Summary of doctoral thesis of science education: Training skills of curiculum develop base on school for students in preschool education major with a bachelor''s degree in pedagogy

MINISTRY OF EDUCATION AND TRAINING
VIETNAM INSTITUTE OF EDUCATION SCIENCE
__________________________________________________

PHAM THI HUYEN

TRAINING SKILL OF CURRICULUM DEVELOPMENT
BASE ON SCHOOL FOR STUDENT IN PRESCHOOL
EDUCATION MAJOR WITH A BACHELOR`S
PEDAGOGICAL DEGREE

Major: Theory and History of Education
Code: 9.14.01.02

SUMMARY OF DOCTORAL THESIS OF SCIENCE EDUCATION

Hà Nội, 2019


Thesis was completed in
VIETNAM EDUCATION SCIENCE INSTITUTE

Science instructor
1. Ph.D. NGUYỄN TUYẾT NGA
2. Ph.D NGUYỄN THỊ MỸ TRINH

Reviewe 1: ....................................................................
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Reviewe 2: ....................................................................
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Reviewe 3: ....................................................................

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Thesis will be defended in front of the Institute's Thesis Evaluation Council Meeting
at Vietnam Educational Sciences Institute, 101 Tran Hung dao, Hanoi
At ..... hour ..... date ..... month .... year .....

The thesis can be found at:
- National Library
- Library of Vietnam Educational Sciences Institute


PREAMBLE
1. The urgency of the research problem
1.1. Curriculum Development in general and the curriculum development base
on schools in particular is a common trend for the current education levels. The idea of
curriculum development base on school was derived from Official Letter 791 / HDBGDĐT June 25, 2013 signed by Deputy Minister Nguyen Vinh Hien for high school
level. For preschool education curriculum (Promulgated together with Circular
17/2009-BGD & ĐT and Circular 28/2016 of the Ministry of Education and Training
on program amendments and supplements) specify: “Based on the preschool education
curriculum promulgated by the Ministry of Education and Training, the Departments
of Education and Training, the Room of Education and Training guide preschool
school institutions to prepare the school year plan and organize the implementation;
Curriculum development of preschool education suitable to the culture, local
conditions, the school, the ability and needs of children ” [12].
Curriculum development base on preschool school will promote the creativity
and initiative of the preschools school based on the actual conditions of the school, the
local socio-cultural conditions. At the same time avoid the "Curriculum uniform"
beetwen diffirent preschool school (especially the system of public schools) which is
quite popular in our country.
1.2. Main component participating in the curriculum development base on

preschool school is the preschool teachers. They are trained from many different
training institutions with many different qualifications (The minimum qualification
standard of preschool teachers before 2018 is the pedagogical intermediate level of
preschool education, from the 2018-2019 school year, raise the standard to the
preschool pedagogical college level). The biggest current limitation of the preschool
teacher when participating in the curriculum development base on school is about
skills, manifest clearly in skills such as: skills to analyze the situation of the school,
skills to identify educational goals, skills to design education curriculum. Therefore, to
have a team of preschool teacher to meet the requirements of the curriculum
development base on school, in the training program, there must be an output standard
of curriculum development base on schools, at the same time students must be training
much on this issue.
1.3. To meet the human resources and the development trend of education
levels and society, Resolution No. 29-NQ / TW on fundamental and comprehensive
innovation of Education and Training has clearly stated the guiding viewpoint
“Developing education and training is improving people's intellectual, training human
resources, fostering talents. To strongly shift the educational process from mainly
equipped with knowledge to comprehensively developing the capacity and quality of
learners. Learning with practice; Reasoning is tied to reality; The school education
combines with family education and social education” [4].
In the process of training teacher preschool, students often gain training of
occupational capacity. The university always associates training institutions with preschool school following the network model, help students in approaching pre-school
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education in facts. Through pedagogical practice sessions and pedagogical practice,
students can apply their professional knowledge to the real environment, trained
vocational skills, including the opportunity to practice the skills of curriculum
development base on school.
1.4. However, the current reality, the output standards of some universities for

student in preschool teacher or do not mention or mention the capacity to curriculum
development but it is still lackluster, mainly equipped with some general theoretical
issues on the curriculum development but did not go into forging skills to educate
students in curriculum schools base on. Therefore, when graduated, it is very difficult
for students to participate in developing curriculum in groups of classes, failing to meet
the practical requirements of preschool education on the curriculum development base
on schools.
Over the past few years, a number of universities which training teacher school
specialized in preschool education training built a module of "Development of Ethnic
Minority Literature" and included in the training program with the purpose of
equipping knowledge and Developing skills for students of education.in pedagogical
practice and pedagogical practice again not to mention the skills of developing
educational skills in schools, so this skill of students is very limited. The main cause of
these limitations is in the training program, there is a lack of content development,
process of teaching quality of curriculum development base schools to students in
preschool education in a scientific and reasonable manner. Currently, no research on
content and process of training skills in curriculum development base on schools has
been officially announced.
For the above reasons, we choose the research direction "Training skills of
curiculum develop base on school for students in preschool education major with a
bachelor's degree in pedagogy" for their thesis.
2. Research purposes
On the basis of theoretical and practical research, the thesis builds the content
and process of training skill of curriculum development base on preschool schools
(group level) for students in preschool education major, contributing to improving the
quality of training.
3. Object, Subject of the study
3.1. Research object: The process of occupational skills training for students
in preschool education mojor with a bachelor's degree in pedagogy.
3.2. Research subject: The process of training skill of curriculum development

base on preschool schools (group level) for students in prerschool education major
with a bachelor's degree in pedagogy, with the factors affecting the formation and
quality.
4. Scientific hypothesis
If the content is identified, building a process of training the skills of
curriculum development base on preschool school for students in preschool education
major, rational in the direction of integration into a number of modules, real activities
practice, through pedagogical practice, so students will given the skills of curriculum
development base on preschool school (group level)
5. Research mission
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5.1. Researching the rationale of the curriculum development base on
preschool school for students in preschool education major with a bachelor's degree in
pedagogy.
5.2. Surveying and assessing the status of training skills of curriculum
development base on preschool schools (group level) for students in school education
mojor with a bachelor's degree in pedagogy.
5.3. Making contents and processes of trainin of skills of curriculum
development base on preschools school (group level) for students in preschool
education major with a bachelor's degree in pedagogy.
6. Research scope
- For the research content: In the framework of the thesis, we focus on studying
the content and process of training the skills of trainin of skills of curriculum
development base on preschools school (group level) for students in preschool
education major with a bachelor's degree in pedagogy.
- For the survey area: Some universities (training teacher in preschool
education by region include Hanoi Pedagogical University, Vinh University, Saigon
University.

