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Thông tư 17/2009/TT-BGDĐT chương trình giáo dục mầm non

Số hiệu:	17/2009/TT-BGDĐT	Loại văn bản:	Thông tư
Nơi ban hành:	Bộ Giáo dục và Đào tạo	Người ký:	Nguyễn Thiện Nhân
Ngày ban hành:	25/07/2009	Ngày hiệu lực:	Đã biết
Ngày công báo:	Đã biết	Số công báo:	Đã biết
		Tình trạng:	Đã biết

BỘ GIÁO DỤC VÀ ĐÀO TẠO -------	CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc ---------------
Số: 17/2009/TT-BGDĐT	Hà Nội, ngày 25 tháng 07 năm 2009

THÔNG TƯ

BAN HÀNH CHƯƠNG TRÌNH GIÁO DỤC MẦM NON

BỘ TRƯỞNG BỘ GIÁO DỤC VÀ ĐÀO TẠO

Căn cứ Nghị định số 178/2007/NĐ-CP ngày 03 tháng 12 năm 2007 của Chính phủ quy định chức năng, nhiệm vụ, quyền hạn và cơ cấu tổ chức của bộ, cơ quan ngang bộ;

Căn cứ Nghị định số 32/2008/NĐ-CP ngày 19 tháng 3 năm 2008 của Chính phủ quy định chức năng, nhiệm vụ, quyền hạn và cơ cấu tổ chức của Bộ Giáo dục và Đào tạo;

Căn cứ Nghị định số 75/2006/NĐ-CP ngày 02 tháng 8 năm 2006 của Chính phủ quy định chi tiết và hướng dẫn thi hành một số điều của Luật giáo dục;

Căn cứ Biên bản thẩm định của Hội đồng quốc gia thẩm định Chương trình giáo dục mầm non ngày 5/1/2009;

Theo đề nghị của Vụ trưởng Vụ Giáo dục Mầm non, Bộ trưởng Bộ Giáo dục và Đào tạo quyết định ban hành Thông tư như sau:

Điều 1. Ban hành kèm theo Thông tư này Chương trình giáo dục mầm non.

Điều 2. Thông tư này có hiệu lực thi hành từ ngày 8 tháng 9 năm 2009 và thay thế Quyết định số 5205/QĐ-BGDĐT ngày 19 tháng 9 năm 2006 của Bộ trưởng Bộ Giáo dục và Đào tạo về việc ban hành Chương trình thí điểm giáo dục mầm non. Chương trình giáo dục mầm non ban hành kèm theo Thông tư này được áp dụng cho tất cả các cơ sở giáo dục mầm non thuộc hệ thống giáo dục quốc dân.

Điều 3. Vụ trưởng Vụ Giáo dục Mầm non có nhiệm vụ chỉ đạo thực hiện Chương trình giáo dục mầm non trong cả nước.

Điều 4. Các Ông (Bà) Chánh văn phòng, Vụ trưởng Vụ Giáo dục Mầm non, Thủ trưởng các đơn vị có liên quan thuộc Bộ Giáo dục và Đào tạo, Chủ tịch Uỷ ban nhân dân các tỉnh, thành phố trực thuộc Trung ương, Giám đốc các sở giáo dục và đào tạo chịu trách nhiệm thi hành Thông tư này./.

Nơi nhận:
- Văn phòng Quốc hội;
- Văn phòng Chính phủ;
- Hội đồng Quốc gia giáo dục;
- Ban Tuyên giáo TƯ;
- Bộ Tư pháp (Cục K tr VBQPPL)
- Công báo;
- Kiểm toán nhà nước;
- Website Chính phủ;
- Website Bộ;
- Như Điều 4 (để thực hiện);
- Lưu VT, Vụ GDMN, Vụ PC.

BỘ TRƯỞNG

Nguyễn Thiện Nhân

FILE ĐƯỢC ĐÍNH KÈM THEO VĂN BẢN

MINISTRY OF EDUCATION AND TRAINING -------	SOCIALIST REPUBLIC OF VIETNAM Independence - Freedom - Happiness ---------------
No. 17/2009/TT-BGDDT	Hanoi, July 25, 2009

CIRCULAR

PROMULGATING EARLY CHILDHOOD EDUCATION CURRICULA

MINISTER OF EDUCATION AND TRAINING

Pursuant to the Government’s Decree No. 178/2007/ND-CP dated December 03, 2007 on functions, duties, powers and organizational structure of Ministries and ministerial-level agencies;

Pursuant to the Government’s Decree No. 32/2008/ND-CP dated March 19, 2008 on functions, duties, powers and organizational structure of the Ministry of Education and Training;

Pursuant to the Government’s Decree No. 75/2006/ND-CP dated August 02, 2006 detailing and providing guidelines for a number of Articles of the Education Law;

Pursuant to the appraisal record of the national council for appraisal of early childhood education curricula dated 5/1/2009;

At the request of the Director General of Early Childhood Education Department, the Minister of Education and Training hereby decides:

...

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Mọi chi tiết xin liên hệ: ĐT: (028) 3930 3279 DĐ: 0906 22 99 66

Article 2. This Circular comes into force from September 8, 2009 and supersedes Decision No. 5205/QD-BGDDT dated September 19, 2006 by the Minister of Education and Training promulgating pilot early childhood education curricula. The early childhood education curricula promulgated together with this Circular are applicable to all early childhood education institutions of the national educational system.

Article 3. Director General of Early Childhood Education Department shall direct adoption of these early childhood education curricula throughout the country.

Article 4. Head of Office of the Ministry of Education and Training, Director General of Early Childhood Education Department, heads of relevant affiliates of the Ministry of Education, Chairpersons of People’s Committees of provinces and central-affiliated cities and heads of Departments of Education and Training shall implement this Circular./.

THE MINISTER

Nguyen Thien Nhan

EARLY CHILDHOOD EDUCATION CURRICULA

...

Part One

GENERAL POINTS

A. OBJECTIVES OF EARLY CHILDHOOD EDUCATION

The objectives of early childhood education are to support the physical, emotional, intellectual and aesthetic development of children, lay the cornerstones for personality, prepare children for the first grade; form and nurture basic physiological and psychological functions, capabilities and values; and necessary life skills appropriate to their age group, unlock and fully realize children’s potential, and build the foundation for learning at the following educational stages and life-long learning.

B. REQUIREMENTS ON CONTENT AND METHODS OF EARLY CHILDHOOD EDUCATION AND CHILD DEVELOPMENT ASSESSMENT

I. REQUIREMENTS ON CONTENT OF EARLY CHILDHOOD EDUCATION

- Ensure reasonability, suitability and principle of concentric development from easy to hard levels; ensure connection between different age groups and between the junior kindergarten, senior kindergarten and primary stages; ensure that educational content is relevant to real life and children’s life and experience, prepare for children to gradually integrate into the outside world.

- Suit the physiological and psychological development of children, harmonize nurturing and care with education; promote balanced, healthy and fit physical development in children; equip children with life skills suitable for their age; teach children to respect, love and be polite to their grandparents, parents and teachers; to love their siblings and friends; to be honest, brave and confident; and to love beauty, seek knowledge and like learning.

II. REQUIREMENTS ON METHODS OF EARLY CHILDHOOD EDUCATION

...

- Educational methods applicable to senior kindergartens must enable children to experience, explore and discover the surrounding environment in different ways to satisfy children’s needs and interests according to the “playing is learning, learning is playing” motto. Focus on renovating the educational environment to enable children to actively explore, experiment and create in play corners happily. Harmoniously combine group teaching with individual teaching and pay attention to each child’s characteristics to choose a suitable educational method. Properly organize individual, group and class activities as appropriate to each class’s age group, each child’s ability, needs and interests and actual capacity of each kindergarten.

III. REQUIREMENTS ON CHILD DEVELOPMENT ASSESSMENT

Assess child development (including assessment by day and by stage) to monitor the child’s development and provide the basis for planning and revision of education plans as suitable for the child and local capacity. Child development assessment must employ different assessment methods; place an importance on assessment of each child’s progress and regularly evaluate the child by observing their daily activities.

