Tóm tắt tiếng anh: Quản lí hoạt động giáo dục kĩ năng sống cho trẻ mẫu giáo ở trường mầm non tư thục tại Thành phố Hồ Chí Minh.

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MINISTRY OF EDUCATION & TRAINING
HCMC UNIVERSITY OF EDUCATION

MANAGEMENT ACTIVITIES OF LIFE SKILLS
EDUCATION FOR PRESCHOOL CHILDREN
IN PRIVATE KINDERGARTENS IN HO CHI
MINH CITY

Major

: Educational

management
Code

: 62.14.01.14

SUMMARY OF THE DISSERTATION IN EDUCATION
SCIENCES


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Ho Chi Minh City - 2022


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The dissertation is completed at:

HCMC UNIVERSITY OF EDUCATION

Supervisors:

1. Dr. NGUYEN THI BICH HONG

2. Assoc.Prof.Dr. TRAN XUAN TE

Reviewer 1:
DUNG

Assoc.Prof.Dr. NGUYEN THI THUY

Reviewer 2:

Assoc.Prof.Dr. TRAN XUAN BACH

Reviewer 3:

Assoc.Prof.Dr. DINH DUC HOI

The dissertation will be defensed in front of the
institutional-level dissertation grading committee at
Ho Chi Minh City University of Education
at ………… on …………………….. 2022

Can find the dissertation at the library:
- National Library of Vietnam

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- Library of Ho Chi Minh City University of
Education
- Library of General Science in Ho Chi Minh
city


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LIST OF RELATED PUBLIC WORKS
1.

2.

3.

Nguyen Hong Yen Phuong (2021). “Measures to
manage life skills education activities for preschool
children in non-public kindergarten in Ho Chi Minh
city”. Journal of Education. Special issue 4/2021.
pp.22-27.
Nguyen Hong Yen Phuong (2021). “Actual situation of
managing life skills education activities for preschool
children in non-public preschools in Ho Chi Minh city”.
Journal of Education. Special issue 4/2021, pp. 122127.
Nguyen Hong Yen Phuong (2021). “Managing life skills
education activities for preschool children in nonpublic preschools”. Educational Equipment Journal.
Special issue 11/2021.

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INTRODUCTION
1. Rationale
Pre-school education is the first level of education in the
national education system and is the level of education that
lays the foundation for the formation and development of
human personality. Among the goals of preschool education,
the goal of developing life skills appropriate to the child's age
is one of the important goals. Like other activities of preschool
children, life skills education activities contribute to
comprehensive education for children, helping them to have
the ability to react flexibly and sensitively in all situations and
circumstances.
In Vietnam, in the 2009-2010 school year, for the first time, the content
of life skills education (social skills) for preschool children was integrated into
other educational contents in the preschool education program issued by the
Ministry of Education and Training together with the Circular No.
17/2009/TT-BGDDT dated 25/07/2009. By the most recent revision, the
preschool education program issued together with Circular No. 01/VBHNBGDDT dated April 13, 2021 considers that the top task when educating
preschool children is physical development; whereas for preschool children,
the development of emotional - social skills, or in other words, the formation
of children's moral standards, basic life skills have been made a top priority
task. It can be seen that the value of life skills education has been recognized
and has an important position in the goal of educating preschool children. The
preschool education program 2021 partly demonstrates the goal of forming for
preschool children life skills that are suitable for human education
requirements in the new era.
In order for life skills education for preschool children as well as

educational activities in general to achieve the set goals, educational
management is very important, especially educational management - which
directly carries out educational activities. Life skills education activities for
preschool children require the principal of the preschool to pay special
attention in the school management process, requiring the principal to perform
his duties well to ensure the school's activities to go smoothly, achieving the
set goal of life skills education for preschool children.
From
the above reasons, we choose the topic “Management activities of
life skills education for preschool children in private
kindergartens in Ho Chi Minh City”.