7. Approach and research methods
7.1. Approach: The thesis takes several following approaches:
- Approach the system - structure
- Approach activities
- Approach integrated
- Approach the goal
7.2. Research methods
7.2.1. Group of theoretical research methods
7.2.2. Group of practical research methods
- Anket investigation method
- Method of experts combining with in-depth interviews
- Product evaluation method
- Experimental method
7.2.3. Mathematical statistical methods:
8. The thesis need protection points of the thesis
8.1. National preschool education curriculum and Standards of preschool
teacher need to have skills of curriculum development base on preschool school (group
level). This skill must be included in the output standard of universities as an
indispensable requirement.
8.2 The skill of curriculum development base on preschool school is a multilevel and multi-faceted structure, a combination of many component skills including:
skills to analyze the situation of preschool; skills to identify preschool education goals;
preschool school curriculum design skills; implementation skills of the preschool
education program; skills to evaluate and adjust preschool education programs.
8.3. Training skills of curriculum development base on preschool school
(group level) for students in preschool education major with a bachelor's degree in
pedagogy
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takes place during the training process according to a process and through a number of

modules, and pedagogical practice activities and pedagogical practice.
9. New contributions of the thesis
9.1. About the theory
- The research results of the thesis contribute to supplementing the theory of
curriculum development base on preschool school into the section "Preschool
Curriculum Development ".
- Identify specific skills of curriculum development base on preschool school
(group level).
- Contribute to enriching training skills on curriculum developing base on
preschool school (group level) for students in preschool education major with a
bachelor's degree in pedagogy.
9.2. About practice
- Building a system of exercises to training skills on curriculum developing
base on preschool school (group level) for students in preschool education major with
a bachelor's degree in pedagogy.
- Proving the applicability of the process of training skills on curriculum
development base on preschool school (group level) for students in preschool
education major with a bachelor's degree in pedagogy.
10. The thesis structure
In addition to the introduction, conclusion and recommendations, the thesis
consists of 03 chapters:
Chapter 1: Theoretical foundations of training skills on curriculum developing
base on preschool school (group level) for students in preschool education major with
a bachelor's degree in pedagogy.
Chapter 2: Current situation of training skills on curriculum developing base
on preschool school (group level) for students in preschool education major with a
bachelor's degree in pedagogy.
Chapter 3: Content and process of training skills on curriculum developing
base on preschool school (group level) for students in preschool education major with
a bachelor's degree in pedagogy.

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Chapter 1
THEORETICAL FOUNDATION OF TRAINING SKILL OF CURRICULUM
DEVELOPMENT BASE ON PRESCHOOL SCHOOL FOR STUDENTS IN
PRESCHOOL EDUCATION MAJOR WITH A BACHELO`S
PEDAGOGICAL DEGREE
1.1. Overview of the problem research
1.1.1. Studies on curriculum development and curiculum development base
on school
1.1.1.1. The study abroad
The issue of curriculum development and curriculum development base on
schools is concerned by many countries around the world. In general, studies on these
issues come in two directions:
The first direction: Researching general and general issues about curriculum
and curriculum development. Ex: Kieran Egan, Robert M. Diamond, Peter F. Oliva.
The second direction: Researching about curriculum development base on
school.
1.1.1.2. Studies in Vietnam
Most researchers in Vietnam inherit the theories that have been studied by
foreign educators, thereby developing and extending the theoretical framework in
small aspects. Some typical authors such as Nguyen Duc Chinh, Tran Duc Hoan, and
Nguyen Van Khoi are studying about " Curriculum Development of University ", Bui
Duc Thiep with the topic "Curriculum and methodology for curriculum development.".
For the preschool education, some authors such as: Nguyen Thi Thu Hien with the
book "Developing and organizing to do Preschool Education Curriculum”, author Tran
Thi Minh Hue with the book "Curriculum development of Preschool Education ". The
highlight of these studies is to systematize the theoretical issues of curriculum

development to suit Vietnam, then apply and deploy in some specialized training areas
for some levels of study.
1.1.2. Studies on school education program development skills
1.1.2.1. The study abroad
There are many scientific fields of research on skills such as psychology,
education, sociology ... with different perspectives. Depending on each approach, there
are ways of recognizing and evaluating skills according to different angles.
Based on behavioral psychology, there are typical researchers such as: J.
Watson, B.F. Skinner, E.C. Tollmen, E. Thorndeike. These researchers think that skills
are behaviors. But KN researchers on the basis of active psychology like P.A. Rudic;
B.P. Lomov, E.N. Kabanova, A.V. Petrovski, V.A. Cruchetxki, N.D.Levitov,
A.G.Covaliov, K.K.Platonov, X.I Kixegov ... think that skills are human abilities. In
general, foreign researches often go into researching specific skills for a specific field
or profession, not general theoretical nature.
1.1.2.2. The research in Vietnam
There are quite a lot of research works on concepts, especially pedagogical
skills. Some notable authors are: Tran Quoc Thanh, Hoang Thi Oanh, Tran Anh Tuan,
Nguyen Nhu An and many others. In general, the authors focus on researching a
specific skill in educational activities from elementary school to university level.
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However, up to the time of the author's study on this issue, there has not been any work
in Vietnam to study about skills on curriculum development base on preschool school.
1.1.3. Studies on training skill on curriculum development base on preschool
school for student in preschool school mojor with a bachelor's pedagoical degree .
In general, the documents and research works that the author references partly
reflect the views on the curriculum development of preschool education and other
educational levels.
The research has focused on the theoretical issues of curriculum, on the