Part Two

JUNIOR KINDERGARTEN CURRICULUM

A. OBJECTIVES

The junior kindergarten curriculum aims to support the harmonious physical, cognitive, language, emotional - social and aesthetic development of children from 3 months to 3 years of age.

I. PHYSICAL DEVELOPMENT

- Be healthy with normal weight and height for age.

...

- Make movements typical for their age.

- Have some basic components of fitness (speed, agility, balance).

- Coordinate their hands and fingers with dexterity.

- Do some activities of eating, sleeping and personal hygiene independently.

II. COGNITIVE DEVELOPMENT

- Like to explore the surroundings.

- Have keen senses.

- Observe, comment, remember and express their understanding using simple sentences.

- Have some early understandings of themselves and familiar objects and phenomena.

...

- Understand basic verbal requests.

- Ask and answer some simple questions with words and gestures.

- Use words to communicate and express needs.

- Recognize the rhymes and rhythm of poetry and intonation.

- Communicate naturally.

IV. EMOTIONAL, SOCIAL SKILLS AND AESTHETIC DEVELOPMENT

- Have a sense of self, communicate with familiar people confidently.

- Have and express feelings about familiar people and objects.

- Comply with some simple rules in daily life.

...

B. IMPLEMENTING PLAN

I. TIME ALLOCATION

The curriculum is designed for 35 weeks, 5 working days a week, and applicable to early childhood education institutions. Daily care and education shall be planned according to the routine for each age and children’s development.

Summer vacation, national holidays, new year holidays and semester breaks are provided for by general provision of the Ministry of Education and Training.

II. ROUTINE

A routine is a suitable arrangement of daily activities in early childhood education institutions to meet the psychological and physiological needs of children, which enables them to form good habits and adjust to junior kindergarten. Each activity may take up 5 - 10 minutes.

1. 3 to 12-month-old children

3 to 6-month-old children

...

- Sleeping: 3 naps (from 90 to 120 minutes/nap).

Routine for 3 to 6-month-old children

Duration

Activity

30 minutes

Child drop off

90 minutes

Napping

30 minutes

...

60 minutes

Play - Exercise

120 minutes

Napping

30 minutes

Breastfeeding

60 minutes

Play - Exercise

90 minutes

...

30 minutes

Breastfeeding

60 minutes

Child pickup

6 to 12-month-old children

- Breastfeeding and complementary feeding 2 - 3 times

- Sleeping: 2 - 3 naps (from 90 to 120 minutes/nap).

Routine for 6 to 12-month-old children

Duration

...

60 minutes

Child drop off

90 minutes

Napping

60 minutes

Feeding

60 minutes

Play - Exercise

30 minutes

...

120 minutes

Napping

60 minutes

Feeding

60 minutes

Play - Exercise

60 minutes

Napping for younger children/ Playing for older children/ Child pickup

...

12 to 18-month-old children

- Eating: 2 main meals and 1 complementary meal.

- Sleeping: 2 naps (from 90 to 120 minutes/nap).

Routine for 12 to 18-month-old children

Duration

Activity

30 minutes

Child drop off

60 minutes

...

90 minutes

Napping

60 minutes

Main meal

60 minutes

Play - Exercise

30 minutes

Complementary meal

120 minutes

...

60 minutes

Main meal

90 minutes

Play / child pickup

18 to 24-month-old children

- Eating: 2 main meals and 1 complementary meal.

- Sleeping: 1 nap (approximately 150 minutes).

Routine for 18 to 24-month-old children

Duration

...

60 minutes

Child drop off

120 minutes

Play - Exercise

60 minutes

Main meal

150 minutes

Napping

30 minutes

...

60 minutes

Play - Exercise

60 minutes

Main meal

60 minutes

Play / child pickup

3. 24 to 36-month-old children

- Eating: 2 main meals and 1 complementary meal.

...

Routine for 24 to 36-month-old children

Duration

Activity

60 minutes

Child drop off

120 minutes

Play - Exercise

60 minutes

...

150 minutes

Napping

30 minutes

Complementary meal

60 minutes

Play - Exercise

60 minutes

Main meal

60 minutes

...

C. CONTENT

I. NURTURING AND HEALTH CARE

1. Feeding

- Decide on a type of feeding and serving size suitable for each age.

Age group

Type of feeding

Recommended caloric intake/day/child

Recommended caloric intake in early childhood education institution/day/child (60-70% daily intake)

3 - 6 months old

...

555 Kcal

333 -388,5 Kcal

6 - 12 months old

Breastfeeding + infant cereal

710 Kcal

426 - 497 Kcal

12 - 18 months old

Porridge + breastfeeding

...

708-826 Kcal

18 - 24 months old

Mashed rice + breastfeeding

24 - 36 months old

Normal rice

- Number of meals in early childhood education institution: at least 2 main meals and 1 complementary meal.

+ Calorie distribution between meals: Lunch shall account for from 30% to 35% of daily energy intake. Afternoon meal shall account for from 25% to 30% of daily energy intake. Complementary meal(s) shall account for from 5% to 10% of daily energy intake.

+ Recommended proportion of energy-yielding nutrients:

...

35 - 40% of caloric intake comes from lipids.

45 - 53% of caloric intake comes from carbohydrates.

- Water: approximately 0,8 - 1,6 liter/child/day (including water in food).

- Create daily, weekly and seasonal menus.

2. Sleeping

Place children to sleep as needed for their age:

- For 3 to 12-month-old children: 3 naps, each lasting for 90 - 120 minutes.

- For 12 to 18-month-old children: 2 naps, each lasting for 90 - 120 minutes.

- For 18 to 36-month-old children: 1 noon nap lasting for approximately 150 minutes.

...

- Personal hygiene.

- Environmental hygiene: clean classrooms, objects and toys. Keep water source clean and handle waste and wastewater.

4. Healthcare and safety

- Perform periodic health checkup. Monitor and assess growth of weight and height according to age. Prevent undernutrition and obesity.

- Prevent common diseases. Monitor vaccination.

- Protect children’s safety and prevent some common accidents.

II. EDUCATION

1. Education for physical development

a) Motor development

...

- Make basic movements and develop basic components of fitness.

- Move hands and fingers.

b) Nutrition and health education

- Form good daily habits.

- Get used to doing some activities and health protecting activities independently.

- Know and avoid some risks.

AGE-SPECIFIC EDUCATIONAL CONTENT

a) Motor development

Content

...

12 to 24 months old

24 to 36 months old

3 to 6 months old

6 to 12 months old

12 to 18 months old

18 to 24 months old

1. Do exercise for muscle group and respiratory development

Passive exercise:

...

Respiratory exercise: breathe.

Respiratory exercise: inhale, exhale.

- Arm: bend, stretch.

- Arm: bend, stretch, raise up, cross in front of chest.

Arm: raise up, raise up in front, raise to the side

- Arm: Rise up, raise up in front, raise to the side, raise backward.

- Arm: raise up, raise up in front, raise to the side, raise backward in combination with shaking hands.

...

- Back, abdomen and sides: bend forwards, bend sideward.

- Back, abdomen and sides:

bend forwards, bend sideward.

- Back, abdomen and sides: bend forwards, bend sideward, twist from side to side.

- Leg: bend, stretch.

...

- Leg: bend, stretch, raise both legs with straight knees.

- Leg: sit, spread, raise each leg, raise both legs.

- Leg: spread, sit down, stand up.

- Leg: sit down, stand up, bend and stretch each leg.

2. Make basic movements and develop basic components of fitness

- Practice rolling over.

- Practice commando crawling.

...

- Practice crawling.

- Practice commando crawling and crawling over obstacles.

- Practice crawling and commando crawling:

+ Crawl, crawl on stomach to destination.

+ Crawl under objects (under ropes/ sticks placed high).

- Practice crawling and commando crawling:

+ Crawl in straight line with object on back.

...

+ Crawl on stomach, crawl over obstacles.

- Practice sitting.

- Practice standing, walking.

- Practice walking.

- Practice rolling and throwing ball.

- Practice walking, running:

...

+ Walk on narrow path.

+ Walk over obstacles.

- Practice walking, running:

+ Walk on cue, walk on narrow path.

+ Walk while holding object in hand.

+ Run in straight line.

+ Stand with 1 knee bent.

...

- Practice walking up and down the stairs.

