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Trang 1MINISTRY OF EDUCATION AND TRANING
HANOI NATIONAL UNIVERSITY OF EDUCATION
- -
NGUYEN THI LUYEN
RESPONSIBILITY EDUCATION FOR 5-6 YEARS OLD
PRESCHOOLERS ACCORDING TO THE
Trang 2The work was completed at: Falcuty of Early Childhood Education
Ha Noi National University of Education
Supervisors: Assoc.Prof Hoang Thi Phuong
Assoc.Prof Ngo Cong Hoan
Reviewer 1: Prof Nguyen Thi Hoang Yen
National Academy of Education Management
Reviewer 2: Assoc.Prof Nguyen Hong Thuan
The Vietnam Institute of Educational Sciences
Reviewer 3: Assoc.Prof Tran Thi Le Thu
Hanoi National University of Education
The thesis will be defended before the Thesis Judging Council at Hanoi University of Education at date month year
The thesis can be found at: - Library of Ha Noi University of Education
- Ha Noi National Library
Trang 3INTRODUCTION
1 Background of the study
Responsibility Education (RE) is an urgent issue of education systems around the world In schools, it’s contents have been incorporated into the curricular In Vietnam, the 2018 general education program has included responsibility as one of five qualities students need to achieve This requires consistence all levels of education, where early childhood education (ECE) as the first level, laying the foundation for the next levels in RE
ECE in our country is now pays attenteion to the education of responsibility for children This
is reflected in the indicators to assess the social and emotional kill development of 5-year-old children, according to the 5-year-old child development standards issued by the Ministry of Education and Training in 2010 However, RE activities for children are taken place sporadically without a systematic, pecific approach to guide teachers Teachers follow the traditional methods and learn from their experience only Therefore, it is inevitable to use methods and forms of RE that are extreme and imposed on children
Children's Rights-Based Education (CRBA) is a humanistic approach that is highly valued in the current period, requiring teachers to understand and respect children's rights when caring for and educating children Preschool teachers do not have a clear understanding of children's rights The resources to guide teachers on RE in general and RE acorrding to the children’s rights (CR) in particular are still limited Therefore, it is necessary to have in-depth, scientific researches and specific guidelines on RE for preschool children, especially 5-6 years old
Stemming from the above reasons, I chose the topic "Responsibility Education for 5-6 years old preschoolers according to the CR”
2 Research aims
Research the theoretical and practical basis of RE based on CR for 5-6-year-old children in preschool, thereby proposing measures to educate children about responsibility, contributing to improve children’s responsible being (RB)
3 Variables and Subjects of the research
3.1 Variables : The process of teaching responsibility for children aged 5-6 years old according to the CR
3.2 Subjects: Measures to teach responsibility for children aged 5-6 years old
according to the CR
4 Scientific hypothesis
Children 5-6 years old can and need to fulfill their responsibilities to themselves, to others and to the surrounding environment, but in reality, children’s RB still limited due to many reasons, including child education measures
The educational measures can develop the RB for 5-6-year-old children in the direction of creating a respectful environment for children through organizing diverse and attractive activities suitable to their abilities and ensuring to satisfy children's daily needs, rights for children And then, the children’s RB will be better
5 Research missions
5.1 Researching on theoretical basic of the Responsibility Education for 5-6-year-old
preschoolers according to the CR
5.2 Researching on the current state of the Responsibility Education for 5-6-year-old
preschoolers according to the CR
5.3 Proposing some educational measures for Responsibility Education for 5-6-year-old
preschoolers according to the CR
5.4 Experimenting with educational measures for Responsibility Education for 5-6-year-old
Trang 4preschoolers according to the CR
6 Limitations and scope of the study
6.1 Research content
The dissertation focuses on studying the responsibility of children towards themselves; with others (parents/caregivers, teachers, friends) and with the environment (objects, animals, plants, children's living and learning spaces at school and at home)
6.2 Survey subjects
- Surveying 135 children aged 5-6, 120 teachers and 135 parents, in Hanoi and Nam Dinh
6.3 Location and conducting time of experimental research
