Kỹ năng thực hành nghề của sinh viên ngành sư phạm mầm non tại thành phố hồ chí minh tt tiếng anh

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

TO NHI A

VOCATIONAL PRACTICAL SKILLS OF PRESCHOOL
PEDAGOGICAL STUDENTS IN HO CHI MINH CITY

Major: Psychology
Code: 9.31.04.01

SUMMARY OF THE DOCTORAL THESIS IN PSYCHOLOGY

HANOI – 2019


The work was completed at
GRADUATE ACADEMY OF SOCIAL SCIENCES

Scientific Supervisor: Assoc. Prof. Dr. NGUYEN THI HOA

Reviewer 1: Prof. PhD. Tran Quoc Thanh

Reviewer 2: Assoc.Prof. PhD. Dinh Hung Tuan

Reviewer 3: Assoc.Prof. PhD. Tran Thu Huong

The dissertation will be defended before the thesis review council
of the Academy at the Graduate Academy of Social Sciences at
minute, day month year.

The thesis can be found at:
- National Library of Vietnam
- Library of Graduate Academy of Social Sciences.

hour


LIST OF PUBLISHED RESEARCH WORKS
1. Vocational practical skills shown through basic skill groups under the selfassessment of Preschool Pedagogical students. Journal of Social Psychology No. 6,
June 2018
2. Factors affecting the formation of vocational practical skills under the selfassessment of Preschool Pedagogical students. Journal of Social Psychology No. 7, July
2018


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INTRODUCTION
1. The necessity of the thesis
Vocational practical skills are one of the important factors to complete the work effectively. Vocational
practical skills in workers are often formed during vocational training at training institutions, consolidated and
developed through training and practice in vocational activities.
For pedagogical teachers in general, and Preschool pedagogical teachers in particular, practical skills are
extremely important due to the special nature of the occupation - the education and training of the young, the
future generation of the country. Therefore, the formation and development of vocational practical skills for
preschool pedagogical students in the learning process at College/University of Pedagogy is very necessary and
valuable. Theoretically as well as practically, the pedagogical practice in educational institutions - kindergartens
- during the period when students are trained at pedagogical colleges and universities is of great significance for
with the formation and consolidation of their professional practical skills. At the same time, the requirements
for the quality of preschool childcare, which include the quality of skilled preschool teachers are high.
However, in reality, in the preschool teachers, their vocational skills are not high, not meeting the expectations
of parents in particular and those of the society in general.

The above-mentioned reasons have pushed the necessity of the thesis: Vocational practical skills
of preschool pedagogical students in Ho Chi Minh City.
2. Research purposes and tasks of the thesis
2.1. Research purposes
The thesis studies the thereotical and practical issues of the vocational practical skills of Preschool
pedagogical students in Ho Chi Minh City, thus proposing some measures to enhance the vocational
practical skills for students.
2.2. Research tasks
- Overview of the researches on the vocational practical skills of pedagogical students and vocational
practical skills of Preschool pedagogical students
- Establishing the thereotical bases for the vocational practical skills of Preschool pedagogical students.
- Studying the current situation and factors affecting the vocational practical skills of Preschool
pedagogical students in Ho Chi Minh City.
- Proposing pedagogical psychological measures and proceeding with advanced experiment of the
vocational practical skills of Preschool pedagogical students
3. Research subject and scope
3.1. Research subject
The behaviors and extent of the vocational practical skills of Preschool pedagogical students,
factors affecting the vocational practical skills of Preschool pedagogical students.
3.2. Research scope
- Regarding research object: The current situation research is done among 418 preschool pedagogical
students in Ho Chi Minh City, a pedagogical experiment research is done with 15 preschool
pedagogical students in Ho Chi Minh City.
- Regarding geographical boundary of the research: The research is done in Ho Chi Minh City
University of Pedagogy; Saigon University; National College of Pedagogy in Ho Chi Minh City.
- Regarding research time: The research was done in the period from September 2015 to August 2018.
3.3. Research hyphotheses
- Vocational practical skills of Preschool pedagogical students in general reaches an average level;
manifested through childcare and education planning activities, organization for the implementation of
childcare and education, classroom management, and evaluation.

- There are many factors affecting the vocational practical skills of Preschool pedagogical students in
which the career goals of students, training programs and teaching methods of teachers at pedagogical
schools have a clear influence.
- In case a training is organized to help foster the vocational practical skills of Preschool pedagogical
students in Ho Chi Minh City by changing the formation method - training skills in practical lessons, it
will help students improve the level of Vocational practical skills.


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4. Methodology and research methods
4.1. Principles in methodology
- Activity – Personality Approach: Vocational practical skills of Preschool pedagogical students during
the internship in kindergartens in Ho Chi Minh City is studied.
- Systematic principle: The research of the vocational practical skills of Preschool pedagogical students
can take into consideration the interactional relationship between the subjective and objective factors.
4.2. Research methods of the thesis: Method of literature review, Method of survey by questionnaire,
In-depth interview method, Observing method, Pedagogical experiment method, Data processing
method by mathematical statistics.
5. New scientific contributions of the thesis
Thereotical contributions:
- Determining the system of basic concepts about professional skills of Preschool Pedagogical
students;
- Determining component skills
- Analyzing the factors affecting the vocational skills of preschool pedagogical students;
Practical contributions:
- Overview of the current status of the vocational practical skills of preschool pedagogical students
- Current status of the component skills, their levels of expression;
- Current status of the vocational practical skills of preschool pedagogical students in different groups
of students.
- The thesis also specifies the subjective and objective factors affecting vocational practical skills of

preschool pedagogical students.
6. Thereotical and practical significance of the thesis
Thereotical significance
The research results of the thesis added to the archive of psychology, educational psychology,
pedagogical psychology of some theoretical issues on vocational practical skills of preschool
pedagogical students.
Practical significance
The practical research results of the thesis are useful references for pedagogical universities,
pedagogical colleges, and preschool education departments. They are a basis to contribute to the
improvement of the preschool teacher training program in general and the vocational practical skills for
pedagogical students in particular effectively.
7. Structure of the thesis
In addition to the Introduction, Conclusion and Recommendations, the thesis is structured in 4
chapters:
Chapter 1: Overview of the researches in vocational practical skills of Preschool pedagogical students
Chapter 2: Theoretical bases on vocational practical skills of Preschool pedagogical students
Chapter 3: Research organization and methods on vocational practical skills of Preschool pedagogical
students
Chapter 4: Research results of vocational practical skills of Preschool pedagogical students in Ho Chi
Minh City
CHAPTER 1. OVERVIEW OF THE RESEARCHES IN VOCATIONAL PRACTICAL SKILLS
OF PRESCHOOL PEDAGOGICAL STUDENTS
1.1. Research issues on skills
Skills issue has long been concerned by many scientists from different fields. After Activity
Theory by the famous psychologist A.N. Leonchiev was born, the researches on skills have been
exploited at a deeper level, with more emphasis on the conditions of formation, the stages of
development. Today, the skills issue has remained under further study by scientists in the West and in
the East. Studies of skills can be divided into the following directions:
- A direction that views skills as the technical aspect of manipulation, action, activity