- Practice throwing:

+ Roll ball while sitting.

+ Throw ball while standing.

- Practice jumping:

+ Jump on the spot.

+ Jump over drawn line.

- Practice throwing and catching:

+ Throw - catch with teacher.

...

+ Throw ball into goal.

3. Coordinate hand - fingers and hand - eyes

- Open and clench hand.

- Hold and shake objects and toys.

- Wave hand, move fingers.

- Hold, shake and hit objects.

- Put objects in, take objects out, release and retrieve objects.

...

- Twist hand and move fingers.

- Hit, hold and squeeze objects.

- Open and close lids without screw thread.

- Disassemble, assemble and place small box inside bigger ones.

- Stack 2-3 blocks.

- Curl, straighten and weave fingers.

- Hold, squeeze, knock on and hammer objects.

- Open and close screw thread lids.

...

- Stack 4-5 blocks.

- Draw random lines with fingers.

- Rub hands, touch fingertips against each other, pour, knead, mix, crumple, tear.

- Play with hammer and peg board.

- Stand on tiptoe to grab objects.

- Practice threading, buttoning and lacing.

- Put shapes together.

- Stack 6-8 blocks.

- Practice holding pens to paint and draw.

...

b) Nutrition and health education

Content

3 to 12 months old

12 to 24 months old

24 to 36 months old

3 to 6 months old

...

12 to 18 months old

18 to 24 months old

1. Form good daily habits

- Practice drinking with spoon.

- Adjust to infant cereal mixed with different foods.

- Adjust to porridge cooked with different foods.

- Adjust to mashed rice and different foods.

- Adjust to rice and different foods.

- Practice good eating habits.

...

- Adjust to 2-nap sleep schedule.

- Adjust to 1-nap sleep schedule.

- Practice noon napping habit.

- Practice some good hygiene habits:

+ Wash hands before a meal and after using the toilet.

+ Tell teacher if getting wet or dirty.

- Practice some good daily habits such as eating cooked food, drinking boiled water, washing hands before a meal, washing face, washing mouth, and drinking water after a meal, and discard litter properly.

...

- Practice eating with spoon and drinking with cup independently.

- Practice sitting at eating table.

+ Practice expressing the need for food, napping and toilet.

- Practice doing the following activities independently:

+ Eat, drink.

+ Wear clothes and shoes, use the toilet, get out of dirty or wet clothes.

+ Prepare sleeping place.

- Practice expressing the need for food, napping and toilet to adults.

...

Practice sitting on potty when using the toilet.

- Practice sitting on potty when needing to use the toilet.

- Practice using the toilet properly.

- Get used to washing hands and wiping face.

- Practice some simple hand washing and face wiping movements.

3. Know and avoid some risks

- Know some dangerous objects and dangerous places that cannot be touched or approached.

...

2. Education for cognitive development

a) Sensory exercise and coordination

Sight, hearing, touch, smell and taste.

Recognition

- Names and functions of some parts of the human body.

- Names, remarkable characteristics and uses of and how to use some familiar objects, toys and vehicles.

- Names and remarkable characteristics of some familiar animals, flowers and fruits.

- Some basic colors (red, yellow, blue), sizes (big - small), shapes (round, square), quantity (one - multiple) and spatial relationships (above - below, in front - behind) in relation to the child.

- The child’s own self and persons familiar to them.

...

Content

3 to 12 months old

12 to 24 months old

24 to 36 months old

1. Sensory exercise and coordination:

Sight, hearing, touch, smell and taste.

- Track moving people/objects nearby.

- Look at colorful objects and pictures.

...

- Find toys recently hidden.

- Listen to sounds and find the source of sounds.

- Find objects recently hidden.

- Listen to and recognize the sounds of some objects and familiar animals.

- Touch, feel, look, smell, etc. objects, flowers and fruits to identify their remarkable characteristics.

- Touch and shake toys, listen to sounds.

- Touch, feel, shake and knock on toys, listen to sounds.

- Touch and feel objects and toys to identify whether they are hard - soft, smooth - rough.

...

- Some parts of the human body

- Names of some parts of the body: eyes, nose, mouth.

- Names of some parts of the body: eyes, nose, mouth, ears, arms, legs.

- Names and main functions of some parts of the body: eyes, nose, mouth, ears, arms, legs.

- Some objects and toys

...

- Some familiar vehicles

- Names of familiar objects and toys.

- Names and remarkable characteristics of some familiar objects and toys.

- Names, remarkable characteristics and uses of and how to use some familiar objects and toys.

- Names of familiar vehicles.

- Names, remarkable characteristics and uses of some familiar vehicles.

- Names of some familiar animals, flowers and fruits

...

- Names and some remarkable characteristics of familiar animals and fruits.

- Names and remarkable characteristics of familiar animals, vegetables, flowers and fruits.

- Some basic colors, sizes, shapes, quantity and spatial relationships

- Red, blue.

- Big - small.

- Red, yellow, blue.

- Big - small.

- Round, square.

...

- Know “one” and “multiple”.

- The child’s own self and persons familiar to them

- The child’s own name.

- The child’s own image in the mirror.

- The child’s toys and things.

- The child’s name and some characteristics of their appearance.

...

- Names of some familiar family members and persons in class.

- Names and jobs of some familiar family members.

- Names of teachers, friends and the class.

3. Education for language development

a) Hearing

- Hear different voices.

- Hear and understand words and sentences referring to familiar objects and actions and some simple types of questions.

- Hear age-appropriate stories, poetry and folk poetry.

b) Talking

...

- Answer and ask some simple questions.

- Express needs, emotions and understanding verbally.

c) Introduction to books

- Open books, look at and name objects and actions of characters.

AGE-SPECIFIC EDUCATIONAL CONTENT

Content

3 to 12 months old

12 to 24 months old

24 to 36 months old

...

- Hear voices portraying different emotions.

- Hear names of familiar objects and actions.

- Hear simple sentences used in daily conversation.

- Hear Where questions (e.g., where is your arm/leg/nose?).

- Hear and comply with some verbal requests.

- Hear Where, What animal, How (e.g., how does the rooster crow?), What, and What… doing questions.

- Hear and comply with verbal requests.

- Hear What, What… doing, For what, Where and How questions.

- Hear songs and folk poetry.

...

- Hear poetry, folk poetry, riddles, songs and short stories.

2. Talking

- Babble different speech sounds.

Make different speech sounds.

- Imitate different speech sounds made by adults.

- Name familiar objects, animals and actions.

- Use words referring to familiar objects, animals, characteristics and actions in conversation.

- Speak a few simple words.

- Answer and ask What animal, What and What… doing questions.

...

- Express needs by babbling or using simple words in combination with gestures.

- Express needs and wishes using simple sentences.

- Express needs, wishes and understanding using 1-2 simple sentences and long sentences.

- Say the last morpheme of a poetic line with the teacher.

- Read short poems and stanzas containing 3- or 4-morpheme sentences.

- Retell a story part heard multiple times with support.

...

- Use words showing respect when talking with adults.

3. Introduction to books

Open books, look at pictures and point at characters and objects in pictures.

- Listen to adults reading books.

- Look at pictures and name familiar characters, objects and actions.

4. Education for emotional, social skills and aesthetic development

a) Emotional development

...

- Recognize and express some emotions.

b) Social skills development

- Have positive relationships with familiar people and objects.

- Have civilized behaviors and comply with some simple rules in conversation and daily life.

c) Aesthetic development

- Listen to music, sing and move to music.

- Draw, play with clay, create torn paper art, put shapes together, view art.

AGE-SPECIFIC EDUCATIONAL CONTENT

Content

...

12 to 24 months old

24 to 36 months old

1. Emotional development

Have a sense of self

Play with their own hands and feet.

Recognize their own name and pictures of themselves.

- Recognize their own name and some characteristics of their appearance.

- Recognize some favorite objects and toys.

...

- Recognize and express some emotions

Practice expressing affection, laughing and joking with teachers.

Express different emotions towards other people.

- Recognize and express some emotions such as happiness, sadness and anger.

2. Social skills development

- Have positive relationships with familiar people and objects

- Communicate with teachers using sounds, actions and gestures.

- Communicate with teachers and friends.

...

- Communicate with other people.

