MINISTRY OF EDUCATION AND TRAINING
HA NOI NATIONAL UNIVERSITY OF EDUCATION

LE THI HUYEN

EDUCATING SELF-RELIANCE FOR CHILDREN
AT THE AGES OF 3-4 THROUGH DAILY
ACTIVITIES IN
THE KINDERGARTEN
Major: Education (Preschool education)
Code: 9.14.01.01

SUMMARY OF PHD DISSERTATION

HANOI - 2020


This dissertation has been carried out at Hanoi
National University of Education

Supervisor: Assoc. Prof. Dr. Nguyen Thi Hoa

Reviewer 1: Prof. Phan Van Kha
The VietNam Institute of Educational Sciences
Reviewer 2: Assoc. Prof. Pho Duc Hoa
HaNoi National University of Educatoin
Reviewer 3: Assoc. Prof. Nguyen Thi Ha Lan
Hong Duc University

The thesis will be defended at the Board of Examiners of Hanoi
National University of Education

At ............. time ............ day ........... month ........... year 2020.

This thesis is publicly available at:
National Library of Vietnam, Hanoi
Or Library of Hanoi National University of Education


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INTRODUCTION
1. Rationale
Self-reliance is an important quality of personality.
In early childhood education, educating self-reliance for children is a
top goal, in order to meet the core competence in education nowadays
which is autonomy and demands for children in modern society. More
specifically, for 3-4 year-old children, there has been the need for selfreliance which they want to prove themselves by "practicing to be an
adult", desire to do it themselves, and handle the same tasks as adults
without the help from adults. Therefore, this is an opportunity to educate
self-reliance for children.
Approach towards daily routines is an effective means in educating
self-reliance for children. Children can have chance to take part in a lot of
meaningful activities which are suitable with children’s real lives. Through
daily activities, children are created great environment to develop their
self-reliance.
In fact, educating self-reliance for children has been applied in
families and kindergartens. However, through real surveys, this educating
method at the kindergartens still has limitations which need to be
implemented and adapted to be able to get success.
From theoretical and practical basis, the title “Educating self-reliance
for 3-4 year-old children through daily activities at the kindergarten” is

chosen to research.
2. Research aims
On the basis of theoretical and practical research on educating selfreliance for 3-4 year-old children through daily routines at the kindergarten,
the thesis offers some solutions in educating children in order to increase the
results of educating self-reliance for 3-4 year-old children.
3. Research subject and object


2

3.1. Research subject
The educational measures on self-reliance for 3-4 year-old children
through daily activities at the kindergarten.
3.2. Research object
The processes of educating self-reliance for 3-4 year-old children
through daily activities at the kindergarten.
4. Scientific hypothesis
The children at the ages of 3-4 have the demands of doing something
by themselves in daily activities. Teaching approach focuses on
stimulating the children to show off their needs which they want to do by
themselves and create chances for them to participate in activities which
encourage children’s self-awareness,.
5. Research requirements
5.1. Researching the theoretical basis on educating self-reliance for
3-4 year-old children through daily routines at the kindergarten.
5.2. Investigating and assessing the reality of educating self-reliance
for 3-4 year-old children through daily routines in some kindergartens in
Thanh Hoa city.
5.3. Suggesting and experimenting some educational measures on
self-reliance for 3-4 year-old children through daily activities at the

kindergarten.
6. The scope of research
6.1. With research contents
Research on educational measures on self-reliance for 3-4 year-old
children through daily activities at the kindergarten.
6.2. With research object
- 80 pre-school teachers teaching for 3-4 year-old children
- 120 children (from 3-4 years old)
- 120 parents (who are parents of children participating in the survey)
6.3. With research area
The thesis focuses on researching in 8 kindergartens in Thanh Hoa
city (practice kindergarten of Hong Duc university, Quang Tam
kindergarten, Lam Son kindergarten, An Hoach kindergarten, Dong Tho
kindergarten, Truong Thi A kindergarten, Truong Thi B kindergarten, Ngoc


