Giáo dục kĩ năng hợp tác cho trẻ mẫu giáo 5 6 tuổi thông qua tổ chức hoạt động chơi tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
------------------

VU THI NGOC MINH

COOPERATIVE SKILLS EDUCATION FOR PRESCHOOLERS AGED 5 TO 6
THROUGH THE ORGANIZATION OF PLAY-BASED ACTIVTIES

Major : Theory and History of Education
Code : 9 14 01 02

SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCES

Ha Noi, 2020


The work was completed at: Vietnam Institute of Educational Sciences –
101 Tran Hung Dao, Ha Noi

Academic supervisors: Assoc. Prof., PhD. Nguyen Thi My Trinh
Assoc. Prof., PhD. Hoang Thanh Thuy

Counter-argument 1

Counter-argument 2

Counter-argument 3

The thesis shall be defended before the thesis evaluation council on institutional level,
to be held at Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Ha Noi

At ..... hour ..... day ..... month .... year .....

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


INTRODUCTION
1. Rationale
Given the current trend towards globalization, knowing how to cooperate with
others to achieve efficiency is one of the crucial skills for every individual. It
becomes even more necessary as we are on the cusp of the 4th industrial revolution
while facing challenges of how people achieve efficiency in which skills matter.
Capacity-oriented education for learners is a popular trend in the world which
is demonstrated in the new general education program - the next level of preschool
education. Cooperative skills are an integral part of the capacity to cooperate,
helping people link together to work effectively in a group. Children should be
equipped with these skills from early childhood, especially children aged 5 to 6, as
a vital preparation not only for them to study effectively in general education but
also for their lifelong learning.
Age 5 to 6 is the transition period from preschool to primary school. Children
need to be well prepared not only in terms of physical fitness and mindset, but also
social skills (especially cooperative skills) since this is an important factor to help
children learn effectively in grade 1 (which imposes increasing requirements on
interaction and teamwork as an effective way for children to acquire knowledge
thus laying a solid foundation for lifelong learning).
Play is the key activity for preschoolers in which children can experience
social relationships and actions of different characters through role playing.
Children will have to negotiate and communicate with each other when they are
playing. Therefore, play-based activities are an effective mean to teach cooperative

skills to children. Nevertheless, these activities have not been brought into full play
in practice.
For the above reasons, the dissertation topic of "Cooperative skills education
for preschoolers aged 5 to 6 through the organization of play-based activities" has
been selected.
2. Purpose of the study: Proposing procedure and methods of organizing
play-based activities as an effective means to teach cooperative skills to
preschoolers aged 5 to 6 in kindergarten.
3. Object, subject of study
3.1. Object of the study: The process of teaching cooperative skills to children
aged 5 to 6 through the organization of play-based activities.
3.2. Subject of the study: Procedure and methods of organizing play-based
activities to teach cooperative skills to children aged 5 to 6 in kindergarten.
4. Scientific hypothesis
Cooperative skills are comprised of three sets of skills with fifteen
component skills. Currently, these skills in preschoolers aged 5-6 remain at average
level, for which the main reason is that teachers have not organized play-based
activities decently based on an appropriate procedure to teach cooperative skills to
children. If the play-based activities for preschoolers aged 5 to 6 are organized
based on a strict pedagogical procedure, which consists of three stages and each


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stage is focused on creating activities to provide children with opportunities to
demonstrate cooperative behaviours, creating positive interactions among
children; developing a relationship between interdependence and independence of
each individual; considering play as the leading activity, whilst continuing to
strengthen cooperative skills for children through other educational activities in
kindergarten, they may assist a better development of cooperative skills in children.
5. Research aims

- Research on the theoretical framework of teaching cooperative skills to
preschoolers aged 5 to 6 through the organization of play-based activities.
- Research on the practical framework of teaching cooperative skills to
preschoolers aged 5 to 6 through the organization of play-based activities.
- Propose and experiment on the pedagogical procedure of organizing playbased activities to teach cooperative skills to preschoolers aged 5 to 6.
6. Approach and research methods
6.1. Approach: Activity and communication-based approach, systemic
approach, integrated approach, developmental approach
6.2. Research methods: The thesis combines research methods
including: Theoretical research methods (desk review of documents and
historical-logical analysis, generalization of theories); Practical research
methods: observation, educational investigation, summary of educational
experience; case study; pedagogical experiment; Supplementary research
methods (comparative method, expert method; mathematical statistics).
7. Scope of the research
7.1. Contents: Research on the education of cooperative skills for
preschoolers aged 5 to 6 in play-based activities with a focus on play, group
activities in accordance with the kindergartens' schedule.
7.2. Location, time and survey object
- Actual situation survey: 297 teachers at 16 kindergartens in the area of
Dong Da, Cau Giay, Bac Tu Liem and Hoai Duc districts in Hanoi; 60
preschoolers aged 5 to 6 at kindergartens in Hanoi, selected representative samples
for urban and suburban areas.
- Experiment: two rounds including (i) Pilot experiment: conducted with the
participation of 20 preschoolers aged 5 to 6 at Hoa Hong kindergarten, Dong Da
District, Hanoi; (ii) Official experiment: conducted with the participation of 60
preschoolers aged 5 to 6 in the urban and suburban areas of Hanoi (of which 30
preschoolers attend Quang Trung kindergarten, Dong Da (urban area), Hanoi and
30 preschoolers attend Di Trach kindergarten, Hoai Duc (suburban area), Hanoi).
30 preschoolers from each school are included in the control group. Time: from

January 2017 to May 2017.
8. Arguments to be defended in the thesis
- Cooperative skills of preschoolers aged 5 to 6 are a system of three sets of
skills with fifteen specific skills which are closely linked together.