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2. Aim
On the basis of systematizing the theoretical basis of life skills
education activities and managing life skills education activities for preschool
children in kindergarten; determining the current status of life skills education
activities and managing life skills education activities for preschool children in
private kindergarten in Ho Chi Minh City, the thesis proposes management
measures to improve the effectiveness of life skills education management
activities for preschool children at private kindergarten in Ho Chi Minh City.
3. Objects and research subjects
- Objects: Managing activities of life skills education for
preschool children at the kindergarten.
- Research subject: Managing activities of life skills
education for preschool children at private kindergarten in Ho
Chi Minh city.
4. Scientific hypothesis

The management of life skills education activities for preschool children
in private preschools in Ho Chi Minh City has now achieved certain results.
However, this work may still have some limitations in the management
functions. If the system has a theoretical basis system, fully assesses the status
of management of life skills education activities for preschool children in
private preschools in Ho Chi Minh City, the research can propose necessary
and feasible management measures to improve the efficiency of management
of life skills education activities for preschool children in private kindergarten
in Ho Chi Minh City.
5. Research mission
- Systematize the theoretical basis for the management of
life skills education activities for preschool children.
- Survey and evaluate the current status of management of
life skills education activities for preschool children in private
kindergarten in Ho Chi Minh city.
- Propose measures to manage life skills education
activities for preschool children in private preschool in Ho Chi
Minh City, test and experiment to demonstrate the
effectiveness of these proposed measures.
6. Scope of the research
6.1. Research content
The topic focuses on systematizing the theoretical basis,
survey, assess the current situation and propose measures to
manage life skills education activities for preschool children
whose management subject is the principal of the private


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preschools in Ho Chi Minh city according to the management

functions.
6.2. Management subject
Principals of private preschools in Ho Chi Minh City.
6.3. Survey subject and area
- Survey subjects include principals, teachers and staff at
32 private preschools who self-organized to implement life
skills education plans for preschool children in 12 districts in 4
clusters in Ho Chi Minh City. The research does not study the
private preschools which have foreign element or international
school.
6.4. Research time:
- Dissertation implementation period: From January 2016 to
April 2022.
- Time to survey the situation: In 3 academic year 2017 –
2018, 2018 – 2019, 2019 – 2020.
7. Research methodology and methods
7.1. Methodology
7.1.1. Systemic-structural perspective
7.1.2. Logical-historical perspective
7.1.3. Practical point of view
7.2. Methods
7.2.1. Theoretical research methods
7.2.2. Practical research methods
7.2.3. Group of data processing methods
8. New contributions of the research
8.1. In terms of scientific reasoning
The thesis systematizes and develops basic concepts of life
skills, life skills education activities for preschool children and
management of life skills education activities for preschool
children; theoretical basis for the system of life skills

necessary for preschool children. The dissertation analyzes
and develops the theory of life skills education activities for
preschool children including objectives, content, form,
methods, assessment of educational results and conditions for
life skills education for preschool children. The dissertation
analyzes and develops the theoretical bases on the
management of life skills education activities for preschool
children, focusing on the functions of managing life skills
education activities for preschool children in private
preschools.


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8.2. In terms of practice
The thesis has analyzed, evaluated and determined the
current status of life skills education activities and
management of life skills education activities for preschool
children in private preschools in Ho Chi Minh City, clarifying
causes of the actual situation. On that basis, the dissertation
proposes measures to manage life skills education activities
for preschool children in private preschools, which are
necessary, feasible and can be applied in practice to manage
life skills education activities for preschool children in
kindergarten in Ho Chi Minh City. They contribute to improving
the quality and effectiveness of life skills education activities
for preschool children in private kindergartens in Ho Chi Minh
City.
9. Structure of the dissertation
In

addition
to
the
introduction,
conclusion,
recommendations, list of references and appendices, the
dissertation consists of 03 chapters:


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Chapter 1
THERETICAL BASIS OF MANAGEMENT OF LIFE SKILLS
EDUCATIONAL ACTIVITIES FOR PRESCHOOLERS IN
KINDERGARTEN

1.1. Research overview of issues abroad and at home
1.1.1. Researches on life skills
In foreign countries, studies have comprehensively
generalized the theories of life skills including the concept,
classification and meaning of life skills. At the same time, it is
pointed out that the way to classify life skills is not fixed and
flexible. This creates a diversity in the selection of life skills
education content to suit each educational object in specific
areas.
Most of the studies on life skills in Vietnam are approached
from a psychological perspective, which have inherited the
results obtained from research on life skills in the world and
systematized and generalized the theoretical system about
life skills.