3

Trao kindergarten)
7. Approaching perspectives and research methodology
7.1. Approaching perspectives
Activity approach, integration approach, system approach,
development approach, individualization approach
7.2. Research methodology
Group of theoretical research methods, group of practical research
methods, group of data processing methods
8. Theoretical points defensed
8.1. Pre-school children at the ages of 3-4 have the needs of selfreliance. They themselves can do some work in daily life under the
guidance of the adults when necessary.
8.2. 3-4 year-old children’s self-reliance is formed and developed

when they are active and usually have chances to do things by themselves
in daily routines.
8.3. Daily routines at kindergarten are suitable means to educate selfreliance for children at the ages of 3-4. Teachers apply daily routines in
teaching via the orientation of promoting the advantages of each activity
(eating, sleeping, playing, studying, working, doing personal hygiene,…)
which stimulate children to show their needs and desires to do it by
themselves. Besides, this may create opportunities for children to practice
and experience things surround them.
9. New contributions of the thesis
9.1. Enriching the theory of independent education for children aged
3 to 4 years through daily routines at preschool.
9.2. Suggesting some educational measures on self-reliance for 3-4 yearold children through daily activities in some kindergartens in Thanh Hoa City.
9.3. Building the subject "Educating self-reliance for 3-4 year-old
children through daily activities in some kindergartens " for students
specialized in preschool education. Using as a reference for preschool
teachers and parents in the educational process of educating self-reliance
for 3-4 year-old children.
10. Structure of the thesis


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In addition to the Introduction, Conclusions and Recommendations,
the study content consists of 3 chapters:
Chapter 1: Overview and theoretical basis of educating self-reliance
for 3-4 year-old children through daily activities in some kindergartens
Chapter 2: Current situation of educating self-reliance for 3-4 year-old
children through daily activities in some kindergartens in Thanh Hoa City.
Chapter 3: Measures on educating self-reliance for 3-4 year-old children
through daily activities in some kindergartens and experimental measures.

Conclusion and suggestions
CHAPTER 1
OVERVIEW AND THEORETICAL BASIS OF EDUCATING SELFRELIANCE FOR 3-4 YEAR-OLD CHILDREN THROUGH DAILY
ACTIVITIES IN SOME KINDERGARTENS
1.1. OVERVIEW
1.1.1. Research on children’s self-reliance
Educating self-reliance for children through daily routines was
researched by the scientists in the world in general and those in Vietnam in
specific. They carried out their study via some different directions:
1.1.1.1. Research on the nature of children’s self-reliance
The researchers: E. M. .Stepanov, A.M.Zhirikov, S. Teplyuk, L. V.
Marantseva,

K.P. Kuzovkova,

G.G.

Alekseeva,

Nguyễn

Hồng

Thuận….considered self-reliance as a quality of personality.
The researchers: S.L. Rubinshtein,Yuri Serov, E. M. Stepanova,
N.N. Bukina....considered self-reliance as an active status of each person.
The researchers: L.A. Porebska, A.M. Markidonova, G.N. Godina,
E.O. Smirnova ...considered self-reliance as a working ability of each person.
1.1.1.2. Research on the formation and development of children’s selfreliance



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N. Frenck, Yuri Serov, S.N.Teplyuk, A.A. Lyublinskaya, Nguyen
Hong Thuan, Nguyen Anh Tuyet, … show that children’s self-reliance is
formed right from the age of pre-school and developed through selfawareness of themselves and demands to do it by themselves.
L.A. Porebska, Yuri Serov, A.A. Lyublinskaya, ... suppose that selfreliance is formed through each period of time with gradually complicated
expressions. At first, children imitate adults’ actions and then act in their own
ways with their creativeness.
1.1.1.3. Research on the psychological structure of children’s selfreliance
The psychological structure of children is solved by the researchers
with different approaches (S.A. Zvereva, G.N. Godina, T.A. Vlasova, I.
Molnar, T.S. Borisova…). However, viewpoints about the psychological
elements of children, including awareness, attitudes and behaviors are
mentioned by many researchers.
1.1.1.4. Research on factors affecting the formation and
development of children’s self-reliance
1.1.2. Research on educating self-reliance for children
1.1.3. Research on educating self-reliance for children through
daily routines at the kindergarten
1.1.3.1. Research on the role of daily routines in the process of
educating self-reliance for children
1.1.3.2. Research on educational content of children’s self-reliance
through daily routines at the kindergarten
1.1.3.3. Research on the approach daily routines as means to
educating self-reliance for children at the ages of 3-4
1.2. THE BASIC CONCEPTS
1.2.1. The concept of self-reliance of children aged 3-4 years old
Self-reliance is a quality of personality recognized on the basis that
individuals have demands and ability to express and carry out those