- Play with friends in a friendly way: sit next to friends, not fight over toys with friends.

- Play with toys/objects.

- Practice using objects and toys.

- Pay attention to pets.

- Practice using objects and toys.

- Pay attention to pets.

...

Imitate teachers: hello, goodbye.

Practice some communication behaviors such as saying hello, goodbye and thank you. Say “ạ” and “dạ” (words showing respect).

- Show some civilized behaviors such as saying goodbye, thank you, “dạ” and ‘vâng ạ” (words showing respect); playing next to friends and not pinching friends.

- Comply with some simple rules in daily life in class such as queuing and placing toys in designated places.

3. Aesthetic development

- Listen to music, sing and move to music

- Hear the sounds made by some objects and toys.

...

- Listen to singing, music and sounds made by musical instruments.

- Sing along and practice simple moves to music.

- Listen to singing and music with different melodies; listen to sounds made by musical instruments.

- Sing and practice simple moves to music.

- Draw, play with clay, create torn paper art, put shapes together, view art

...

- View art.

- Draw different lines, paint, tear, crumple, put shapes together.

- View art.

D. EXPECTED OUTCOMES

I. EDUCATION FOR PHYSICAL DEVELOPMENT

a) Motor development

Expected outcomes

3 to 12 months old

...

24 to 36 months old

3 to 6 months old

6 to 12 months old

12 – 18

12 to 18 months old

18 – 24

12 to 24 months old

1. Do exercise for muscle group and respiratory development

...

React positively when doing exercise for muscle group and respiratory development with the teacher.

Do exercise actively. Can do some simple steps with the teacher such as raising arms, sitting and bending forwards, sitting and raising legs.

Imitate the teacher to raise arms up - up in front - to the side.

Can do all steps of the exercise: breathing, arms, back/abdomen and legs.

2. Make basic movements and develop basic components of fitness

2.1. Roll over by themselves.

2.1. Sit up and lie down by themselves.

2.1. Walk towards the teacher (when called) or where they want to go by themselves.

...

2.1. Maintain balance while walking/running at different speeds with the teacher or walk on a narrow path while holding something.

2.2. Put hands on hips and puff chest out, twist body in different directions.

2.2. Crawl in different directions.

2.2. Crawl behind rolling balls/toys for 2,5 - 3m.

2.2. Hand - eye coordination: roll - catch ball with the teacher.

2.2. Hand - eye coordination: throw - catch ball with the teacher, who is 1m away; throw ball in a goal 1-1,2m away.

...

2.3. Make movements requiring coordination: roll - catch ball with the teacher.

2.3. Coordinate arms, legs and body when crawling/ commando crawling to go through rings and over obstacles.

2.3. Coordinate arms, legs and body when crawling to carry object placed on back.

2.4. Display muscular strength in movements: lean on elbows, push body forward.

2.4. Display muscular strength in rolling and catching balls: sit, roll ball forward for about 2,5m hard; can throw ball upwards/ forwards for about 70cm.

2.4. Display muscular strength in throwing and kicking balls: throw ball with one hand for about 1,2m; kick ball forwards for at least 1,5m.

2.4. Display muscular strength in throwing and kicking balls: throw forwards using one hand (for at least 1,5m).

3. Move hands and fingers

...

3.1. Imitate waving/ waving hello/ goodbye.

3.1. Move hands and fingers when holding, knocking on, squeezing or hitting something.

3.1. Grab small objects with 2 fingers.

3.1. Move wrists, hands and fingers – dance with dexterity.

3.2. Hold and shake toys, move objects from one hand to the other.

3.2. Put 2-3 small boxes inside bigger ones, stack 2-3 cubes.

...

3.2. Dissemble, put 3-4 small round boxes inside bigger ones, stack 2-3 cylinders.

3.2. Coordinate hands and fingers as well as hands and eyes in playing with clay; drawing bird nests; and making bead bracelets and necklaces.

b) Nutrition and health education

Expected outcomes

3 to 12 months old

12 to 24 months old

24 to 36 months old

...

6 to 12 months old

12 to 18 months old

18 to 24 months old

1. Form good daily habits

1. 1. Adjust to infant cereal.

1.1. Adjust to porridge.

1.1. Adjust to mashed rice and eat different foods.

1.1.Adjust to rice and eat different foods.

...

1.2. Have 3 naps according to routine.

1.2. Have 2 naps according to routine.

1.2. Have 1 nap at noon.

1.3. Use potty.

1.3. Express toilet need to adults.

1.3. Use the toilet properly.

...

Do some tasks with adult’s support (sit at eating table, use spoon to eat and cup to drink).

2.1. Do some tasks with adult’s support (get water to drink, use toilet, etc.).

...

3. Know and avoid some risks

3.1. Know that they should avoid dangerous objects and places (hot water containers, irons, burning stoves, etc.) when reminded.

3.1. Know that they should avoid some dangerous objects and places (burning stoves, hot water containers, water buckets, wells) when reminded.

...

3.2. Know that they should not do some dangerous actions (touching sockets, climbing up tables and chairs, etc.) when reminded.

3. 2. Know that they should not do some dangerous actions (climbing onto railings, playing with sharp objects, etc.) when reminded.

II. EDUCATION FOR COGNITIVE DEVELOPMENT

Expected outcomes

3 to 12 months old

12 to 24 months old

24 to 36 months old

3 to 6 months old

6 to 12 months old

...

1.1. Track moving people or objects.

1.1. Track and grab for moving, colorful and noise-making toys.

Touch, feel, look, hear, etc. to identify an object’s remarkable characteristics.

Touch, feel, look, hear, smell, taste, etc. to identify an object’s remarkable characteristics.

1.2. Hear and react to familiar sounds.

...

2. Show understanding of familiar objects and phenomena using gestures and words

2.1. Imitate some simple gestures and actions of family members.

2.1. Imitate some simple actions of family members.

2.1. Imitate some familiar actions of familiar people. Use some familiar objects and toys.

2.2. Use gestures or point at body parts, objects and toys when asked.

2.2. Point at or name themselves and familiar people when asked.

...

2.3. Point at or name some body parts when asked.

2.3. Tell names and functions of some body parts when asked.

...

2.4. Tell names and some remarkable characteristics of familiar objects, fruits and animals.

2.5. Point at or grab red or blue toys at an adult’s request or suggestion.

2.5. Point at/name or grab or put away the right red/yellow/blue toy when requested.

...

III. EDUCATION FOR LANGUAGE DEVELOPMENT

Expected outcomes

3 to 12 months old

12 to 24 months old

24 to 36 months old

3 to 6 months old

6 to 12 months old

12 to 18 months old

18 to 24 months old

...

1.1. React to sounds: turn head to the direction where a sound is coming; stare at the speaker’s face, etc.

1.1. Understand some simple and familiar words.

1.1. Understand some words referring to familiar people, toys and objects.

1.1. Comply with simple requests such as: come here, go wash your hands, etc.

1.1. Complete tasks containing 2-3 actions. E.g., place your toy on the shelf and go wash your hands.

1.2. Smile, wave arms, kick legs and babble when talked to.

1.2. Follow some simple actions: clap, wave hello, etc.

1.2. Comply with some simple requests: hello - cross arms; hurray - clap; goodbye - wave, etc.

1.2. Understand “no”: stop doing something when hearing “Don’t grab!”; “Don’t touch", etc.

...

1.3. Understand Where questions (where are your arms/legs?, etc.)

1.3. Understand Where questions (where is mom/grandma/duck?, etc.)

1.3. Answer simple questions such as “Who is this?”, “What animal is this?”, “What is this?”, etc.

1.3. Understand simple short stories: answer questions about the story’s name, names and actions of characters.

2. Hear and repeat speech sounds, morphemes and sentences

Imitate and repeat simple sounds made by adults: măm măm (eating sound), ba ba, ma ma, etc.

2.1. Imitate different sounds: ta ta, meo meo, bim bim, etc.

...

2.1.Pronounce morphemes clearly.

2.2. Repeat some monomorphemic words: mẹ (“mom”), bà (“grandma”), ba (“dad”), gà (“chicken”), tô (“bowl”), etc.

2.2. Say the last morpheme of a poetry line when hearing familiar poems.

2.2. Read poems and folk poems with teacher’s help.

3. Use language for communication

Make ư, a, etc. sounds when adults are talking.

