Thực trạng quản lý hoạt động giáo dục kỹ năng xã hội cho trẻ mẫu giáo các trường mầm non ở phường Minh Phụng, Thành phố Hồ Chí Minh

Abstract

Social skills education plays a fundamental role in fostering the holistic development of preschool children personalities and adaptive competencies, highlighting the urgent need to enhance the quality of its management in early childhood education institutions. This study examines the current status of managing social skills education activities for preschool children in preschools located in Minh Phung Ward, Ho Chi Minh City. A mixed-methods approach was employed with a questionnaire survey administered to 100 administrators and teachers, along with in-depth interviews with four school administrators to obtain comprehensive data. The findings reveal that although social skills education activities have been implemented, their effectiveness remains limited and lacks systematic coordination. Key shortcomings include planning largely procedural, insufficient professional development opportunities for teachers, and the absence of clear criteria for assessing children's social skills development. These limitations are primarily attributable to an administrative approach to management, teachers' limited capacity to innovate educational practices, and inadequate facilities and learning environments to support children's experiential activities. To address these challenges comprehensively, the study proposes five management measures: enhancing the awareness and responsibility of educational stakeholders; clarifying educational objectives and implementation plans; innovating organizational approaches through experiential learning; strengthening the professional leadership capacity of school administrators; and effectively mobilizing support resources from both within and outside the school.