6

demands without the help from other people. Besides, they may always
make their efforts and themselves have responsibility for personal
activities in order to achieve aims given.
1.2.2. The definition of 3-4 year-old children’s self-reliance
Self-reliance of 3-4 year-old children is a psychological quality which
is expressed in the ability of making choices, acting and managing by
themselves together with their efforts to achieve aims given.
1.2.3. Concept of daily routines of children in preschool
The thesis uses the concept of daily routines in accordance with the
Preschool Education Program of the Ministry of Education and Training,
specifically: “Living mode is the distribution of time and activities per day
at a preschool in reasonable ways to meet the psychological and
physiological needs of children, thereby help them to form positive
attitudes, habits and life skills ”.
1.2.4. The concept of educating self-reliance for children aged 3-4
through daily routines at preschool
Educating self- reliance for children at the ages of 3 - 4 through daily
routines is a process that has the interaction between the educators and
children through organizing daily activities in teaching in order to form
and develop self- reliance for children.
1.3. SELF-RELIANCE OF KINDERGARTEN AT 3-4 YEAST
AT KINDERGARTEN SCHOOLS
1.3.1. The role of self-reliance towards the personal development
of children aged 3-4 years old
1.3.2. the psychological structure of 3-4 year-old children’s selfreliance
1.3.3. Some developmental characteristics of 3-4 year-old

children related to the formation and development of self-reliance
1.3.4. The formation and development of 3-4 year-old children’s
reliance
1.3.5. The expressions of 3-4 year-old children’s self-reliance


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1.4. SOME ISSUES OF SELF – RELIANCE EDUCATION FOR
CHILDREN 3-4 OLD THROGH DAILY ROUTINES AT PRESCHOOL
SCHOOL
1.4.1. Daily routines of children at preschool
1.4.1.1. The role of the daily routines in educating self-reliance for
children aged 3-4 years old
1.4.1.2. The content of daily routines for children aged 3-4 years
old in preschool
1.4.2. Educating self-reliance for children aged 3-4 years old
through daily routines at preschool
1.4.2.1. The objective of educating self-reliance for children from 3
to 4 years old through the daily activities at preschool
1.4.2.2. The content of educating self-reliance for children aged 34 through daily activities at preschool
1.4.2.3. Methods of educating children's self-reliance through daily
activities in preschool
1.4.2.4. Measures to educate self-reliance for children aged 3-4
years old through daily routines at preschool
Measures to educate self-reliance for children aged 3-4 years old
through daily routines at preschool is the specific approach that teachers
apply into teaching in order to educate self-reliance for children.
1.4.2.5. The Form of educating sef-reliance for children aged 3 to
4 years old through daily routines in preschools

1.4.2.6. Evaluating the results of educating self-reliance for
children at the ages of 3-4 through daily routines at preschool
1.4.3. The factors affecting the education of self-reliance for 3-4
year-old children (Children themselves, their family, the kindergarten)


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CONCLUSION OF CHAPTER 1
1. Self-reliance is the ability of a child to make his own choices, take
actions, and manipulate his own efforts to achieve the goals.
2. Daily routines in preschool are considered as a means of educating
self-reliance for children in general and children aged 3-4 years old in
particular. The teacher organizes daily activities in the class in order to
fully exploit the advantages of each daily activity, thereby educating selfreliance for children aged 3-4 years old.
3. Education of self-reliance for children 3-4 years old through daily
activities is actually the process of teachers organizing daily activities to
educate self-reliance for children 3-4 years old. Children are self-employed
and self-participated in daily activities. They can self-express all needs,
practice, experience in specific activities and situations, thereby form and
develop their self-reliance.
4. Measures educating self-reliance for children aged 3 - 4 years old
are specific approaches which teachers apply in the process of organizing
daily activities to educate children’s self-reliance. The measures help
teachers have favorable conditions to promote children's personal factors,
minimize the help of teachers, promote all potentials of individuals,
contribute to improve results of educating self-reliance for children aged 34 years old.
CHAPTER 2
CURRENT SITUATION OF EDUCATING SELF-RELIANCE FOR
CHILDREN AGED 3 - 4 YEARS OLD THROUGH DAILY