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- Preschoolers aged 5 to 6 have manifestation of cooperative skills at
different levels. The development of cooperative skills in preschoolers aged 5 to 6
is affected by fundamental factors (developmental characteristics of individuals,
educational environment, and teachers). Capacity and skills of kindergarten
teachers in organizing play-based activities to teach cooperative skills to
children are the most influential factor.
- Play is an effective means to teach cooperative skills to preschoolers aged 5
to 6. The education of cooperative skills for children aged 5 to 6 will be highly
effective if educators know how to organize play-based activities based on a strict
pedagogical procedure, including three stages: Prepare to play; guide children to
play; review and comment after play. At each stage, educators should focus on
creating positive interactions among children thus enabling each child to express
his or her independence and positive interdependence with others.
9. New contributions of the thesis
- Theoretically: Adopt perspective on cooperative skills, structure and
expression of cooperative skills in preschoolers aged 5 to 6; elaborate and improve
the theoretical framework of cooperative skills education for preschoolers aged 5 to
6 through the organization of play-based activities in kindergartens.
- Practically: Review the current situation of cooperative skills education for
preschoolers aged 5 to 6 through the organization of play-based activities and the
level of cooperative skills in preschoolers aged 5 to 6. Propose and demonstrate
by scientific experiment the reliability of the procedure and methods of organizing

play-based activities to teach cooperative skills to preschoolers aged 5 to 6 in
kindergarten.
- Research results can be used as a reference for managers of early childhood
education, teachers at kindergartens, research institutions and parents to teach
children aged 5 to 6 about cooperative skills.
10. Structure of the thesis
In addition to the Introduction, Conclusions and Recommendations,
References, Appendices, the thesis consists of three chapters:
Chapter 1: Theoretical framework of cooperative skills education
for preschoolers aged 5 to 6 through the organization of play-based activities.
Chapter 2: Practical framework of cooperative skills education for
preschoolers aged 5 to 6 through the organization of play-based activities.
Chapter 3: Organization of play-based activities to teach cooperative skills to
preschoolers aged 5 to 6 and experiment.


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CHAPTER 1. THEORETICAL FRAMEWORK OF COOPERATIVE
SKILLS EDUCATION FOR PRESCHOOLERS AGED 5 TO 6 THROUGH
THE ORGANIZATION OF PLAY-BASED ACTIVITIES
1.1. Overview
1.1.1. Research on skills and cooperative skills
Skills and cooperative skills in children have been researched by many
authors, especially in the fields of psychology and pedagogics. Thus far, there has
not been a complete agreement among studies on the concept of skills, however,
skills are acknowledged as a psychological process which is formed when people
apply knowledge into practice. They need to be practiced and enhanced in order to
achieve proficiency and flexibility. Regarding cooperative skills, studies have
shown that cooperative skills are manifested when people support and help each
other in a certain activity towards achieving a common goal. Most researches focus

on the issue of cooperative skills in students at high-school level, while there are
few in-depth studies on cooperative skills in preschoolers aged 5 to 6. If so,
specific cooperative skills have not been clarified for preschoolers aged 5 to 6.
1.1.2. Research on cooperative skills education for preschoolers
Domestic and international studies and early childhood education programs of
some countries over the world show the need to teach preschoolers about
cooperative skills, for instance, researches of psychologists and educational
scholars of the U.S.S.R and modern educational philosophies in Europe and Asia
nowadays. Generally speaking, all these researches mention educational content of
component skills including: 1) Unity, towards the common goal; 2) Positive
interdependence among individuals; 3) Interaction between individuals in a group;
4) Individual responsibility associated with overall responsibility of a group.
Concerning cooperative skills education for children, studies share the same
opinion: to create opportunities for children to play and work with other children,
help children learn how to participate in a common activity with a common goal.
Also, studies highlight the need to organize diverse activities associated with the
real life to teach cooperative skills to children, in which play in kindergartens is an
activity with many advantages. Nevertheless, there has not been any research that
provides a deep insight into the procedure and methods of organizing play-based
activities to teach cooperative skills for preschoolers aged 5 to 6.
1.1.3. Research on children's play-based activities in relations to cooperative skills
education for children
Many psychologists and educators (for example, Vygotsky L.S., Enconhin
D.B., Leontiev A.N., Daporozet A.V., Rubinstein X.L., Xorokina A.I., Lublinskaya A.D.,
Petrovxki A.V., etc.) affirm the role of play-based activities in teach cooperative skills to
children. In Vietnam, some authors (such as Nguyen Anh Tuyet, Ngo Cong Hoan,
etc.) researching on preschoolers' play emphasize that play is the fundamental way to teach
cooperative skills to children. During the course of playing, children can easily coordinate
actions and establish relationships with friends. Play is a form and mean of establishing and
developing cooperative skills in preschoolers.

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An overview of domestic and international studies on cooperative skills
education for preschoolers shows that:
- Cooperative skills has been touched upon by many studies, pointing out basic
characteristics of cooperation such as: consensus on the common goal when taking
action; interaction and coordination when taking action towards achieving common
goals, etc. However, studies have not clarified sets of skills/specific component
skills of cooperative skills in preschoolers.
- Researches on cooperative skills education mainly consider cooperation as an
approach to educate children while there are only a few studies showing how to
organize and develop content, methods and specific measures to achieve the goal of
teaching cooperative skills for preschoolers aged 5 to 6.
- There are no studies focusing on clarifying specific issues related to the procedure
and methods of organizing play-based activities to teach cooperative skills to
preschoolers aged 5 to 6.
1.2. Cooperative skills in preschoolers aged 5 to 6
1.2.1. Concept of skills and cooperative skills
- Skills: are part of the capacity, allowing individuals (subject of actions) to perform
actions effectively on the basis of applying knowledge and experience in a
reasonable and flexible manner in different situations to achieve the defined goal.
- Cooperative skills: are part of the capacity, allowing individuals (subject of
actions) to perform collaborative actions effectively on the basis of
interdependence, positive interaction and personal responsibility to solve problems,
in order to achieve common goals under certain conditions.
1.2.2. Structure of cooperative skills in preschoolers aged 5 to 6
Cooperative skills are a type of social skills and one of the conditions to
establish and develop cooperative skills in children is to participate in groups and
interactive activities in groups. Thus, starting from the concept and characteristics

of cooperation while inheriting research works of domestic and international
authors, in this research, cooperative skills are a system of three sets of skills with
15 component skills, which are closely related to each other in a whole in
consideration of the process of joining and developing group activities for
preschoolers aged 5 to 6.