curriculum development, the model of curriculum development, but it is only limited
to monographs, teaching materials, learning materials, scientific articles at
associations, scientific workshop. However, there have not been any works and
documents systematically researching on the training skills of curriculum development
base on preschool schools for students in preschoo education. Therefore, the author's
thesis implements inheritance on the theory of curriculum development and adds a
number of new points in training student became prechool teacher with a bachelor's
pedagogical degree, especially going into the issue of curriculum development base on
schools and skills to curriculum development base on preschool school (group level).
1.2. Some basic concepts
1.2.1. Curriculum base on preschool school
1.2.1.1. Curriculum
Curriculum is a systematic presentation of a general plan of educational
activities in a defined time, which sets out the learning goals that learners need to
achieve, while clearly defining the scope and level of education. learning content,
methods, means, organization of learning, ways to evaluate learning results ... in order
to achieve the set learning goals.
1.2.1.2. Preschool Curriculum
Preschool Curriculum is a systematic representation of a master plan of care
and education for children aged 3 months to 6 years held at preschool school premises
for a specified time. Preschool Curriculum addresses the goals that preschool children
should achieve, clearly defining the scope, level of educational content, methods,
means, organization, ways to evaluate care and education results as well as what sue to
achieve the set goals.
1.2.1.3. Curriculum base on preschool school
The Curriculum base on preschool school is the systematic presentation of an
overall plan of the educational activities of the preschool school in a year, which shows
the goals that the child needs to achieve, while clearly defining the scope, level,
content, means, methods, organizational form, ways to evaluate children's results
through educational activities to achieve the school's goals.

1.2.2. Curriculum development base on preschool school
1.2.2.1. Curriculum development
Curriculum development is the process of changing one or some or all
components of the current curriculum in order to create an appropriate curriculum, suit
to the development of learners and the development trend of society.
1.2.2.2. Preschool curriculum development
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Preschool curriculum development is a process of changing one or some or all
elements of an current preschool curriculum in order to create an appropriate preschool
curriculum that suit to the child's development and social development trend.
1.2.2.3. Curriculum development base on preschool school
Curriculum development base on preschool school is the process of changing
one or some of issues of the national preschool curriculum and the local preschool
curiculum (if any) in order to create a preschool curriculum suitable to the actual
conditions of the preschool school, suit development of children in that preschool
school. Curriculum development base on preschool school is mainly conducted by
preschool teachers.
1.2.3. Skill of curriculum development base on preschool school
1.2.3.1. Skill
Skills are actions performed based on the individual's knowledge and active
activities. These are conscious, purposeful, technical and fruitful actions.
1.2.3.2. Skills of curriculum development base on preschool school
Skills of curriculum development base on preschool school is an action
performed based on the knowledge of curriculum development base on preschool
school and the active work of the preschool teachrer. These are conscious, purposeful,
technical and fruitful actions on curriculum development base on preschool school.
1.2.4. Training skill of curriculum development base on preschool school
1.2.4.1. Training

The training is a process of practicing many times actions and manipulations
to become proficient, to reach the required level.
1.2.4.2. Training skill of curriculum development base on preschool school for
student in preschool education.
Training skill of curriculum development base on preschool school for student
in preschool education is a process of students practicing and practicing many times in
a systematic manner, planning based on the knowledge and active activities of students
on curriculum development base on preschool school according to a scientific process
under the guidance and support of lecturers.
1.3. Curriculum development base on preschool school
1.3.1. Background of urriculum development base on preschool school
1.3.1.1. Dialectical materialist philosophy
The essence of dialectical materialist philosophy is to find the laws in the
constant movement and transformation of nature, society and thought. In particular, the
law on the movement and development of phenomena is the rule to help us see the
problem of educational development in schools as an indispensable rule.
1.3.1.2. Psychological basis
- Social-cultural theory of L. S. Vugotxki: he was a pioneer in recognizing the
"nearest development zone". Want to do this, the curriculum is constantly developing,
response the development of children. Therefore, it is necessary to develop an
curriculum development base on preschool school.
- Social -psychology theory (Erik Erikson, 1963): Erikson emphasized the role
of teachers and the adults around them in educating young personality. Since then, to
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realize, preschool teachers are the soul of preschool curriculum. An effective preschool
curriculum is due to the teacher's ability to convey.
- Behavioral theory (Skinner B. F, 1953 and Albert Bandura, 1963): From
Skiner's guidance, we realize that preschool curriculum are not rigid, inherent plans,

but flexible follow children's development. Creating the development of curriculum
according to children's interests, needs and abilities is an essential requirement for
preschool teacher.
- Cognitive development theory (Jean Piaget, 1963): Piaget has shown the key
activities at each stage of development, so that teach chilrend without relying on
mainstream activities, it will be difficult for children tobe the developest.
- Ecological theory (U. Bronfenbrenner, 1979): From this theory, preschool
teacher determine that content do not go far away but take what is close, familiar, and
create a favorable environment for children to develop.
1.3.1.3. Educational basis
- The perspective of early education: From the study of many authors on early
education, it can be seen that: Curriculum development to create an suitable curriculum
will promote children to develop earlier compared to the natural rules of the child.
- Child-centered perspective: The "child-centered" viewpoint helps children to
proactively dominate knowledge, develop cognitive thinking, strongly promote
activeness in activities. Therefore, all efforts of teachers are for children, for children,
from children. Teachers play a role as a guide and organize educational activities.
- Multidisciplinary and multidisciplinary perspectives: From a multilateral and
multidisciplinary point of view, it should be seen that: curriculum development base
on preschool school is not only a task of preschool schools but also requires
participation, supervision of stakeholders.
1.3.1.4. Base steering for curriculum development base on preschool school
Base 1: National preschool curriculum
Base 2: Professional standards of preschool teachers
1.3.2. Approach perspective in curriculum development base on preschool school
1.3.2.1. Conten approacht:
Step 1: Making content of education according to age (making network of
activities, content network, topic system);
Step 2: Identify methods, forms and conditions for implementation;
Step 3: Organize the implementation;

