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Aims of the study: Based on the theoretical study and the assessment of the social intelligence of preschool graduates, the Dissertation proposed psychoactive psychological measures to develop social intelligence for preschool graduates.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION o0o NGUYEN THI HONG SOCIAL INTELLIGENCE OF PRESCHOOL STUDENTS Major: Psychology Code: 9.31.04.01 SUMMARY OF DOCTOR OF PSYCHOLOGY DISSERTATION Hanoi 2018 THE DISSERTATION IS COMPLETED AT: HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific supervisors: 1. Prof. PhD. Nguyen Quang Uan 2. Assoc. Prof. PhD. Tran Thi My Luong Reviewer 1: Prof. PhD. Tran Thi Minh Duc, University of Social Sciences and Humanities, Vietnam National University, Hanoi. Reviewer 2: Assoc Prof PhD Nguyen Van Bac, University of Education, Hue University Reviewer 3: Assoc Prof PhD Phan Thi Mai Huong, Institute of Psychology The dissertation will be defended in front of the University Dissertation Examiner Council at Hanoi National University of Education at …, on … 2018. It is possible to learn about the dissertation at: National Library, Library of Hanoi National University of Education. LIST OF PUBLISHED WORKS Nguyen Thi Hong (2017), Social awareness in social intelligence of preschool students, Journal of Education and Society, (11), p.118 120 Nguyen Thi Hong (2017), Social intelligence and structural model of social intelligence of preschool students, TUCST Journal of Science, (1), p. 03 09. Nguyen Thi Hong (2018), Status of social intelligence of preschool students, Journal of Social Psychology, (1), p.65 74 Nguyen Thi Hong (2018), Developing social intelligence of Art students, The papers collection in the international conference “Training CultureArts, Sports and Tourism in the integration context”, Thế giới publisher, p.101 107. Nguyen Thi Hong (2018), Status of factors influencing social intelligence of preschool students, Journal of Social Psychology, (6), p.70 78 INTRODUCTION 1. Rationale Simply, social intelligence is the ability to accomplish tasks in a context that interacts with others. It relates to the social awareness and the ability to solve problems intelligently in communicative behaviors or interaction among different people. The study of social intelligence (SI Social Intelligence) and its relationship to the success of a person is considered to be a new research direction concerned by many scientists in the world Nowadays in Vietnam, Social Intelligence is a new issue deployed by many applications. However, there is a few of researchers on this field, especially the preschool education. In order to become teachers who meet the needs of social intelligence for children, preschool graduates themselves have to study social intelligence and get knowledge of social intelligence at universities. Moreover, in order to get high efficiency in training and developing social intelligence for preschoolers, preschool graduates must have good social intelligence However, there has been no research on this issue so far. Therefore, we decided to the tiltle: "Social Intelligence of preschool graduates" 2. Aims of the study Based on the theoretical study and the assessment of the social intelligence of preschool graduates, the Dissertation proposed psychoactive psychological measures to develop social intelligence for preschool graduates. 3. Objects and subjects of the study 3.1. Object of the study Expression and levels of social intelligence of preschool graduates 3.2. Subject of the study Preschool graduates, lecturers and experts on social intelligence. 4. Scientific hypothesis The social intelligence of preschool graduates was unevenly expressed. Among that, social awareness is performed the best and the ablitiy to effectively solve social situations in specific interactions is demonstrated the worst The level of social intelligence of preschool graduates was not high. There were significant differences on levels and expressions of social intelligence among the study parameters such as academic year and the performance Social intelligence of preschool graduates is influenced by many subjective and objective factors, in which activeness and loving children are the two most influential factors. It is possible to improve the level of social intelligence of preschool graduates through psychopedagogical measures by enhancing students’ activeness and organizing experiential activities for students 5. Research tasks 5.1. Setting up the theoretical research on social intelligence of preschool graduates: clarifying the research directions on intelligence and social intelligence; Pointing out the components of social intelligence of preschool graduates; expressions and levels of social intelligence of preschool graduates; factors affecting the social intelligence of preschool graduates 5.2. Surveying, analyzing and evaluating the current situation of social intelligence of preschool graduates as well as objective and subjective factors affecting the current situation of social intelligence of preschool graduates 5.3. Proposing and experimenting the impact of psychologicalpedagogical measures to contribute to the training and the development of social intelligence for preschool graduates. 6. Scope of the study Research subjects: 511 preschool graduates, 40 lecturers majored in preschool education, experts on social intelligence. Research objects: Expression and levels of social intelligence of preschool graduates Research contents: Research on social intelligence through communicative activities of preschool graduates’s studying process. Research site: The Dissertation is conducted at Hong Duc University and Hanoi National University of Education. Time: Three years (20152018) 7. Approach and research methods 7.1. Approach methods Operational principles Systematic principles Development principles 7.2. Research methods Survey on documents Questionnaire survey Observation method Indepth interview Situational exercises Typical psychological portrait analysis Pedagogical impact experiment Data processing by mathematical statistics 8. New contributions 8.1. In term of psychological theory The Dissertation developed the concepts: social intelligence, social intelligence of preschool students; establishing the model of social intelligence structure of preschool students; the social intelligence expresions of preschool students contribute to clarify the nature of social intelligence; Developing appropriate scales to measure the level and social status of preschool students; Identifying the subjective and objective factors that affect the Social Intelligence of preschool students 8.2. In terms of practical significance The Dissertation pointed out the status of social intelligence of preschool students; factors affecting the social intelligence of preschool students. Also, the Dissertation proposedand experimentalized the impact measures on the improvement of social intelligence of preschool students 9. Structure of the dissertation The dissertation includes the foreword, 3 chapters, conclusion and recommendation, list of published works, reference and appendix CHAPTER 1. THEORETICAL BASIS OF SOCIAL INTELLIGENCE OF PRESCHOOL STUDENTS 1.1. A research overview of social intelligence Researches on social intelligence are much concerned by foreign and Vietnamese psychologists. This is the new research direction in psychology which provides the practical life with many applications. However, there has been no study on the social intelligence of preschool students so far. Thus, this study explored the level and the expression of social intelligence of preschool students from the perspectives of psychology. 1.2. Some issues on psychological theory of social intelligence 1.2.1. Intelligence Intelligence is a complex of cognitive abilities, the creativity and the ability to understand the emotions of people in society. It is formed and developed in activities due to cultural and historical conditions in the purpose of ensuring the interaction consistent with the real life of people 1.2.2. Social intelligence Social intelligence is a combination of social awareness, self awareness, and awareness about others The awareness helps people to establish and maintain social relationships, integrate them, adapt to changing social environments, and be able to effectively deal with the situations in social interaction with other people / groups. 1.3. Preschool students and their psychological characteristics * Preschool students Preschool students are the learners at Preschool department in universities and colleges. In addition to receiving basic and specialized knowledge systems, preschool students also learn professional knowledge about preschool education in the future * Preschool students’ psychological characteristics Preschool students have some of the following psychological characteristics: selfawareness, selfassessment and valuable orientations. 1.4. Social intelligence of preschool students 1.4.1. Definition Social intelligence of preschool students is a combination of social awareness, selfawareness, and awareness about preschool children. This awareness is capable of establishing and maintaining social relationships, integrating and adapting to the changing environment of preschool education and appropriate abilities to solve social situations for the purpose of achieving certain goals. 1.4.2. Structure of social intelligence of preschool students There consist five components: Ability to Social awareness Ability to establish and maintain social relationships Ability to get on well with preschool environment Ability to adapt to preschool environment Ability to solve social situations in specific interactions. 