Figure: Cooperative skills in preschoolers aged 5 to 6


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1.2.3. Developmental characteristics and manifestation of cooperative skills
in preschoolers aged 5 to 6
Cooperative skills in preschoolers aged 5 to 6 develop in direct proportion to
their increasing level of social understanding and experience. The initial and basic
manifestation of cooperative skills is to work together. Children aged 5 to 6 are
more skillful in coordinating their behaviors with their peers, observing and
helping each other achieve goals together. In play-based activities for children aged
5 to 6, in addition to the independence which has developed quite steadily, children
always have the need to play with other friends and know how to coordinate
together in play-based activities in groups or teams. They know how to reach an
agreement on what to play, map out a play plan, find a means of fulfilling their
intentions, discuss and assign roles for each member of the group, and
communicate, coordinate and share with friends. Children at the age of 5 have
already known how to adapt, link actions together towards actions and goals not
only for themselves but also for friends in their “same” group. They also begin to
monitor actions of other friends in the group towards achieving common goals.
1.2.4. Stages of forming cooperative skills in preschoolers aged 5 to 6
Cooperative skills education for preschoolers needs to go through three basic
stages. Stage 1: Children are equipped with knowledge of actions (purposes,
objects, methods, conditions of action). Stage 2: Children are guided (suggestions,

instructions by words, actions, modelling) from people with better knowledge and
skills. Stage 3: Children are provided with opportunities to apply knowledge,
experience and skills in a flexible manner to practice in different conditions and
situations and perform actions with results. The above division is merely relative.
For preschoolers aged 5 to 6, the formation of cooperative skills may not
necessarily follow the above order, stage 3 could be achieved before stage 1 and 2.
1.3. Play-based activities of preschoolers aged 5 to 6 in kindergarten
1.3.1. Definition
- Play and play-based activity: Scientists provide two manifestations of playbased activity, which are: (i) The subject's voluntary participation in the activity
and (ii) the joyfulness and comfort that play brings to participants.
- Play-based activity of preschoolers aged 5 to 6: is a natural and voluntary
activity with motivating factors involved in the course of playing. During play,
interpersonal relationship and the relationship between human and nature, human and
society are simulated, giving participants a happy, relaxed, and comfortable mental state.
1.3.2. Characteristics of play-based activities of preschoolers aged 5 to 6
Children's play-based activities have some characteristics as follows: (i)
freedom,
voluntariness
and
independence; (ii) selfcontrol ; (iii) creativity ; (iv) emotionality; (v) representativeness
1.3.3. Role of play-based activities in the development of cooperative skills in
preschoolers aged 5 to 6
Play is the main activity of preschoolers, has an outstanding role and advantage
in cooperative skills education for preschoolers aged 5 to 6. Play is both an
educational activity and a form of teaching cooperative skills to children. When


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playing, children have the opportunity to participate in sharing activities with peers,
through which they learn, practice and develop communication, interaction and social

skills. Play also promotes a child's ability to "read" others' mind and intentions. In
play-based activities, interactions and coordination occur between children playing
together. This is the grounds for the development of cooperative skills in children. Play is
an environment in which cooperative actions take place, allowing children to practice
cooperative skills naturally. When children play together, they identify and agree on goals
and plans, resolve problems, discuss and coordinate their behaviors to initiate interaction,
stay active, and approach common goals. Play is real life for children, at the same time, it
is also a place where children can “practice” and experience cooperative skills before
becoming adults with real-life social relationships.
1.4. Cooperative skills education for preschoolers aged 5 to 6 through the
organization of play-based activities
1.4.1. Definition: The pedagogical process influencing children with specific
goals, content, methods, means and forms of teachers through the organization of
play-based activities which comprise of particular stages. At each stage, it is
necessary to focus on creating positive interactions and interdependence among
children, in order to help them build up the ability to interact, coordinate effectively
with others when performing actions to achieve goals.
1.4.2. Elements of the process of cooperative skills education for
preschoolers aged 5 to 6 through the organization of play-based activities
1.4.2.1. Educational goals
- Prepare children with skills of working effectively together with others in
different conditions, circumstances, situations, and working in groups to adapt to
social life in future.
- Help children to be confident and active in communicating with friends and
with people around them.
- Support children in the transition from preschool to grade 1; help children
adapt to learning activities when entering primary school.
1.4.2.2. Educational content
- Provide children with knowledge about cooperative skills: Children have
basic knowledge about cooperative skills.

- Practice and enhance cooperative skills for children: Guide and allow
children to practice, train, and enhance three sets of cooperative skills (see section
1.2.2) through play-based activities and other educational activities in kindergarten.
1.4.2.3. Methods of education
- Instructing: includes visual instructions and verbal instructions on behaviors,
modelling behaviors, cooperative skills in play-based activities and other activities
in kindergarten for children to imitate.
- Suggesting and encouraging exploration: Teacher raises questions about
problems, situations related to cooperative skills in front of the whole class or
groups of children; encourage children to communicate openly about their ideas;
teachers classify and summarize children's opinions; encourage children to talk
about how to handle each situation.


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- Experiencing: What the children has perceived will be tested and applied
again in play-based activities (experience through the action of role playing) and
other activities taking place at other times in a daily schedule of a child in
kindergarten (experiences in real life).
- Using pedagogical situations: taking advantage of situations occurring
during children's play or actively creating situations to provide children with
opportunities to reinforce and practice cooperative skills; thus helping children
reach the proficiency and flexibility of cooperative skills step by step.
1.4.2.4. Forms of education
There are some basic forms to achieve the goals of cooperative skills education:
Teaching cooperative skills to children through play-based activities in the form of
groups, each group has at least two or more children: large groups (6-7 children), small
groups (2-4 children). There will be interactions and coordination between children of
these groups to perform common tasks. Considering the location/ space of the
organization of the activity: playing inside classrooms (classrooms, activity corners, etc.);

playing outside classrooms (play area, spaces outside the classroom and the school).
In addition, practicing and enhancing cooperative skills through other
educational activities in kindergarten: Playing, studying, working, eating, personal
hygiene, sightseeing activities, experiences, etc. and other activities in children's
daily schedule in kindergarten.
1.4.2.5. Test and evaluation
a. Objective of evaluation: to determine the level of development of children's
cooperative skills in order to take measures appropriately, thus improving children's
cooperative skills level.
b. Content and evaluation criteria
* Content of evaluation: according to three sets of skills, with 15 component
skills, focusing on two aspects : (+) The existence/occurrence of cooperative skills in
children: Preschoolers have cooperative skills “yes” or “no”; (+) Evaluating the level
of development of preschoolers' cooperative skills: If yes, which is the level of
cooperative skills: Good, moderately good, average, weak.
* Evaluation criteria: (i) Completeness; (ii) Proficiency; (iii) Flexibility; (iv)
Efficiency.
d. Evaluation methods and techniques: Observe children's natural behavior in
activities; communicate with children; analyze children's activities, directly check
on children through evaluative exercises; use situations; discuss with parents,
kindergarten teachers.
1.4.3. Stages of the procedure of organizing play-based activities to teach
cooperative skills to preschoolers aged 5 to 6
Considering the process of play-based activities in children, the organization
of play-based activities teaching cooperative skills for preschoolers aged 5 to 6
goes through three fundamental stages: Stage 1- Prepare for children to play:
Teachers allow children to participate in the preparation for every condition
(materials, space, spirit, etc.) to encourage and expand children's play ideas and
meet children's needs throughout the play. Stage 2- Guide children to play (the