Babble (măm măm (eating sound), ba ba, etc.) and gesture (pointing, raising body up; changing expression, etc.) to express needs.

3.1. Use monomorphemic words when communicating such as calling mẹ (“mom”), bà (“grandma”), etc.

...

3.1. Use simple sentences and 5- to 7- morpheme sentences containing common words referring to familiar objects, actions and characteristics.

3.2. Use 1- or 2-word sentences: “bế” (“pick up”, when wanting to be picked up); “uống” (“drink”) or “nước” ("water”) (when wanting to drink water); “măm măm” (eating sound, when wanting to eat); “đi, đi” (“go, go”, when wanting to go play), etc.

3.2. Proactively speak out their needs and wishes (I drink, I want...).

3.2. Use words for different purposes:

- Greet, converse.

- Express needs.

- Ask about matters of interest such as what is this animal?, what is this?, etc.

...

3.3. Speak loudly, audibly and respectfully.

IV. EDUCATION FOR EMOTIONAL, SOCIAL SKILLS AND AESTHETIC DEVELOPMENT

Expected outcomes

3 to 12 months old

12 to 24 months old

24 to 36 months old

3 to 6 months old

6 to 12 months old

...

Turn head towards sounds or calls.

Recognize their own name (react when someone calls their name).

Recognize themselves in the mirror and pictures (point at themselves in the mirror when asked).

1.1. Tell some information about themselves (name, age).

Express what they like and do not like.

2. Have and express feelings about familiar people and objects

2.1. Like to know what is happening.

2.1. Like to communicate with familiar people using sounds and gestures.

...

2.1. Like to communicate with other people using gestures and words.

2.2. Express feelings using face, voice and gestures towards the teacher (smiling, laughing).

2.2. Express feelings towards other people (brightening up when seeing mom, afraid and refusing to follow strangers).

2.2. Feel and express happiness, sadness and fear towards other people.

2.2. Recognize happiness, sadness and fear.

2.3. Express happiness, sadness and fear through expressions and gestures.

...

2.3. Like to play with moving, colorful and noise-making toys.

2.3. Like to play with toys, have favorite toys and observe some animals.

Be friendly to some familiar animals: imitate sounds made by these animals.

3. Have simple social behaviors

Respond positively to other people’s communication.

Imitate some simple acts of affection.

3.1. Goodbye when prompted.

3.1. Say hello, goodbye, thank you and words of respect.

...

3.2. Imitate some social behaviors (hold doll, feed doll, pick up the phone, etc.).

3.2. Display some simple social behaviors during pretend play (holding doll, making infant cereal for baby, pick up the phone, etc.).

3.3. Comply with some simple requests from adults.

3.3. Play with other children in a friendly way.

...

3.4. Comply with some requests from adults.

4. Express feelings via singing, moving to music/ painting, drawing, playing with clay, putting shapes together, viewing art

React positively to singing and sounds (laughing, moving arms and legs, listening attentively).

React to singing and sounds (jumping, clapping, laughing, etc.).

4.1. Like to listen to songs and move to music (stomping, moving to music, clapping, etc.).

4.1. Sing and move to some familiar songs.

4.2. Like to draw and view art.

...

E. EDUCATIONAL ACTIVITIES, ORGANIZATION THEREOF AND EDUCATIONAL METHODS

I. EDUCATIONAL ACTIVITIES

1. Emotional exchange

This activity fulfills the child’s need for bonding with their family, brings happiness to the child, helps exercise and develop the senses, and forms a relationship between the child and people close to them. This is the main activity of children under 12 months of age.

2. Play with objects

This activity fulfills the child’s need to explore their surroundings, know the uses of and how to use some objects and toys, helps develop their speech, senses, etc. This is the main activity of children from 12 to 36 months of age.

3. Play

This activity fulfills the child’s need to move and explore their surroundings, and helps the child bond with people close to them. At this age, children can participate in pretend play, physical games and folk games.

4. Intentional play - exercise

...

5. Eating, sleeping and personal hygiene

These activities fulfill the child’s biological needs, help form some good daily habits and make the child feel happy and comfortable.

II. ORGANIZATION OF EDUCATIONAL ACTIVITIES

1. Based on the educational content and purpose, educational activities may be organized in the following ways:

- Organize activities according to the teacher's intention and children's wish.

2. Based on location, educational activities may be organized in the following ways

- Room activities.

- Outdoor activities.

...

- Individual activities.

- Small group activities.

- Large group activities.

Individual activities and small group activities should be prioritized for junior kindergartens students.

III. EDUCATIONAL METHODS

1. Emotional impact method

Use affectionate gestures, expressions and words to make children feel safe, gain their trust, fulfill their needs for communication, bonding and contact with familiar people and the surroundings.

2. Visual method

Let children observe visual media (real objects, toys, pictures, movies) and example actions (words and gestures) to train their senses and fulfill their need for information from the outside world. Visual media and example actions should be employed at the right time and in combination with appropriate words and illustrations.

...

a) Interact with objects and toys

Let children directly interact with objects and toys following the teacher's instructions (touching, holding, shaking, opening, closing, placing side by side, stacking) for them to receive information, obtain knowledge and shape behaviors and skills.

b) Games

Employ suitable simple games and play elements to encourage children to be active, explore the surroundings and develop their speech and movements as appropriate.

c) Practice

Have children repeat sentences, moves, behaviors and gestures according to requirements of education content and their interest. The teacher should use their words to facilitate the children’s practice.

4. Verbal method (talking, storytelling, explaining)

Use words, emotive storytelling and suggesting questions in combination with suitable gestures to encourage children to interact with objects and communicate with other people; express their wishes and share their feelings with other people through words and actions. Adults should use concise and understandable words and questions that are appropriate to the children’s experience.

Junior kindergarten children should be communicated with using their mother tongue.

...

At this young age, children mostly require praise and encouragement for their good behaviors and words and examples from adults. Adults can express their disapproval and give children reminders where necessary but it must be done with tact.

Teachers shall combine these methods to make an impact on all aspects of their students’ development, encourage students to use their senses (sight, hearing, touch, etc.), use words and keep active to promote growth; communicate with and give instructions to each child using words, gestures and actions; and focus on employing the emotional impact and practice methods. Teachers must set examples for their students.

IV. ORGANIZATION OF ENVIRONMENT FOR CHILDREN'S ACTIVITIES

1. Physical environment

a) Classroom environment

- Provide objects and toys that have diverse and attractive colors and shapes, make noises and can move.

- Arrange objects in a safe, suitable, aesthetic and education-appropriate manner.

- Have eating and sleeping areas that meet requirements.

- Organize activity areas in a suitable and flexible way, enabling children to choose and use objects/toys and join play corners easily while facilitating teacher’s observation.

...

+ For children from 12 to 24 months of age, there is an area for them to interact with things, picture books, crayons, papers and simple exercise toys and objects.

+ For children from 24 to 36 months of age, there is an area for pretend play, play with clay and pens.

b) Environment for outdoor activity

- Playground and outdoor toys are appropriate to junior kindergarten age and near classrooms.

- There are a garden, flower/ornamental plant beds and an area where animals are kept.

2. Social environment

The care and education environment in early childhood education institutions must ensure psychological safety and facilitate social skills development of children. Teachers must have appropriate behaviors, gestures, words and attitudes towards their students and other people to set examples for their students.

G. CHILD DEVELOPMENT ASSESSMENT

Child development assessment is a process where information on each child is collected systematically, analyzed and compared with the expected outcomes of the curriculum to monitor the child’s development and revise the care and education plan.

...

1. Assessment purposes

Assess daily physiological and psychological development of the child during activities to detect positive or negative behaviors and promptly revise the care and education plan for the child.

2. Assessment items

- Health condition.

- Attitude, mood and behaviors.

- Knowledge and skills.

3. Assessment methods

Use one or more than one of the following methods to assess the child:

- Observe.

...

- Analyze products from the child's activities.

- Talk with the child’s parents.

On a daily basis, the teacher shall observe the child during their activities, record remarkable progresses and noteworthy matters into the education plan book or the class’s diary to revise the education plan and measure.