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- A direction that states skill as a manifestation of human capacity
- A direction that states skill as an individual's behavior.
1.2. Research issues on vocational practical skills
The researches on vocational practical skills of authors at home and abroad can be divided into
two directions.
 Approach direction on vocational practical skills research under the view of Occupational Psychology:
K. M. Gurevic (1970) in “Occupational skills” argued that workers need skills such as
orientation skills, preparation skills, implementation skills, testing skills, information collection and
processing skills. E. A. Milerijan in the “Psychology in the formation of overview of general
occupational technical skills” has divided occupational skills into groups: major skills, fulcrum skills
and support skills. The author also mentioned the process of forming working skills. Besides, a number
of other authors discussed vocational practical skills, vocational skills such as: VIMareev with
“Psychological issues of the preparation of occupational technical skills for high school students”,
VAMolijako with “Some characteristics of technical skills”. The authors also discussed the concept,
characteristics, and formation of common technical skills for students.
Tran Trong Thuy in “Occupational psychology” emphasizes the role of skills and techniques in
labor activities, conditions and stages of formation of labor skills and techniques. The author associates
the formation of skills and techniques with the process to teach production for workers. Similarly,
Dang Danh Anh (1982) stated that: “Skills are always associated with thinking,” skilled “actions of
skills include mainly thinking actions. It manifests itself in a calculated, planned, methodical action “.
Thus, the author has pointed out the nature of skills, the relationship between knowledge, skills and
techniques in vocational activities as well as the formation of skills in vocational training activities. At
the same time, the author offers types of occupational skills including: individual planning skills, skills
of labor organization, skills to check labor actions, and skills to adjust labor actions.
In general, the authors who studied the occupational practical skills from the perspective of the
occupational psychology have mentioned occupational practical skills, occupational skills:
characteristics of skills, their necessity. However, the whole psychological mechanism and
psychological structure of each skill has not been fully and systematically discussed by the authors,

especially vocational practical skills of Preschool Pedagogy.
 A Direction of the vocational practical skills research under Technical Pedagogical
Psychology, psychology in vocational training
Author V. V. Trebuseva mentioned the formation of the occupational skills in the process of
teaching labor to students. However, the author has not clearly analyzed the concept, psychological
mechanism of teh formation, levels of expression of labor skills. Also, this author, in “Occupational
psychology,” has studied the occupational skills, techniques and conditions to teach labor for students.
However, the author has not had in-depth discussions on the process of forming vocational practical
skills. ABDmitriep, EMBrixop, MNXcatkin, MAJidelep, XXKoxilop in the work “The scientific bases
of teaching labor for students” said that: Teaching labor based on general technical principles can
enrich students with general labor skills and techniques such as: skills to prepare, use and adjust labor
tools “.
Nguyen Viet Su - Nguyen Thi Hoang Yen said that it is necessary to formulate technical
standards, grades in vocational training for the reason: “Vocational standards, grades reflect the
vocational qualifications - it reflects the complexity of the occupations on the labor subjects, labor
processes, labor organizations and labor products. On the other hand, it also reflects the occupational
standards that the vocational competency of workers must meet. In particular, practical competency is
the core, including specific job performance skills, work management skills, troubleshooting and
troubleshooting skills, and skills to check and evaluate work results.”
In summary, this direction of approach only provides a general theoretical basis for the
formation of the vocational technical skills, as well as initial steps for a number of general labor skills,
which have not yet been fully analyzed the psychological mechanisms and structures of occupational
skills in details. More importantly, the authors have not discussed the manifestations or characteristics


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of vocational practical skills in preschool pedagogy. In essence, the unskilled labor skills as called by
the authors are general skills according to the concept of the majority of labor skills researchers. The
psychological structure and mechanism of the formation of unskilled labor skills, the evaluation criteria
have not been studied by the author.

1.3. Researches on pedagogical vocational practical skills
Some researchers in the world as well as in Vietnam have pointed out the difference between
pedagogical skills and other occupational labor skills. The typical authors in this research direction are:
G.X. Catxchuc, N.A. Menchinxcaia, X.I. Kixegof, N.V. Cudomina, ... The author X.I. Kixegof (1977)
when studying the pedagogical skills of students, had emphasized the difference of this skill group
compared to the skill groups of other fields, especially in the subject of activities. Meanwhile, the two
authors Kevin B. and Len King in the work: “Some issues of teacher training” considered the teacher's
skill is the teacher's competence. The authors divided the teaching skills into three groups
corresponding to the three stages of the self-study process: the curriculum development skills group,
the teaching skills group, and the assessment skills group. These skills groups of teachers on
interacting with students will help them develop similar skill groups.
In Vietnam, in the topic “Developing cooperative teaching skills for secondary school teachers”,
author Nguyen Thanh Kinh studied and pointed out the psychological bases of developing cooperative
teaching skills for secondary school teachers. The author defined cooperative learning as “a learning
method or strategy based on the cooperation of a group of learners who are guided, supervised, helped
by teachers”. According to the author, in order to successfully organize this model, teachers need to
have collaborative teaching skills, which is “effectively implementing the teaching actions to achieve
teaching objectives by choosing and applying the knowledge and operation of teachers based on the
theory and characteristics, teaching requirements of cooperative learning.
It can be seen that domestic and foreign researchers have paid attention and analyzed to
vocational pedagogical practical skills, including the analysis of components, component skill groups,
conditions of formation and development of vocational pedagogical practical skills, influencing
factors, etc. However, compared to the number of the research projects on skills, there remain very few
researches on vocational practical skills in general.
1.4. Researches on vocational practical skills of Preschool pedagogical students
In the article “Innovating pedagogical training for students to meet the practical requirements of
general education”, the content of pedagogical training of the Preschool Pedagogy was mentioned. The
comments at the Conference on the Review of Pedagogical Internship showed that, for the Preschool
Pedagogy, the content of “childcare and education” shall be strengthened, because the number of students in
this sector has difficulty in child care, especially the content of cooking and child care”. The investment in the

skills of getting acquainted with children of preschool students shall be continued.
The pedagogical training process of students in preschool pedagogy is also concerned in the
form of scientific seminars. On June 27, 2014, Hong Duc University organized a scientific seminar
“Pedagogical training practice in preschool teacher training”, receiving 17 scientific papers from
researchers, managers, officials from kindergartens in Thanh Hoa city. The seminar exchanged and
clarified the arguments, content of professional training in preschool teacher training. Since then it
proposed solutions to improve the efficiency of that work, in accordance with the needs of society.
In general, pedagogical training issues of preschool pedagogical students have been concerned
by the society, but there are few topics that research the issue in a scientific and systematical way,
which mainly are training sessions, activities to improve pedagogical capacity of students. The
research topics on this issue only focus on a specific aspect; there has not been any study on the status
of vocational practical skills in preschool pedagogy in general, as well as showing the affecting level of
the factors in the formation and development of this skill in preschool pedagogical students. This
further proves the practical urgency of the thesis.
Sub-conclusion for Chapter 1
The results of the literature review show that the issues on skills, vocational practical skills, and
vocational practical skills of preschool pedagogical students have been studied all over the world and


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in Vietnam. However, the research works only focus on skills in general. There are quite a lot of
studies on the issue of vocational practical skills, but the vocational practical skills under the view of
psychology in Vietnam have not been fully and systematically studied. In particular, the issue of
vocational practical skills of preschool pedagogical students presents a real vacuum in research.
Therefore, this thesis focuses on understanding the vocational practical skills of preschool pedagogical
students by specific research methods of psychological science, and it is expected to bring certain
significance to the development of human resources for preschool level.
CHAPTER 2. THEORETICAL BASES ON VOCATIONAL PRACTICAL SKILLS OF
PRESCHOOL PEDAGOGICAL STUDENTS
2.1. Skills