1.1.2. Studies on life skills education and life skills
education for preschool children
With the indispensable role of life skills in human life, life
skills education becomes urgent and becomes an
indispensable content in education programs of many
countries. Studies on life skills education for learners in
schools provide rich theories and practical experiences about
this educational activity. However, these studies just focus on
studying life skills education as a small part of preschool
education in general and studying the current situation of life
skills education in preschools in specific areas, without having
studied in depth the theory of life skills education for
preschool children in particular.


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1.1.3. Studies on the management of life skills
education
activities
for
preschool
children
in
kindergarten
In general, studies abroad and in Vietnam have only
focused on affirming the role of management subjects, which
indicates that principals have an important role in controlling
educational activities in preschools, helping the school
achieve the necessary educational effectiveness. Along with

that, the individual factors of the principal strongly affect the
quality of their management work. The basic issues of
implementing the functions of management of life skills
education activities have not been studied in depth.
1.1.4. Overall assessment of the research problem and
research orientation of the dissertation
Thus, the researches on life skills in the world and in
Vietnam have comprehensively generalized the theories of life
skills including the concept, classification and meaning of life
skills. Life skills education activities for preschool children
have been researched by researchers in the world and in
Vietnam about the goals, contents, forms and methods to
conduct life skills education activities. Studies on the
management of life skills education activities for preschool
children contribute to building a theoretical framework,
assessing the current situation and proposing measures to
improve limitations in the current situation of managing life
skills education activities in different areas.
However, compared with advanced countries in the world,
currently, the Ministry of Education and Training of Vietnam
has not specifically directed the life skills education program
for preschool children or preschool children in schools as an
independent program. Studies on the management of life
skills education activities for preschool children in preschool
are mostly approached according to the management function
of the principal and focus on public preschools. The studies at
the scope of private preschools are still sporadic, not largescale and not highly feasible.
1.2. Basic concepts of the dissertation
1.2.1. Life skills education activities for preschool
children

1) Life skills


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Life skills are the skills of each person's self-mastery, the
ability to convert knowledge and attitudes into actions and
behaviors that are appropriate to others, to society, and the
ability to respond positively and solve problems effectively in
real life situations.
2) Education
Education is an impactful activity with a purpose,
organization, plan, content and scientific method of the
educator on the person being educated in order to shape the
awareness, behavior and attitude of the person being
educated so that they can behave properly in society through
organizing activities and exchanges for them.
3) Life skills education
Life skills education is an impactful activity with a purpose,
organization, plan, content and scientific method of the
educator on the person being educated in order to form for
the person being educated the knowledge, attitudes and skills
to behave appropriately with others, to society, and to
respond positively and solve problems effectively to life's
situations.
4) Preschool children
Preschool children are children from 3 to 6 years old (37 –
72 months old) who are studying at kindergartens.
5) Life skills education activities for preschool children
Life skills education activities for preschool children in

preschools are understood as impact activities with purpose,
organization, plan, content and scientific method of preschool
teachers to children aged 3-6 in preschools with an aim to
providing them with knowledge, attitudes and behaviors so as
to behave appropriately with others, with society, to respond
positively and to solve problems effectively in life situations.
1.2.2. Managing activities of life skills education for
preschool children at kindergarten
1) Management
Management is the process of continuous, goal-directed
impact of the management entity on the management object
to achieve the organization's management goals by
performing the management functions of planning, organizing,
implementing, directing the implementation and inspection.
2) Educational management and school management