* Practical survey: from May 15, 2020 to June 1, 2020 at Ly Thai To 2 Kindergarten (MN01), KLF Hanoi Kindergarten (MN02), Xuan Ngoc Kindergarten - Nam Dinh (MN05)
* Experiment:
- Experiment round 1: from June 1, 2020 to August 14, 2020 at MN01
+ Pre-test: June 1st, 2020 – June 5, 2020
+ Exploration Experiments: June 8, 2020 – August 7, 2020
+ Post-test: August 10-14, 2020
- Experiment round 2: from August 17, 2020 to December 31, 2020 at the above three schools + Pre-test: August 17, 2020 - August 31, 2020
+ Impactation Experiments: October 1, 2020 – December 15, 2020
+ Post-experiment survey: December 16, 2020-December 31, 2020
7 Research approaches and methodologies
7.1 Approaches
7.1.1 Child’s Rights - based approach: Empowering children, satisfying children's basic needs, from which children understand and voluntarily carry out their own responsibilities
7.1.2 Socio- Historic Approach: Educating children at 5-6 years old should pay attention to
historical circumstances and social realities Along with the development of society, RB changes from a moral obligation to both a moral obligation and a legal obligation Therefore, responsibility today is attached to Human Rights ECE for children must be based on the CR implementation
7.1.3 Access to value: Educating children with a value approach aims to help children
understand and act responsibly in daily activities
7.1.4 Access to activity: Educating children by organizing practical activities for them to experience and test their own performance of responsibilities
7.1.5 Personal approach: The process of education according to an individual approach requires
creating a learning and playing environment that stimulates interest and excitement, properly evaluates
the efforts and abilities of each young individual, and timely impacts on each child
7.2 Specific Research Methods
7.2.1 Theoretical research methods: Collecting, analyzing, synthesizing, systematizing,
generalizing into common views, determining the basis for building a theoretical framework,
surveying the current situation, proposing and experimenting with ECE measures for children 7.2.2 Practical research methods: Conducting observations, surveying and building
questionnaires for teachers and parents, group discussions with experts and teachers in each study area, in-depth interviews with teachers, parents and children, case studies, conducting experiment
7.2.3 Mathematical statistics methods
SPSS software is used to process the obtained data in order to evaluate the results of the actual investigation and the experimental results
8 Theoritical points of the thesis
8.1 Children 5-6 years old already know how to express responsiblities to themselves, to others
and to the environment through perception (knowing, understanding what to do), action (doing well and on time what needs to be done) and attitudes (self-awareness, perseverance, effort, excitement,
Trang 5joy when achieving results, proactively admitting mistakes and correcting when they're wrong)
8.2 The responsibilities of 5-6-year-old children are formed from actions to perform the work
to be done (obligations) related to the fulfillment of children's Rights, including the Right to Survival, the Right to Development, the Right to Protection and the Right to Participate, through which children will better understand their responsibilities to themselves, others, the environment and self-fulfillment
8.3 The process of educating children at 5-6 years old in preschool is carried out through the
organization of diverse and attractive experiential activities, ensuring reasonable satisfaction of children's daily needs in the direction of empowering children
9 New contributions of the thesis
9.1 Supplementing and enriching the theory of RE based on Children's Rights for 5-6-year-old
children in preschool
9.2 Provide documents on the current situation of RE for 5-6 years old children in some
kindergartens in Hanoi and Nam Dinh to help preschools have facilities to adjust the education process in a timely manner
9.3.Measures to educate young children based on Children's Rights for 5-6 years old children in
preschool are proposed to be valuable references for research, training and fostering of preschool teachers At the same time, these measures can be creatively applied to preschools to improve the effectiveness of vocational education for 5-6 year olds children
10 Thesis structure
- Chapter 1: Theoretical basis of the RE for 5-6-year-old preschoolers according to the CR
- Chapter 2: Current situation of the RE for 5-6-year-old preschoolers according to the CR
- Chapter 3: RE Measures for 5-6-year-old preschoolers according to the CR
- Chapter 4: Pedagogical Experiment
CHAPTER 1:
THEORETICAL BASIS OF RESPONSIBILITY EDUCATION FOR 5-6-YEAR-OLD
PRESCHOOLERS ACCORDING TO THE CR 1.1 Research overview of the problem