II. CHILD ASSESSMENT BY STAGE

1. Assessment purposes

Determine the child’s achievement in each development area at each stage, which serves as the basis for revision of the care and education plan for the next stage.

2. Assessment items

Assess the level of physical, cognitive, language, emotional, social skills and aesthetic development of the child at each stage.

3. Assessment methods

...

- Observe.

- Talk and communicate with the child.

- Assess via assignments.

- Analyze products from the child’s activities.

- Talk with the child’s parents.

The teacher shall record the assessment results into the child’s file.

4. Time and basis of assessment

- Make an assessment at the end of each stage (6, 12, 18, 24 and 36 months of age) based on child development indicators.

Part Three

...

A. OBJECTIVES

The senior kindergarten curriculum aims to support the harmonious physical, cognitive, language, emotional, social skills and aesthetic development of children from 3 to 6 years of age and prepare them for primary school.

I. PHYSICAL DEVELOPMENT

- Be healthy with normal weight and height for age.

- Do basic movements with stability and accuracy.

- Coordinate the senses and movements; move nimbly, have spatial orientation.

- Be skillful in some activities requiring manual dexterity.

- Have certain knowledge about food and benefits of eating to health.

- Have some good habits and skills in relation to eating, health protection and assurance of their own safety.

...

- Be inquisitive, like to explore the surrounding objects and phenomena.

- Observe, compare, sort, judge, pay attention and memorize with intention.

- Detect simple problems and produce different solutions.

- Express their understanding in different ways (using actions, pictures, words, etc.), mostly with words.

- Have some basic knowledge about humans, objects and phenomena around them and math.

III. LANGUAGE DEVELOPMENT

- Hear and understand speech used in daily conversations.

- Express themselves in different ways (words, expressions, gestures, etc.).

- Express themselves clearly and communicate in a civilized manner in daily life.

...

- Recognize the rhymes and rhythm of age-appropriate poetry and folk poetry.

- Have some basic skills in reading and writing.

IV. EMOTIONAL AND SOCIAL SKILLS DEVELOPMENT

- Have a sense of self.

- Recognize and express their feelings towards people, objects and phenomena around them.

- Have some virtues: confidence and independence.

- Have some life skills: respect, cooperation, friendliness, concern and sharing.

- Comply with some rules in the family, school and communities familiar to the child.

V. EMOTIONAL DEVELOPMENT

...

- Express their emotions and creativity in musical and creative activities.

- Like to participate in art activities.

B. IMPLEMENTING PLAN

I. TIME ALLOCATION

The curriculum is designed for 35 weeks, 5 working days a week, and applicable to early childhood education institutions. Daily care and education shall be planned according to the daily routine.

Summer vacation, national holidays, new year holidays and semester breaks are provided for by general provision of the Ministry of Education and Training.

II. ROUTINE

A routine is a suitable arrangement of daily activities in early childhood education institutions to meet the psychological and physiological needs of children, which enables them to form good habits, have good attitude and acquire positive life skills.

ROUTINE FOR SENIOR KINDERGARTEN STUDENTS

...

Activity

80 - 90 minutes

Drop-off, playing, morning exercise

30 - 40 minutes

Learning

40 - 50 minutes

Playing in activity corners

30 - 40 minutes

Playing outdoor

...

Main meal

150 minutes

Napping

20 - 30 minutes

Complementary meal

70 - 80 minutes

Free playing

60 - 70 minutes

Preparation for pickup and pickup

...

I. NURTURING AND HEALTH CARE

1. Feeding

- Decide on a type of feeding and serving size suitable for each age:

+ Recommended daily caloric intake of 1 child is: 1470 Kcal.

+ Recommended daily caloric intake of 1 child at school (accounting for 50 - 60% of total daily intake) is: 735 – 882 Kcal.

- Number of meals in early childhood education institution: at least 1 main meal and 1 complementary meal.

+ Calorie distribution between meals: lunch shall account for from 35% to 40% of daily energy intake. The complementary meal shall account for from 10% to 15% of daily energy intake.

+ Proportion of energy-yielding nutrients:

...

20 - 30% of caloric intake come from lipid.

55 - 68% of caloric intake come from carbohydrates.

- Water: approximately 1,6 - 2,0 liter/child/day (including water in food).

- Create daily, weekly and seasonal menus.

2. Sleeping

Place children to sleep at noon (approximately 150 minutes).

3. Hygiene

- Personal hygiene.

- Environmental hygiene: clean classrooms, objects and toys. Keep water source clean and handle waste and wastewater.

...

- Perform periodic health checkups. Monitor and assess growth of weight and height according to age. Prevent undernutrition and obesity.

- Prevent common diseases. Monitor vaccination.

- Protect children’s safety and prevent some common accidents.

II. EDUCATION

1. Education for physical development

Content of education for physical development includes motor development and nutrition and health education.

a) Motor development

- Do exercise for muscle group and respiratory development.

- Practice basic movement skills and develop components of fitness

...

b) Nutrition and health education

- Know some common dishes and food and their health benefits

- Do some activities of daily living independently.

- Protect health and safety.

AGE-SPECIFIC EDUCATIONAL CONTENT

a) Motor development

Content

3 to 4 years of age

4 to 5 years of age

...

1. Do exercise for muscle group and respiratory development

- - Respiratory exercise: inhale, exhale.

- - Arms:

Raise both arms up high, up in front and to both sides.

+ Bend, stretch, cross both arms in front of chest.

- - Arms:

+ + Raise both arms up high, up in front and to both sides (combining with shaking, opening and clenching hands).

+ + Bend and stretch arms, clap (in front, behind, up high).

...

+ + Raise both arms up high, up in front and to both sides (combining with shaking hands, twisting wrists and standing on tiptoe).

+ + Bend and stretch each arm, combining with standing on tiptoe. Roll both arms in front of chest upwards.

- - Back, abdomen and sides:

+ +Bend forwards.

+ +Turn left, turn right.

+ +Bend left, bend right.

- - Back, abdomen and sides:

+ +Bend forwards, bend backwards.

+ +Turn left, turn right.

...

- - Back, abdomen and sides:

+ +Bend backwards with arms raised up high, step right, step left.

+ +Turn left, turn right with hands on hips or arms stretched to both sides, step right, step left.

+ +Bend to both sides with hands on hips or arms, step right, step left.

- - Legs:

+ +Step forwards, step sideward; squat; stand up; jump up.

+ + Bend and stretch legs.

- - Legs:

+ +Stand on tiptoe.

...

+ +Stand up, raise and bend each leg.

- - Legs:

+ +Lift forwards, sideward and back.

+ +Jump up, raise legs sideward; jump with one leg up in front and the other behind.

2. Practice basic movement skills and develop components of fitness

- - Walk and run:

+ +Walk on tiptoe.

+ +Walk and run at different speeds at command.

...

+ +Walk on narrow path.

- - Walk and run:

+ +Walk on heels, walk with bent knees, walk backwards.

+ +Walk on gym chair, walk along straight line on the floor.

+ +Walk and run at different speeds at command and in zig zags with markers.

+ +Run 15m in approximately 10 seconds.

+ +Run 60-80m slowly.

- - Walk and run:

...

+ +Walk on rope (rope placed on floor), walk on slanted board.

+ +Walk heel to toe.

+ +Walk and run at different speeds and in zig zags at command.

+ +Run 18m in approximately 10 seconds.

+ +Run 100-120m slowly.

- - Crawl, commando crawl and climb:

+ +Crawl, commando crawl in straight line and in zig zags.

+ +Crawl through gate.

+ +Commando crawl forwards.

...

- - Crawl, commando crawl and climb:

+ +Crawl 3-4m with hands and feet.

+ +Crawl in zig zags past 5 points.

+ +Crawl through 1,2m x 0,6m tunnel and gate.

+ +Commando crawl in straight line.

+ +Climb over a 1,5m x 30cm chair.

+ +Climb up and down 5 rungs of the stall bars.

- - Crawl, commando crawl and climb:

+ +Crawl 4m-5m with hands and feet.

...

+ +Crawl through 1,5m x 0,6m tunnel.

+ +Commando crawl and climb over a 1,5m x 30cm chair.