ROUTINES AT KINDERGARTEN
2.1. ORGANIZATION OF SURVEY
2.1.1. Survey purpose
The survey aims to find out the reality of educating self-reliance for
children at the ages of 3-4 in kindergarten and then to suggest suitable
measures to improve the results of educating self-reliance for children
aged 3-4 years old.


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2.1.2. Survey contents
* Real situations of educating self-reliance for children at the ages of
3- 4 in some kindergartens in Thanh Hoa city.
* Real situations of the factors affecting in educating self-reliance for
children at the ages of 3- 4 through daily routines at preschool.
* Real situations of levels that 3 - 4 year-old children show their selfreliance in some kindergartens in Thanh Hoa city.
2.1.3. Overview of some kindergartens in Thanh Hoa city
2.1.4. Respondents
80 teachers who taught and are teaching children.
120 children (3-4 years old)
120 parents (parents of 120 children taking part in the survey)
2.1.5. Time and places where the survey was carried out:
- The survey was conducted in 8 kindergartens in Thanh Hoa city ,
Thanh Hoa province (kindergarten in Hong Duc university, Quang Tam
kindergarten, Lam Son kindergarten, An Hoach kindergarten, Dong Tho
kindergarten, Hoa Mai kindergarten, Ngoc Trao kindergarten, Hoang Ly
kindergarten)
* Period of time when the survey was carried out: From February in
2017 to May in 2017

2.1.6. The way to conduct the survey
2.1.6.1. Survey method
Survey methods through questionnaire, observation, interview,
product research of educational activities and data processing.
2.1.6.2. Criteria and a scale to assess the reality of the level of selfreliance expression among children aged 3-4 years old
* Building criteria to evaluate 3-4 year-old children’s self-reliance
- Criterion 1: Doing something by themselves (about behavior)
Index 1: Children do some things by their own decision (in personal
hygiene, hygiene in eating, studying, playing, working, ...);


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Index 2: Children know how to perform the assigned tasks
themselves; real-life situations;
Index 3: Children know to seek help when needed (Thanks to
teachers, friends ...) to complete the task.
- Criterion 2: Having responsibilities (about attitudes)
Index 1: Children express their needs and desires through words
and actions
Index 2: Children show joy and love when they are able to do it themselves
Index 3: Children focus on activities, do not leave the job unfinished.
- Criterion 3: Self-determination (About awareness)
Index 1: Children make their own decisions and choose the work
they like to do (Children can wash their hands, wash their own faces, clean
their own tables, wear their own slippers ...);
Index 2: Children understand their tasks to be done by themselves,
no one does for them (Wash their hands, wash their faces, feed themselves,
wear shoes, take away toys by themselves ...);
Index 3: Children try to complete their favorite jobs and assigned

tasks.
* Assessment scale of Self-reliance
To assess the level of self-reliance on each criterion, we create the
rating scale with 3 levels:
High level: 6 Average: 3 Low level: Low ≤ 3
* Ways to evaluate the levels of children’s self-reliance
- Train teachers on criteria and how to evaluate children.
- Teachers carry out the survey on the levels of 3-4 year-old
children’s self-reliance through the system of exercises which is used to do
survey at the beginning of the research (research on the current situations,


11

appendix 3) and through daily routines (appendix 4) by:
+ Using exercises to create situations which children can join,
teachers observe and base on the criteria to determine scores for each
criterion and determine average scores of 3 criteria for each situation or
each task.
+ Combining observing, filming children’s activities, making
conversations, taking notes about the expressions of children’s self-reliance
through daily routines at kindergarten (appendix 4)
+ Analyzing videos in the process that children do something in order to
be able to get qualitative feedbacks and support quantitative analysis more
effectively.
+ Analyzing and combining qualitative approach and quantitative
one to determine the levels obtained from each criterion.
2.2. SURVEY RESULTS