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Educational management is a system of targeted, planned,
and normative impacts of management subjects in the
education system by management functions in order to bring
pedagogical activities of the education system to achieve the
set management objectives.
3) Managing activities of life skills education for preschool
children at preschool
Management of life skills education activities for preschool
children is a process of continuous, goal-oriented and
normative influence of the preschool administrator on life
skills education activities for preschool children in the school

by performing management functions such as building
planning, organizing the implementation, directing the
implementation, checking in order to achieve the set goals of
life skills education for preschool children.
1.3. Life skills education activities for preschool
children at kindergarten
1.3.1. The role of life skills education activities for
preschool children in kindergarten
- Life skills education helps promote young individuals and
social development.
- Life skills education helps children prepare for primary
school.
- Life skills education affects the comprehensive
development of preschool children.
1.3.2. Objectives of life skills education activities for
preschool children at kindergarten
The general goal of life skills education for children in
preschools: to form important and basic life skills in children,
to develop in children the ability to meet age requirements, as
a foundation for children to acquire more difficult life skills in
later stages of development.
Specific goals of life skills education for preschool children
in kindergarten: help children form some qualities and
competencies (cognitive capacity, action capacity).
1.3.3. Content of life skills education for preschool
children in kindergarten
The life skills selected to educate preschool children to
appear frequently in situations that children encounter in daily
life, requiring children to combine skills together to be able to
solve situations, including skills: 1. Self-care skills; 2. Self-

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protection skills; 3. Self-control skills; 4. Integration skills; 5.
Cooperation skills; 6. Coping skills.
1.3.4. Form of life skills education for preschool
children in kindergarten
According to the Ministry of Education and Training (2021),
educational activities for preschool children take place in the
form of activities such as playing activities; learning activities;
labor activities; eating, sleeping, and personal hygiene. Life
skills will be formed and developed in children through these
activities.
1.3.5. Methods of teaching life skills for preschool
children in preschool
Include: Group of practice and experience methods; Group
of visual methods - illustrations; Group of methods of using
words; Group of educational methods with affection and
encouragement; The group of methods set an example evaluation.
1.3.6. Evaluation of the results of life skills
education for preschool children in kindergarten
Depending on the purpose and time of evaluation,
teachers will use different forms of assessment: process
assessment or result evaluation, mutual assessment and selfassessment.
1.3.7. Conditions for carrying out life skills education
activities for preschool children at preschools
1 ) Human resources
2) Facilities
3) Finance

4) Information resources
1.4. Managing activities of life skills education for
preschool children at preschool
1.4.1. The importance of managing life skills education
activities for preschool children in preschool
Managing life skills education activities for preschool children in
kindergarten to ensure that life skills education programs for preschool
children are fully and effectively implemented. Managing life skills education
activities for preschool children in preschool is aimed to unifying the goal of
life skills education with the goal of comprehensive education. Managing life
skills education activities for preschool children in kindergarten is to mobilize
and promote potentials and responsibilities among the school, family and
society.
1.4.2. Developing a life skill education plan for preschool children in
kindergarten


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Building a plan is the first stage in the process of performing the functions
of managing life skills education activities for preschool children of
preschools. In order to develop a plan when managing life skills education
activities for preschool children, the preschool system needs to perform the
following steps: Phase 1: Collecting directives and official documents related
to life skills education for preschool children and high school students at all
levels issued by state management agencies  Phase 2: Analyzing the current
situation of life skills education for preschool children in schools nowadays 
Phase 3: Identify necessary resources for the implementation of the strategy of
life skills education for preschool children  Phase 4: Forming a life skills
education plan framework for preschool children with all necessary contents.

1.4.3. Organizing the implementation of life skills education plan for
preschool children at preschool
The procedure of implementation of the life skills education plan for
preschool children in preschool includes the following stages: Phase 1: Make a
list of specific life skills education activities that need to be carried out to
accomplish the goal of life skills education for preschool children  Phase 2:
Allocate the tasks of participating in life skills education for preschool
children to administrators, teachers, and school staff so that life skills
education activities can be carried out in a convenient and logical manner 
Phase 3: Divide groups to perform specific life skills education activities
logically and effectively  Phase 4: Establishing a coordination mechanism,
forming a link between administrators, teachers and staff in life skills
education activities for preschool children  Phase 5: Monitor and evaluate the
performance of individuals and groups assigned the task of life skills
education for preschool children and make adjustments if necessary.
1.4.4. Directing the implementation of life skills education plans for
preschool children at preschools
For life skills education activities for children, the school has the function
of guiding and requesting the correct implementation of the prescribed
contents through directing documents, professional training, and monitoring
the implementation process, which includes:
- Making decisions on life skills education activities for preschool
children;
- Organizing training sessions for teachers to foster awareness about the
importance of life skills education activities for preschool children,
professional activities (theoretical training, thematic implementation) on life
skills education for preschool children;
- Supervising the implementation of life skills education tasks for
preschool children by individuals and groups in the school;
- Appreciating the method of psychological education management to

