing machine and study by themselves.
Responsible attitude:Children willingly and voluntarily accept tasks; make every effort to
perform the tasks to the best of their ability; children have become more sensitive to the difficulties
of others, worried about their parents or teachers being tired and ready to help them; Children are
also more concerned with the environment.
4.2.2.3. Compare the survey results before and after the experiment
Table 4.20: Comparison of RB levels of 5-6 years old children between pre-test and post-test
(according to the criteria)
Type of
Index
Criteria
total score
responsibility
Awareness
Action
Attitude
Before After Before After Before After Before After
1
0.60
0.65
0.69
0.76
0.76
0.89

2.18
2.30
RB to child2
0.53
0.71
0.59
0.61
0.61
0.65
1.77
1.97
self
3
0.57
0.69
0.64
0.74
0.52
0.66
1.87
2.09
Σ
2.06
1.70
1.92
2.11
1.89
2.20
5.82
6.37

4
0.57
0.62
0.62
0.74
0.59
0.72
1.91
2.08
RB to others
5
0.48
0.66
0.53
0.67
0.55
0.77
1.78
2.10
6
0.52
0.69
0.64
0.83
0.53
0.69
1.85
2.21
Σ
1.96

1.57
1.79
2.24
1.65
2.17
5.53
6.37
7
0.56
0.59
0.59
0.72
0.61
0.78
1.93
2.09
RB to the
8
0.54
0.75
0.57
0.76
0.55
0.82
1.93
2.33
environment
9
0.56
0.75

0.64
0.84
0.58
0.79
1.99
2.38
1.65
2.09
1.80
2.33
1.73
2.40
5.85
6.82
Σ
Average score
6.11
5.51
4.93
6.67 5.27
6.78
5.24
6.52
The results show that the average scores of all criteria increased after the experiment. In
which, the attitude of responsibility increased the most, increasing by 1.51 points, the feeling of
responsibility increased by 1.18 points and the person who acted responsibly increased 1.16 points.
Among the cognitive indicators, indicators 1.8, 1.9, 1.2 and 1.5 increased the most. These are
indicators of why children are performing their responsibilities, showing that they have a better
understanding of why they need to take on their responsibilities. Among action indicators, action
with environment has the highest increase, shown in indicators 1.9 and 1.8. This is the result of

activities to enhance the experience of taking care of nature and environment in the classroom and
outdoors. Corresponding to perception and action scores, attitude scores also increased the most in
indicators of attitude towards the environment 3.8; 3.9 and attitudes towards others 3.5.
Table 4.22: Comparison of average scores of 5-6 years old children by gender and areas
between pre-test and post-test
Groups
n
SD
X
Pre
Post
Pre
Post
Girls
40
5.39
7.01
1.34
0.62
Boys
41
5.11
6.86
1.30
0.53
Countryside
30
5.44
6.77
1.36

0.60
City
51
5.14
7.03
1.30
0.55
Comparing before and after the experiment, the average scores of boys and girls, rural and urban
children all increased. The increase in average score of girls is 1.62, of boys is 1.75. The increase
in average score of rural children is 1.33, of urban children is 1.89. Manifestations of competition
22


and conflict among boys decreased significantly. Both before and after the experiment, the average
score of girls was higher than that of boys. After the experiment, the average score of rural children
was lower than that of urban children. The average of rural group is less than that of the urban
group because the improvement in awareness is less, leading to less increase in actions and
attitudes.
Table 4.23: Testing the significance of the difference in average value between pre-test and
post-test
Paired Samples Statistics
Std.
Std.
Error
Mean
n
Deviation Mean
Pair Pre_test
5.2366 81
1.32396 .14711

1
Post_test RB
6.5185 81
1.01127 .11351
Paired Samples Correlations
n
Correlation
Sig.
Pair Pre_test_RB
81
.697
.000
1
Post_test _RB
The results of testing the significance of the difference between the average score of the children
pre-test and post-test gave sig.=0.00<0.05, proving that the difference was significant, confirming
the effectiveness of the applied experimental measure.
4.2.2.4. Typical case analysis
Conduct research: Family circumstance, psychological characteristics, expression of
responsibility of children, there has been a change in perception from the family as well as
children's RB when affected. The three cases studied are: MN01-BNA (Girl), MN02-VGH (Boy),
MN03-TBT (Girl). Results: all three children made progress after the experiment.
4.3. General comment
Measures to teach responsibility for 5-6-year-old children based on the CR implemented in three
experimental classes have had an impact on improving children's attitudes, actions and awareness of
responsibility. We found a difference between before and after the experiment, and this difference was
tested to be significant.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
1.1.“Responsible being is an essential quality of an individual and must be formed at an early

age for that quality to be sustainable. Manifestations: Individuals are aware of what they want to
do, need to do, in accordance with their social position; voluntarily perform the work; commit to
perform and bear the consequences of their own actions.
1.2. RE for 5-6 years old children according to the CR is a process of purposeful and planned
influence of educators on children in order to form in children a sense of what they want to do and
need to do in accordance with their social roles and voluntarily perform the work, bear the
consequences for what has been caused. The process includes: educating children's needs, feelings
and desires, creating opportunities for children to act, forming a sense of responsibility. RE for 56 years old children based on the CR requires organizing a variety of activities to meet the needs
of children, based on exploiting dominant activities and paying attention to the preparation of media
conditions. It is convenient to ensure that children are free and comfortable to carry out their
responsibilities.
23