2.1.1. The concept of skills: Skill is a way to implement some maneuvers, activities in a proper,
skilled way to solve the set task effectively.
2.1.2. A process on skill formation
- Stage 1: Acquiring the knowledge of activities (preliminary skills are formed by being fully aware of
the purposes, requirements, conditions, means, ways to perform actions and maneuvers that constitute
actions).
- Phase 2: Re-expressing or recreating the existing knowledge about activities.
- Stage 3: Observing the sample action to understand the sequence of maneuvers of actions as well as
way to perform the actions.
- Stage 4: Applying the knowledge of the actions to implement the actions in a conscious way (the
awareness is not only the purpose but also the motivation to select the means to be achieved from that
goal)
- Stage 5: Flexible and creative application in different situations of activities.
2.1.3. Criteria to evaluate the skills
- The soundness of the skill, which means, in the course of performing the actions, especially in the
early stages of the skill formation, the subject who performs the action still has certain errors in
perception and in behavior, performance maneuvers.
- The mastery of skills, which means, in the course of performing the actions, the subject can perform
maneuvers and behaviors proficiently, quickly, without redundant maneuvers, no longer having
problems in implementing the actions.
2.1.4. Levels of skills
Table 2.1. Classification of skills level in the thesis
Description
Making many errors during the implementation process and being very
Level 1: Very
embarrassing, taking a lot of time to properly implement each maneuver and
low
action.
Making many errors in the implementation process and still being a little
Level 2: Low

embarrassing, yet to do it really well and still taking much time to properly
implement each maneuver, action.
Making relatively few errors during the implementation process, being able to
Level 3:
perform maneuvers relatively proficiently but still in need of a certain amount
Average
of time to perform each maneuver, action.
Making very few errors during the implementation process, being quite
Level 4: High
proficient and taking little time to perform maneuvers, but not being flexible
in unexpected situations or incurred requirements
Making no errors during the implementation process, being very proficient,
Level 5: Very
hardly taking any time to perform maneuvers, and being flexible to handle
high
unexpected situations and meet with incurred requirements


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2.2. Vocational practical skills
2.2.1. The concept on vocational practical skills
2.2.1.1. The concept of occupation: Occupation is a regular labor activity, in which the
practitioner has been trained to have the knowledge and skills to create products of social significance
and at the same time, affirm the value of practitioners.
2.2.1.2. The concept of practice: Practice is the training period for performing labor activities
after having received basic theoretical training and before entering official labor activities.
2.2.1.3. The concept of vocational practice: Vocational practice is the period when the
apprentices practice to perform occupational labor activities under the supervision and support of
trainers; after having been trained in basic theory of the profession and before entering into a formal
labor labor activity in society.

2.2.2. The concept on vocational practical skills: Vocational practical skills are a way of
performing maneuvers and actions of trained vocational activities, properly and competently at the
training stage in the process of vocational training, under the supervision and support of the
instructor.
2.3. The concept on vocational practical skills of Preschool pedagogical students
2.3.1. The concept of Preschool pedagogical occupation: Preschool pedagogical occupation
is a labor operation field in kindergartens with the subjects being kids under 6 years old, in which, the
practitioners have been under vocational training, performed a series of child care and education. The
preschool pedagogical occupation products are both the physical and mental development of the kids,
accepted by the society.
2.3.2. Some features in the activities of the preschool teachers
- Regarding skills: They shall have the ability to communicate, behave with children in a close,
emotional way, and respect their own abilities. Preschool teachers also need to know how to work with
colleagues, schools and parents to agree on the goals of child care and education. In the new education
program, preschool teachers also need to create conditions for children to think, create, and
communicate with friends, work effectively, etc. to create a premise for higher levels of children.
Finally, the general requirement of teachers is the ability to self-study, self-cultivate, update teaching
methods and apply information technology to the classroom to improve the quality of their lessons.
- Regarding attitude: They shall have proper expression in the relationships with colleagues, parents
and especially students. The attitude of preschool teachers should be serious, positive, disciplined and
pedagogical. In addition, preschool teachers are also a citizen, so it is necessary for them to keep the
proper awareness of a citizen and a teacher for the cause of building and defending the country.
2.3.3. Preschool pedagogical students: Preschool pedagogical student is a person who is in the
process of accumulating the knowledge at Universities and Colleges in the field of care and education for
children under 6 years of age to help children develop in both physical and mental terms.
2.3.4. Vocational practical skills of Preschool pedagogical students
2.3.4.1. The concept of Vocational practical skills of Preschool pedagogical students: The
vocational practical skills of Preschool pedagogical students are a way to properly and fluently
manipulate the maneuvers and actions of the preschool occupation of the Preschool pedagogical
students, at the stage of practicing vocational activities, under the supervision and support of the

trainers at the training institutions.
2.3.4.2. Some component skills of the Vocational practical skills of Preschool pedagogical
students
(1) A group of skills on planning child care and education
- Describing the physiological characteristics of children in the groups of grades that they are in charge
- Knowing how to plan the child care and education to achieve the goals in the direction of Preschool
Education and create the efficiency between the program's goals and children's experiences.
- Making a plan for child care and education by school year showing the goals and contents of child
care and education of the classes they are in charge;
- Making a plan for child care and education by month and week;


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- Making a day-to-day activity plan in an integrated manner, to promote the positive nature of the
child;
- Making a plan to coordinate with parents of children to realize the goals of child care and education.
(2) A group of skills on organizing the implementation of child care and education
- Organizing the group and class environment to ensure hygiene and safety for children;
- Organizing the naps, meals to ensure hygiene and safety for children;
- Instructing the children to practice some self-service skills;
- Implementing teaching hours in line with the curriculum, using appropriate teaching facilities and
technologies
- Knowing how to welcome children from parents, making attendance; returning the children and
talking to the parents about the children.
(3) A group of skills on classroom management
- Being able to cover the classroom, ensure safety for children during school hours, play time, meal
time, and sleep time;
- Developing and implementing a group and class management plan in association with child care and
education plans;
- Managing and using documents, individual, group, class books effectively;

- Arranging and preserving children's utensils, toys and products suitable for the purpose of the child
care and education.
- Detecting and handling unexpected situations in the classroom.
(4) A group of skills on evaluation
- Selecting, developing and using assessments based on a child's performance
- Selecting, developing and using the process-based and final review assessments for the entire
program
- Identifying criteria to assess children's physical, mental, emotional, behavioral, linguistic and social
skills development.
- Assessing the children through a variety of channels: observation, conversation, activities with
children
- Assessing the impact of the environment on the group as well as on each individual.
2.3.4.2. The process of vocational practical skills in preschool pedagogy in during learning
at universities of students
- Stage 1: acquiring operational knowledge:
- Stage 2: Re-expressing the knowledge of activities
- Stage 3: Observing the sample action to understand the sequence of maneuvers and actions
- Stage 4: Applying the knowledge of action to take action consciously
- Stage 5: Flexible and creative application in different situations of activities.
2.4. Factors impacting the formation of Vocational practical skills of Preschool pedagogical
students
2.4.1. Subjective factors
- Occupational goals
- Awareness of the occupation
2.4.2. Objective factors
- Conditions of facilities and regulations at the vocational training institutions
- Training curriculums
Subconclusion for Chapter 2
From the systematization of the theoretical bases of the thesis by studying and analyzing foreign
and Vietnamese studies on the issues of skills, vocational practical skills and vocational practical skills

of preschool pedagogical students, we draw some theoretical conclusions as follows:
Although there are many different approaches to skills and vocational practical skills, they have
helped to clarify the research problem of the thesis. They help the researcher to identify the stages of
formation and the levels of skill expression, based on which the researcher can build the concept of