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process of playing): Teachers guide the children to reach a consensus on the
group's general principles; maintain children's interest in playing together in
groups; create spaces for children to freely choose and agree on their play.
Teachers pay attention to the establishment of relationships (among individuals and
groups of children) during children's play, helping them actively communicate with
each other; take advantage of children's play contexts and situations, play content
and role play to teach cooperative skills to children; guide children to do the same
group activity, show them how to coordinate actions together. Stage 3 - End of
play-based activity: Teachers allow children to participate in the process of
evaluating and commenting on the play process of themselves and other members
of the group. The goal is to direct children's attention to the benefits of cooperative
behaviors among children for play-based activities.
1.4.4. Factors affecting the education of cooperative skills for
preschoolers aged 5-6 through the organization of play-based activities
Some of the following factors has demonstrated significant impacts: (i) Factors
related to children themselves: Cognitive capacity, real-life experience,
temperamental characteristics of children, the development of children in terms of:
language, communication, emotions, feelings, knowledge about play and playing
skills, playing needs, etc. (ii) Factors related to teachers: Kindergarten teachers'
knowledge about cooperative skills necessary for preschoolers; Their attitudes and
pedagogical skills in the design and organization of educational activities of
cooperative skills to ensure the achievement of educational objectives which are
appropriate for children. (iii) Factors related to the educational environment and
facilities: these are the conditional factors that affect the level of development of
children's cooperative skills. In addition, management, facilities, equipment and the
coordination between parents and schools in the education of cooperative skills for
children also play an important supportive role.
Conclusion of chapter 1

Teaching cooperative skills to children aged 5 to 6 is one of the essential tasks to
help children study effectively in grade 1 and become citizens that have
cooperative capacity in the future. There are many means to teach cooperative
skills to preschoolers aged 5 to 6, in which using play-based activities - the primary
activity of preschoolers - is an effective method. Teaching cooperative skills to
preschoolers aged 5 to 6 through the organization of play-based activities is
basically the teacher's educational impact to help children form the ability to
interact and coordinate effectively with others when performing actions to achieve
the goal. Teachers need to exploit the advantages of each stage in the process of
organizing play-based activities to choose appropriate cooperative skills, thereby
helping children have many opportunities to practice, consolidate and improve the
development of cooperative skills for themselves. The process of teaching
cooperative skills for preschoolers aged 5 to 6 is influenced by a number of factors
(children's developmental characteristics, teachers' pedagogical capacity, facilities,
educational environment, curriculum, materials, etc.), in which the capacity of


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kindergarten teachers in the organization of play-based activities to teach
cooperative skills to children is the decisive factor.
CHAPTER 2. PRACTICAL FRAMEWORK OF COOPERATIVE
SKILLS EDUCATION FOR PRESCHOOLERS AGED 5 TO 6 THROUGH
THE ORGANIZATION OF PLAY-BASED ACTIVITIES
2.1. Cooperative skills education for preschoolers aged 5 to 6 in
Vietnam’s current early childhood education program
The analysis of the educational objectives, contents and expectation regarding
cooperative skills in preschoolers aged 5 to 6 in the current early childhood education
program shows that: 1/ The current program already has contents regarding cooperative
skills education for children. However, the contents are very general and many core
skills of the cooperative skills group are absent from the program. 2/ The objectives,

methods, forms of cooperative skills education and evaluation are not clearly defined
in the current program. 3/ There is a lack of criteria to evaluate children’s cooperative
skills specifically, which causes difficulties for teachers to evaluate the level of
children’s cooperative skills to have appropriate educational impacts.
The development standards of children aged 5: There are 5 indicators (Standard
11) related to cooperative skills, including: “Listening to others’ opinions” (Indicator
48); “Exchange opinions with friends” (Indicator 49); “Show friendliness and solidarity
with friends” (Indicator 50); “Accept the assignment of peer groups and adults”
(Indicator 51) and “Ready to undertake simple tasks with others” (Indicator 52).
2.2. Actual situation of cooperative skills education for preschoolers aged 5 to 6 in
kindergarten
2.2.1. Overview of the survey
2.2.1.1. Objective: To discover the actual situation of cooperative skills
education for preschoolers aged 5 to 6 in kindergarten; current level of
cooperative skills of preschoolers aged 5 to 6, serving as the basis for proposing
the procedure and methods of organizing play-based activities to teach
cooperative skills to children more effectively.
2.2.1.2. Subject and scale of the survey: 120 preschoolers aged 5 in 2
kindergartens (1 in urban area and 1 in suburban area); 297 kindergarten teachers
currently teaching at classes for preschoolers aged 5 to 6 in 16 urban kindergartens
(149 teachers) and suburban kindergartens (148 teachers) in Ha Noi; Time: October
2016 to December 2016.
2.2.1.3. Content of the survey:
- Awareness of kindergarten teachers on the necessity of cooperative skills
education for preschoolers aged 5 to 6.
- Current organization of play-based activities to teach cooperative skills to
preschoolers aged 5 to 6.
- Level of cooperative skills in preschoolers aged 5 to 6.
2.2.1.4. Methods and tools
- Combine the following methods: Conducting a questionnaire survey with the

participation of 297 kindergarten teachers on cooperative skills education for


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children. Conducting in-depth interviews with kindergarten teachers, parents of
children aged 5 to 6; Observing and documenting children’s natural behaviors in
some activities which manifest cooperative skills; Using scenario exercises for
children; Evaluating the product of children’s activity; Communicating with
children; Communicating with teachers, parents/caretakers.
- Survey tools: include questionnaires, in-class observation forms, summary,
evaluative exercises, cooperative skills rating scales.
2.2.1.5. Criteria and scales to evaluate cooperative skills in preschoolers aged 5 to 6
a) Criteria: 4 criteria
- Criteria 1: Completeness of skills in action
- Criteria 2: Proficiency of skills
- Criteria 3: Flexibility of skills
- Criteria 4: Efficiency of skills
b) Evaluation scales: 4 levels: Good, moderately good, average, weak
Good: All skills are at the moderately good level or above, in which the core skills1
are at good level. Moderately good: All skills are at the average level or above, in which
core skills are at moderately good level. Average: All skills are at the average level or
above. Weak (with almost no skills): One of the core skills is at the weak level, the rest
are at the weak level or above.
The evaluation and rating of each cooperative skill in children are graded by 4
levels (Good: 4 marks, Moderately good: 3 marks, Average: 2 marks, Weak: 1
mark). The interval scale is employed to calculate the intervals and assign the grade
to each level of cooperative skill in each child.
2.2.2. Current cooperative skills education for preschoolers aged 5 to 6
2.2.2.1. Awareness of teachers on cooperative skills for preschoolers aged 5 to 6
- 99,3% kindergarten teachers are aware of and emphasize the necessity of