Step 4: Review and adjust the content.
1.3.2.2. Integrated approach:
Step 1: Define the topic system (Including major topics and branch topics);
Step 2: Define topic objectives (Integrate development domains);
Step 3: Build the content network, network activities revolve around the topic;
Step 4: Identify methods, forms, and conditions for implementing topics;
Step 5: Organize the implementation;
Step 6: Evaluation and adjustment.
1.3.2.3. Goal approach:
Step 1: Define educational goals;
Step 2: Develop educational content in accordance with the objectives;
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Step 3: Determining methods, forms and conditions for implementation;
Step 4: Organize the implementation;
Step 5: Evaluate and adjust the goals.
1.3.2.4. Development approach:
Step 1: Determine the child's current level;
Step 2: Develop the next level of development;
Step 3: Determine the content, method, form and condition;
Step 4: Organize the implementation;
Step 5: Assess the process and redefine the level of development accordingly.
1.3.3. Levels of curriculum development base on preschool school
- Curriculum development base on preschool school: school level;
- Curriculum development base on grade level: grade level;
- Curriculum development base on group class: group level.
1.3.4. Principles of curriculum development base on preschool school
1.3.4.1. Ensure legality
1.3.4.2. Ensure the principle of "child-centered"

1.3.4.3. Ensure the development
1.3.4.4. Ensure practicality
1.3.4.5. Ensure systematic
1.3.5. Process and activities of development education of elementary schools
The process of developing a school education development program can be
expressed by the following model:
nalyze
situation of
preschool
school

Evaluating and
adjusting the
educational
curriculum of
MN schools
Conducting
educational
programs at
preschool
schools

Determining
educational
goals of
preschool
schools
Designing
education
curriculum

for preschool
schools

Diagram 1.1. Process of developing a quality education of elementary schools
1.4. Traning skill of curriculum development base on preschool school for
student in preschool school with a bachelor's degree in pedagogy.
1.4.1. The process of forming and training the skills of curriculum
development base on preschool school for student in preschool school major
Huynh Van Son said that forming skills through 3 stages, Kixegofv gave 5
steps to form pedagogical skills. Petty proposed the process of forming and developing
pedagogical skills including 8 basic steps.
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We realize that, in order to formulate and develop the skills of curriculum
development base on preschool school for student in preschool education major,
students need the following factors:
+ Students themselves must be aware of the importance of skills towards and
determine the goals of training
+ Training process and method must be appropriate and ensure the following
issues: Students must be equipped with knowledge of skills, have the opportunity to
observe samples, practice multiple times, during the training process, there should be
feedback. retrieval and accuracy about skill
+ Need to making exercises to train, which are independent but still systematic.
1.4.2. The meaning of vocational training and training skill of curriculum
development base on preschool school for student in preschool education major
- Response to develop trend of society, disciplines, levels of curriculum
development.
- Student response the career standards of preschool teacher, especially in the
preschool curriculum development.

- The methodology of scientific, planning and systematic teaching skills to help
students grasp knowledge and basic understandings, forming at them the necessary
level of curriculum development skills when they hold positions There are different
types (preschool teacher, managers) in the occupation to manage, direct or implement
the preschool curriculum.
1.4.3. Requirements on skill of curriculum development base on preschool
school for preschool students in preschool education major with bachelor's
padagogical degree
- The level of formation of curriculum development skill of students must
reacht and exceed the requirements of career standards of preschool teacher.
- Most of skill of curriculum development base on preschool schools have to
be formed at a fairly solid level, that is expressed quite stable in students, even though
the implementation conditions have changed in each stage of different training.
1.4.4. The way of formation and training skill of curriculum development
base on students in preschool Education major with a bachelor's padagogcal degree
1.4.4.1. Through the class modules
- There are: psychology modules, preschool education modules ...
- Group of modules of methods of organizing educational activities
- Module "preschool education curriculum"
1.4.4.2. Through pedagogical practice
1.4.4.3. Through pedagogical intership
1.4.5. Factors affect training skill of curriculum development base on
preschool school for student in preschool education major with a bachelor's
padagogical degree
1.4.5.1. Preschool Education Training Program
1.4.5.2. Capacity of lecturers and preschool teacher in the instruction
1.4.5.3. Students themselves
1.4.5.4. Physical conditions, training environment
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Conclusion of chapter 1
curriculum development base on preschool school for student in preschool education
major with a bachelor's padagogical degree
1. Curriculum development base on school are one of the issues that many
authors study and many countries implemented. Curriculum development base on
school is a new direction that allows the school to be proactive in building curriculum
on the basis of national curriculum and local education. curriculum development base
on school create their own identity, strengths of the school, consistent with the
philosophy, development strategy of the school, consistent with the development trend
of modern society. Vietnam is also one of the countries that are having strong changes
in the implementation of curriculum development base on school for schools and
grades, including preschool education.
2. Curriculum development base on preschool school makes a difference in
curriculum of the other preschools to suit the actual conditions of the school, the
locality based on the adjustment of the national curriculum and local curriculum (if
any). There are multi level of making curriculum development base on preschool
school, namely: school's level, grade level, group level. In particular, curriculum
development base on group level brings the most effective. In order to do so, the
preschool teacher must have skill of curriculum development base on preschool school.
3. Training skill of curriculum development base on preschool school with a
bachelor's pedagogical degree in the training process is a necessary job. Because this
respon preschool teacher Standard and the requirements of conducting preschool
curriculum for a future teacher. This skill includ as 5 ingredient skills with many single
skills. They are formed and trained through many different way, such as: through a
number of specialized modules, through intensive modules, through pedagogical and
pedagogical intership. This process of training skills is influenced by many factors such
as training programs of university lecturers, participants in guider, students themselves.

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Chapter 2
REALITY OF SKILL OF CURRICULUM DEVELOPMENT BASE ON
PRESCHOOL SCHOOL OF STUDENT IN PRESCHOOL EDUCATION MAJOR
WITH A BACHELOR`S IN PEDAGOGICAL DEGREE
2.1. General reality
2.1.1. The goal of reality survey
The thesis focuses on identificating of the reality of skill of curriculum
development base on preschool school (group level) for students in preschool
education major; Reality of training skill to of curriculum development base on
preschool school (group level) for students in preschool education major with a
bachelor's pedagogical degree.
2.1.2. Object, sample size, survey area
- 10 preschool schools in 4 provinces: Hanoi City (2 preschool schools); Nghe
An province (4 preschool schools); Hue City (2 preschool schools); Ho Chi Minh City
(2 preschool schools); 308 preschool teacher of this preschool schools; 30 managers of
the preschool schools and 4 leader at the Department and Division levels; 3 lecturers
in charge of in preschool education department of 3 universities: Hanoi Padagogical
University, Vinh University, and Saigon University; 647 students in preschool
education major with a bachelor's padagogical degree.
2.1.3. Content, methods of reality survey
a. Survey content
* On the side of universities:
- Reality of "Preschool Curriculum Development " in training program of 3
universities.
- Reality of training skill of curriculum development base on preschool school
(group level) of students in preschool education major with a bachelor's padagogical
degree.
- Reality skills of curriculum development base on preschool school (group