1.1.1 Research on children's responsibility and accountability
1.1.1.1 Studies of human responsibility in society
Studies on human responsibility in society appeared around the seventeenth and eighteenth centuries, considering responsibility mainly in two aspects: moral qualities and civic obligations
1.1.1.2.Research on children's responsibility
Research RE has identified a number of manifestations of responsibility, classification and structure including three components: perception, action, and attitude
1.1.2 Research on Responsibility Education for children
In-depth researches of responsibility education for preschoolers are still quite modest, mainly related to moral education, character education and value education
1.1.3 Research on RE according to the CR
With the release of the United Nations Convention on the Child’s Rights (1989), researchers have mentioned the principles, objectives, contents, measures, forms, and criteria for assessing responsibility education based on the CR but sporadically
The idea of responsible education has appeared for a long time, domestic and foreign researches have solved a number of fundamental and practical problems of RE for children at different ages However, there are no specific studies for 5-6 years old children and in-depth research on access to CR Inheriting the existing achievements and identifying the issues that have not been clarified, the thesis focuses on researching the nature and process of forming a child's RB according to the CR the responsibility of 5-6 years old children, expressions of responsibility and
Trang 6responsibility education measure for 5-6 years old children according to the CR
1.2 Responsibilities of 5-6 years old children
1.2.1 The definition of "Responsible Being"
“Responsible being” is a psychological quality of an individual, showing that the individual is aware of the actions he wants to do and needs to do in accordance with his role social roles and voluntarily perform, bear the consequences for the actions that have been caused
1.2.2 Factors constituting children's RB
The structure of RB consists of three components: perception, action and attitude In fact, the elements constituting RB do not exist separately and discretely, but are linked and unified together, forming a solid structure, showing the real capacity of people in dealing with themselves , other people and the environment
1.2.3 RB classification
Categorize children’s responsibilities when they are directed to objects in the surrounding environment: responsibility to themselves, responsibility to others and responsibility to the environment
1.2.4 The formation of RB of 5-6-year-old children
The process of forming RB takes place in three stages: 1-“Sensary perception”, the child has
an initial awareness of what to do and appears needs, emotions, and desires to work; 2-“Action”, children act according to their own feelings and needs; 3- "Rational Perception & Self-Consciousness", children have a sense of responsibility (in terms of both perception and attitude) All three of these stages take place and are influenced by the young individual's characteristics and the environment are influenced by individual child characterictics and the environment
1.2.5 Psychological characteristics and expression of RB of 5-6 years old children
1.2.5.1 Psychological characteristics of 5-6 years old children
Psychological factors including: awareness, needs, social-emotional skills, willpower, sense
of self, hierarchy of motivation, formation of children's society all directly affect cognition, responsible behavior and attitudes of children Therefore, educators need to master age characteristics to orientate in the selection of goals, contents, methods, means, and forms of organizing preschool education in a scientific and reasonable manner
1.2.5.2 Expression of RB of 5-6 years old children
(1) Awareness of responsibility (AoR): Knowing what needs to be done and wants to do; understand why it needs to be done; Understand that everyone has to bear the consequences of their own actions
(2) Responsible action (RAc): Do right what needs to be done, wants to do; accomplish what needs to be done, wants to do; Appreciate the results and dare to accept the consequences
(3) Responsible attitude (RAt): Self-discipline doing what needs to be done; promise to do; perseverance, efforts to complete well the work being done; be fair when evaluating and proactively admitting mistakes/remediating the consequences caused by them
1.3 Child's rights with the RE for 5-6 years old children
1.3.1 The definition of “Children’s Rights”
“CR” is what children deserve and is guaranteed by law” Rights are different from needs Needs: basic conditions for human existence as a human being Rights: the things that a person must be entitled to