2.2.1. The reality of educating self-reliance for children aged 3-4 years
old through daily activities in some kindergartens in Thanh Hoa City
2.2.1.1. The reslity of the teacher
• The reality of teacher's awareness towards the need of educating
self-reliance for children aged 3-4 years old.
Survey results show that most of teachers are aware that educating selfreliance for children is essential. There are just a few teachers who still
wonder, hesitate and do not determine whether educating self-reliance for
children is needed or not.
• Real situation of content of educating self-reliance for children
from 3 to 4 years old which teachers apply into the class through daily
activities.
Results show that most of teachers have good awareness of the
contents which are needed to use to educate self-reliance for children.
However, in fact, in terms of organizing plans applying daily routines in


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teaching, teachers do not do well in determining the contents of educating
self-reliance for children in order to integrate into daily routines.
The situation of teachers using methods educating self-reliance for
children aged 3-4 years old in preschool
Through survey results and real observations, teachers try to use
different educating approaches but not for the purposes of educating selfreliance for children.
Real situation of using forms of educating self-reliance for children
aged 3-4 years old through daily routines at kindergarten
Survey results show that most of teachers believe that they use teaching
approaches such as: through eating, playing and sleeping activities; outdoor
activities;.. to educate self-reliance for children. However, though real
observations, teachers do not exploit the advantages of each activity for the

purpose of educating self-reliance for 3-4 year-old children.
Real situation using measures to educate self-reliance for children
aged 3-4 years old through daily routines at kindergarten.
Questionnaire results show that teachers use some measures to educate
self-reliance for children. However, through real observations, teachers do
not care much about measures of educating self-reliance for children.
Resl situation of assessing the results of independent education for
preschoolers aged 3-4 years through daily activities at preschool
Real situation of Teacher’s awareness of the difficulties in educating
self-reliance for children at the ages of 3-4 through daily routines at
preschool.
2.2.1.2. The reality of parent awareness about suitable age starting
to educate self-reliance for children
 The reality of parents' awareness about suitable age starting to
educate self-reliance for children
 Real situation of the combination between parents and teachers in


13

educating self-reliance for children aged 3-4 years old
2.2.2. The reality of Factors affecting education of 3-4 year-old
children’s self-reliance
2.2.3. Real situation of 3-4 year-old children’s self-reliance
through daily routines in some kindergartens in Thanh Hoa City
Table 2.10. Real situation of 3-4 year-old children’s self-reliance at 8
kindergartens through 3 criteria
Criteria
TC1
TC2

TC3
Total/3TC

High
No.
5
5
3
6

%
4.2
4.2
2.5
5

Level (n =120)
Medium
No.
%
57
47.5
53
44.2
49
40.9
59
49.2

Low

No.
58
62
68
55

%
48.3
51.6
56.6
45.8

Based on table 2.10, children’s self-reliance is expressed with limited
levels. There are 5 per cent of children with high level while medium level
account for 49.2 per cent and low level is just 45.8 per cent. Children’s
self-reliance mainly expresses at low and medium levels.
CONCLUSION OF CHAPTER 2
1. Most of teachers and parents have good awareness of necessity in
educating self-reliance for children at the ages of 3-4. Survey results in
some kindergartens show that several teachers apply and organize different
activities to educating self-reliance for children. However, some teachers
do not care much about the plan and approaches to integrate education of
self-reliance in teaching for children.
2. Applications of educating measures on self-reliance for children at
the ages of 3-4 through daily routines do not obtain effectiveness. Some
teachers use teaching approaches towards educating self-reliance.
However, these applications are not efficient and synchronized. Therefore,
the results obtained are not good.
3. In fact, the levels that children express their self-reliance are just