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persuade, encourage, share, and motivate personnel;
- Timely detecting errors and adjusting the plan (if any) in the process of
managing life skills education activities for preschool children.
1.4.5. Examining and evaluating the implementation of life skills education
plans for preschool children in kindergarten
The principal of preschools carries out the following tasks: Step 1: Build
standards for evaluating life skills education activities for preschool children 
Step 2: Measure the results of implementing life skills education activities for
preschool children by defined standards  Step 3: Adjust specific life skills
education activities that do not achieve the desired goal in order to make that
activity achieve the goal.
1.4.6. Managing conditions to support life skills education activities for
preschool children at preschool
The principal needs management to ensure the best support conditions for
child care and rearing activities at home, including: ensuring the quality of
professional staff, ensuring the participation in life skills education for
preschool children of the education forces inside and outside the school;
ensure facilities adequate in quantity and good in quality, ensure adequate
financial resources and reasonable allocation, ensure strong communication
resources.
1.5. Factors affecting the management of life skills education activities for
preschool children in preschool
1.5.1. Factors inside the school
1) Awareness and investment policy of school owners for life skills education
activities
2) Awareness and management capacity of the management staff ( system ,

school management hierarchy) of private preschools
3) Self-awareness, sense of responsibility and professional competence of
preschool teachers
1.5.2. Factors outside the school
1) Awareness and cooperation of students' parents with school's educational
activities
2) Education and preschool education policy of the state
3) The change in the socio-economic context, the social force 's interest in life
skills education activities for preschool children
Conclusion of chapter 1
Life skills education activities and management of life
skills education activities for preschool children are focused on
research in many countries around the world in general and in
Vietnam in particular.


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Life skills are self-mastery skills, transforming knowledge attitudes into behavior suitable for others and actively
responding and solving problems effectively in life situations.
The life skills system that needs education for preschool
children includes 6 general skills: self-care skills, selfprotection skills, self-control skills, integration skills,
cooperation skills, and coping skills.
Education for preschool children is a purposeful,
organized, and planned impact activity from preschool
teachers to children aged 3-6 in preschool education
institutions in order to form essential life skills for preschool
children, including the following basic elements such as
objectives, content, form, methods, testing and assessment of
life skills education activities for preschool children in

preschool. These elements have a dialectical relationship,
unified with each other.
Management of life skills education activities for preschool
children in preschool approach according to the management
function of the system including planning; organize the
implementation of the plan; direct the implementation of the
plan, inspect and evaluate the implementation of the life skills
education plan for preschool children in preschools.
Factors affecting the management of life skills education
activities for preschool children in preschool include factors
belonging to the school such as awareness, capacity of school
owners, management staff, preschool teachers and factors
outside the school such as coordination of parents, the state's
preschool education policy, the change in the socio-economic
context and the attention of social forces to life skills
education activities for preschool children. In particular,
factors belonging to the school have a great influence.
 
