Managing self-help skill development activities in early childhood institutions
Keywords:
Self-help skills, Early childhood education, Activity management, Learning environment, Teacher facilitation, Child independenceAbstract
This study investigates the management of self-help skill development activities in two early childhood institutions in Hanoi, focusing on how planning, organizing, guiding, and evaluation practices support young children’s independence. The research was conducted over an eight-week period with the participation of 128 children, 18 teachers, 4 school leaders, and 42 parents. Data were collected through teacher surveys, classroom observations, semi structured interviews, parent questionnaires, and document analysis. The findings show that consistent routines, accessible learning environments, and effective teacher facilitation significantly enhance children’s ability to carry out daily tasks such as handwashing, independent dressing, organizing materials, caring for plants, and managing personal belongings. Children in both schools demonstrated clear progress, with higher independence levels observed in classrooms that were intentionally arranged to promote autonomy. The results also identify limitations including the lack of formal evaluation tools, limited child-sized materials, and uneven reinforcement from families. Overall, the study highlights the importance of coordinated management practices that involve teachers, administrators, and parents. It provides practical implications for improving self-help skill education in early childhood settings and suggests directions for future research.
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