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vocational practical skills of preschool pedagogical students which is a basic and important concept of
the thesis. Also based on that, the theoretical system has helped the researcher identify the vocational
practical skills groups of preschool pedagogical students, as well as identify the factors affecting the
formation and completion of the vocational practical skills groups of preschool pedagogical students. It
is specified as follows:
The basic concepts of the thesis: the vocational practical skills of preschool pedagogical
students is the way to perform properly, competently the maneuvers and actions of the preschool
occupational activities of the preschool pedagogical students, at the stage of practical occupational
activities with the supervision and support of the instructors in the training institutions.
Different groups on the vocational practical skills: a group of skills for child care and education
planning; a group of skills for organizing the implementation of child care and education activities; a
group of skills for classroom management; a group of skills for evaluation.
Factors affecting the vocational practical skills of preschool pedagogical students include
objective and subjective factors. Among the subjective factors, there are career goals and job
awareness. Meanwhile, the objective factors include: Conditions of facilities and regulations at the
vocational training institutions; Training curriculums.
Therefore, in order to evaluate the vocational practical skills of preschool pedagogical students,
it is necessary to comprehensively assess different groups of vocational practical skills and take into
account the influencing factors.
CHAPTER 3. RESEARCH ORGANIZATION AND METHODS
3.1. Research organization
3.1.1. Research locations
- Saigon University

- Ho Chi Minh City University of Pedagogy
- National College f Pedagogy in Ho Chi Minh City
3.1.2. Research objects.
- 418 Students: 91 students in Ho Chi Minh City University of Pedagogy, 92 students in Saigon
University, 235 students in the National College for Pedagogy in Ho Chi Minh City;
- 31 lecturers: 12 lecturers in Ho Chi Minh City University of Pedagogy, 11 lecturers in Saigon
University, 8 lecturers in the National College for Pedagogy in Ho Chi Minh City
- 33 preschool teachers: 10 preschool teachers in the practical preschools, 12 preschol teachers in
Preschool 13 – District 5, 11 preschool teachers in Hoa Mi 1 Preschool – District 5.
3.2. Research methods
3.2.1. Literature review method
- Analyzing and synthesizing document sources to collect all information related to the topic and
generalize and systematize into the theoretical bases for the vocational practical skills of preschool
pedagogical students in Ho Chi Minh City.
3.2.2. Survey method with questionaires
- Surveying the status of manifestation and the levels of the vocational practical skills of
preschool pedagogical students.
- Clarifying the influence of subjective and objective factors on the formation and development of
the vocational practical skills of preschool pedagogical students.
- Coding the answers.
Table 3.5. Meanings of average values in the manifestation measurement scale
Surveyed
contents

Very competent

Competent

Normal

Not
Fail to execute
competent
5
4
3
2
1
Achieved
- Level 1 (1.00 – 1.80): Very low: Having much wrong knowledge, making many
levels
on errors, taking a lot of time to implement maneuvers.


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executing
vocational
practical
skills

- Level 2 (1.81 – 2.60): Low: Having much wrong knowledge, making many
errors, taking relatively much time to implement maneuvers
- Level 3 (2.61 – 3.40): Average: Having relatively little wrong knowledge,
making relatively few errors, taking relative time to implement maneuvers
- Level 4 (3.41 – 4.20): High: Having some wrong knowledge, making some
errors, and taking little time to implement maneuvers, not being flexible in
addressing unexpected situations or unexperienced incurred requests.
- Level 5 (4.21 – 5.00): Very high: Almost no wrong knowledge, making no
mistakes, taking little time, performing maneuvers in a very competent way and
being flexing in addressing unexpected situations and responding incurred

requirements.
Table 3.6. Meanings of average values in the measurement scale on influencing levels

Surveyed
content

Very
Less
Influential Confusing
No influence
influential
influential
5
4
3
2
1
Factors
- Level 1(1.00 – 1.80): There is no any relation or influence
impacting the - Level 2 (1.81 – 2.60): There is very little any relation or influence
formation of - Level 3 (2.61 - 3.40): There is some relation or influence
vocational
- Level 4 (3.41 – 4.20): There is clear relation or influence
practical skills - Level 5 (4.21 -5.00): There is extremely clear relation or influence
3.2.3. Observation method
Observing directly the expression of occupational manipulations of preschool
pedagogical students
Joining with students when students perform their tasks at preschool; When conducting
observation, the activities and the psychology of students shall not be impacted.
3.2.4. Indepth interview method

- Preparing an interview questionnaire on the status of awareness, expression and level of skill groups
in vocational practical skills of preschool pedagogical students; interview about the factors affecting
the vocational practical skills of preschool pedagogical students.
3.2.5. Pedagogical experiemental method
- Starting to influence by educational measures on vocational practical skills via by organizing classes
on a small scale, in terms of facilities which shall be similar to a classroom in preschool and observing
how the student does the work after that.
3.2.6. Method on data processing by statistics software
- Processing all quantitative results obtained from surveys and experiments to serve as a basis for
analyzing the research results with SPSS software version 20.0 and conducting analyses.
 Analysis using descriptive statistics: Average score, Standard deviation, Frequency, percentage
 Statistical inference analysis
 Comparative analysis
 Regression analysis.
Subconclusion for Chapter 3
In order to carry out the set research task, the PhD student conducts the research in stages: the
theoretical research phase - the practical research phase - the experimental phase. At each stage, the
PhD student determines the purpose, content and method of conducting the research.
Regarding the method, to evaluate the vocational practical skills of preschool pedagogical
students, the PhD student develops a questionnaire by giving the expression of each skill group for
students to self-assess, and at the same time collect the assessments from the lecturers and instructors.
The assessment of students' vocational practical skills has a combination of methods: Method of
literature review, method of survey by questionnaire, in-depth interview method, observation method,
experimental method, method mathematical statistical method; in accordance with the principles:


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- Ensuring the objectivity, combining the harmony between qualitative research results and
quantitative research results.
- Specific methods combined into a complementary methodology system, creating data

reliability and being a basis for comments and conclusions from the researched data.
- The research methods are suitable to the research tasks, the research object, commensurating
with the condition of the scope of a PhD student's thesis.
CHAPTER 4. RESEARCH RESULTS OF VOCATIONAL PRACTICAL SKILLS OF
PRESCHOOL PEDAGOGICAL STUDENTS IN HO CHI MINH CITY
4.1. Current status of the vocational practical skills of preschool pedagogical students in the
entire research samples
4.1.1. Current status of the vocational practical skills of preschool pedagogical students
Table 4.1. Overview on basic groups of skills on Current status of the vocational practical skills of
preschool pedagogical students
SelfAssessment Assessment by
assessment
by
instructors
of students
lecturers
A group of skills on planning the
organization, implementation of child
2.90
2.80
2.79
care and education
A group of skills on organizing,
implementing the child care and education
3.16
2.99
2.95
activities
A group of skills on classroom
3.19