cooperative skills education for preschoolers aged 5 to 6. However, only 60.27% of
the surveyed teachers have comprehensive knowledge of cooperative skills. The
remaining teachers have correct knowledge but only in one certain aspect. 5.05%
teachers have a different viewpoint on cooperative skills, in which they only see a
specific expression of cooperative skills such as: “Cooperative skills mean that the
children know how to care for their friends and help each other.”
- The kindergarten children have different interests to each specific or set of
cooperative skills in children. Teachers do not pay adequate attention to teach core
component cooperative skill. They only have interest in teaching one or a few specific
skills which they think are necessary for children – according to the teachers’
subjective view and not based on the current level of children’s cooperative skills (the
skill teachers most focus on is presentation skill in group, while the skill teachers least
1 1.2: Skill of negotiating with team members on each person's duties; 1.3: Skill of undertaking individual tasks; 2.1:
Skill of performing individual tasks in relation to the group's common tasks; 2.2: Time management skill to complete
works in groups; 2.5: Cooperative communication skill in groups; 2.6: Coordination skills; 2.8: Skill of showing
cooperative attitude; 2.9: Skill of resolving disputes, disagreements, and conflicts that occur when working together in
groups; 2.10: Skill of helping others and asking for help when needed; 3.1: Skills of assessment and self-assessment.


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focus on is cooperative communication skill in group). This is partly because the
teachers are not fully aware of cooperative skills in preschoolers aged 5 to 6.
2.2.2.2. Current cooperative skills education for preschoolers aged 5 to 6
through the organization of play-based activities
a) On defining objectives
97.6% surveyed kindergarten teachers answer that: They do define the
objective of teaching cooperative skills for preschoolers aged 5 to 6 when planning
the play-based activities. However, the review of their educational plans and indepth interviews show that: When organizing play-based activities (and educational
activities), most teachers do not pay attention to the content of play-based activities
(or educational activities which children take part in) and do not define specific

objectives of teaching cooperative skills to children.
b) On defining contents
57.66% surveyed kindergarten teachers answer that: They do define the
content of cooperative skills education for preschoolers aged 5 to 6 when planning
the play-based activities. In 2 contents on cooperative skills education (1/ Providing
children with cooperative skills knowledge; 2/ Training and consolidating
children’s cooperative skills), the teachers tend to focus only on the second content
– train children with some cooperative skills through activities without any defined
planning or objective to teach these skills appropriately. When carrying out
activities, teachers do not teach some core skills of the cooperative skills to
children. While some teachers focus more on teaching interpersonal skills, others
focus on individual responsibility without guiding children to cooperate with others
to achieve the common goals in group activities.
c) On methods and forms of education
The methods employed by teachers for cooperative skills education are in general
not diverse and do not encourage children to actively manifest cooperative skills (which
they have already possessed) during play; do not make use of situations and create
opportunities for children to practice cooperative skills in daily activities. The use of
methods to teach cooperative skills to preschoolers aged 5 to 6 shows a difference in the
years of experience between teachers. Those with 10 to 20 years of experience tend to
regularly use all methods. Other teachers with fewer years of experience tend to use
simpler methods. One common issue is that all teachers are confused at how to organize
play-based activities to teach cooperative skills to preschoolers aged 5 to 6 (they do not
know how to make the planning and undertake activities…).
e) On conditions, means and references
All teachers participating in the survey use three basic channels to access
references for cooperative skills education for children, which are: referring to
books and documents sold at bookstore; discussing with and learning from
colleagues; learning from television, website, social media. There is a difference in
terms of teacher’s age in the frequency of using references: While 75.0% teachers

aged 31 to 40 tend to use all three reference sources, those at 50 and above do not
refer to any sources during cooperative skills education for children. In fact, in-


13
depth guidance on the organization of play-based activities to teach cooperative
skills to preschoolers aged 5 to 6 is almost non-existent.
g) On teachers’ viewpoint towards factors influencing cooperative skills education for
preschoolers aged 5 to 6

Chart 2.1. Impact level of factors influencing cooperative skills education for
preschoolers aged 5 to 6
Chart 2.1 shows that: Kindergarten teacher’s capacity and pedagogical
competence and organization of educational activities are factors to have the
strongest impact on cooperative skills education for children (79.12% teachers
respond as very influential. The average mark of this factor is 2.79 out of total 3).
Following is Educational environment at school/in class, family, community where
the child is living and number of children per class (the average mark is 2.64).
Facility conditions have the lowest impact (59.26% teachers respond as influential,
only 34.68% respond as very influential), the average mark is 2.29 out of total 3.
h) On the organization of play-based activities to teach cooperative skills to preschoolers
aged 5 to 6
The questionnaire results from 297 kindergarten teachers show that: All
teachers organize play-based activities in 3 stages (1/ Prepare for children to play, 2/
During the play-based activity, 3/ End of play-based activity). The activity 100%
teachers most emphasize in each stage is “Teachers commenting and evaluating
children on the play process and results”. The activity least chosen by teachers in both
urban and suburban areas during the organization of play-based activities is
“Teachers encouraging and respecting the child’s actions and interactions between
children in group during play” (the average percentage is 60.9%, urban 56.4%,

suburban 65.5%). Teachers tend to pay less attention to interactive activities between
children (less than 75% response) than teachers actively organizing play-based
activities for children (more than 80% response). In the preparation stage, 68.7%
teachers focus on preparing diverse and suitable conditions to assist children’s playbased activities. During play, 85.9% teachers affirm that they “divide children into
small groups” and allow children to communicate with eacher other. Many teachers
“create situations or make use of situations to encourage children to discuss and
communicate with each other”, “facilitate a friendly, open environment for children”