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low or medium. Some children just express their self-reliance through
some behaviors, not through attitudes and inner awareness. Most of
children depend on the guidance and helps from teachers when doing
something.
4. When educating self-reliance for children at the ages of 3-4, there are
still disadvantages of school facilities which are not suitable with educating
self-reliance for children at the ages of 3-4. Moreover, the number of children
in the class is very big. This causes difficulty in choosing methods in
educating self-reliance for children.
CHAPTER 3
MEASURES EDUCATING SELF-RELIANCE FOR CHILDREN
AGED 3 - 4 YEARS OLD THROUGH DAILY ROUTINES AT
KINDERGARTEN
3.1. MEASURES
3.1.1. Principles of suggesting measures to educate self-reliance
for children aged 3-4 through daily activities at preschool
3.1.1.1. Ensuring the goal of educating self-reliance for children
aged 3-4 years old and contributing to the development of children's
personality
3.1.1.2. Ensuring conformity with the characteristics of children
aged 3-4 years old as well as the characteristics of each individual
3.1.1.3. Ensuring the purpose, content, form of organizing to apply
measures systematically into daily routines for children at kindergarten.
3.1.1.4. Ensuring the children’s autonomy and activeness in daily
routines
3.1.1.5. Ensuring feasibility
3.1.2. Some measures to educate self-reliance for children aged 34 years old through daily routines at the preschool

Measure 1: Creating convenient and safe environment to help


15

children make their own decisions, do daily activities by themselves.
Measure 2: Designing daily activities to motivate children to do
something and have good emotions when doing it.
Measure 3: Assigning tasks with gradually increasing from easy levels
to difficult levels in daily routines.
Measure 4: Creating regular situations that encourage children to do
daily activities by themselves.
Measure 5: Encouraging children’s confidence and pride.
Measure 6: Regularly combining with parents in educating selfreliance for children.
3.1.3. The relationship among the methods of educating self-reliance
for children aged 3-4 years old through daily activities at preschool
3.2. PEDAGOGICAL EXPERIMENT
3.2.1. Experimental purposes
- Examining the effectiveness and feasibility of some measures in
educating self-reliance for 3 - 4 year-old children through daily routines;
and then proving the scientific hypothesis.
3.2.2. Experimental content
- The authors conducted experiments on measures used in educating
self-reliance for children aged 3 to 4 years old through organizing daily
activities in the experimental classes.
- The comparing class still carried out the process of caring,
nurturing and educating children according to the method which the
teachers was still using in organizing daily routines in current classes.
3.2.3. Object, time and place of experiment
- Object:

+ The first experiment: 30 children aged 3-4 years old participating in the
experiment to explore the suitability of the measures suggested in the thesis.
+ The second experiment: 60 children at the ages of 3-4 from
kindergarten of Hong Duc university in Thanh hoa city participating in


16

experiment. 30 children from white rabbit class belong to experimental
group. 30 children from brown squirrel class belong to comparative group.
- Experimental time:
+ Experimental exploration was conducted in September 2018
+ Official experiment was conducted from November 2018 to June 2019
- Place: The authors conducted experiments at Practice preschool of
Hong Duc University, Thanh Hoa City.
3.2.4. Experimental process
- Experiment with 2 rounds
- Selecting the sample for experiment and comparison equivalently
- Conducting training classes for teachers about the purpose, content,
the ways to implement the proposed measures.
- Conducting measuring inputs before experimenting and outputs
after experimenting (in both experiments) on the level of 3-4 year-old
children’s self-reliance in experimenting group and comparing group with
measurement exercises (Appendix 3 & 4)
+ Organizing to applying suggested methods into the experimental classes.
3.2.5. Methods of evaluating experimental results
3.2.5.1. Experimental evaluation criteria
Carrying out the evaluation based on the criteria and scoring scale
developed in chapter 2.
3.2.5.2. Experimental evaluation ways

Experimental results are analyzed and synthesized via evaluating and
raking criteria in term of qualitative and quantitative approach.
In term of qualitative approach: analyzing and evaluating results
obtained from questionnaires, observations and videos which surveying
the expression of children’s self-reliance through daily routines.
In term of quantitative approach: using SPSS 20.0 software with the
formula: calculating formula (%), average ( X ), standard deviation, T-test,
excel,….. to test effectiveness of experiment (results described in appendix 13)
In detail, the ways to organize survey on children before and after


17

experiments.
- People who do survey: researcher and teachers who are trained about purposes,
contents, ways to apply education of self-reliance in teaching for children.
- The number of children: survey carried out with 2 groups of children at the
ages of 3-4.
- Each group is taught with exercises which are used to determine real situations
before and after experiments (appendix 3) and combine observations through daily
activities to support evaluating and analyzing results exactly (appendix 4)
- Designing questionnaires with each child via criteria and specific
expressions related to each score (appendix 5)
- Filming videos to gather information and support the research.
3.2.6. Experimental results
3.2.6.1. Analyzing the results of exploring experiment
3.2.6.2. Analyzing the results of official experiment
a. Results of input measurement before the experiment
b. Results of measurement after the experiment
* Results of self-reliance expression of children in experimental

group before and after experiment
Table 3.8. Results of self-reliance expression of children in
experimental group before and after experiment
Ranking
Before
After

High
No
%
.