2.85
2.73
management
A group of skills on evaluation
2.55
3.01
3.01
2.95
2.91
2.87
Overall Average scores
Based on this result, it can be seen that the basic vocational practical skills of preschool
pedagogical students are only at an average level, where they can perform the operations relatively
competently, but it takes a long time to be able to perform each job properly, may still mistakes have
been made. This shows that the basic vocational practical skills of preschool pedagogical students have
not achieved the properness and mastery.
4.1.2. Current status of the component vocational practical skills of preschool pedagogical students
4.2.2.1. Current status in the group of skills on planning the organization, implementation of child care
and education across the research samples
a) Current status in the group of skills on planning the organization, implementation of
child care and education following criterion of properness
Table 4.2. Self-assessment of students on the group of skills on planning the organization,
implementation of child care and education following criterion of properness
A group of skills on planning
Standa
% Rate in answer options
Aver
the organization,
Ranki
rd

age
implementation of child care
ng deviati Very Low Average Hig Very
score
low
h
high
and education
on
Describing the physiological
characteristics of children in the
2.47
5
0.98
13.4
47.1
19.1
19.6 0.7
groups of grades that they are in
charge
Defining the goals for child care
2.71
4
1.29
11.5
47.1
21.1
0.0 20.3
and education on daily basis
Defining the goals for child care

2.77
3
1.25
8.1
47.6
23.9
0.0 20.3
and education on weekly basis


11
Defining the goals for child care
2.87
2
1.24
6.2
45.0
24.6
3.8 20.3
and education on monthly basis
Making a detail list on facility
conditions for the child care and 2.97
1
1.14
0.0
45.2
33.7
0.0 21.1
education in preschools
2.76

1.13
Overall Average
In general, the average score of the group of skills on planning the child care and education on
the criterion of properness only stops at level 3 which is the average with an average score of 2.76.
This is a very low score in level 3, just past level 2 - low level (2.61 - 3.40).
b) Current status in the group of skills on planning the organization, implementation of
child care and education following criterion of proficiency
Table 4.3. Self-assessment on preschool pedagogical students on group of skills on planning the
organization, implementation of child care and education following criterion of proficiency
A group of skills on
planning the child care and
education

Aver
age
score

Standar
d
deviatio
n

Percentage rate of the answers to the
questions
Very
low

Low

Averag

e

High

Very
high

Designing an agenda for the
works during the child care and 3.01
1.19
0.0
45.9
30.4
0.0
23.7
education process
Defining subjects to be
coordinated with the person
himself in implementing child
2.99
1.15
0.0
44.7
33.3
0.5
21.5
care and education (teachers,
children’s
classmates,
children’s parents)

Establishing the way to
evaluate the person’s child
3.00
1.18
0.0
45.9
31.1
0.0
23.0
care and education process by
himself
Designing the curriculum for
1 teaching hour at a specific 3.28
1.34
0.0
44.0
20.1
0.0
35.9
group, class
3.07
1.15
Overall Average Score
The overall average score based on the competence in this skill is 3.07 - the “average” level.
Considering the percentage rate we also noticed, the percentage rate of students who self-assessed this
skill group in themselves also focused on low and medium levels, even in most expressions, the
number of students rating themselves as the Low level evenly comes up to nearly 45%. However,
unlike the criterion of properness, in this criterion of proficiency, the number of students rating
themselves at a very high level is much higher than 20%, especially in the expression “Design
curriculum for 1 teaching hour in specific groups and classes “, up to 35.9% of students rated

themselves as reaching very high level.
Table 4.4. Comparision between the self-assessment results by students and assessments by lecturers
and instructors on the group of skills on planning child care and education
No
.

The group of skills on planning child
care and education

Average scores
Instructor
s

Lecture
rs

Stude
nts

Overal
average
score

Sig


12
Describing
the
physiological

characteristics of children in the groups
2.21
0.007
2.03
2.13
2.47
of grades that they are in charge
Defining the goals for child care and
2
3.00
2.94
2.71
2.88
0.29
education on daily basis
Defining the goals for child care and
3
2.18
2.42
2.77
2.46
0.001
education on weekly basis
Defining the goals for child care and
4
3.09
3.39
2.87
3.12
0.051

education on monthly basis
Designing an agenda for the works during
5
2.73
2.45
3.01
2.73
0.01
the child care and education process
Defining subjects to be coordinated with
the person himself in implementing child
6
2.73
3.00
2.99
2.91
0.42
care and education (teachers, children’s
classmates, children’s parents)
7
Establishing the way to evaluate the
3.27
2.94
3.00
3.07
person’s child care and education
0.41
process by himself
Making a detail list on facility conditions
8

for the child care and education in
2.61
2.65
2.97
2.74
0.07
preschools
Designing the curriculum for 1 teaching
9
3.45
3.26
3.28
3.33
0.00
hour at a specific group, class
0.33
2.79
2.80
2.90
2.83
Total overall average scores
In general, the assessment of lecturers and instructors is not much different, the respective
average scores by instructors and lecturers are 2.79 and 2.80, both at “normal” levels”.
4.2.2.2. Current status of skills on organizing the implementation of child care and education
a) Current status of skills on organizing the implementation of child care and education
following criterion of properness
Table 4.5. Self-assessment by preschool pedagogical students on the group of skills on organizing the
implementation of child care and education following criterion of properness
Standa Percentage rate of the answers to the
The group of skills on organizing

Avera
questions
rd
the implementation of child care
ge
deviati Very
Avera Hig Very
and education
score
Low
on
low
ge
h
high
Cleaning the classroom before
2.03
0.71
8.4
1.7
68.4
1.0 20.6
children welcoming hour
Organing physical exercise in early
2.28
0.91
8.4
1.4
62.4
7.2 20.6

days for the children
Organizing meals for the chidlren
3.29
0.95
0.0
1.7
73.7
4.5 20.1
Organizing playing activities
2.21
0.86
7.9
2.2
65.3
4.1 20.6
Organizing nap hours for the
3.58
0.89
7.2
3.1
61.2
11.5 17.0
children
Organizing light movements for the
3.82
0.78
6.7
2.4
56.0
15.3 19.6

children
Discussing with the children’s
3.60
0.88
4.5
4.1
67.0
5.0 19.4
parents on the children
3.32
0.96
Overall average scores
1


13
The overall average scores of the group of skills on organizing the activities is 3.32 - the
“average” level. This shows that, when students carry out child care and education activities, they still
make mistakes, but not too much, which are at an acceptable level. In terms of percentage rate, we also
see that most students self-assess their own properness criterion in this expression at the average level
with nearly 70% of students.
b) Current status of skills on organizing the implementation of child care and education
following criterion of proficiency
Table 4.6: Self-assessment by preschool pedagogical students on the group of skills on organizing the
implementation of child care and education following criterion of proficiency
Percentage rate of the answers to the
Stand
The group of skills on the Aver
questions
ard

implementation of child
age
deviat Very
Very
care and education
score
Low Average High
ion
low
high
Welcoming children from
3.29
1.01
8.4
1.4
60.0
9.6
20.6
their parents
Organizing meal time for
3.77
0.82
0.0
1.7
73.9
4.8
19.6
children
Implementing hands, mouth
cleaning for children before 2.46