14
(from 75.1% to 83.8% response). 100% teachers also “assess and give comments on
children’s play process”.
However, the analysis of teachers’ lesson plans, in-class observation and
discussion with teachers on the organization of play-based activities for children
shows that:
- Teachers’ lesson and educational plans do not define the goal of cooperative
skills education. Cooperative skills education for children is not mentioned at all
when teachers define the goals of play-based activities for preschoolers aged 5 to 6
as well as when teachers prepare necessary materials for the children’s activities.
- In the stage “Prepare for children to play” of all play-based activities,
children do not participate in the preparation and teachers are the one to
prepare all materials, spaces and toys. The children are mostly “fixed” in a
certain group (according to weekly or daily schedule). Before play, children do
not make group rules together.
- During the whole play process, teachers do not know how to teach cooperative
skills for children in terms of actively creating situations and opportunities as well as in
terms of making use of situations to teach cooperative skills to children. The relations
between children during play are loose and lack closeness – an important condition for
cooperation between members of a same group. Teachers usually do not realize this
problem partly because they focus more on the final results of the activities (to produce

products/outcomes as required) than on the play process and how children
coordinate with each other to achieve those results.
2.2.3. Current level of cooperative skills in preschoolers aged 5 to 6
- Cooperative skills in preschoolers aged 5 to 6 are not high, mostly at the
average level and only a few at moderately good level, none at good level: 58.3 %
children have average cooperative skills and 26.7% have moderately good
cooperative skills. Among 15 skills, 2 skills children are worse at are resolving
disputes and conflicts and adjustment and self-adjustment (which have the lowest
average mark). 2 skills children are moderately good at are: group participation and
showing cooperative attitude. The remaining skills are at average level.
- By geographical area: There is a difference between level of cooperative
skills in preschoolers aged 5 to 6 attending kindergarten in suburban and urban
areas. However, the difference is not significant. In the 3 sets of cooperative skills,
children have better skills in the set of group organizational skills compared to the
two remaining sets (9.2% compared to 0% and 0.8%). The set of performance skills
has the highest number of children at average (57.5%) and weak (17.5%) level.
- By sex: There is a difference between boys and girls in terms of level of
cooperative skills on the whole as well as in particular sets of cooparative skills.
According to the study, girls are better at cooperative skills in general and in
particular sets of cooperative skills compared to boys.
- By family background: There is a difference in the children’s level of
cooperative skills. Those living in large family with parents and relatives
(grandparents, aunts, uncles…) have much better cooperative skills than those
living in family with only parents (or single parent); or family with only parents


15
and a few siblings. Experimental results in 2 typical case studies (H.P.N. boys,
code No. 11 and girls N.V.N.V, code No. 6) have made the research more clearly.
2.2.4. Assessment of current situation

* Strengths: Kindergarten teachers have capacity and experience and ability
to organize play-based activities to teach cooperative skills to children. Teachers
area aware of the necessity of cooperative skills education for children. In practice,
kindergarten teachers have used play-based activities as a means to teach
cooperative skills to children (although the methods are not appropriate). The
current early childhood education program has mentioned the content of
cooperative skills education for children. The development standards for 5-yearold children also have criteria and indicators directly evaluating cooperative skills.
School facilities in general meet the standards to take care of and educate children.
Preschoolers aged 5 to 6 have already had cooperative skills (albeit only at
average level). This is an important foundation to improve the level of cooperative
skills in children if there are appropriate educational interventions.
* Limitations: Knowledge of kindergarten teachers is not yet comprehensive
on cooperative skills, leading to inadequate attention to core cooperative skills
education during the organization of play-based activities. The biggest obstacle is
that teachers have difficulty in planning and organizing play-based activities to
teach cooperative skills to preschoolers aged 5 to 6. Teachers do not yet know how
to do so because they have not had received necessary knowledge and practice.
Many important skills which are the core of cooperative skills have not been
mentioned in current early childhood education program. The coordination
between family and school is not effective. The level of cooperative skills in
preschoolers aged 5 to 6 is not high, mostly at average level and some at
moderately good level.
* Reasons: The following reasons are fundamental: 1/ Teachers do not know
to make plans and organize play-based activities in a reasonable procedure to teach
cooperative skills to preschoolers aged 5 to 6. 2/ There is no in-depth guidance on
cooperative skills education for children or if available, not yet specific. 3/ In some
places, the number of children per class is higher than regulations (92.13% teachers
mention this difficulty). 4/ The children’s living environment has different cultural
values and parents have limited awareness of cooperative skills. There is a lack of
coordination between teachers and parents.

2.2.5. Correlation and regression analysis
The results show that: All 4 factors (including: 1/ Kindergarten teachers’ skills
in organizing play-based activities; 2/ Teachers’ frequency and methods to organize
play-based activities; 3/ Teachers’ forms of cooperative skills education; 4/
Children’s living environment at family) affect and positively correlate with the
children’s level of cooperative skills, in which Kindergarten teachers’ skills in
organizing play-based activities has the highest positive correlation with children’s
total mark of cooperative skills. If interventions are carried out to affect these
factors, the level of cooperative skills in preschoolers aged 5 to 6 will be improved.


16
Conclusion of chapter 2
Kindergarten teachers are aware of the importance of cooperative skills
education for preschoolers aged 5 to 6, although they have not had comprehensive
knowledge of specific cooperative skills as well as the advantages of play-based
activities in cooperative skills education for prschoolers aged 5 to 6. They have
limitations in making plans and organizing play-based activities in a proper
procedure to teach cooperative skills to preschoolers aged 5 to 6; do not know how
to choose suitable cooperative skills for teaching in each stage of the play-based
activities. During play, teachers do not know how to guide children into situations
that “force” them to interact and coordinate with each other. Teachers have not
made good use of and created opportunities for children to experience and practice
cooperative skills in daily activities as a way to strengthen their cooperative skills
towards proficiency, flexibility and turning into a habit for children in life.
Cooperative skills of preschoolers aged 5 to 6 are mostly at average level,
some at moderately good level and none at good level. Most core cooperative skills
which are relating to cooperation and interaction between individuals during an
activity are at average and weak level, with the worse skills being adjustment and
self-adjustment and resolving disputes and conflicts.

There is a correlation between children’s sex, living environment at family
and their level of cooperative skills. Girls have better cooperative skills than boys;
children living in large family with parents and relatives have better cooperative
skills than those living in nuclear family with only parents (or single parent) or
family with only parents and a few sibilings.
Regression analysis shows that: Kindergarten teachers’ ability to organize
play-based activities and Forms of cooperative skills are two factors having strong
positive correlation with the children’s total mark of cooperative skills. It means
that if interventions are carried out to affect these 2 factors, the level of cooperative
skills in preschoolers aged 5 to 6 will be improved.
CHAPTER 3. ORGANIZATION OF PLAY-BASED ACTIVITIES TO
TEACH COOPERATIVE SKILLS TO PRESCHOOLERS AGED 5 TO 6 AND
EXPERIMENT
3.1. Requirements for the organization of play-based activities to teach
cooperative skills to preschoolers aged 5 to 6
- Ensuring the basic features of play-based activities for kindergarten level.
- Ensuring the selection of cooperative skills for child education suitable to
the advantage of each stage during play.
- Ensuring the participation of all children with a focus on creating
cooperative relations between the children and their peers during play in a way that
children have many opportunities to practice and strengthen cooperative skills.
- Ensuring consistency in cooperative skills education for children.
- Ensuring development in cooperative skills education for children.