level) of students in preschool education major with a bachelor's padagogical degree.
* From preschool schools:
- Reality of group level curriculum.
- The reality of the perception of the preschool school managers and the teacher
about curriculum development base on preschool school (group level)
b. Method of reality survey: Anket method, In-depth interview method, Expert
method, Product research method, Mathematical statistical method.
2.1.4. Process to survey reality
Step 1: Making survey plan (identifying subjects, geographical areas, content
and methods of survey); Step 2: Making the opinion questionnaires, interview cards
for the subjects and the scale of assessing skills of curriculum development base on
preschool school for student; Step 3: test and adjust votes; Step 4: conduct to test; Step
5: Handling survey reality results.
2.2. Tool of reality survey
2.2.1. Referendum
We set up 3 referendum for the following subjects:
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- Referendum for the preschool school managers (Appendix 1B)
- Referendum for preschool teachers (Appendix 1C)
- Referendum for students (Appendix 1D)
2.2.2. Interview card: (Appendix 1A)
2.2.3. Criteria and rating scales for skill of curriculum development base on
preschool school (group lavel) for student in preschool education major
2.2.3.1. Principles of making criteria and rating scales: (1) Ensuring
conformity, (2) Ensuring reliability, (3) Ensuring practicality and feasibility, (4)
Ensuring specificity, independence, (5) Ensuring popularity.
2.2.3.2. Making a grading scale to achieve the level of curriculum development
base on preschool school (group lavel): We divide them into 5 levels and convert them

into a scale based on credit-based training, which are: poor level (<4.0 point), weak
average (4.0-5.4 point), average level ( 5.5-6.9 point), Good level (7.0-8.4 point), Good
level (8.5-10 point).
2.2.3.3. The process of making a set of of curriculum development base on
preschool school (group lavel) for student: Step 1: Identify the structure of skill of
curriculum development base on preschool school (group level) and the ingredient
skills; Step 2: Determining requirements to be achieved for ingredient skills; Step 3:
Design rubric to guide the evaluation of ingredient skills; Step 4: Test and adjust the
system of evaluation criteria.
2.2.3.4. The results of rubric evaluate the level achieved in skills of curriculum
development base on preschool school (group level) for sudent in preschool education
major.
We designed 5 rubrices to assess the achievement of the 5 skills of curricilum
development skills (group level) within the thesis. The results are presented in
Appendix 1E (from 1E1 to 1E5).
2.3. The results of reality survey
- Skills of curriculum development base on preschool school (group level) for
sudent in preschool education major has not been clearly mentioned in the goals at
some universities, but its silhouette is expressed through some knowledge or skill
goals. The curriculum frameworks of these universities have also appeared in-depth
courses or modules directly related to this issue.
- The preschool education department of these universities have not yet maked
a separate process for skills of curriculum development base on preschool school
(group level) for student, mainly through pedagogical practice and pedagogical
intership.
- Skills of curriculum development base on preschool school (group level) of
students in preschool education major are at average level, skills of development
components are uneven, mainly concentrated in skills of universities.
- Managers and teachers of the preschool school recognize the necessity of the
curriculum development base on preschool school, in which the key issue of the

existing preschool school is the educational planning activity rather than the curriculum
development. They believe that, in order to curriculum development base on preschool
school is really effectively and central factor. The ingredient skills are essential to
create a combination of the skills of curriculum development base on preschool school
13


- Curriculum development base on preschool school relies on the national
preschool curriculum, so it is basically the same, only different in some specific topics.
Therefore, the way of curriculum development base on preschool school (group level)
has not really come into the nature of it`s.
These reality survey a basis for us to identify the ingredient skills system and
build the process of training skills of curriculum development base on preschool school
(group level) with a bachelor's pedagogical degree.
2.4. Cause of the situation
Through analyzing the results of the reality survey, we realize that there are
still many limitations of training skills of curriculum development base on preschool
school (group level) for students in presschool education in major. The main causes of
such limitations are:
- The goal of training the presschool education in major of universities in the
survey field has not mentioned the curriculum development base on preschool school
(group level), so there are no orientations for the curriculum development base on
preschool school (group level) for students.
- The module "Preschool curriculum development" in the training program of
universities has not yet followed closely with training, so the theory and practice
system of this module is not really implemented. the value in equipping knowledge and
skills of teaching learning skills in schools (at group level) for students.
- Managers of preschool schools, preschool teacher has not knowledge of
curriculum development base on preschool school. Therefore, when they participate in
guiding students in the pedagogical and intership stages, they will not pay attention to

curriculum development base on preschool school.
- Students themselves are not fully aware of the importance of curriculum
development base on preschool school, so awareness of training is not high,
effectiveness of training is not high.

14


Chapter 3
CONTENT AND PROCESS OF TRAINING SKILL
OF CURRICULUM DEVELOPMENT BASE ON PRESCHOOL SCHOOL
FOR STUDENTS IN PRESCHOOL EDUCATION MAJOR
WITH A BACHELOR`S IN PEDAGOGICAL DEGREE
3.1. The system of skills of curriculum development base on preschool
school for students in preschool education major with a bachelor's pedagogical
degree.
- Skill to analyze the situation of group level, including: Skill to analyze the
situation of kid in the group level, Skill to analyze conditions of facilities and teachers
the group level, Skill to analyze the educational plan of the group level of the previous
school year.
- Skill to identify educational goals of the group level, including: skill to
determine educational goals of the school year, skills to identify subject-based
education goals, skills to identify specific educational activities.
- Skill to design training curriculum of the group level, including: establishing
content network, activity network, education planning.
- Skill to implement educational program of the group level, including: skill to
organize learning activities purpose, skills to organize fun activities, skills to organize
eating, sleeping, hygiene.
- Skill to evaluate, adjust curriculum in the group level, including: Skill to
evaluate, skill to adjust educational planning.