1.01
0.0
9.8
67.0
2.6
20.6
meal time
Implementing hands, mouth
cleaning for children after 3.67
0.89
7.7
3.6
62.2
5.0
21.5
meal time
Organizing
checking
3.33
1.00
7.7
2.2
62.4
7.4
20.3
attendance of the class
Dividing the class into
3.03
1.15
0.0

1.9
75.4
2.2
20.6
groups for teaching activities
Implementing
teaching
hours
following
the 3.90
0.76
8.4
2.9
66.5
1.9
20.3
curriculum
Implementing the cleaning
for the children (combing
2.32
0.87
6.2
6.5
59.1
8.9
19.4
hair, changing clothes) after
nap time
Returning the children
2.23

0.89
7.7
2.4
66.7
3.3
19.9
3.32
0.95
Overall average scores
The results show that the students' self-assessment of the criterion of proficiency in this skill
group is similar to the result of the criterion of properness with the average score is also 3.32, the
“Average” level is towards high scores and also there are about 60% of students rating their
proficiency criterion in this skill group as at average level, while nearly 20% of students rated it at very
high level - meaning that students take a relatively long time to perform child care operations or
activities quickly and competently. In the implementation process there remains a need to collate and
review the learned theory, so the proficiency is not high, including a few students proved to be very
proficient when performing this skill group.
Table 4.7. Comparision between the self-assessment results by students and assessments by lecturers
and instructors on the group of skills on organizing the implementation of child care and education
activities
No.

The group of skills on organizing
the implementation of child care
and education

Average scores
Instructo Lectur
rs
ers

Stude
nts

Overal
average
score

Sig


14
Cleaning the classroom before
2.39
2.71
2.03
2.38
0.01
children welcoming hour
Welcoming children from their
2
3.58
3.35
3.29
3.41
0.00
parents
Organizing physical exercise in
3
2.27

2.45
2.28
2.33
0.00
early days for the children
4
Organizing meal time for children
3.42
2.90
3.77
3.37
0.00
Implementing hands, mouth cleaning
5
3.39
3.71
2.46
3.19
0.00
for children before meal time
6
Organizing meals for children
3.82
3.48
3.29
3.53
0.56
Implementing hands, mouth cleaning
7
2.39

2.97
3.67
3.01
0.00
for children after meal time
Organizing checking attendance of
8
3.42
3.23
3.33
3.33
0.66
the class
Dividing the class into groups for
9
2.18
2.58
3.03
2.60
0.00
teaching activities
Implementing
teaching
hours
10
4.12
3.55
3.9
3.86
0.05

following the curriculum
Organizing playing activities for
11
2.33
2.71
2.21
2.42
0.00
the children
Organizing nap hours for the
12
3.30
3.35
3.58
3.41
0.68
children
Implementing the cleaning for the
13 children (combing hair, changing
2.64
3.29
2.32
2.75
0.85
clothes) after nap time
Organizing light movements for the
0.03
14
3.03
3.61

3.82
3.49
children
15 Returning the children
2.30
3.19
2.23
2.58
0.01
Discussing with the children’s
0.73
16
3.24
3.39
3.6
3.41
parents on the children
0.18
2.95
2.99
3.16
3.05
Tổng điểm trung bình
According to the analysis results from the data tables, it can be seen that as the lecturers have
not been able to observe directly students perform the child care and education activities, they have
higher assessment than instructors. However, both lecturers and instructors evaluate students to achieve
this skill at a average level, with proper implementation but not proficiency.
4.2.2.3. Current status of classroom management skill
a) Current status on classroom management skill in the entire research samples in the
criterion of properness

Table 4.8:
Self-assessment of preschool pedagogical students in a group of skills of classroom management in
the criterion of properness
Percentage rate of the answers to the
Standa
questions
Aver
The group of skills of
rd
age
Ver
classroom management
deviati Very
Averag Hig
score
Low
y
on
low
e
h
high
Maintaining the classroom
3.77
0.75
10.0
42.3
27.3
14.8 5.5
open, clean, safe

Arranging, maintaining the
2.96
1.14
10.0
42.3
27.3
16.0 4.3
children’s utensils, toys and
1


15
products
Detecting abnormal things
3.87
0.84
11.0
43.8
27.5
12.9 4.8
happening in the classroom
Providing and instructing the
12
children to follow rules,
4.09
0.68
10.8
46.4
25.8
4.5

.4
regulations in the class
Arranging toys, distributing
playing locations in
accordance wih the features of 2.53
0.93
9.8
53.1
18.4
15.3 3.3
the age and specific conditions
of the group/class
3.44
0.95
Overall average scores
The overall average score shows that in this skill group, preschool pedagogical students have
not yet guaranteed the criterion of properness with 3.44 - the average level towards a high score. This
shows that, although the students have a theoretical understanding, which can be applied in practice,
but in order to ensure the properness when performing operations, it still takes a lot of time because in
the implementation process they still make mistakes. However, when considering the percentage rate,
it can be seen that this is a skill group with few students who self-assess themselves as ensuring the
criterion of properness at a very high level with nearly 4.0% of students.
b) Current status on classroom management skill in the entire research samples in the
criterion of proficiency
Table 4.9. Self-assessment of preschool pedagogical students in a group of skills of classroom
management in the criterion of proficiency

The group of skills of
classroom management

Aver
age
score

Standar
d
deviatio
n

Percentage rate of the answers to the
questions
Very
Averag
Very
Low
High
low
e
high

Keeping an overview over the
children when they have
2.37
0.92
10.0
45.0
26.1
14.4
4.5
physical exercise

Keeping an overview over the
3.68
0.83
10.0
44.0
27.0
14.6
4.3
children in learning hours
Keeping an overview over the
2.45
0.97
8.6
47.6
26.8
12.2
4.8
children in playing hours
Keeping an overview over the
3.56
0.85
10.0
48.1
25.4
12.0
4.5
children in meal hours
Keeping an overview over the
3.07
1.17

10.0
47.8
26.8
10.8
4.5
children in nap hours
Dealing with situations
2.74
1.06
10.0
46.4
26.1
12.9
4.5
happening in the classroom
2.98
0.85
Overall average scores
Table 4.9 shows that students do not rate highly on their proficiency in this skill group with the
average score only being at low level with the average level of 2.98, which means that students have
not been able to perform proficiently the expressions of this skill group. In order to ensure the
proficiency, it takes students a lot of time to check and perform operations. Similar to the criterion of
properness, in this criterion, there are very few students who evaluate themselves to achieve the
proficiency criterion at high and very high levels.
Table 4.10. Comparision between the self-assessment results by students and assessments by
lecturers and instructors on the group of skills on classroom management


16
No.

1
2
3
4
5
6
7
8
9

10

11

The group of skills on classroom
management
Keeping an overview over the
children when they have physical
exercise
Keeping an overview over the
children in learning hours
Keeping an overview over the
children in playing hours
Keeping an overview over the
children in meal hours
Keeping an overview over the
children in nap hours
Maintaining the classroom open,
clean, safe

Arranging, maintaining the
children’s utensils, toys and
products
Detecting abnormal things
happening in the classroom
Providing and instructing the
children to follow rules,
regulations in the class
Arranging toys, distributing
playing locations in accordance
wih the features of the age and
specific conditions of the
group/class
Maintaining the classroom open,
clean, safe
Overall average scores

Average scores
Instructor Lecture Stude
s
rs
nts

Overal
average
score

Sig

1.88

2.39

2.37

2.21

0.03

3.36

3.45

3.68

3.50

0.00

1.97

2.48

2.45

2.30

.386

3.82

3.58

3.56

3.65

0.00

2.39

2.26

3.07

2.57

.253

3.03

2.74

3.77

3.18

.092

2.33

3.16

2.96

2.82

.002

3.36

2.52

3.87

3.25

0.004

2.97

3.29

2.74

3.00

0.00

2.64

3.10

4.09

3.27

0.00

2.24

2.35

2.53

2.38

0.00

2.73

2.85

3.19

2.92

0.10

According to the analysis results from the data tables, it can be seen that the instructor has a

higher assessment than the instructor. However, both lecturers and instructors evaluate that students
can achieve this skill at “average” level, when they can perform properly but not proficiently. This
assessment coincides with students' self-assessment results. However, the Anova test shows that the
assessment of students, teachers and instructors is quite different when there are 8/11 factors with
statistically different significance (Sig < 0,05).
4.2.2.4. Current situation of evaluation skill
a) Current status of skills of evaluation in the entire research samples following criterion
of properness
Table 4.11. Self-assessment of preschool pedagogical students in a group of skills of evaluation in
the criterion of properness
Ave
Stand
% Rate in answer options
A group of skills on
rage Ran
ard
Very
Very
evaluation
scor king deviat
Low Average High
low
High
e
ion
Defining criteria for
2.56
2
0.82
8.4

39.7
39.5
12.4
0.0
evaluating the children’s


17
physical development
Defining criteria for
evaluating the children’s
2.51
4
0.83
9.6
42.6
35.2
12.7
0.0
emotional development
Defining criteria for
evaluating the children’s
2.56
2
0.85
8.6
41.9
34.4
15.1
0.0

behavior development
Defining criteria for
evaluating the children’s
2.50
5
0.83
9.6
43.5
34.2
12.7
0.0
language development
Defining criteria for
evaluating the children’s
2.55
3
0.85
8.6
43.1
33.3
15.1
0.0
social skill development
Defining factors from living
environment affecting the
2.62
1
0.79
3.8
46.2

34.4
15.6
0.0
children’s development
2.55
0.80
Overal average scores
Students self-assess this skill group that they themselves do not guarantee the criterion of
properness with an average score of 2.55 - level 2 which is a low level, which means that Preschool
pedagogical students made a lot of errors during the implementation of the skill group. The percentage
rate of students' answers shows that no student rated himself to ensure the criterion of properness at a
high level (0% of the students). This result also shows that students is quite confused to be able to
perform the operations that belong to the expressions of this skill group. However, in each expression
of this skill group, students achieve some positive scores as follows:
b) Current status of skills of evaluation in the entire research samples following criterion
of proficiency
Table 4.12. Self-assessment of preschool pedagogical students in a group of skills of evaluation in
the criterion of proficiency
Percentage rate of the answers to the
questions
The group of skills on
Average Standard
evaluation
score deviation
Very
Very low Low Average High
High
Establishing the evaluation form
of the children’s development in
2.48

0.84
10.0
44.3
33.0
12.7 0.0
all classroom activities
Evaluating the children’s
development via conversation
with them
2.54
0.82
8.4
42.3
36.6
12.7 0.0

Evaluating the children’s
development by observing them

Evaluating the children’s
development via analysis of
their products
Coordination with families and
communities to evaluate the
children’s development

2.58

0.85

8.1

41.1

35.2

15.6

0.0

2.58

0.84

7.9

41.6

35.4

15.1

0.0

2.54

0.82

8.4

41.9

37.1

12.7

0.0


18
2.54
0.80
Overal average scores
The proficiency of the a group of skills on evaluation only stops at a “low” level (Average
Scores of 2.54), showing that students are still confused in assessing the developmental aspects of
children through channels, similar to the criterion of properness, in this criterion, only 0% of students
rated themselves to be at very high level.
Table 4.13. Comparision between the self-assessment results by students and assessments by
lecturers and instructors on the group of skills on evaluation
Over
Average scores
al
No.
The group of skills on evaluation
Lecture Stude avera
Instructors
Sig
ge
rs
nts

score
Establishing the evaluation form of the
1
children’s development in all
2.06
2.42
2.48
2.32
0.00
classroom activities
Defining criteria for evaluating the
2
4.06
3.74
2.56
3.45
0.00
children’s physical development
3
4
5
6
7
8
9
10

11

Defining criteria for evaluating the

children’s emotional development
Defining criteria for evaluating the
children’s behavior development
Defining criteria for evaluating the
children’s language development
Defining criteria for evaluating the
children’s social skill development
Evaluating the children’s development
via conversation with them
Evaluating the children’s development
by observing them
Evaluating the children’s development
via analysis of their products
Coordination with families and
communities to evaluate the children’s
development
Defining factors from living
environment affecting the children’s
development
Total overal average scores

2.18

3.00

2.51

2.56

0.00

3.88

3.35

2.56

3.26

0.00

2.58

3.13

2.5

2.73

0.00

3.91

3.29

2.55

3.25

0.00

3.00

3.06

2.54

2.87

0.02

3.06

2.61

2.58

2.75

0.08

2.36

2.77

2.58

2.57

0.00

3.52

3.32

2.54

3.13

0.00

2.48

2.45

2.62

2.52

0.007

3.01

3.01

2.55

2.86

0.00

In summarizing the above analyses, it can be realized that this is a skill group that pedagogical
students have rarely achieved the criteria of properness and proficiency with a fairly low average score
- below 3.0. Especially in terms of proficiency, in this skill students just reached a low level - which
means they made a lot of errors.
4.2. Current situation in vocational practical skills of preschool pedagogical students in different
student groups
4.2.1. Current situation in vocational practical skills of preschool pedagogical students following
pedagogical internship results
Table 4.14. Self-assessment of the vocational practical skills of preschool pedagogical students
following pedagogical internship results


19

Groups of skills

Average scores following
pedagogical internship results
Excel Very Good Average
lent Good

Facto
r
deviat
ion

A group of skills on planning the
organization, implementation of child care 2.67
2.84

2.88
3.17
0.16
and education
A group of skills on organizing,
implementing the child care and education 3.62
3.31
3.2
3.13
0.007
activities
A group of skills on classroom
2.88
2.88
2.56
2.42
0.005
management
A group of skills on evaluation
2.8
2.55
2.42
2.52
0.005
Based on the data table, we can see, in the skill on planning to organize, implement activities of
child care and education, students self-assess their average scores gradually decrease following the
pedagogical internship results, from “ Excellent “to” Average “. Anova's test also showed that Sig =
0.16> 0.05, proving that there is no significant statistical difference in the skills of planning child care
and education according to pedagogical internship results. Students with the “excellent” internship
results with the lowest GPA of 2.67 - the “average” level, and the “average” student with the highest