17
3.2. Organization of play-based activities to teach cooperative skills to
preschoolers aged 5 to 6
3.2.1. Stage 1- Prepare for children to play: Creating group activities and
encouraging children to participate in these activities by group during the

preparation
Teacher’s activity
Children’s activity
Cooperative skills
“learnt” by
children
1. Developing an activity plan
to teach cooperative skills:
- Identify the educational
objectives of the play-based
activities and the goals of
cooperative skills education
- Identify the children’s level of
cooperative skills and notable
personal
characteristics
to
select suitable contents and
educational impacts
- Choose cooperative skills to
be learnt suitable to the playbased activities and each stage
of the play-based activities
- Develop play-based activities
to teach cooperative skills to Children participate in
children: As 5-years old proposing the content,
children are able to be how to play, expand and
independent during games, the develop the play-based
teacher should not always be activities
the one to develop the activities
and can make use of the

activities
developed
by
children, guide them how to
develop the activities in a way
that encourages cooperation
between
children
during
playing.
- Identify (or expect in advance)
the “scenarios” of scale and
composition
of
children’s
groups when they play, choose
the form of play
- Choose suitable methods to
organize play-based activities
to teach cooperative skills to


18
the children.
- Develop the progress of playbased activities (or expect in
advance the “scenarios” of the
progress of the activities) and
appropriate time length
2. Engaging children to prepare
the spaces for the play-based

activities and facilities (place,
toys,
background…)
and
helping them prepare their
mindset before play

3.
Enriching
children’s
symbolic capital of surrounding
environment
4.
Fostering
children’s
enthusiasm before play
5. Creating activity groups:
Guide the children to select a
group and partners; discuss and
divide tasks for each group
member; and agree on the goals
and rules for the group.

Children
participate
(individually or in group)
with the teacher to
prepare
necessary
conditions for the playful

activities

*
Core
skills:
Group
participation skill;
skills in the set of
interpersonal skills
such as: dividing
and
undertaking
individual tasks;
coordinating;
adjusting and selfadjusting…
* Support skills:
Undertaking
individual tasks;
presentation skill
in group…

- Children form activity
groups:
select
their
partners, groups, content
and method to play
- Children can discuss
with each other to
propose their own idea of

play-based activities
- Children cooperate with
each other during playing:
Discuss/divide tasks for each
group member and agree on
the goals and rules for the
group, tasks for each
individual and group: which
tasks are for each individual,
which tasks are for the
whole group.

*
Core
skills:
Group
participation skill;
skills in the set of
interpersonal skills
such as: dividing
and
undertaking
individual tasks;
positive listening;
presentation skill
in
group;
cooperative
communication
skill in group…

* Support skills:
Giving comments
and responding to
comments


19
- Children can discuss on
how to develop the
content of the play-based
activities and how to play
on their own
3.2.2. Stage 2 – Guide children to play: Promoting interactions between
children based on strengthening existing cooperative skills and developing new
cooperative skills, viewing cooperative skills as the goal and basis for connecting
children during the games
Teacher’s activity
Children’s
Cooperative
activity
skills “learnt”
by children
- Continue to guide the children on how to - Discuss on how * Core skills:
discuss and divide tasks for each group to
play
(if Sets
of
member and reiterate the rules after children possible)
after performance
return to each group;

returning to each skills
and
- Help the children form groups: select group
interpersonal
partners, groups, content and method to play
- Create relations skills, such as:
- Encourage the children to discuss with each (between
performing
other to propose their ideas for play.
individual
individual
and tasks
in
- Organize play-based activities in a natural children
and enthusiastic way, ensuring the features of between groups) relation to the
children’s play and skilfully eliciting during the games group's
children’s needs to take cooperative - Play with each common
time
behaviors; create connections (between other in group; tasks;
the management;
individual children and between groups) change
coordination;
during play, helping children to communicate contents,
methods to play, resolving
with each other.
- Play with the children; integrate cooperative toys, partners... disputes;
to helping others
skills education in children’s play-based according
interests and asking for
activities to adjust the relations in each group their

under
the help…
towards positive cooperation.
*
Support
- Observe children’s expression on teacher’s
skills: Giving
establishing relations with their partners; guidance
make changes to keep the activities new and - Play in a comments and
way; responding
interesting, as well as to create opportunities natural
for children to practice cooperative skills collaborate with to comments
each other in a …
during play
and/or
Strengthen the groups, help children to group
between
groups
connect groups based on the play theme or
related contents. Guide the children to expand
the play theme and contents. Show them how to
collaborate with each other and find partners
through creating situations that force them to
collaborate with each other.


20
Each type of play-based activities (role-playing, acting, building-assemblingconstruction, learning, movement) is organized in a way that fosters connection and
cooperation between children and their peers, ensuring them to have many opportunities to
experience, learn and practice cooperative skills in different situations.

3.2.3. Stage 3- End of play-based activities - The teacher comments on the
children’s playing and guides them to self-evaluate: Encouraging children to join
in the evaluation of their playing with attention to the benefits of cooperative
behaviors during play
Teacher’s activity
Children’s
Cooperative skills
activity
“learnt” by children
- Suggest eliciting questions to - Express * Core skills: Set of
encourage the children to join in the their own assessment
and
evaluation of their own playing and opinions
response
skills:
others with attention to the benefits of when self- assessment and selfcooperative behaviors during play.
evaluating
assessment;
giving
- Emphasize the significance and role of and
comments
and
cooperation between members, helping evaluate
responding
to
each child recognize the strength of other
comments.
solidarity and cooperation when doing a group
* Support skills:
common task.

members
Positive
listening;
- Encourage the children to share on
showing cooperative
experience of how to cooperate with cooperativ
attitude
others; join with the children to learn e skills
from the experience and encourage them
to apply these lessons learnt and
cooperative skills in other situations
during play and in real life.
- Guide the children on how to give
comments and respond to others’
comments (in terms of language, tone,
behavior, attitude…), focusing more on
the strength and contributions of each
member to the achievement of the group
rather than the mistakes.
* Follow-up actions: From Stage 3, the
teacher can recognize each child’s level of
each cooperative skill to adjust the planning
and methods for cooperative skill education
in further plays or in other activities
(working, “learning”, eating, sleeping,
hygene…) in a more suitable and effective
way.


