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9PEDAGOGICAL SCIENCES
SOURCES OF INFORMATION AFFECTING AWARENESS OF STUDENTS OF EARLY
CHILDHOOD EDUCATION ON CHILD ABUSE AT THE THAI NGUYEN UNIVERSITY OF
EDUCATION, VIETNAM
Nhung N.D.H., Thanh N.T.
Thai Nguyen University Of Education, Vietnam
Abstract
The article reflects the current situation of the sources of information affecting the awareness of students who majored in early childhood education on child abuse at the Thai Nguyen University Of Education, Vietnam. Research results have shown that the means of media, such as: Television, Internet, social networks, orally and verbally, are the informative channels which have had the greatest impact on students' awareness.
Keywords: awareness, child abuse, children, sources of information, student awareness.
1. Introduction
Presently, all over the country, all levels of education have been actively implementing the Resolution of the 8th Plenum of the Central Conference on fundamental and comprehensive renovation in education and training. Specific goals for early childhood education defined in the Resolution are: "Help children develop physically, emotionally, mentally, aesthetically, which form the first elements of personality, get well-prepared for entering the 1st grade at primary school etc." [1]. Additionally, the Children Law 2016 officially came into effect on June 1, 2017, emphasizing the importance of protecting children's rights and interests in many areas [5].
Preschool age plays a particularly important role and is a golden period during the development of children's personality. At this age, children need to receive education with the values and behaviors which are in accordance with social ethical standards, creating a basis for personality development in the next stages.
The physical and mental trauma that children cope with at this age can have consequences and become an obsession for them throughout their lives. In the Children Law 2016, child abuse is defined as follows: Child abuse is an act of damaging physically, emotionally, psychologically, and damaging honor and dignity of children in the forms of violence, exploitation, sexual abuse, trafficking, neglect and abandonment and other forms of causing harm to them [5]. In general, child abuse takes many forms: sexual abuse, physical violence, mental abuse, neglect, exploitation and trafficking of children. Currently, child abuse is a serious problem worldwide generally, and in Vietnam particularly. Child abuse causes serious physical and mental consequences for the victim.
In this situation, on May 16, 2017, Prime Minister Nguyen Xuan Phuc issued Directive 18 / CT-Ttg on strengthening the measures to prevent and fight against violence and child abuse. The Directive has clearly defined the roles of the relevant Ministries and Branches, of which the Ministry of Education and Training has the tasks of "directing and guiding educational institutions and schools to implement the measures to protect
children; reviewing school standards to ensure a safe, healthy and friendly educational environment, preventing violence and child abuse; strengthening education on gender knowledge and skills to prevent violence and child abuse for teachers and students; actively detecting cases of students in which the signs of violence and abuse are shown. As well as notifying, and providing w information, and coordinating with competent agencies to handle, investigate and protect children" [2].
As preschool teachers to-be, it is extremely important for the students of the Early Childhood Education department to be well-aware of child abuse. Their understanding of abusive behaviors directly affects their care and education of children at school, especially educating children on abuse prevention skills. Limited awareness of abuse makes it possible for teachers to engage in physical and emotional violence against children. Human beings' awareness in general and that of the students who majored in early childhood education (in particular of child abuse) are influenced by many factors and informatiive channels. Therefore, determining the level of the influence of informatiive channels on human awareness on a certain issue is necessary because it is the basis for proposing appropriately impactful measures to enhance, or change their awareness to a right direction.
In this article, we are presenting the results of a study on the influential levels of informative sources on the awareness of child abuse among Preschool Pedagogical students, at the Thai Nguyen University Of Education, Vietnam.