Chapter 2
SITUATION OF MANAGEMENT OF LIFE SKILLS
EDUCATION ACTIVITIES FOR PRESCHOOL CHILDREN IN
PRIVATE KINDERGARTEN IN HO CHI MINH CITY


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2.1. Overview of early preschool education in Ho Chi
Minh City
2.1.1. About preschool education in Ho Chi Minh City
2.1.2. About private preschool education in Ho Chi

Minh City
2.2. Situation research organization
2.2.1. Aim and content of the survey
The survey was conducted to collect information in order to
analyze and evaluate the current situation of life skills
education activities for preschool children in private
preschools in Ho Chi Minh City and the current status of
management of life skills education activities for preschool
children in private preschools in Ho Chi Minh City as a basis for
assessment to propose measures to improve the situation.
The survey contents include: Actual situation of life skills
education activities for preschool children in private
preschools in Ho Chi Minh City; Actual situation of managing
life skills education activities for preschool children in private
preschool in Ho Chi Minh City; Actual situation of factors
affecting the management of life skills education activities for
preschool children in private preschool in Ho Chi Minh City.
2.2.2. Survey subject
* Survey area: We selected 32 private preschools in Ho Chi
Minh City, including 31 private preschools and 1 private
preschool. According to the division of Ho Chi Minh City
Department of Education and Training, the city's preschool
industry has 4 clusters. At each cluster, we choose a number
of districts with numbers, letters so that there is a balance
between the clusters.
* About the survey form: The survey sample of the thesis
includes 160 management staff, 411 teachers in 32 private
preschools in Ho Chi Minh City; In which, there are 15
management staff (principal, vice principal, chief specialist)
and 15 preschool teachers in 15/32 private preschools (each

school consists of 1 administrator and 1 teacher) in 12
surveyed districts.
2.2.3. Survey method
1) Survey method by questionnaire
2) Interview method: The survey sample included 160
management staff, 411 teachers in 32 private preschools in
Ho Chi Minh City.


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3) Observation method: Actual observation of a number of
life skills education activitiesfor preschool children by teachers
in order to evaluate the organization and direction of
implementation of life skills education plans, life skills
educational topics; through observing the teaching materials
and teaching facilities to collect more information.
4) Method of studying records: Collecting and analyzing
the records are the plans, thematic implementation minutes,
the minutes of professional activities, the evaluation form of
the teacher's organization and activities.
2.3. Actual situation of life skills education activities
for preschool children in private preschools in Ho Chi
Minh City
2.3.1. The current situation of awareness about the
role of life skills education activities for preschool
children in private preschools in Ho Chi Minh City
Both management staff and teachers in private preschools
believe that life skills education for preschool children is
important. Thus, management staff and teachers have quite

right awareness about life skills education for preschool
children in private preschools.
2.3.2. Current status of goals of life skills education for
preschool children in private preschools in Ho Chi Minh
City
Although administrators and teachers have quite a correct
perception of life skills education activities for preschool
children, the results of life skills education activities when
surveyed show that there are goals that are only achieved at a
medium level. This shows that private preschools need to
adjust the management of life skills education activities for
preschool children at school, and find ways to improve the
level of achievement to be higher with these goals for
preschool children.
2.3.3. The current situation of life skills education
content for preschool children in private preschools in
Ho Chi Minh City
In the contents of life skills education for preschool
children, the level of performance of skills is different for many
reasons, in which, “Self-control skills” and “Self-protection
skills” are assessed as being performed less often than the
rest. This requires the management staff of the private


20

preschool in Ho Chi Minh City to have effective management
measures so that the content of life skills education for
preschool children is carried out more often.
2.3.4. Current situation of life skills education for preschool children in

private preschools in Ho Chi Minh City
The forms of life skills education for preschool children that teachers of
private preschools in Ho Chi Minh City choose and use are diverse but
uneven, not promoting the full effectiveness of the education forms.
2.3.5. Current status of educational methods life skills for preschool
children in private preschools in Ho Chi Minh City
The methods of life skills education for preschool children are used
frequently, mainly methods where teachers play a leading role, children
passively follow, and have not fully promoted children's role in educational
activities.
2.3.6. Current status of life skills education results assessment for preschool
children in private preschools in Ho Chi Minh City
Teachers have used both methods of assessing the results of life skills
education for preschool children: process assessment and result evaluation,
combined with self- assessment and mutual evaluation process of children.
These forms of assessment are regularly performed by teachers to give the
most accurate assessment results on life skills of preschool children.
2.3.7. Current status of conditions for implementing
life skills education activities for preschool children in
private preschools in Ho Chi Minh City
The majority of teachers meet the requirements of the
standards of preschool teachers. However, teachers need to
improve basic computer skills and apply information
technology to serve their life skills education for preschool
children in particular and their teaching work in general.
The facilities at the surveyed schools basically meets the
educational requirements, but the continuous improvement
and addition of conditions related to the facilities to serve life
skills education for preschool children needs to be done more
thoroughly.