+ +Climb up and down 7 rungs of the stall bars.

- - Throw and catch:

+ +Roll, hit, throw and catch ball with the teacher.

+ +Throw away with one hand.

+ +Throw in goal with one hand.

+ +Pass and catch ball in to and fro and side to side.

...

- - Throw and catch:

+ +Throw ball up and catch.

+ +Throw and catch ball with someone on the opposite side.

+ +Hit and catch ball while standing still.

+ +Throw away with one and both hands.

+ +Throw in goal with one hand.

+ +Pass and catch ball above head and between legs.

- - Throw and catch:

+ +Throw ball up and catch.

...

+ +Walk and bounce ball.

+ +Throw away with one and both hands.

+ +Throw in goal with one and both hands.

+ +Pass and catch ball above head and between legs.

- - Jump:

+ +Jump on the spot.

+ +Jump forwards.

+ +Jump 20 - 25 cm forwards.

- - Jump:

...

+ +Jump 35 - 40cm forwards.

+ +Jump down from a height of 30 - 35cm.

+ +Jump with legs apart and together over 5 squares.

+ +Jump over obstacle 10 - 15cm high.

+ +Hop 3m.

- - Jump:

+ +Jump continuously into ring.

+ +Jump 40 - 50cm forwards.

+ +Jump down from a height of 40 - 45cm.

...

+ +Jump over obstacle 15 - 20cm high.

+ +Hop 5m.

3. Move hands and fingers, coordinate hands - eyes and use some objects and tools

- Curl and weave fingers, twist fingers and wrists, roll wrists.

- Braid.

- Stack different types of blocks.

- Create torn paper art.

- Use scissors and pens.

- Draw and paint randomly.

...

- Use hands and fingers to roll, twist, flick, draw, pinch, caress, press and assemble.

- Fold papers.

- Put shapes together.

- Tear and cut straight lines.

- Paint and draw shapes.

- Button, unbutton, thread and tie shoes.

- Move hands, fingers and wrists.

- Break, mold.

- Assemble.

...

- Paint and trace lines.

- Button, unbutton, zip up, thread, lace, tie strings.

b) Nutrition and health education

Content

3 to 4 years of age

4 to 5 years of age

5 to 6 years of age

1. Know some common dishes and food and their health benefits

- Know some common dishes and food.

...

- Know some common food in food groups (in healthy eating pyramid).

- Know simple processing methods for some dishes and food.

- Know and sort some common food into 4 food groups.

- Get to know some simple food and drink preparation steps.

- Know meals in the day and benefits of eating adequate amount and nutrients.

- Know the relation between food and illness (diarrhea, tooth cavity, undernutrition, obesity, etc.).

2. Do some activities of daily living independently

...

- Practice washing hands with soap.

- Express the need for food, napping and toilet verbally.

- Practice brushing teeth and wiping face.

- Practice washing hands with soap.

- Use the toilet properly.

- Practice brushing teeth, wiping face and washing hands with soap.

- Practice using the toilet and toiletries properly.

3. Protect health and safety

- Practice some good health protecting habits.

...

- Know clothes for different kinds of weather.

- Select clothing suitable for each kind of weather.

- Benefits of wearing clothes suitable for the weather.

- Select and wear clothing suitable for each kind of weather.

- Benefits of wearing clothes suitable for the weather.

- Know some signs of illness.

- Know some signs of illness and simple ways to avoid being sick.

- Know some signs of illness, causes thereof and how to avoid being sick.

- Know and avoid dangerous actions, unsafe places and life-threatening objects.

...

2. Education for cognitive development

a) Scientific exploration

- Parts of the human body.

- Objects.

- Animals and plants.

- Some natural phenomena.

b) Some basic math concepts

- Sets, quantity, serial numbers and counting.

- Matching.

...

- Measurement.

- Shapes.

- Spatial and temporal orientation.

c) Social exploration

- The child’s own self, their family, relatives and community.

- Early childhood education institution.

- Some common jobs.

- Famous landscapes, beauty spots and festivals.

AGE-SPECIFIC EDUCATIONAL CONTENT

...

Content

3 to 4 years of age

4 to 5 years of age

5 to 6 years of age

1. Parts of the human body

Functions of the senses and some other parts of the human body.

2. Objects:

Items of daily living, toys

...

Vehicles

Remarkable characteristics and uses of and how to use some objects and toys.

...

- Some simple connections between the composition and use of familiar objects and toys.

- Compare similarities and differences between 2 - 3 objects/toys.

- Sort objects/toys based on 1 - 2 characteristics.

- Compare similarities and differences between objects/toys and their diversity.

- Sort objects/toys based on 2 - 3 characteristics.

Names, remarkable characteristics and uses of some familiar vehicles.

Characteristics and uses of some vehicles and sort them based on 1 - 2 characteristics.

Characteristics and uses of some vehicles and sort them based on 2 - 3 characteristics.

...

- Remarkable characteristics and benefits of familiar animals, plants, flowers and fruits.

- External characteristics, benefits and harmful effects of familiar animals, plants, flowers and fruits to humans.

- Characteristics, benefits and harmful effects of animals, plants, flowers and fruits.

- Plant and animal development, living conditions of some plants and animals.

- Compare similarities and differences between 2 animals, plants, flowers or fruits.

- Compare similarities and differences between some animals, plants, flowers or fruits.

- Sort animals, plants, flowers or fruits based on 1 - 2 characteristics.

...

- Simple connection between familiar animals/plants and their habitats.

- Observe and judge the simple connection between animals/plants and their habitats.

- How to care for and protect familiar plants and animals.

4. Some natural phenomena:

Weather, seasons

Sunlight, rain, hot and cold weather and their impacts on the child’s activities.

Some seasonal weather phenomena and their impacts on human life.

- Some seasonal weather phenomena and the order of the seasons.

...

Day and night, the sun, the moon

Some remarkable signs of day and night.

Differences between day and night.

Differences between day and night, the sun and the moon.

Water

- Some water sources in daily life.

...

- Water sources in living environment.

- Benefits of water to humans, animals and plants.

- Some characteristics of water.

- Causes of water pollution and how to protect water sources.

Air, light

Some light sources in daily life.

Air and light sources and their necessity for humans, animals and plants.

...

Some characteristics of soil, rocks, sand and gravels.

b) Some basic math concepts

Content

3 to 4 years of age

4 to 5 years of age

5 to 6 years of age

1. Sets, quantity, serial numbers and counting

- Count up to 5 objects and count number without objects as much as the child is able to.

...

- Count up to 10 objects and count number without objects as much as the child is able to.

- Know “one” and “multiple”.

- Know numbers, quantity and serial numbers up to 5.

- Know numbers, quantity and serial numbers up to 10.

- Add 2 groups of objects together and count it.

- Add groups of objects together and count it.

- Divide a group of objects into smaller groups.

- Divide a group of objects into two smaller groups using different methods.

...

2. Matching

Match 1-1, match pairs.

Match related objects into pairs.

3. Comparison, arranging according to rules

- Compare the size of 2 objects.

- Arrange alternatively.

- Compare, identify arrangement rules and arrange according to rules.

...

- Create arrangement rules.

4. Measurement

- Measure the length of an object using a measurement unit.

- Measure the length of an object using different measurement units.

- Measure the length of different objects, compare and present measurement results.

- Measure volume using a measurement unit.

- Measure volume of different objects, compare and present measurement results.

...

- Recognize and name the square, triangle, circle and rectangular, and recognize these shapes in real life.

- Compare differences and similarities between the square, triangle, circle and rectangular.

- Recognize and name the sphere, cube, cuboid and cylinder, and recognize these 3-dimensional shapes in real life.

- Put geometric shapes together.

- Put geometric shapes together to create new shapes freely and as requested.

- Create some geometric shapes using different methods.

6. Spatial and temporal orientation

...

- Identify an object’s position relative to where the child or another child is (in front - behind; above - below; left - right).

- Identify an object’s position (in front - behind; above - below; left - right) relative to where the child or another child is with an object serving as a point of reference.

- Know the morning, noon, afternoon and evening.

- Know yesterday, today and tomorrow.

- Name days of the week.

c) Social exploration

Content

3 to 4 years of age

...