2. Research results
Our study was conducted among 300 students who are the second and third year students at the Faculty of Early Childhood Education at the Thai Nguyen University Of Education, Vietnam from March to May 2019. Ask students to number the ordinal numbers according to the influential levels of informative sources on their awareness of child abuse (which source gives them the most information is number 1 - and equals to 1 point etc), we collected the following results:
Table 1
Sources of information affecting the awareness of on child abuse among the students at the faculty of Early _Childhood Education, the Thai Nguyen University ^ Of Education, Vietnam_
Sources of information 1 2 3 4 5 6 7 Total points Average Score (AVS) Rank
%
TV 27.3 50.7 10.7 10.7 0.7 0 0 620 2.07 2
Internet, social networks 64.7 15.3 13.3 4.7 0.7 0.7 0.7 498 1.66 1
Orally, verbally 6.0 13.3 32.0 28.0 14.7 4.7 1.3 1054 3.51 3
Newspapers magazines 1.3 8.7 36.7 29.3 11.3 8.0 4.7 1150 3.83 4
Books 0.7 4.0 2.0 14.7 30.7 27.3 20.7 1606 5.35 5
Direct witness 0 6.0 2.7 4.7 25.3 28.7 32.7 1698 5.66 6
Thematic Traning 0 2.0 2.7 8.0 18.0 28.7 40.7 1772 5.90 7
The results in table 1 have indicated: The people who concerned and commented on this issue included scholars, scientists, people of all classes. For young people including students, the Internet and social networks have become an indispensable tool for them in life to meet the needs of exchanging, entertaining updating information, and learning. Thus, this means of information and communication occupying the 1st position in giving students the understanding of child abuse behaviors is understandable.
Along with the Internet, Television (AVS = 2.07) also helped the participants in our survey gain a certain understanding of child abuse. 27.3% of participants rated this channel as the greatest influence on their awareness of child abuse. As for TVs, the event is reflected immediately as soon as it happens, or while it is happening, viewers can observe in detail, through live broadcasting and videoconferencing. TVs can broadcast continuously 24 hours a day, and always bring viewers the hottest information on the events which is taking place and the most updatedand the latest news. This is a special advantage of TVs compared to other types of press and mass media. A series of cases on child abuse have been reported on TV, on various channels, and broadcasted for many times. Therefore, it brings the viewers, including students, certain insights into child abuse behaviors.
Ranking 3rd is the oral form, verbally (AVS is 3.51). Along with activity, communication is the way to form and develop human personality. Through communication, people exchange information, emotions, interact with one another. Hence, exchanging and discussing with others on child abuse helps students gain more information and understanding of this issue. However, compared to the previous two channels, such as Internet and TV, the percentage of participants who rated the influence of oral and verbal form was much lower (6.0% rated it as the source of the highest influential level - ranked 1st, 13.3% - 2nd, 32.0% - 3rd).
Other sources of information such as, newspapers and magazines, and books were not highly appreciated for how influential they are to the students' awareness of child abuse. As analyzed above, TV and Internet are superior to other types of imformative channels and mass media in terms of updates, transmission speed, and visualization. Therefore, the access for information and news from viewerson these channels just got much easier. Most of the information that is published in
newspapers can be found in e-newspapers. Normally, except for cases of intensive scientific research on a certain subject or to perform the academic task at the request of a lecturer, a new student will read a science magazine or a subject-based book. Books help them have scientific and grounded knowledge of natural and social phenomena. However, according to our research, presently, in the curriculum for students of early childhood education at universities and colleges, there is still a shortage of the content on child abuse prevention. Thus, it is very rare for students to access and read books of this content.
Being assessed as the least influential source on the awareness among the students of the early childhood education faculty on child abuse behaviors is direct witness and thematic traning/workshops. No participants selected the level 1 for these two sources of information. In fact, there has been no specialized training on child abuse for students so far at the Thai Nguyen University Of Education, Vietnam. However, it is not uncommon to see other people being abused, even they have personally experienced that behavior. But, students do not know that it is abuse because many people understand that abuse here is just meant sexual abuse, but not any other forms of harm or behaviors such as physical violence, verbal abuse, threats, neglect etc.
3. Conclusion
The research results have indicated that: There are many sources of information which have affected the awareness of the students of the Early Childhood Education faculty at the Thai Nguyen University Of Education, Vietnam on child abuse, in which the Internet, social networks and TV are the most influential factors. In contrast, the factors such as books, newspapers, magazines and thematic training have little effect on the students' awareness on this issue.