3.2. Process of training skill of curriculum development base on preschool
school for students in preschool education major with a bachelor's pedagogical
degree
3.2.1. Principles of training
3.2.1.1. Ensure scientific
3.2.1.2. Ensure the standardization
3.2.1.3. Ensure high flexibility
3.2.1.4. Ensure feasibility
3.2.2. The process of training
Phase 1: Training of single skills
► Form of training: Through specialized modules, intensive modules.
► Training environment: Presumptive environment (in the classroom)
► Training instructor: University lecturers (those who directly teach specialized
and intensive modules)
► Training process:
Step 1. Provide knowledge
Step 2. Practice the manipulations
Step 3. Mastering, developing skills
Step 4. Evaluate and adjust to improve skills
► Note when doing:
Phase 2: Training coordinates some skills
► Form: Through pedagogical practice and intership practice.
► Training environment: Actual environment (at preschool school)
15


► Subject of training: Lecturers, preschool teacher
► Traing process:
Step 1. Assign tasks to students
Step 2. Conduct to train

Step 3. Assess the trainng process
► Note when doing:
3.3. Experimental pedagogy
3.3.1. Experimental purposes
In order to verify the feasibility of the process of training skills of curriculum
development base on preschool school for students in preschool education.
Specifically, we conducted the assessment of students on the following issues: (1) The
level of proficiency of each skill, (2) The level of combined use of skills.
3.3.2. Experimental process
We conduct experiments according to the following steps: Step 1: Measuring
input of experiments, Step 2: Measuring input of experiments, Step 3: Conduct
experiments, Step 4: Measure results after experiments, Step 5: Compare results before
and after experiments.
3.3.3. Experimental content
We do not experiment for all skills but only select some skills we think are
more important. As follows:
- Skill to analyze the situation of group level: Skill to analyze the situation of
kid in the group level, Skill to analyze conditions of facilities and teachers the group
level.
- Skill to identify educational goals of the group level: skill to identify subjectbased education goals, skills to identify specific educational activities.
- Skill to design training curriculum of group level: education planning.
- Skill to implement educational program of group level: skill to organize
learning activities purpose
- Skill to evaluate, adjust curriculum in group level: Skill to evaluate.
We use the system of exercises (presented in Table 3.1). The requirements of
these exercises are used to measure before and after experiments.
Table 3.1. Exercises for developing skills base on prescchool school (group level)
Skill
Exercise
Skill

to Skills to analyze the situation
analyze
the - Ex1: Analyzing child in the group level
situation
of - Ex2: Analyzing the teaching staff and the
group level
infrastructure of the group level.
- Ex3: Analysis of educational curriculum of
the group level.
Skill
to Ex1: Please set the education goal for a
identify
school year (for 1 group level)
educational
Ex 2: Choose a topic of education for an age,
goals of the determine the goals of that topic.
group level
Ex 3: Select an education activity for 1 age
and determine the goal of that activity.

16

Exercise requirements
- Products are articles
in the form of an essay.
- Products are articles in
the form of an essay.
- Products presented in
the form of an essay.
- Products presented in

the form of an essay.
- Products presented in
the form of an essay.
- Products presented in
the form of an essay.


Skill to design
training
curriculum of
group level

Ex1: Choose a topic of education and plan a
topic of education for 1 age.
Ex 2: Prepare lesson plans for education
activities: Purposeful learning activities:
play, eat, sleep, toilet activities.
Skill
to Ex 1: Conduct a purposeful learning activities
implement
activity.
curriculum of Ex 2: Conduct a play activity.
group
level
Skill
to Ex 1: Develop purpose-based learning
evaluate,
activity evaluation sheet.
adjust
Ex 2: Choose a topic education of an age,

curriculum in evaluate the education plan of that topic.
the group level

- Products presented in
the form of an essay.
- Products presented in
the form of an essay.
- Products presented in
the form of practice.
- Products presented in
the form of practice.
- Products presented in
the form of an essay.
- Products presented in
the form of an essay.

3.3.4. Experimental method
3.3.4.1. Select experimental subjects
Our subjects are students in the fourth year of preschool education major at
Vinh University (Course 53 with 30 students, Course 54 with 35 students) with a total
of 65 students. By the 8th semester of the training program, these students have all the
factors and environment conducive to training skills of curriculum development base
on preschool school.
3.3.4.2. Experimental layout
We choose the time of experiment in accordance with the time that the "Parttime education in general education" module and the methods of pedagogical education
are arranged to be taught in period 6, 7 to teach single skills, and the intership practice
is in the period 8 to training coordinate the skills. That time is to create favorable
conditions for lecturers and students.
3.3.4.3. Methods of data collection and measurement
Based on the research purposes and scientific hypotheses of the thisis, the

content to be measured and the corresponding measuring tools used in the experiments
are presented in Table 3.4.
Table 3.4. Determine the content to be measured and the corresponding
measuring tools be used in the experiments process
Content of Measuring Evidence of
measurement
tools
evaluation
The level of
proficiency of
individual
skills
The level of
proficiency of
coordination
of skills

Rubric
assessed

Rubric
assessed

Verify data

Reliability
Handwritten Students at
products
least undergo
2 training

practices for
Handwritten each single
operation or
products
combination of
operations.

17

Degree value
- Verify the value of rubric
content assessed by expert
methods (consult the
lecturers).
- The final evaluation results
are aggregated from 3
objects participating in the
evaluation (Lecturers,
preschool teacher, student).