or do according to justification
1.3.2 Children's Basic Rights
Conventions The UN has defined the rights of children into four groups of rights: the right to survival, the right to protection, the right to participation, and the right to development
Vietnam's Law on Children in 2016 stipulates 25 rights from articles 12 to 36
1.3.3 Relationship between Children's Rights and Responsibilities
Trang 7Figure 1.5: Relationship between Children's Rights and Responsibilities
1.4 The process of RE for 5-6 year-old preschoolers according to the CR
1.4.1 The definition of "Responsibility Education for 5-6 years old children"
RE for 5-6 years old children is the process of purposeful, planned influence of the educator
on the child to form in the child being aware of what they want to do, need to do, be suitable for their social role and voluntarily perform the work, bear the consequences for what they have caused
RE for 5-6 years old children according to the CR is understood as empowering children in the process of activities, making children understand their rights, from which children are aware
of performing their responsibilities own responsibility
1.4.2 Objectives of RE for 5-6 years old children according to the CR
- Raise children's awareness of their rights and responsibilities
- Forming skills-behaviors of responsibility to child’s self, others and the environment
- Build children's sense of responsibility to themselves, to others and to the surrounding environment
1.4.3 Contents of RE for 5-6 years old children according to the CR
RE content for 5-6 years old children includes: cognitive education, skills-behavior
education and affective-attitude education
1.4.4 Methodologies and mesures of RE for 5-6 years old children according to the CR
- Visual methods: Use behavioral patterns (Set an example)
- Verbal methods: Discussion and reflection, child guidance, use of compliments, storytelling
- Methods of practice-experience: assigning tasks, using situations, practicing, games
1.4.5 The formation of process of RE for 5-6 years old children according to the CR
- Play activities: it is advantageous to organize role-playing games and games with rules, providing opportunities for children to role-play and perform different responsibilities
- Learning activities: have the advantage of providing children with knowledge about CR and responsibility for implementing CR, thereby developing children's awareness of responsibility
- Labor activities: have the advantage of organizing practical activities for children to practice and experience their responsibilities with different objects in the process of working
1.4.6 Evaluation of the results of RE for 5-6 years old children according to the CR
The criteria to evaluate the RE for 5-6 years old children according to the CR, it is necessary to include aspects of perception, action and attitude with specific expressions for easy and convenient assessment The evaluation method is mainly through observations and interviews with children, assessment of parents and teachers Based on the expression of autism of 5-6-year-old children, the thesis identifies three criteria to evaluate the child's autism of 5-6 years old as follows:
TC1: Awareness of responsibility (AoR)
Trang 8TC 1.1: List the things that need to be done every day
TC 1.2: Explain why it should be done
TC 1.3: Understand that people have to bear the consequences for their actions
TC2: Responsible action (RAc):
TC 2.1: Always do the things that need to be done every day
TC 2.2: Complete the tasks that need to be done every day
TC 2.3: Correctly evaluate the results and accept the consequences
TC3: Responsible attitude (RAt):
TC 3.1: Voluntarily doing what needs to be done every day;
TC 3.2: Perseverance, efforts to complete their work
TC 3.3: Fairness when evaluating and proactively accepting errors and correcting errors
1.5 The factors affecting the vocational education for preschool children 5-6 years old
RE for children 5-6 years old is influenced by factors: individual characteristics of the child (cognitive, emotion, position of the child in their family), educational environment and educational forces teachers, parents and school administrators)
CHAPTER 2:
CURRENT SITUATION OF THE RESPONSIBILITY EDUCATION FOR
5-6-YEAR-OLD PRESCHOOLERS ACCORDING TO THE CR 2.1 The issue of RE for 5-6-year-old children in the ECE program
2.1.1 Objectives
The objectives of RE are expressed in the ECE program in the general goal of "forming personality qualities" for children; specific goals in the areas of development and expected results, with the main focus on developing in the field of social-emotional skills
2.1.2 Content
The content of RE for 5-6-year-olds has been shown in different aspects of the program: self-responsibility (nutrition and health education; social-emotional skills); responsibility to others (behavior and code of conduct); environmental responsibility (awareness about objects, animals and plants, natural phenomena and rules)
2.1.3 Methodologies, measures
The educational method focuses on organizing practical experiential activities "learning through play" and associated with children's real life in order to meet the children's own development needs These are related factors and are the basis of RE for 5-6 year old children in the kindergartens
2.2 The reality of RE for 5-6-year-old children according to the CR in the kindergartens
- 120 preschool teachers have at least 2 years of experience in teaching 5-6 year-old children
- 135 children 5-6 years old: of which there are 75 urban children (37 boys, 38 girls), 60 rural children (35 boys, 25 girls), the total number of boys is 72, the total number of girls is 63
- 135 parents (who are the parents/caregivers of these children)
2.2.1.4 Surveying
a) Teacher survey: Using questionnaires
b) Parent survey: Using questionnaires
Trang 9c) Surveying children 5-6 years old: Interviewing children, survey exercises, observations, case studies
2.2.1.5 Criteria and rating scale
A.Evaluation Criteria
Using the evaluation criteria presented in chapter 1:
TC1: Awareness of responsibility (AoR)
TC2: Responsible action (RAc)
TC3: Responsible attitude (RAt)
B Rating scale
The rating scale consists of 3 levels: high, medium, and low
Level Average score
Medium 3≤ Average < 6 Low 0≤ Average < 3
C.How to evaluate
C 1: Assess the perception of responsibility:
The surveyor conducted individual interviews with children, using 9 questions related to the criteria, and sub-questions, combining with the use of illustrations to clarify children's understanding of responsibility
C2: Assess responsible actions and attitudes
Using 3 survey exercises: Ex1: Making fruit-shaped finger puppets (group of 2 children); Ex2: Cleaning toy shelves (group of 3-5 children), Ex3: Taking care of plants (group of 3-5
Perception of preschool teachers about RB and the structure of RB
The majority of preschool teachers have the right conception and perception of experimentation (75% of teachers choose idea 3), and 25% of teachers have incorrect and insufficient conception of experimentation of 5-6 years old children, need to foster teachers' awareness of responsibility in relation to quality and character education for children About the structure of RB, most preschool teachers identify with 3 components: AoR, RAc, RAt
Perception of preschool teachers about the expression of 5-6 year-old children’s RB
100% of the surveyed preschool teachers agree with the given expressions of child-self responsibility, in which the level of agreement with the expression of responsible attitude is the highest (4.14), the second is with the expression of action (4.04) and the lowest is cognitive performance (4.01) For types of responsibility, teachers agree with the highest expression of self-
error recognition, correction, voluntariness, self-discipline and ability to assess responsibility
Knowledge of preschool teachers on RE for 5-6 years old children according to the CR
Preschool teachers had initial understandings about responsibility education for 5-6 years old based on CR, in which they knew about measures, forms, means and factors affecting children's
RB but did not understand deeply about the issue this The three points that teachers are still unclear about are: 1- the expression of RB of 5-6-year-old children; 2- RE measures; and 3-what is RE
Trang 10according to the CR The fact is that the activities for children in the preschool are being carried out by teachers in an implicit form, that is, implicit in daily activities, without clear goals, contents, methods and forms of education in activities And the practice of implicit RE has not been clearly and thoroughly understood by preschool teachers to explain their educational impacts on children
in preschool
b) About the implementation of RE for 5-6 years old children of preschool teachers
About the content of RE for children 5-6 years old
The contents of vocational education are selected by teachers from the most to the least, respectively: Responsibilities (work) children have to do at school and at home (100%); Rights when performing responsibilities (77.50%); responsibility of the people around (55.83); what is responsible and irresponsible (43.33%) and at least the relationship between Children's Rights and Others' Rights (35%) When implementing the program, RE for children has appeared in topics, in
an implicit form, but the content of responsibility education in the lessons is still fuzzy and unclear, and teachers have not used the Discourse on Rights and Responsibilities
About the RE measures for 5-6 years old children
Teachers have implemented many measures and aimed to educate children in terms of awareness, action and attitude Measures that are still rarely used by teachers are: Teaching children about rights and responsibilities, guiding parents, creating opportunities for children to evaluate their performance of responsibilities, using self-control factors, allowing children to make their own decisions and take responsibility for themselves This is the basis for researchers to identify effective and ineffective RE measures for children
About the activities of RE for 5-6 years old children
Teachers have used a variety of forms of activities to educate children, in play and learning activities dominate (97.5%; 94.17%), work activities are less selected Compared with the above two activities, it is also selected by over 75% of teachers
About the means of RE for 5-6 years old children
Teachers have used a variety of means of educating children about responsibility, especially taking advantage of the natural environment and social events around the children, accounting for 89.17%, Art media accounts for 72.5%, because teachers have not seen the advantages of this medium that can affect children's emotions and feelings, stimulate children to want, love and voluntary responsibilities Self-awareness of their responsibilities
About the advantages and disadvantages of RE for 5-6 years old children
Teachers see advantages from the program, facilities and parents, but do not appreciate the direction and support of the school's management board The reported difficulty is the large number
of children; The family's cultural lifestyle habits are not good, hindering the teaching children responsibilities process and especially there are few sources of guidance documents
About factors affecting the RE process for 5-6 years old children
In the opinion of teachers, the factors that most affect the process of RE are: Parents' behavior, teacher's educational measures and children's individual characteristics
2.2.2.2 The current situation of parent’s awareness about RE for 5-6 years old children according to the CR
Perception of parents about the expression of RB of 5-6 years old children
The survey results of 135 parents showed that the parents agreed with the RB expressions that were given The average agreement level is 3.85 The highest level of agreement in the expression 2.4; 2.1; 3.4; 1.6; 1.5 (out of 4) The lowest level of agreement is in the expression 1.8; 3.2; 2.2 (3.6
to less than 3.7) Thus, the parents believes that the children's performance of tasks/responsibilities
is clearly expressed, while the children's ability to understand why must be performed is somewhat more limited
Perception of parents about the content of RE for 5-6 years old children
Trang 11Two of the five proposed contents selected by more than 50% of parents were Rights and Responsibilities (74.07%) and responsibilities (work) at home and at school (66.67%) Other content is selected by less than 50% parents because some parents think it is difficult for children
or not necessary The least selected content was the relationship between the rights of children and the rights of others “When children show responsibility, they respect their own and others' rights” (34.82%) This result shows that RE contents according to the CR are relatively new to parents
About the RE measures parents have used
In parents' opinion, there are many methods parents have used in RE for their children, with
a selection rate of over 50%, of which the method most used by parents is "Talking about rules and regulations, determined” (80.74%), “Delegating tasks” (79.26%), “Setting an example” (76.30) There is one measure that is least known and used by parents is “Telling children about children's rights” (40%)
Perception of parents about the practice of cooperation between schools and families
in RE for 5-6 years old children
In parents' opinion, all schools have had a form of implementing RE for 5-6-year-old children, but it is still quite fuzzy and mainly integrated in the program and content of the school's activities The information that parents can access the most from the school is through facebook, the school website, in the content of the school's curriculum The remaining information channels have less than 50% of parents confirming that the school has implemented, of which at least “Teachers
discuss with parents when picking up and dropping off children (3.70%)
2.2.2.3 Current stituation of expression level of RB of 5-6 year old children
To test the reliability of the data obtained, Cronbach's Alpha coefficient was calculated for 9 subsections