From the above research situation, we are in the opinion that in order to raise the awareness for the students of the Early Childhood Education faculty on child abuse, the University needs to promote the advantages of informative and communicative channels, such as the Internet, Television in propagating the nature and manifestations of child abuse, the measures against child abuse and education on child abuse prevention skills. Direct the Youth Union of the University or encourage students to create and manage social networks
with many participants, such as Facebook, Zalo, Insta-gram, Youtube to post information on child abuse issues in a comprehensive way: the nature of the abuse behavior, the classification of the abuse behaviors, the causes and consequences of child abuse, the responsibilities of the families, schools and society in child abuse prevention activities; and finally, the knowledge and skills needed to equip children to prevent child abuse, etc.
References
1. Central Executive Committee, Resolution No. 29-NQ / TW dated November 4, 2013 on basic and comprehensive renovation of education and training,
meeting the requirements of industrialization and modernization in economic events, socialist-oriented market and international integration, 2013.
2. Directive 18/CT-Ttg of the Prime Minister on strengthening measures to prevent and combat violence and child abuse, dated May 16, 2017.
3. Vu Thanh Hoa, Some theoretical issues on forms of child abuse, Journal of Educational Equipment, No. 181, 2018.
4. Phi Thi Hieu, Measures to prevent child abuse from the families (researched in Vietnam), The scientific heritage, P.4, No 41, 2019.
5. National Assembly of the Socialist Republic of Vietnam, Children Law, 2016.
РЕАЛИЗАЦИЯ РЕГИОНАЛЬНОГО КОМПОНЕНТА В СРЕДНИХ ОБЩЕОБРАЗОВАТЕЛЬНЫХ ШКОЛАХ (НА ПРИМЕРЕ ПРЕПОДАВАНИЯ ИСТОРИИ ПРИМОРСКОГО КРАЯ)
Бондаренко А.Е.,
магистрантка 2 курса, направление подготовки 44.04.01 Педагогическое образование магистерская программа «Современные подходы к преподаванию истории и обществознания»
Лихарев Д.В. д. ист. наук, профессор кафедры исторического образования Дальневосточного федерального университета, Россия
IMPLEMENTATION OF THE REGIONAL COMPONENT IN SECONDARY-EDUCATIONAL SCHOOLS (ON THE EXAMPLE OF TEACHIN HISTORY OF THE PRIMORSK REGION)
Bondarenko A.,
Magister 2 course, direction of training 44.04.01 Pedagogical education master's program «Modern approaches to teaching history and social studies», Likharev D. d. hist. sciences, professor Department of historical education Far Eastern Federal University, Russia
Аннотация
В статье анализируется способ реализации регионального компонента в школах Приморского края на уроках истории, рассмотрены основные проблемы, с которыми сталкиваются учителя и основные методы и технологии преодоления возникающих в ходе преподавания истории края трудностей.
Abstract
The article analyzes the way of implementation the regional component in schools of the Primorsky territory in history lessons, considers the main problems faced by teachers and the main methods and technologies for overcoming difficulties arising in the course of teaching the history of the region.
Ключевые слова: регионалистика, Приморский край, региональный компонент, школьное образование, история.
Keywords: regionalism, Primorye territory, regional component, school education, history.
Региональный компонент в разных предметных областях позволяет ученикам рассматривать один и тот же местный материал с разных позиций, что закрепляет знания по истории региона, способствует их интеграции в разных областях, а также содействует формированию умений, необходимых для самостоятельной познавательной деятельности по изучению края. При этом возрастает степень осознания значимости наследия родного края.
Изучение этого компонента возможно по трем вариантам:
1. Интеграция содержания краеведческого образования с базовыми учебными предметами за счет часов регионального компонента муниципального базисного учебного плана.
2. При изучении учебных предметов инвариантной части за счет часов базового компонента. В каждой образовательной области,
