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

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 appropr

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

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

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

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.

play-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

- 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

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

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

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 based activity: Scientists provide two manifestations of based activity, which are: (i) The subject's voluntary participation in the activity and (ii) the joyfulness and comfort that play brings to participants

play Playplay 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)

self-control ; (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

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

1.4.2.3 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

- 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

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

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

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.