of AoR, 27 subsections of RAc and 27 subsections of RAt and achieved the following scores: 0.823; 0.930; 0.934 Therefore, the figures are reliable
a) Reality of expression level of RB of 5-6 year- old children (in percentage)
Table 8: Level of expression of RB of 5-6-year-old children (in percentage)
Group n
Level
Quantity % Quantity % Quantity %
High level:
Children who reach this level have the common expression that when answering an interview, they mention many things that need to be done and should be done to be good for themselves, for others and for the environment (over 15 things) The reasons to do it come from within, knowing that bad results can happen and the child will be responsible for shouldering and correcting those consequences In three exercises surveying responsible actions and attitudes, children show that
Trang 12they are always ready to take on tasks, try to complete their work, and at the same time know how
to help their teammates
Medium level:
In the interview exercise, children at this level are aware of some things that need to be done and should be done for themselves, others and the environment (4-15 things); understand why it is necessary to carry out responsibilities from the outside (fear of punishment, for obedience, for praise, for being a good child) In the three survey exercises, the majority of children performed correctly when prompted, completed with help or only completed individual tasks, without group support; Children do not immediately admit their own mistakes, but they also appreciate it when they are supported by the teacher Children often happily complete their work, but with common work, they do not voluntarily help group members Some children still have actions that are dangerous or not good for themselves and you, such as holding scissors and waving, rubbing hands
on their faces when making puppets or wiping clothes;
Low level:
These children told very little of the work that needed to be done (0-3 things), did not understand why it was necessary to do the work, did not realize the consequences and that they were responsible for shouldering and repairing; intend to blame circumstances and other people When doing action and attitude survey exercises, children may not do or leave work, underestimate their results (children did not complete but still said they did) Children do not work voluntarily,
do not voluntarily admit their mistakes even when there are suggestions
b) Reality of expression level of RB of 5-6 years old children (according to criteria)
Table 9: Statistics of average test scores of children 5-6 years old (according to criteria)
Trang 13total score of RAt to child-self is 0.23 higher than RAt to others and 0.15 higher than RAt to the environment RAc and RAt scores are higher than AoR score, which is consistent with the psychophysiological characteristics of children that researchers have proposed, such as emotional children, like to imitate adults , likes to be complimented, having a "good baby" orientation, children will do jobs that are judged as good and good by adults Regarding the type of responsibility, the highest level of responsibility is Responsibility to child-self (5.69), the second
is Responsibility to the environment (5.26), and the third is Responsibility to others (5.16) It can
be seen that the responsibility for self-responsibility is much higher, while the difference between experimentation with other people and the environment is not significant
Analyzing the correlation between AoR, RAc, RAt scores using the CORREL function gives the results that they have a close correlation with high level (between awareness and attitude) and very high level (between awareness and action, action and attitude) The correlations coefficient between AoR, RAc, RAt and Average score are 0.889, 0.929 and 0.916, both very high This shows that awareness, action, attitude are three elements constituting the children’s RB
c) Comparison of the expression level of TTN of 5-6 year old children by region and gender
Table 10: Statistics of average TTN scores of 5-6-year-old children by region and gender
My mother said so, otherwise, if I don’t do, my father will beat me), to be praised By three survey exercises, we observed children's actions and attitudes towards responsibility
The difference in average score of RB between boys and girls is 0.45, between urban and rural children is 0.56 Independent Samples Test results between boys and girls: Sig = 0.541>0.05 , between urban and rural children Sig = 0.316 > 0.05 shows that the difference in the overall mean score of RB between boys and girls, rural and urban children is not significant, the difference is random
Conclusion of chapter 2