21

3.3. Pedagogical experiment
3.3.1. Overview
3.3.1.1. Objective: To verify the effectiveness and feasibility of the procedure
and methods of organizing play-based activities for cooperative skills education for
preschoolers aged 5 to 6, through which identifying the relevance between the
experiment results and the proposed hypothesis.
3.3.1.2. Content: Procedure and methods of organizing play-based activities
(in 3 stages) to teach cooperative skills to preschoolers aged 5 to 6.
3.3.1.3. Subject: Pilot experiment (for 4 weeks): Conducting experiment with
the participation of 20 children aged 5 - 6 years old in Rose Kindergarten, Ha Noi.
Official experiment (for 16 weeks): Conducting experiment with the participation
of 120 children in 4 kindergarten classes from: Di Trach kindergarten - Hoai Duc
district, Quang Trung kindergarten – Hoan Kiem district, Ha Noi (at each school:
30 children in experimental group and 30 children in control group). The
experimental and control groups have identical conditions (in terms of the number of
children, children’s sex, teacher’s age and capacity, children’s quality before experiment,
facilities…). The control group plays in the way that is currently conducted by teachers.
The experimental group plays in the way and procedure proposed in this research.
3.3.1.4. Experiment process
- Select identical experimental and control group samples (in terms of the
number, sex and cooperative skill level of children, teacher’s age and pedagogical
capacity, facilities…).
- Guide and share with the teachers in the experimental group in terms of the
objective, content and method to organize play-based activities according to the
research’s idea.
- Prepare necessary conditions for the experiment (means, tools…).
- First round experiment (pilot experiment): To test the tools and verify the
reliability of the evaluation scales, the appropriateness of the whole process. The
results from this round help adjust the tools and methods, contributing to the
accuracy of the official experiment.

- Second round experiment (official experiment): Measure the inputs and
outputs (before and after the experiment) of the level of cooperative skills in
preschoolers aged 5 - 6 years old in both experimental and control groups.
- Gather and process the data (both quantitative and qualitative): make
comparison and analyze the results.
3.3.1.5. Methods of analysis of the experiment results
- Evaluate the level of cooperative skills in the children based on the evaluation
criteria and scales; Use both the results of the children when doing the exercises and
results from observing children’s expression in doing so.
- Employ SPSS 22.0 software to process data and analyze the experiment results.
3.3.2. Analysis of the experiment results
3.3.2.1. Results of the first round experiment (pilot experiment)
The results of the pilot experiment show that: The tools and evaluation scales
are suitable, reliable and effective to evaluate the children’s level of cooperative


22
skills based on the criteria. The children’s level of cooperative skills in both
experimental and control groups is at average. However, the following issues
should be noted during the official experiment: (+) paying attention to the results
from observing children’s natural behaviors in educational activities at the
kindergarten to identify their level of cooperative skills accurately and objectively;
(+) paying attention to the children’s differences in terms of sex, cultural, social,
community and family background; (+) adjusting the form of some tools to make the
documentation and synthesis more scientific; removing some questions which are not
helpful to collect necessary data in in-depth interview with kindergarten teachers.
3.3.2.2. Results of the second round experiment (official experiment)
a) Results of the experimental and control groups before and after the
experiment: There are differences in the children’s level of cooperative skills in
experimental and control groups and in comparison with the results of each group

before and after the experiment. However, the differences are only statistically
significant to show the increase in level of cooperative skills regarding the experimental
group. After the experiment, the average grade of the children’s cooperative skills in the
experimental group is higher than that in the control group and this difference is
statiscally significant (p<0.05).
b) Level of cooperative skills (by geographical area): There is a difference in
cooperative skills between the children in urban and those in suburban areas. However,
the difference only takes place in some particular cooperative skills (group
participation) and otherwise not significant.

Chart 3.1. Children’s level of cooperative skills after the experiment (by
geographical area)
c) Level of cooperative skills (by sex): Girls have a higher average mark of
cooperative skills than boys (girls’ average mark is 51.8, while boys’ average mark
is 47.78). The cooperative skills girls are much better at compared to boys are
“undertaking individual tasks”; “presentation skill in group”, “showing cooperative
attitude”, “helping others and asking for help”, “assessment and self-assessment”,
“giving comments and responding to comments”. Boys have difficulty in asking for
help when needed but are better at helping others.
d) Level of cooperative skills (by family background)
Children living in big family (having brothers and sisters, parents and
relatives such as uncles and aunts…) have much higher cooperative skills than
those living in small family (having only parents or a sibling and parents).


23

Charter 3.2. Children’s level of cooperative skills in the experimental
group before and after the experiment
The results of the experiment show that:

- After the official experiment, the results of the experimental group increase
notably in all cooperative skills compared to before the experiment and this
increase is significant and reliable. Meanwhile, the results of the control group are
also higher compared to before the experiment but the difference is not significant
and the development of cooperative skills is not clear and consistent. This allows to
confirm that the proposed methodology for organizing play-based activities is
feasible, effective and the scientific hypothesis is sound.
- There is a change in the level of cooperative skills in each experimental and
control group before and after the experiment. However, the difference is only
statiscally significant and shows a real increase in cooperative skills in the
experimental group.
- The qualitative analysis of two case studies (1 boy with moderately good
cooperative skills living in a family with 3 generations, mother doing housework
and father doing business; 1 girl with weak cooperative skills living with a single
mother doing business) also shows a notable increase in the children’s cooperative
skills under the influence of the experiment, which affirms the relations between
factors influencing the children’s development of cooperative skills.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion
1.1. Cooperative skills are part of the capacity which allows an individual to
cooperate with another effectively on the basis of interdependence, positive
interaction and personal responsibility to solve problems, in order to achieve
common goals under certain conditions. Teaching cooperative skills for
preschoolers aged 5 to 6 is meaningful under the theoretical and practical
perspectives. Play is an activity with notable advantages in teaching children
cooperative skills. This educational activity is influenced by particular factors, in
which the capacity and skills of the kindergarten teachers in organizing games for
children have the most impact. Teaching cooperative skills for preschoolers aged 5
to 6 through play-based activities should ensure consistency in all stages: