VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

TO NHI A

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

Major: Psychology
Code: 9.31.04.01

SUMMARY OF THE DOCTORAL THESIS IN PSYCHOLOGY

HANOI – 2019


The work was completed at
GRADUATE ACADEMY OF SOCIAL SCIENCES

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

Reviewer 1: Prof. PhD. Tran Quoc Thanh

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

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

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


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

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


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


4
of vocational practical skills in preschool pedagogy. In essence, the unskilled labor skills as called by
the authors are general skills according to the concept of the majority of labor skills researchers. The
psychological structure and mechanism of the formation of unskilled labor skills, the evaluation criteria
have not been studied by the author.

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


5
in Vietnam. However, the research works only focus on skills in general. There are quite a lot of
studies on the issue of vocational practical skills, but the vocational practical skills under the view of
psychology in Vietnam have not been fully and systematically studied. In particular, the issue of
vocational practical skills of preschool pedagogical students presents a real vacuum in research.
Therefore, this thesis focuses on understanding the vocational practical skills of preschool pedagogical
students by specific research methods of psychological science, and it is expected to bring certain
significance to the development of human resources for preschool level.
CHAPTER 2. THEORETICAL BASES ON VOCATIONAL PRACTICAL SKILLS OF
PRESCHOOL PEDAGOGICAL STUDENTS
2.1. Skills

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


6
2.2. Vocational practical skills
2.2.1. The concept on vocational practical skills
2.2.1.1. The concept of occupation: Occupation is a regular labor activity, in which the
practitioner has been trained to have the knowledge and skills to create products of social significance
and at the same time, affirm the value of practitioners.
2.2.1.2. The concept of practice: Practice is the training period for performing labor activities
after having received basic theoretical training and before entering official labor activities.
2.2.1.3. The concept of vocational practice: Vocational practice is the period when the
apprentices practice to perform occupational labor activities under the supervision and support of
trainers; after having been trained in basic theory of the profession and before entering into a formal
labor labor activity in society.

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


7
- Making a day-to-day activity plan in an integrated manner, to promote the positive nature of the
child;
- Making a plan to coordinate with parents of children to realize the goals of child care and education.
(2) A group of skills on organizing the implementation of child care and education
- Organizing the group and class environment to ensure hygiene and safety for children;
- Organizing the naps, meals to ensure hygiene and safety for children;
- Instructing the children to practice some self-service skills;
- Implementing teaching hours in line with the curriculum, using appropriate teaching facilities and
technologies
- Knowing how to welcome children from parents, making attendance; returning the children and
talking to the parents about the children.
(3) A group of skills on classroom management
- Being able to cover the classroom, ensure safety for children during school hours, play time, meal
time, and sleep time;
- Developing and implementing a group and class management plan in association with child care and
education plans;
- Managing and using documents, individual, group, class books effectively;

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


8
vocational practical skills of preschool pedagogical students which is a basic and important concept of
the thesis. Also based on that, the theoretical system has helped the researcher identify the vocational
practical skills groups of preschool pedagogical students, as well as identify the factors affecting the
formation and completion of the vocational practical skills groups of preschool pedagogical students. It
is specified as follows:
The basic concepts of the thesis: the vocational practical skills of preschool pedagogical
students is the way to perform properly, competently the maneuvers and actions of the preschool
occupational activities of the preschool pedagogical students, at the stage of practical occupational
activities with the supervision and support of the instructors in the training institutions.
Different groups on the vocational practical skills: a group of skills for child care and education
planning; a group of skills for organizing the implementation of child care and education activities; a
group of skills for classroom management; a group of skills for evaluation.
Factors affecting the vocational practical skills of preschool pedagogical students include
objective and subjective factors. Among the subjective factors, there are career goals and job
awareness. Meanwhile, the objective factors include: Conditions of facilities and regulations at the
vocational training institutions; Training curriculums.
Therefore, in order to evaluate the vocational practical skills of preschool pedagogical students,
it is necessary to comprehensively assess different groups of vocational practical skills and take into
account the influencing factors.
CHAPTER 3. RESEARCH ORGANIZATION AND METHODS
3.1. Research organization
3.1.1. Research locations
- Saigon University

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


9
executing
vocational
practical
skills

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

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


10
- Ensuring the objectivity, combining the harmony between qualitative research results and
quantitative research results.
- Specific methods combined into a complementary methodology system, creating data

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

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


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

e

High

Very
high

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

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

The group of skills on planning child
care and education

Average scores
Instructor
s

Lecture
rs

Stude
nts

Overal
average
score

Sig


12
Describing
the
physiological

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

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

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


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

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

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

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

Average scores
Instructo Lectur
rs
ers

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

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

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

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

The group of skills of
classroom management


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


1
2
3
4
5
6
7
8
9

10

11

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


2.39

2.37

2.21

0.03

3.36

3.45

3.68

3.50

0.00

1.97

2.48

2.45

2.30

.386

3.82


3.16

2.96

2.82

.002

3.36

2.52

3.87

3.25

0.004

2.97

3.29

2.74

3.00

0.00

2.64

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

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

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

Evaluating the children’s
development by observing them

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

2.58

0.85


41.9

37.1

12.7

0.0


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

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

2.18

3.00

2.51

2.56

0.00


3.00

3.06

2.54

2.87

0.02

3.06

2.61

2.58

2.75

0.08

2.36

2.77

2.58

2.57

0.00


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


19

Groups of skills

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

Facto
r
deviat
ion

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

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

Not
Less
Confu Impacte Very


20
scores

Deviatio
n

impact

impact

sed

d

impacted

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

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

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


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

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

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

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

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