GPA of 3.17, also at the “average” level”.
4.2.2. Current situation in vocational practical skills of preschool pedagogical students following
academic results
Table 4.15. Self-assessment of the vocational practical skills of preschool pedagogical students
following academic results
Average scores following academic results
Factor
deviation
Nhóm kỹ năng
Very
Good
Average
Weak
Good
A group of skills on planning the
organization, implementation of
2.66
2.95
2.89
2.61
0.14
child care and education
A group of skills on organizing,
implementing the child care and
3.55
3.29
3.17
3.06
0.13
education activities

A group of skills on classroom
2.68
2.52
2.55
2.50
0.58
management
A group of skills on evaluation
2.67
2.53
2.50
2.24
0.19
In the skill group on planning the organization, implementation of child care and education
activities, students with good and moderate academic results have higher self-assessment scores than
students with good academic results. One of the causes of this discrepancy may come from the fact that
the product of the planning activity is a tangible product (a plan), which is easy for students to see and
review themselves after making the plan as well as after the implementation of this plan in reality; and
students with good academic results impose higher requirements on themselves than students with
good and average academic ability, so the self-assessment score becomes lower.
4.3. Factors affecting the formation of the vocational practical skills of preschool pedagogical
students
4.3.1. Subjective factors
Table 4.16. Occupational purposes affecting the formation of the vocational practical skills of
preschool pedagogical students
Percentage rates of the answers
Avera Standar
Subjective factors
ge
d

Not
Less
Confu Impacte Very


20
scores

Deviatio
n

impact

impact

sed

d

impacted

Preschool teacher is my
choice
from
high
school, so, I care much 3.27
1.39
2.4
4.1
12.0

47.6
34.0
about the vocational
practical skills.
I try to practice the
vocational skills well so
that after graduation, I 3.29
1.26
4.8
4.1
15.8
44.0
31.3
can easily find a job in
any preschool
I
am
active
in
practicing
my
vocational
practical
3.23
1.36
0.0
6.2
16.0
44.3
33.5

skills if being a
preschool teacher, I will
have a stable income
As a wish of taking
care, educating children
with love, equality and
responsibilities, I would 4.00
1.00
1.9
6.9
20.1
45.7
25.4
like to be very complete
in
the
vocational
practical skills
I think the theory
provided during the
training is not enough
to be come a preschool
3.97
1.01
0.0
6.2
13.4
46.9
33.5
teacher, further training

on
the
vocational
practical
skills
is
needed.
3.55
Average scores
In general, the subjective factors are evaluated by preschool pedagogical students from
“average” to the “impacted” levels”.
Table 4.17. Occupational awareness impacting the formation of vocational practical skills of
preschool pedagogical students
Standar
Percentage rates of the answers
Avera
d
Subjective factors
ge
Deviatio
Not
Less
Confu Impacte
Very
scores
n
impact impact
sed
d
impacted

A preschool teacher is a
noble
occupation,
respected by the society
3.94
1.01
0.0
8.6
16.3
44.5
30.6
so I think that I need to
train my vocational
practical skills well.


21
I am really happy when
organizing child care and
3.71
1.02
3.8
5.0
11.5
48.3
31.3
education
activities
during my internship.
Teaching children in

preschool
is
a
hardworking job. This
4.00
0.99
2.4
4.1
12.9
45.9
34.7
makes me try harder to
complete the vocational
practical skills.
3.88
Average scores
This is the factor rated by the students to have the highest level of influence on the formation of the
vocational practical skills (Average score of 3.88). Regression analysis between the group of skill groups on
organizing and implementing child care and education activities with statements related to vocational
awareness shows a correlation between these two factors (sig = 0.01). Accordingly, students with good
knowledge about the profession will tend to self-assess their own skills on organizing the implementation of
childcare and education activities to be good. Students have recognized the correct role and influence of
vocational knowledge and the role of the profession in the vocational training process.
4.3.2. Objective factors
Table 4.18. Impacts of training curriculum on the formation of vocational practical skills of
preschool pedagogical students
Percentage rates of the answers
Standa
Avera
rd

Very
Training curriculum
ge
Deviati
Not
Less
Confuse Impact impacte
score
on
impact impact
d
ed
d
The theoretical curriculum
3.92
1.04
6.0
9.1
24.2
42.3
18.4
does not follow the reality
Time dedicated for practical
subjects
remains
little
3.95
0.99
6.0
0.0

33.3
42.3
18.4
compared to the overall
training curriculum frame
There are too many students
in the format of a practical 3.34
1.30
5.3
9.3
25.6
41.4
18.4
lesson classes
Teachers make too title
stimulation
on
the
4.05
0.91
13.4
1.7
24.2
42.3
18.4
vocational
practical
maneuvers
Teaching tools for the
3.49

1.31
1.2
11.7
19.6
47.8
19.6
practical lessons remain few
Time dedicated for practical
3.37
1.35
7.2
8.9
22.5
42.1
19.4
remains too litte
Requested
practical
4.13
0.94
0.0
15.1
24.2
42.3
18.4
curriculum remain vague
3.75
Average scores
According to the data from Table 4.18, there are up to 5/7 factors thought by students to affect
the quality of vocational practical skills of students. In which the factor that is considered to be the

most influential (with an average score of 4.13) is “the required internship program remains vague”.
This result comes from the fact that when students enter the internship period, they have to develop
their own internship plan, weekly internship plan for each student, each student shall have a training


22
plan with different activities and time while each instructor guides many students and all students have
the same output standard of the sector.
Table 4.19. Impacts of facility conditions on the formation of vocational practical skills of preschool
pedagogical students
Percentage rates of the answers
Standa
Facility conditions,
Avera
rd
Very
regulations of vocational
ge
Deviati
Not
Less
Confus Impact impacte
practical institutions
score
on
impact impact
ed
ed
d
Entitlement of preschool to

the intern teachers in
3.48
1.18
5.7
18.9
22.2
34.7
18.4
organizing child education
activities
Facility conditions aiming at
serving for child care and
3.51
1.16
7.7
13.9
18.2
45.3
14.9
education of preschool.
Coordination of teachers at
the intern institutions to the
3.86
0.96
5.7
15.8
25.6
34.4
18.4
interns

Forms of examination,
evaluation of performance
skills among the interns have
3.14
1.35
3.6
8.6
28.2
39.0
20.6
not been agreed between the
preschools and training
institutions
Duty Roster for teachers,
class management record
(books, tables),
3.95
0.97
12.7
20.1
17.9
31.3
17.9
yearly/monthly/weekly plans
of teachers at preschools are
not accessed by interns
Specific techniques, tools in
the evaluation of the
3.96
0.99

4.3
16.5
27.5
32.8
18.9
preschool have not been
updated
3.65
Overall average scores
The results of data analysis in Table 4.19 show that up to 5/6 factors are evaluated by the
students as affecting the practice of vocational skills, in which the factor that students consider to be
the most influential is “Techniques and tools for evaluating children at preschool have not been
updated “with average scores of 3.96. According to the percentage rate, in this factor, as many as
18.9% of students rated it as” very influential “. There is no small difference about what students are
trained and the actual environment.
Table 4.20. Correlation among skill groups and impacting factors
Occup Awaren Trainin
Facility
ational ess on
g
conditions,
goals
the
curricu regulations of
occupati
lum
vocational
on
practical
institutions

A group on skills on planning
0.001
0.001
0.02
0.02