Financial resources are always sufficient and ready to be
used for life skills education activities for preschool children in
the school at a satisfactory level.
Information resources are fully equipped by schools to
serve life skills education for preschool children in private
preschools in Ho Chi Minh City.


21

2.4. The current situation of managing life skills
education activities for preschool children in private
preschools in Ho Chi Minh City
2.4.1. The current situation of awareness of the
importance and role of managing life skills education
activities for preschool children in private preschools
in Ho Chi Minh City
There is no difference between teachers and school
administrators in assessing the importance of managing life
skills education activities for preschool children in private
preschools when the average points of administrators and
teachers are 4.16 and 4.17, respectively - in important level
(asymptotic ‘very important’).
However, teachers have not seen the role of school
administrators in mobilizing and coordinating relevant forces
to participate in life skills education for children. Therefore,
management staff of private preschools in Ho Chi Minh City
need to make teachers clearly see their role in managing life
skills education activities for preschool children in order to
best navigate this activity, creating consensus in the process

of school management.
2.4.2. Current situation of developing life skills education
plans for preschool children in private preschools in Ho
Chi Minh City
The level of implementation of the planning work of the
system of private elementary schools in Ho Chi Minh City in
the management of life skills education activities for preschool
children received a number of different evaluations in some
above analyzed contents. These evaluations are not too high
from both groups of managers and teachers, requiring the
system to adjust its planning work when managing this
activity.
2.4.3.
Current
situation
of
organizing
and
implementing life skills education plan for preschool
children in private preschools in Ho Chi Minh City
The performance of private preschools in Ho Chi Minh City
is assessed at a good level with an average point of 3.63.
However, with the bad evaluations of teachers, principals
of private preschools in Ho Chi Minh City must improve the
organization and implementation of life skills education plans
for preschool children to improve the effectiveness of this


22

education. In which, the school must emphasize on the stage
"Dividing the tasks of participating in life skills education for
children for school administrators, teachers, and school staff
so that life skills education activities can be carried out in a
convenient and logical manner".
2.4.4.
Current
situation
of
directing
the
implementation of life skills education plan for
preschool children in private preschools in Ho Chi Minh
City
The level of " Fair" is generally assessed by management
staff in this work with an average point of 3.50 and teachers
think that the implementation of the guidance of the system
in the management of life skills education activities for
preschool children is only at a low level with an average point
of 2.95.
The work of directing life skills education activities of the
principals of private preschools in Ho Chi Minh City has been
carried out, but the achieved results have not been highly
appreciated, requiring innovations in the guidance of the
principals for these activities.
2.4.5. Current situation of testing and evaluating the
implementation of life skills education plans for
preschool children in private preschools in Ho Chi Minh
City
The work of checking life skills education activities has

been carried out by principals of private preschools in Ho Chi
Minh City, but the level of results achieved is not highly
appreciated, especially in the content "Building standards for
evaluating life skills education activities for preschool
children”.
2.4.6. Current situation of managing conditions to
support life skills education activities for preschool
children in private preschools in Ho Chi Minh City
The management of conditions to support life skills
education for preschool children at private preschools in Ho
Chi Minh City needs improvements and adjustments. In which,
the school needs to manage the human resources of life skills
education for preschool children more closely.
2.5. Current status of the influence of factors on the
management of life skills education activities for
preschool children in private preschools in Ho Chi Minh


23

City
The factors affecting the management of life skills
education activities of the school are assessed for their
influence from strong influence or higher. This helps the
management staff to more accurately identify the impact of
the factors to make reasonable adjustments or adaptations.
2.6. General assessment of the status of management
of life skills education activities for preschool children
in private preschools in Ho Chi Minh City
2.6.1. Advantages