Medium
Low
No
No
%
%
.
.
53.
5 16.6 9
30 16
4
33.
23.
13 43.3 10
7
4
3

X



4.3

2.0

5.6

2.0

CV
0.46
0.35


18

Chart 3.5. Results of self-reliance expression of children in
experimental group before and after experiment
Through table 3.7 and chart 3.5, it is easy to see that:
After experiment, percentage of children who get high level is
26.7%, low level decreases 30% (just 23.3%). Moreover, average score
after experiment increases much in comparison with that before
experiment ( X Before = 4.3, X After = 5.6). However, standard deviation
before and after experiment remains the same (=2.0). Especially, variability
in experimental group after experiment decreases much in comparison with
experimental group before experiment (CV before = 0.426, CV after =

0.35). This shows that after experiment children develop significantly and
this development expresses the same level with other children in the group.
Before experiment, children’s levels are just medium and low. But, after
experiment, children’s levels are medium and high.
* Results of self-reliance expressions of children in experimental
group and comparative group before and after experiment


19

Table 3.9. Results of self-reliance expressions of children in
experimental group and comparative group before and after
experiment
High
Medium
Low
No. % No. %
No. %
Befor 5 16.6 10 33. 15 50

Group
EG

e
After
Befor

CG

e

After

7

23.

5

3
16.6

13

43.
3

10

4
33.

9

4
30

10

33.
4

13

43.

16

4
53.

7

4
23.
3

X



Mode

CV

4.4

2.

3

0.47

4.6

1
2.

3

0.45

4.3

1
2.

3

0.46

5.6

0
2.

6

0.35

0

- After experiment, there happen significant expressions of children’s
self-reliance in experimental group and comparative group:
Experimental group: the percentage of children’s high level after
experiment increases 26.7% while low level decreases, just 23.3%.
Moreover, average score after experiment is 5.6 which is much higher than
that before experiment ( X before = 4.3, X after = 5.6). Standard deviation
after experiment does not increase ( before = 2.0,  after= 2.0). Variability
after experiment decreases in comparison with that before experiment (CV
before = 0.46, CV after = 0.35). This shows that children has great
development in expressing their self-reliance and educating self-reliance for
children at the ages of 3-4 through daily routines brings some good results.
Comparative group: After experiment, the percentage of children’s
high level increases 6.7% while low level decreases 6.6%. Average score
after experiment is higher than that before experiment but it is not high (0.2)
and ( X = 4.5). Standard deviation does not decrease in comparison with
that before experiment ( before= 2.1,  after = 2.1 ). Variability after
experiment decreases but it is not high (CV before = 0.47, CV after = 0.45).


20

This shows that children in comparative group develop their self-reliance
but this development is not the same with all children in this group.
c. Evaluation of experimental results
Table 3.12. Evaluation results of experimental group before and after
experiment
Paired Samples T - Test Table
Paired Samples Test
Paired Differences

t
df
Sig.
(2Mean
Std.
Std. 95% Confidence
tailed)
Deviati Error Interval of the
on
Mean
Difference
Lower Upper
Befor
e the
exper
iment
Pair
2.2240
.
1.2666
2.0971 -.43619
29 .004
1
6 40606
3.119
After
7
4
the
exper

iment
Average scores of experimental group before experiment ( X before
=4.3) and after ( X after = 5.6) shows that the difference of average scores
after and before experiment is quite big (1.4). Moreover, T-test after
experiment is Sig 0.004< 0.05. This means that the difference of average
scores after and before experiment is reasonable. Thus, educating self-reliance
is effective to children.
CONCLUSION OF CHAPTER 3
1. Based on theoretical research and practical surveys on educating
self-reliance for children at the ages of 3-4 through daily routines, this
thesis builds 6 measures of educating self-reliance for 3-4 year-old
children, including: 1) Creating convenient and safe environment to help