1.4.3. Expression of social intelligence of preschool students The first, social awareness: (1) Social awareness is the ability of preschool students to understand the meaning and explain the inner mood as well as the external expression of communicative partners (friends, teachers, preschoolers, children’s parents ) in social interaction (2) Social knowledge is to understand deeply social environment in which preschool students are living. The second, ability to establish and maintain social relationships: + Creating new relationships with parents, Governing Board of the preschool, colleagues, preschoolers, friends and the social community… + Establishing a positive and active relationship to become a good actor The third, ability to adapt to preschool environment: Actively learning and preparing for the future careers; adjusting yourself; fulfilling the new requirements; actively training professional skills The fourth, ability to get on well with preschool environment: actively getting acquainted with different people in the new environment; being able work in teams The fifth, ability to solve social situations in specific interactions: Quickly identifying the problem and timely supply appropriate measures to solve the situation; having flexibly and skillfull behaviours. 1.4.4. Factors affecting the social intelligence of preschool students 13 students is directly proportional by academic years. Specifically: the first year students had the lowest level of social intelligence (average score = 2,9), the fourth year students had the highest level of social intelligence (average score = 3,48) c. The status of social intelligence of preschool students (by learning ability) Table 3.4: Social intelligence of preschool students (by learning ability) Learning capacity TT Components Social awareness Average and Good and above average excellent Accredit Expression Averag Standar Avera Standard ation T d e score ge deviatio deviati score n on Communic ation Activities Average score Establishing and Communic ation maintaining Activities social relationships Average score Getting on well Communic ation Activities Average score Adapting to the Communic ation environment Activities Average score Solving social Communic situations ation 3,54 0,95 4,19 0,53 3,27 3,41 0,85 0,90 3,81 4,00 0,67 0,60 3,28 0,83 3,88 0,75 3,15 0,86 3,57 0,78 3,22 0,85 3,73 0,77 3,17 0,76 3,35 0,85 2,91 3,04 0,97 0,87 3,23 3,29 0,73 0,79 3,32 0,95 3,90 0,79 3,16 3,24 2,59 0,82 0,89 0,73 3,41 3,66 2,71 0,74 0,77 0,76 4,98** 4,15* 3,93* 3,85* 14 Activities Average score The total average score 2,48 2,54 3,09 1,02 0,88 0,87 2,67 2,69 3,47 0,84 0,80 0,74 3,76* According to the survey results, average and above average students gained the average score below 3,09 (SD = 0,87) Good and excellent students gained average score over 3,47 (SD= 0,74) Thus, there is a positive correlation between the learning outcome and the scores of social intelligence of preschool students Specifically, the higher the learning outcome is, the higher the social intelligence is and vice versa. Thus, the learning ability has a direct influence on the social intelligence of preschool students 3.1.1.3 The social status of preschool students in term of expression components a. Social awareness The ability to "understand nonverbal signs of children’s communication” was best demonstrated by students with average score at 4.02, ranked the first. The ability to "explain the different behaviors of children" was at 3.95, ranked the second and the ability to "recognize the change in the mood of teachers towards students" was at 3.95, ranked third. The ability to "exactly predict the feelings of parents" was at 3.91, ranked the fourth b. Establishing and maintaining social relationships According to the findings, establishing and maintaining the social relationships of preschool students was at medium level. Students express their ability to establish and maintain social relationships reflected in their communication during practice (average score = 3.58) better than their activities (average score = 3.36) c. Getting on well with preschool education environment In students’ communication to get on well with the preschool education environment, "actively making friends with children and their parents "was ranked the first at the average score of 3.48, ; "Communicating confidently and comfortably with the children’s parents" was ranked the second at the average score of 3.36; "Actively communicating with preschool teachers in the kindergarten" was ranked the average score of 3.34. “Communicating with preschool children and 15 probationary students” is the most difficult thing facing preschool students (average scores =2,93 and 3,15) d. Getting on well with preschool education environment In communication during practie, ability to "get acquainted with children" (average score = 3.84) was the first; the ability to "communicate with the children’s parents" (average score = 3.76) was ranked the second; the ability to "unite with their classmates to perform activities at school" (average score = 3.59) was ranked third The expressions are evaluated at a lower level than ever before: "Getting acquainted with communication during the practice" (average score = 3.57), "Cooperating with teachers to better perform school activities. (average score = 3.52)," Positively communicating with teaching staff of the internship school" was ranked the lowest level (average score = 3.38) e. Solving social situations Table 3. 5 : Solving social situations Expression Communication 1. With preschool children With children’s parents With classmates With teachers Average score Activities Learning 2. Practicing pedagogical skills 3. Pedagogical internship 4. Community activities Average score Standard Average deviatio score n Rank 2,83 2,45 2,50 2,80 2,65 0,77 0,74 0,69 0,84 0,75 2,37 2,72 2,55 2,59 2,58 0,95 0,85 1,00 0,91 0,93 As a result, preschool students’ skills to solve social situations in specific interactions reach up a medium level. In particular, the ability to 16 solve communicative situations during practice (average score = 2.65) is better activities during practice (average score = 2.58) g. Correlation among components of social intelligence of preschool students Through the correlation among components of social intelligence of preschool students, there are five components: social awareness; establising and maintaining social relationships; getting on well with preschool education environment; adapting to preschool education activities; dealing with social situations in specific interactions was moderately correlated with the social intelligence of preschool students with r = 0.563; 0.457; 0,438; 0.492; 1. Regression results show that all five components have an impact on the social intelligence of preschool students 3.1.2. The status of social intelligence of preschool students through the scale of experimental measurement exercises 3.1.2.1. The status of social intelligence of preschool students through the scale of experimental measurement exercises Table 3 6 : Summary results of situational exercises Components Expression Average Standard Rank score deviation Social awareness Communicat 2,21 0,46 ion Activities 2,21 0,44 Average score 0,45 Establishing and Communicat 2,21 0,41 maintaining social ion Activities 2,13 0,44 relationships Average score 0,43 Getting on well Communicat 2,09 0,52 ion Activities 2,06 0,41 Average score 0,47 10 Adapting to the Communicat 2,02 0,45 environment ion Activities 1,90 0,47 17 Average score 0,46 4,5 13 Solving social Communicat 1,89 0,45 situations ion Activities 2,02 0,44 Average score 0,45 4,5 The total average score 2,07 0,45 Social intelligence of preschool students through the scale of experimental measurement exercises was at medium level (average score = 2.07) With the above results, it can be affirmed that many preschool students’ social intelligence was at medium level and ony a few preschool students’ social intelligence was at high level. There is some differences among five components Specifically, "Social awareness" and "Establishing and maintaining social relationships" were performed better than "getting on well with preschool education environment" (average score = 2.21 and 2.16 respectively compared with 2.08). "Adapting to the environment " and "Solving social situations in specific interactions" is so difficult for with the lowest scores (average score = 1, 96) 3.1.2.2 Expression of social intelligence through the scale of situational exercises a. Social awareness Preschool students have a better understanding of the feelings of the others (average score = 2.27) than their ability to control the feelings of the others (average score = 2.15). Together with activities, we presents two exercises 7 and 15 (average score = 2.20) to evaluate the emotional ability of students. The social awareness of preschool students in their activities and communication was equal (average score = 2.21) b. Establishing and maintaining social relationships Table 3.7: Establishing and maintaining social relationships Components Establishing Expression Exercises Average Standard Rank score deviation Establishing social relationships Communica 11 2,24 tion Activities 13.2 2,13 0,39 0,46 18 Average score 2,19 2,43 Maintaining social relationships Communica 2.1 2,18 0,43 and maintaining tion Activities 2,07 0,41 social Average score 2,13 0,42 relationships The total average score 2,16 0,43 Review: The ability to establish social relationships (average score = 2.19) was higher than the ability to maintain relationships (average score = 2.13) and both of them were below medium It is easy to understand that establishing a social relationship was on the first stage which was only at the fundamental level; maintaining a social relationship was on the second stage which needs to meet higher requirements and have mutual understanding an interaction. The ability to establish and maintain social relationships was performed better in students’ communication than in their activities c. Getting on well with preschool education environment Table 3. 