In life skills education activities for preschool children:
Management staff and teachers all think that life skills
education for preschool children is important; Management
staff have quite good awareness of the role of life skills
education
activities
for
preschool
children;
The
implementation of the goal of life skills education for
preschool children is done by the private preschools to a fair
degree, implementing the contents in many different forms
and methods; The assessment forms of life skills education
for preschool children are regularly performed by teachers, in
collaboration with each other.
In the management of life skills education activities for
preschool children: Management staff and teachers are aware
that the management of life skills education activities for
preschool children is important.; The functions of managing
life skills education activities for preschool children were
initially implemented by some principals according to the
technical process of management science.
2.6.2. Limitations
- Management staff and teachers in private preschools in
Ho Chi Minh City have not properly assessed the role of
"helping children to have a stepping stone to get ready for
primary school" of life skills education activities for preschool
children; The awareness of teachers about the role of life skills
education activities for preschool children is lower than that of

school administrators; The awareness of teachers about the
role of the school's management of life skills education
activities for preschool children is still quite low; The principal
has not completed well the management of life skills
education activities for preschool children.
2.6.3. The cause of the limitations


24

- On the side of principal;
- On the side of school administrators, teachers, and staff
members;
- Other causes.
 
Conclusion of chapter 2
Regarding the current status of life skills education
activities for preschool children, most school administrators
and teachers of private preschools in Ho Chi Minh City are well
aware of the necessity and importance of life skills education
for preschool children today. However, the results of achieving
the goal of life skills education for preschool children at
private preschools in the area are only assessed at fair and
average levels. There are still many limitations in the process
of implementing content, using forms, methods and
evaluating the results of life skills education for children. The
reason is that the level of satisfaction of the conditions to
support life skills education for preschool children in private
preschools in Ho Chi Minh City is not good.
As for the management of life skills education activities for

preschool children, principals and teachers of private
preschools in Ho Chi Minh City, it is assessed that this
management work is important and necessary but has not
been implemented well, and has achieved fair and average
effectiveness. on many specific management contents. A
number of limitations in the management of life skills
education activities for preschool children that we have
presented are due to many reasons: a part of management
staff, teachers has not properly realized the importance of life
skills education activities for preschool children in preschools
and does not have sufficient professional qualifications and
capacity for life skills education for preschool children; many
schools do not pay attention to the planning work in the
management of life skills education activities for preschool
children, not following the actual conditions of the school; the
process of organizing and implementing life skills education
plans for children of the principal lacks the synchronization
between stages and departments and has not closely
monitored this process; the direction of the principal is not
close enough, not encouraging the dedication in the process
of doing the work; The inspection and examination work has


25

not been scheduled and has not been seriously implemented.
Those are issues that need to be researched and found
solutions to manage life skills education activities for
preschool children at private preschools in Ho Chi Minh City
more effectively.

There are many factors affecting the management of life
skills education activities for preschool children at private
preschools in Ho Chi Minh City, in which, factors inside the
school have the greatest influence. Therefore, when proposing
measures to manage life skills education activities for
preschool children in private preschools in Ho Chi Minh City, it
is necessary to pay attention to the influence of these
factors. 
Chapter 3
MEASURES FOR MANAGEMENT OF LIFE SKILLS
EDUCATIONAL ACTIVITIES FOR PRIVATE
KINDERGARTENS IN HO CHI MINH CITY
3.1. Principles of proposing solutions
3.1.1. Guarantee purpose
3.1.2. Ensure system and synchronization
3.1.3. Ensure inheritance and development
3.1.4. Ensure practicality and feasibility
3.2. Measures to manage life skills education activities
for preschool children in a private preschool in Ho Chi
Minh City
From the theoretical basis, practice and the above
principles, the dissertation proposes 05 measures:
3.2.1. Measure 1: Innovating and developing life skills
education activity plans for preschool children at private
preschools in Ho Chi Minh City
3.2.2. Measure 2: Assign individuals and departments of
the school and coordinate with forces outside the school in
implementing life skills education activities for preschool
children at private preschools in Ho Chi Minh City