3.3.5. Experimental results
3.3.5.1. Experimental results of training single skills
* Skills to analyze group situation
Results of statistical data and summary of training results are shown in Table
3.5 and Figure 3.1.
To test whether the difference in the levels achieved by students through tests
is due to randomness or the effect of RL, we use Chi-square test via CHITEST function
in Excel. The test result is P = 1,67087E-24. This result shows that the P value (X> ꭓ2)
when comparing the proficiency level of skills between two training is 1.60787-24, this

value is smaller than the value of α = 0.05. This shows that the difference in results
between 2 times of RL of students is significant. In other words, the development of
skills to analyze the situation of groups of students is not happening at random but
actually due to the effectiveness of the teaching skills according to the process of traing
the skills of curriculum development base on preschool school (group level).
* Skill to define education goal group level
The statistical results of the aggregate training results are shown in Table 3.6
and Figure 3.2
To test whether the difference in the levels achieved by students through tests
is due to randomness or the effect of RL, we use the Chi-square test CHITEST function
in excel. The calculated result is P (X> 2) = 1,60055E-20 = 1,60055-20, smaller than
the value of α = 0.05. This shows that the difference in results between 2 times of
training of students is significant. In other words, the development of skills to
determine students 'target groups' educational objectives does not occur randomly but
actually due to the effectiveness of the teaching process according to the process of of
traing the skills of curriculum development base on preschool school (group level).
* Skill to design curriculum for group level
The statistical results of summarizing the training results are shown in Table
3.7 and Figure 3.3.
To test whether the difference in levels achieved by students through tests is
due to randomness or the effect of RL, we use Chi-square test via CHITEST function
in Excel. The calculated result is that P (X> ꭓ2) = 4,57839E-17 = 4,57839-17 is smaller
than the value of α = 0,05. This shows that the difference in results between 2 times of
RL of students is significant. In other words, the development of skills to design the
curriculum of students' class groups does not happen randomly but actually due to the
effectiveness of traing the skills of curriculum development base on preschool school
(group level).
* Skills to implement curriculum for group level
The evaluation score is calculated as the average for the exercises, we obtained
through Table 3.8 and Figure 3.4

To test whether the difference in levels achieved by students through tests is due to
randomness or the effect of RL, we use Chi-square test via CHITEST function in Excel.
The testing result is P = 1.24408E-05 = 1.24408-5. This result shows that the P value
(X> ꭓ2) when comparing the proficiency level of skills between two training is
1.24408-5, which is smaller than the value of α = 0.05. This shows that the difference
in results between 2 times of RL of students is significant. In other words, the
18


development of training skills to implement the curriculum of students' group level not
accidental but actually due to the effectiveness of the teaching process according to the
process of traing the skills of curriculum development base on preschool school (group
level).
* Skills to evaluate, adjust educational curriculum
This skill is evaluated based on students performing 2 exercises and results
Table 3.9 and Figure 3.5
To test whether the difference in levels achieved by students through tests is
due to randomness or the effect of RL, we use Chi-square test via CHITEST function
in Excel. The test result is P = 1.09471E-46 = 1.09471-46. This result shows that the P
value (X> ꭓ2) when comparing the proficiency level of skills between two RLs is
1.09471-46, this value is smaller than the value of α = 0.05. This shows that the
difference in results between 2 times of RL of students is significant. In other words,
the development of skills to evaluate and adjust curriculum of students is not
coincidental but actually due to the effectiveness of the teaching skills according to the
process of traing the skills of curriculum development base on preschool school (group
level).
3.3.5.2. The results of training combine many skills
Within the scope of the study, we conduct collaborative of traing the skills of
curriculum development base on preschool school (group level) in the process of
students going to teaching practice in preschool school. Due to the peculiar nature of

the teaching practice, students perform all educational activities in a group level
assigned as a true preschool teacher. Therefore, we only deploy the collaborative
training skills with the development skills of education centers that are connected with
each other according to the business logic.
- For skills to analyze the situation of group level: Analyze the situation of
children in the homeroom group.
- For skills to determine target group level: identify the topic goals (in practice)
for the leader group level.
- For skills to design an educational program for group of groups: make plan
to select the topic of education (in practice) for the leader group level.
- For skills to implement curriculum program of group level: conduct 2/7
purpose of learning activities (in this group of students, we will score both lesson plan
preparation, skills to identify educational activities) and 2 play activities. (playing in
corners and playing outdoors).
- For skills to evaluate and adjust the curriculum of group level: skills to
comment, evaluate and adjust the group's topic plan at the time of teaching practice
(the plan is built by preschoo teacher at the group level).
The evaluation score for the combination of these skills is the average of the
above 5 skills. Evaluation results are converted into 5 levels of the rating scale. The
results are shown in Table 3.10 and Figure 3.6.
We select the content of combined training in the students' practice plan to
avoid dispersal and hard work for them at preschool school.
However, when using Chi-square test using CHITEST function in Excel to
check whether the difference in the achieved scores of students through the tests is due
19


to randomness or the effect of training, the results The result is P (X> ꭓ2) = 0.030319.
This value is greater than the value of α = 0.05. This shows that the difference in results
between 2 times of training of students is significant. In other words, the increase in

the level of proficiency in the combination of skills of students occurs due to the
effectiveness of risk according to the procedure of applying educational skills to
educate students at school level (group level). This can be explained by the fact that
students are very aware of this practice (taking place before going to practice), so they
have to prepare carefully for the number of self-training before entering the
experimental process. more. At the same time, the training time for the combination of
skills also takes place quite a lot (about 8 weeks) so students are not affected by time
pressure and psychological issues are almost completely unaffected.
Thus, when the skills of individual skills are well implemented, the
combination of skills is also effective.
3.3.5.3. Comparing the experimental results of training sessions
In order to conduct the assessment of the development of skills through 26
times (5 component skills with 11 single skills and 2 combinations of skills), we
conducted a review of the average value of the training times. The first practice and the
second practice in each skill. Use Data Analysis / Descriptive Statistics in Excel 2016
to calculate statistical parameters such as average score, weak position, median,
standard deviation. Before conducting the calculation of parameters, we convert the
scale to point scale as specified in Table 3.1. The results are shown in Table 3.11.
Table 3.11. Comprehensive of experimental results of training times
Skill

Variable
Traing
Week Standard
Average Medium
range
times
ness deviation

7,5

6,9
1,47
4,6
Skill to analyze the situation of Time 1 6,51
group level
Time 2 7,54
7,5
6,9
1,21
6
7,5
5,4
1,02
2,9
Skill to determine target group Time 1 5,35
level
Time 2 6,56
7,5
6,9
1,33
6
7,5
6,9
1,73
6
Skill to design an educational Time 1 6,38
program for group level
Time 2 7,42
7,5
6,9

1,5
6
7,5
6,9
1,46
6
Skill to implement curriculum Time 1 6,04
program of group level
Time 2 7,00
7,5
6,9
1,48
6
7,5
6,9
1,37
6
Skill to evaluate and adjust the Time 1 5,35
curriculum of group level
Time 2 6,56
7,5
6,9
1,40
6
Coodinating
skills
of Time 1 7,19
7,5
6,9
1,68