8 : Getting on well with preschool education environment Components Expression Communication Exerci Average Standard Rank ses score deviation 2.4 Average score Activities 10 Average score The total average score Getting on well 2,12 2,05 2,09 2,03 2,08 2,06 2,08 0,49 0,55 0,52 0,38 0,44 0,41 0,47 2 Review: Through the scale of situational exercises, students’ ability to get on with preschool education environment was medium (average score = 2.08). The ability to get on well with preschool education environment was performed better in students’ communication (average score =2,09) than in 19 their activities (average score =2,06). However, the difference is negligible and expressions were below medium. d. Adapting to preschool education environment Table 3. 9 : Adapting to preschool education activities Components Exerci Averag Standa Rank ses e score rd Expression deviati on Adapting to Communic 12 2,06 0,47 2.5 1,98 0,43 preschool ation Average score 2,02 0,45 education activities Activities 14 1,95 0,52 13.1 1,84 0,41 Average score 1,90 0,47 The total average score 1,96 0,46 Review: The ability to adapt to preschool education environment was performed better in students’ communication (average score =2,02) than in their activities (average score =1,90) However, both of them were medium Getting on well with preschool education environment in the scale of measurement exercises was lower than that in the selfassessment scale (average score = 1,96 compared with average score = 3,45) e. Solving social situations in a specific interaction Table 3. 10 : Solving social situations Components Exercis Averag Standa es e score rd Expression deviati on Communica 2.2 2.3 tion Average score Solving social Activities situations Average score The total average score 1,97 1,80 1,89 2,05 1,98 2,02 1,96 0,39 0,51 0,45 0,45 0,42 0,44 0,45 Rank 2 20 Review: The ablity to solve social situations was at the medium level (average socre = 1,96). The ability to solve social situations was performed better in students’ practice (average score =2,02) than in their communication (average score =1,89) Solving social situations in the scale of measurement exercises was lower than that in the selfassessment scale. This means that students’ social intelligence was selfevaluated higher than what they have g. The total survey results of social intelligence level of preschool students Table 3.11: The general level of social intelligence of preschool students Components below high medium medium N % N % N % Social awareness 77 15 394 77 40 Establishing and 82 16 400 78 29 maintaining social relationships Getting on well 94 18 385 75 33 Adapting to the 84 16 397 78 31 environment Solving social situations 104 20 383 75 25 The total average score 88 17 392 77 31 Review : There was a clear distinction in the level of social intelligence of preschool students. Medium level reached up 77%; below medium level made up 17% and high level accounted for 6%. Thus, measures to improve the level of social intelligence for students should be given to solve this problem h Correlation of the finding on the level of social intelligence components of preschool students by questionnaire and situational exercises Among five components, scores of selfassessment questionnaire were higher those of situational exercises Preschool students well performed their social awareness and their ability to “establish and maintain social relationship”. However, there was a rather big gap between 21 the two measurement scales (average scores=3,70 and 3,47 compared with average scores= 2,21 and 2,16). “Adapting to the preschool education environment” got the average score of 3,45 in the selfassessment but it got the lowest average score of 1,96 in situational exercises. 3.2. Factors influencing the social intelligence of preschool students * Subjective factors The above mentioned factors affect the social intelligence of preschool students (average score = 4.54) There are the four most important factors influencing the social intelligence of preschool students: "training actively" (average score = 4.67), "loving children" (average score = 4.58) "artistic qualities " (average score = 4.50) and "experience" (average score = 4.40) * Objective factors Compared with activities in faculty/ class/ university, the curriculum and the teachers affect social intelligence of preschool students significantly (average score= 4.08, 4.34, 4,07 respectively). Sociocultural factors have a greater impact on the social intelligence of preschool students than the living environment (average scores = 3.84 and 3.80 respectively). 3.3. Analyzing some typical psychological portraits We analyzed the three typical psychological portraits of social intelligence to illustrate the findings 3.4. Impact experiment 3.4.1. Findings 3.4.1.1 General assessment of the changes in social intelligence of preschool students before and after the experiment Table 3.12: The changes in social intelligence of preschool students before and after the experiment Before the After the experiment experiment Components Expression Average Standard Average Standard score deviation score deviation Communication 2,21 0,46 2,38 0,54 22 Activities Social awareness Average score Establishing Communication Activities and maintaining social relationship Average score Getting on Communication Activities well Average score Adapting to Communication Activities the preschool education environment Average score Solving Communication Activities social 2,20 0,44 2,29 0,60 2,21 2,19 2,13 0,44 2,43 0,42 2,34 2,33 0,57 0,56 2,28 0,43 2,16 2,09 2,06 2,08 2,02 0,43 0,52 0,41 0,47 0,45 2,31 2,30 2,24 2,27 2,16 0,50 0,61 0,65 0,63 0,47 1,90 0,47 1,95 0,53 1,96 1,89 0,46 0,45 2,06 1,97 0,50 0,62 2,02 0,44 2,09 0,57 situations Average score 1,96 0,45 2,03 0,60 The total average score 2,07 0,45 2,20 0,56 According to the above table, we found that the expressions achieved high average scores. With the experimental results shown in the table and graph above, the variation of the measured results in all five measures demonstrates that the proposed measures are feasible. There is not much change in measurement level. It is expressed as a standard deviation of 0.19 in “Getting on well with preschool education environment", followed by “establishing and maintaining social relationships” and “solving social situations” (standard deviation = 0,07) 3.4.1.2. Experimental results by academic year Table 3.13: Experimental results by academic year Components The first year The second year 23 Before the After the Before the After the experiment experiment experiment experiment Averag Standard Averag Standard Averag Standard Averag Standard e score deviation e score deviation e score deviatio e score deviation n Social 2,21 0,44 2,34 0,57 awareness 2,21 0,51 2,35 0,59 Establishing and maintaining 2,16 0,43 2,31 0,50 social relationships 2,21 0,49 2,30 0,57 Getting on 2,08 0,47 2,27 0,63 well 2,11 0,61 2,30 0,53 Adapting to the 1,96 0,46 2,06 0,50 environment 2,09 0,55 2,15 0,61 Solving social 1,96 0,45 2,03 0,60 situations 2,02 0,57 2,13 0,63 The total 2,07 0,45 2,20 0,56 average score 2,13 0,55 2,25 0,59 Review: Before the experiment, level of social intelligence of first year students was lower than that of second year students (average score = 1.96 and 2.02 respectively). After the experiment, level of social intelligence of both the first year students and the second year students increased. However, the increase in the level of social intelligence of the second year students was greater than that of the first year students (Standard deviation =0.11 and 0.07 respectively) 3.4.3. Findings The experimental results based on situational exercises demonstrated flexible measures must be proposed to enhance the social intelligence of preschool students. The level of social intelligence for preschool students 24 can be improved by enhancing their activeness during practice and create good opportunities for students to take part in exchanges. Conclusion of the chapter 3 The findings of the status of social intelligence of prosechool students can be demonstrated as follows: (1) Social intelligence of preschool students is at medium level now; (2) Of the five components of sociall intelligence, social awareness is performed the best. Students is facing the difficulties in solving social situations in specific interactions; (3) There are many different factors influencing social intelligence of preschool students. Subjective factors have greater impact on social intelligence than objective factors Social intelligence of preschool students is influenced most by actively training, career love and sociocultural factors (4) Social intelligence for preschool students can be improved by enhancing their activeness during practice and create good opportunities for students to take part in exchanges 25 SOME CONCLUSIONS AND RECOMMENDATIONS 1. Conclusion According to the research results, conclusions can be demonstrated are follows: 1.1. In term of theoretical research Social intelligence is understood to be a combination of social awareness, selfawareness and awareness of others. Social intelligence can be performed as the following abilities: establishing and maintaining social relationships; getting on well and adapting to the changes in the social environment; effectively solving social situations in specific interaction Social intelligence of preschool students is understood to be a combination of social awareness and the following abilities: establishing and maintaining social relationships; getting on well and adapting to the preschool education environment; effectively solving social situations in specific interaction to achieve certain goals Social intelligence of preschool students is expressed in five components: establishing and maintaining social relationships; getting on well and adapting to the preschool education environment; effectively solving social situations in specific interaction The social intelligence of preschool students is influenced by the objective factors (content, curriculum, teaching staff, instructor, school activities, living environment, cutural factors) and subjective factors (artistic quality, active participation, career love, life experiences) 1.2. In term of practical research According to the survey results, social intelligence of preschool students is at medium level. Students performed their social awareness the best and their ablity to solve social situations the worst. The components of social intelligence are closely interrelated. There is a difference in the level of social intelligence among preschool students by academic year and learning outcomes Social intelligence of preschool students is influenced by subjective and objective factors Subjective factors have greater impact on social intelligence than objective factors Among subjective factors, actively training is the most important thing to students. Among objective factors, the curriculum of the Universtiy is the most influential factor to students. Social intelligence for preschool students can be improved by enhancing their activeness during practice and create good opportunities for students to take part in exchanges 26 Experimental results confirmed that the above measures are effective to raising the level of social intelligence of preschool students, contributing to improve the training quality of the University Luận án đã hoàn thành được các nhiệm vụ nghiên cứu đề ra. Kết quả nghiên cứu khẳng định được giả thuyết khoa học ban đầu. The Dissertation has fufilled the research tasks. The research results confirmed the scientific hypothesis 2. Recommendations Some recommendations can be designed as follows: 2.1. For the University It is necessary to supplement social intelligence in the curriculum and strengthen the organization of pedagogical activities The University should regularly organize collective activities such as: scientific seminars, social activities, cultural activities, picnics, etc to help students take part in social interaction so that they can improve their awareness, expand their social relationships and solve social situations. Preschool students need to practice at the kindergarten from the first academic year so that they have the opportunity to get used to the activities in kindergarten 2.2. For lecturers In the reaching process, lecturers need to pay attention to train and improve students’ activeness Lecturers need to increase the time of practice, discussion, group work and self study There should be a combination of major subjects in the class with practical activities the kindergarten Lecturers combine a variety of active teaching methods, of which groupwork for students is the most noticeable Each lecturer has a great influence on students. Therefore, lecturers must constantly improve their qualifications (professional qualifications, pedagogical skills, and moral qualities, career love) to become a good example for students to follow 2.3. For students Students should be aware of the importance of social intelligence to improve the their learning quality Students should be aware of improve their social intelligence 27 Students should actively participate in collective activities organized by Youth Union, Student Union; Fully attending classes and openair activities; being more active in practical activities in the kindergarten such as: Getting experiences from teachers of the kindergarten and friendly contacting with preschool children. ... the development of social intelligence of preschool students 2.3. The level of social intelligence of preschool students Table 2. 1 : Assessment level of social intelligence of preschool students... intelligence; Pointing out the components of social intelligence of preschool graduates; expressions and levels of social intelligence of preschool graduates; factors affecting the social intelligence of preschool graduates 5.2. ... 3.1.1.2. The status of social intelligence of preschool teachers in terms of parameters a. The status of social intelligence of preschool teachers in training institutions Table 3. 2 : Social intelligence of preschool teachers by training