21

children make their own decisions, do daily activities by themselves; 2)
Designing daily activities to motivate children to do something and have
good emotions when doing it; 3) Assigning tasks with gradually increasing
from easy levels to difficult levels in daily routines; 4) Creating regular
situations that encourage children to do daily activities by themselves; 5)
Encouraging children’s confidence and pride; and 6) Regularly combining
with parents in educating self-reliance for children.
2. The development of measures to educate self-reliance for children
from 3 to 4 years old through daily routines comes from the real situations
of children in some kindergartens in Thanh Hoa City. Measures are
suitable for the characteristics of children aged 3-4 years old. These
measures ensure the goals, system and development, feasibility and
suitability with the characteristics of daily routines as well as the
organization of daily activities in preschools.

3. The process of experimenting measures educating self-reliance for
children aged 3-4 years old through daily routines is carried out within 8
months on 80 children aged 3-4 years old at practice kindergarten of Hong
Duc University, Thanh Hoa city. The purpose is to adept measures in the
process of organizing daily activities in kindergartens.
4. The results of the post-experimental evaluation show that the
difference is significant which is compared to the results of the preexperimental evaluation. It shows that the proposed measures have a
positive impact on the formation and development of self-reliance among
3-4 year-old children. It can be confirmed that the initial scientific
hypothesis is correct; The suggested measures to educate self-reliance for
children 3-4 years old through daily routines are effective for the majority
of children in the experimental groups.


22

CONCLUSION AND RECOMMENDATIONS
1. General conclusion
1.1. On the basis of research, synthesis and analysis of domestic and
foreign scientific work, the thesis asserts that:
- Self-reliance is one of the important qualities of people in general
and of children aged 3-4 years old in particular. It is the ability of a child to
make a choice, to act on his/her own, to manipulate the effort of the child
himself/herself to realize the purpose.
- Children 3-4 years old are in the period which is having great
changes in psychology and have expression of self-reliance. Education has
a great influence on the formation and development of self-reliance
characteristic of children aged 3-4 years old.
- Daily routines are considered as one of the very important means
because of its diversity and abundance of activities in a day. Through the

content, methods, flexible organizational forms of daily activities, teachers
bring effectiveness in educating self-reliance for children aged 3-4 years
old in preschool.
1.2. The results of the survey on the real situations of educating
children aged 3 - 4 years old in daily activities in kindergartens in Thanh
Hoa city show that the level of self-reliance expression of children from 3
to 4 years old is not high and just at low and average levels. The above
results are influenced by many reasons, including some of the reasons that
teachers do not yet know how to exploit the strengths of daily routines in
creating opportunities for children to be self-employed, practiced,
experienced all of their abilities, competencies in activities... all of those


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have a direct impact on the results of expressing children’s self-reliance in
daily activities.
1.3. On the basis of theoretical and practical research on educating
self-reliance for children at the ages of 3-4 in some preschools, the thesis
formulated and proposed six measures to educate self-reliance for children
aged 3-4 years old through daily routines. Measures were suitable to the
characteristics of children aged 3 to 4 years old, ensured the objectives,
system and development, feasibility and practicality and suited the
characteristics of daily routines as well as the organization of daily
activities at the preschools.
1.4. Through experiments, the thesis proved that six proposed
measures were really effective and feasible in pre-schools in Thanh Hoa
City. The measures created favorable conditions, helped children easily
carry out daily activities. At the same time, the methods simplified the help
of teachers to encourage children to express their needs, assert themselves,

do it themselves, learn by themselves, try to complete their work and
improve themselves. .
1.5. Experimental results of measures to educate self-reliance for
children aged 3-4 years old through daily routines show that the
expression level of self-reliance in the experimental group is higher than
that before the experiment and with the compared group, and the T - test
determined meaningful differences. The results proved the feasibility of
the proposed measures.
2. Pedagogy recommendations
2.1. For pre-school education
- Compiling and supporting instructional materials, reference books