4,6
curriculum development of
Time 2 7,61
7,5
6,9
1,75
4,6
group level
The results in Table 3.11 show that the average of the second training at all
skills is higher than the first training. Standard deviations and the range of variation
across training times are within the range of reliable fluctuations. To verify whether
this discrepancy makes sense or not, we use a paired T-test using Data Analysis / t-test:
Paired Two Sample for Means in M. Excel. The results are shown in Table 3.13 below:
Table 3.12. Test results for difference in Average
between twice the training skill of curriculum development group level
20


Skill

Average
Erro
between
time 1
and time
2

│t│
(t
Stat)

Degrees
Freedom
(df)

Value P

T Critical
two tail

Skill to analyze the
1,03
21,79
65
1,60787-24
1,97
situation of group level
Skill to determine target
1,21
7,49
65
1,60055-20
1,97
group level
Skill to design an
educational program for
1,04
10,28
65
4,57839-17

1,97
group level
Skill
to
implement
curriculum program of
0,96
15,55
65
1,24408-5
1,97
group level
Skill to evaluate and adjust
the curriculum of group
1,21
7,49
65
1,09471-46
1,97
level
Coodinating skills of
curriculum development
0,42
7,10
65
0.030319
1,97
of group level
The results are shown in Table 3.12, showing that the absolute value of t is
always greater than the P value and greater than the 2-dimensional standard T value

(1.97). Therefore, the difference in mean values before and after experiments is
statistically significant with significance level α = 0.05. So it can confirm the progress
of training skills curriculum devvelopment (group level) after 2 times of testing is due
to the results of the instruction process according to the teacher's training process. The
average result of 2 training times in each of the skill of curriculum development (group
level) is shown in Figure 3.7.
lần 1

KN đánh giá, điều chỉnh
chuiwng trình

Lần 2

KN phân tich tình hình
10
9
8
7
6
5
4
3
2
1
0

KN thực hiện chương
trình

KN xác định mục tiêu

KN thiết kế chương trình

Figure 3.7. The average result of 2 training times
in each group
21


From the data collected shown in Table 3.13 and Figure 3.7, we can see that
the average score of each training corresponding to each skill is increasing. This means
that the difference in scores of the first training and the second training of the skills
under the experimental process gives better results.
3.3.5.4. Compare results before and after training of experimental group
In order to compare the results of training tourism skills of the class education
and confirm the effectiveness of the training process, we conducted an analysis of the
results of training through teaching practice.
Results obtained from before and after experiments are as follows:
Table 3.13.a. Before experimental
3 3,5 4,0 4,5 5,0 5,5 6,0 6,5 7,0 7,5 8,0 8,5
Point
1
1
2
3
6
12
7
7
10
15

1 0
Number
Percentage
1,53 1,53 3,07 4,61 9,22 18,44 10,76 10,76 15,27 23,07 1,53 0

Point
Number
Percentage

Table 3.13.b. After experimental
5,5
6,0
6,5
7,0 7,5 8,0
2
2
3
6
4
13
3,07

3,07

4,61

8,5
30

9,0

3

9,5
2

9,22 6,14 20,00 46,15 4,61 3,07

From Table 3.13.a and 3.13.b, we calculate the typical characteristic values of
the final scores of the teaching practice as shown in Table 3.14.
Table 3.14. Sample characteristic values
After
Before
Sample characteristic values
experimental
experimental
Mean
8,25
6,5
Standard Error
0,0453
0,0407
Median
7,5
6,0
Mod
8,5
7,5
Standard Deviation
0,449
0,8992

Sample Variance
0,2023
0,8086
Rang
4
5,5
Minimum
5,5
3,0
Maximum
9,5
8,5
Sum (Tổng)
536,5
422,5
Count
65
65
Confidence Level
0,89745268
0.080708625
From the table of results analysis of typical sample values of the points of
internal tests, we can draw 3 comments as follows:
+ The average score of the tests of post-experiments is higher than before
experiments (8.25 after experiments compared with 6.5 of previous experiments).
+ The weak value (mod) of the tests in experiments of the post-test is 8.5 and
before the test is 7.5, the median (median) of the previous test is 6.0 and after the
22

experiment is 7.5. This shows that the results of occupational skills after experiments
are higher than before experiments.
Results of analysis of variance one factor of the results of test scores in
experiments are shown in the summary table and analysis of variance in Table 3.15
Table 3.15. Analysis of variance of test results in experiments
General results
Variance
Group
Amout
Total
Average
experiments

65

536,5

8,25

0,2023

Analytical results
Source
fluctuations

Between
groups

Degrees
General

Variance
F FA=
freedom
P - Value
fluctuations
(MS)
Sa2 / S2N
(Df)
(SS)
4,032789205

1

4,032789

Fcrit

16,61971 6,08E-05 3,877613

In groups 62,84659777
259
0,24265
Total
66,87938697
260
Results from the variance analysis table (ANOVA) show the values
F = 16,61971> Fcrit = 3.877613. Therefore, reject the HA hypothesis, accepting the
HB hypothesis. Meaning: “The plan before and after experiments has different effects
on the level of expression of pedagogical skill development of the school (group level)
of students. The results after experiments are much better than before experiments”.

Conclusion of chapter 3
The system of component skills of skills development education of group class
includes 5 component skills with 13 single skills. These skills are divided into 2 stages
(Phase 1: Training single skills; Phase 2: Combined many skills)
Addition, to assess the proficiency of training skill in educating students at the
school level (group level) of students, the author has designed evaluation rubric as a
tool to help lecturers and students of the university of education participate in assessing
students correctly, is the basis for classifying the achieved levels of the skill of
curriculum development base on preschool school (group level) of student.
To verify the validity of the proposed scientific hypothesis, we conducted
experiments on 65 students in Preschool Education Department, Vinh University. In
the experimental process, we conducted to train 11 skills of 5 component skill and 2
times combined training. Because the scope and the process of implementing
experiments are not many, not long-term and incomplete all the components of skills
of curriculum development base on preschool school (group level), so it may not be
enough solid basis to fully confirm the value of the post system. Experimental
internships have been developed. However, the analysis of statistical results initially
shows the effectiveness and feasibility of the process of training skills of curriculum
development at the school level (group level) for students with bachelor's degree level.
23