Innovation in early childhood education

The new preschool education program, which is expected to be piloted in 120 preschools in 40 districts (across 20 provinces representing different regions) over three academic years, will feature several new aspects.

Physical education class for students at Yen Bai A Kindergarten (Ba Vi District, Hanoi ). Photo: NTCC.

According to Mr. Nguyen Ba Minh, Director of the Department of Preschool Education ( Ministry of Education and Training ), the current preschool education program, which has been in effect for 15 years (from 2009 to the present), has many advantages but also reveals shortcomings in the face of rapid changes in domestic, regional, and international practices. Specifically, it has not kept pace with the requirements for developing students' qualities and competencies in the context of innovation; the daily routines of children at school put pressure on teachers; and teachers have not been able to fully utilize their flexibility and creativity in nurturing and educating children… Therefore, the Ministry of Education and Training has undertaken the development of a new preschool education program.

Some new aspects of the new preschool education program include a competency-based approach focused on emotional and social development, fostering the core values ​​of Vietnamese people; a rights-based approach, incorporating international conventions and treaties on the Rights of the Child, ensuring quality, fairness, inclusion, equality, and respect for children's differences; and empowering educational institutions and teachers in curriculum development.

The Ministry plans to pilot the new Preschool Education Program for three consecutive academic years: 2025-2026, 2026-2027, and 2027-2028, at 120 preschools in 20 provinces and cities representing different regions nationwide. Following the pilot period, the Ministry will conduct a review, further refine the content of the new Preschool Education Program, and plans to implement it nationwide in preschools in the 2029-2030 academic year.

As a program aligned with the 2018 General Education Program, the new preschool education program is expected to leverage strengths, optimize opportunities, and support the individual development of each child; overcome shortcomings and limitations; and gradually help teachers reduce pressure and improve the quality of early childhood education and care. To achieve this effectively, localities also need to proactively manage human resources and infrastructure.

According to Nguyen Quang Minh, Deputy Director of the Department of Education and Training of Hoa Binh province, the unit has advised the Provincial People's Committee and closely coordinated with relevant units to effectively carry out teacher recruitment; and invested in facilities for preschools. Regarding professional development, the Department of Education and Training organizes training and professional development for preschool teachers to update their knowledge, focusing on autonomy and decentralization in program implementation, and innovating methods of childcare and education…

Experience from the educational reform process highlights the crucial issue of preparing a sufficient and qualified teaching staff. However, in many localities, the problem of teacher shortages remains a recurring issue every school year, especially in mountainous districts. The main reasons are the scattered locations of large schools in remote villages, poor transportation access, and limited socio-economic conditions, making the recruitment of new teachers difficult. In other regions, recruiting preschool teachers is also difficult due to low salaries, long working hours, arduous work, and high pressure. As a result, some teachers have left the profession, and many graduates have chosen unrelated fields instead of working. Although there have been policies to increase salaries and preferential allowances for preschool teachers in general, and those in disadvantaged areas in particular, attracting talented individuals, retaining dedicated teachers, and ensuring their commitment to the profession still requires further policies. Many teachers hope that the Law on Teachers will comprehensively address policy issues to motivate them to stay in the profession.

Source: https://daidoanket.vn/doi-moi-giao-duc-mam-non-10296934.html