5 to 6 years of age

1. The child’s own self, their family, relatives and community

- The child’s name, age and gender.

- Names of their parents and family members. Home address.

- The child’s full name, age, gender, characteristics of their appearance and likes.

...

- Names and jobs of their parents and family members. Some needs of their family. Home address.

- The child’s full name, date of birth, gender, characteristics of their appearance, likes and their position in their family.

- Family members, their parents’ jobs; likes of their family members; family size (big or small). Needs of their family. Home address.

- Name of their class, name and job of the teacher.

- Names of their friends, objects, toys and activities in school.

- Name and address of their school. Names and jobs of their teacher and other staff.

- Full names and some characteristics of their friends; activities in school.

...

- Characteristics and likes of their friends; activities in school.

2. Some jobs in the society

Names, products and benefits of some common jobs.

Names, equipment, products, activities and meanings of some common jobs and local traditional jobs.

3. Famous landscapes, beauty spots, festivals and cultural events

The national flag, names of local festivals, beauty spots, famous landscapes and monuments.

Remarkable characteristics of some local and national monuments, famous landscapes, beauty spots, festivals and cultural events.

...

a) Hearing

- Hear words referring to people, objects, phenomena, characteristics and activities, expressive words and general words.

- Hear speech used in daily conversations.

- Hear age-appropriate stories, poetry and folk poetry.

b) Talking

- Pronounce Vietnamese morphemes clearly.

- Express their needs, affection and understanding using different types of sentences.

- Use correct words and sentences in daily conversations. Answer and ask questions.

- Read poetry and folk poetry, and tell stories.

...

c) Introduction to reading and writing

- How to use books and pens.

- Introduction to some common signs.

- Introduction to writing and reading

AGE-SPECIFIC EDUCATIONAL CONTENT

Content

3 to 4 years of age

4 to 5 years of age

5 to 6 years of age

...

- Understand words referring to familiar people, objects, actions and phenomena.

- Understand words referring to characteristics and uses and expressive words.

- Understand general words and antonyms.

- Understand and comply with simple requests.

- Understand and comply with 2-3 requests.

- Understand and comply with 2-3 successive requests.

- Understand simple sentences and expanded sentences.

- Understand simple sentences, expanded sentences and complex sentences.

- Understand age-appropriate stories that they read or are told to them.

...

2. Talking

- Pronounce Vietnamese morphemes.

- Pronounce morphemes containing difficult speech sounds.

- Pronounce morphemes with similar initial and final consonants and tones.

- Express their needs, affection and understanding using simple sentences and expanded simple sentences.

- Express their needs, affection and understanding using simple sentences and compound sentences.

- Express their needs, affection and understanding clearly using different simple sentences and compound sentences.

- Answer and ask Who, What, Where and When questions.

- Answer and ask Who, What, Where, When and What for questions.

...

- Ask Why?, How? and What is… made from? questions.

- Use words showing respect.

- Use expressive and imagery words.

- Talk and have gestures and expressions appropriate to the communication requirements and setting.

- Read poetry, folk poetry and riddles.

- Retell stories they have just heard with help.

- Retell stories they have just heard in the correct order..

...

- Describe objects, phenomena and pictures.

- Tell stories with objects/pictures.

- Retell events.

- Retell events with multiple details.

- Retell events in the correct order.

- Role play according to the teacher's narration.

- Participate in plays.

3. Introduction to reading and writing

- Familiarize themselves with some common signs seen in daily life (toilet, exit, dangerous location, traffic signs: crosswalk sign, etc.).

...

- Identify some alphabetical letters.

- Identify alphabetical letters.

- Practice tracing letters.

- Copy some signs and alphabetical letters; their name.

- View and have different types of books read to them.

- Familiarize themselves with how to read and write Vietnamese:

+ Reading/writing direction: from left to right and downwards.

...

- Hold books the right way, open books, view pictures and “read” stories.

- Distinguish the start and end of a book.

- “Read” stories via pictures.

- Preserve books.

- Preserve and protect books.

4. Education for emotional and social skills development

a) Emotional development

- Have a sense of self.

- Recognize and express their feelings towards people, objects and phenomena around them.

...

- Social behaviors in the family, school and communities familiar to the child and rules thereof.

- Protect the environment.

AGE-SPECIFIC EDUCATIONAL CONTENT

Content

3 to 4 years of age

4 to 5 years of age

5 to 6 years of age

1. Emotional development

...

- Have a sense of self

- Name, age and gender.

- Likes and dislikes.

...

- Likes and abilities.

- Similarities and differences between the child and other people.

- Position and responsibilities of the child in their family and class.

- Perform assigned tasks (cleaning duty, putting away toys, etc.).

- Do some activities proactively and independently.

...

- Recognize and express their feelings towards people, objects and phenomena around them.

- Recognize some emotions (happy, sad, scared, angry) based on facial expressions, gestures and voices.

- Recognize some emotions (happy, sad, scared, angry, surprised) based on facial expressions, gestures, voices and pictures.

- Recognize some emotions (happy, sad, scared, angry, surprised, embarrassed) based on facial expressions, gestures, voices, pictures and music.

- Express emotions through their facial expressions, gestures, voice; games; singing and movements.

- Express appropriate emotions through their gestures, voice; games; singing, movements; drawing, playing with clay and putting shapes together.

- Express emotions appropriate to another person’s mood in different conversation scenarios.

- Relationship between the child’s behaviors and other people’s emotions.

...

- Respect and love Uncle Ho.

- Take interest in beauty spots and festivals of their hometown and Vietnam.

- Respect and love Uncle Ho.

- Take interest in monuments, beauty spots and festivals of their hometown and Vietnam.

2. Social skills development

- Social behaviors and rules thereof

...

-Protect the environment

- Some regulations in class and in the family (putting objects and toys in appropriate places).

- Some regulations in class, the family and public (putting objects and toys in appropriate places; behave when eating and sleeping, walking on the right side of the road).

...

- Wait for own turn.

- Listen to other people’s opinions, use polite words and gestures.

- Wait for own turn, cooperate.

- Listen to other people’s opinions, use polite and respectful words and gestures.

- Respect, cooperate and accept.

- Love their biological siblings and parents.

- Love and care for family members.

...

- Play with friends nicely.

- Care for and help friends.

- Care for, share with and help friends.

- Know “correct” - “wrong” and “good” - “bad” acts.

- Differentiate “correct” - “wrong” and “good” - “bad” acts.

- Comment on and express their feelings about “correct” - “wrong” and “good” - “bad” acts.

- Save electricity and water.

- Protect the environment.

Protect and care for animals and plants.

...

a) Feel and express feelings before the beauty of nature and life around the child and in artworks.

b) Some musical (listening, singing, moving to music) and crafting (drawing, playing with clay, cutting, making torn paper art, putting shapes together) skills.

c) Display artistic creativity (music, building shapes).

AGE-SPECIFIC EDUCATIONAL CONTENT

Content

3 to 4 years of age

4 to 5 years of age

5 to 6 years of age

...

Express feelings when listening to emotive sounds and familiar songs and looking at the beauty of objects and phenomena of nature and life and artworks.

Express suitable feelings when listening to emotive sounds and familiar songs and looking at the beauty of objects and phenomena of nature and life and artworks.

Express feelings when listening to emotive sounds and familiar songs and looking at the beauty of objects and phenomena of nature and life and artworks.

2. Some musical (listening, singing, moving to music) and crafting (drawing, playing with clay, cutting, making torn paper art, putting shapes together) skills

- Hear songs (children’s songs and folk songs).

- Hear and recognize different music genres (children’s songs and folk songs).

- Hear and recognize different music genres (children’s songs, folk songs and classical music).

- Hear and recognize emotions (happiness, sadness, passion) portrayed in songs.

- Sing correct melodies and lyrics.

...

- Make simple movements to songs.

- Move to the beat rhythmically.

- Move to the beat rhythmically and express emotions appropriate to songs.

- Play rhythm instruments to beats and tempos.

- Play rhythm instruments to slow tempo.

- Play rhythm instruments to fast, slow and mixed tempos.

- Use raw materials to create products.

- Combine different raw and natural materials to create products.

...

- Employ some drawing, molding, cutting, tearing and shape-making skills to create simple products.

- Employ drawing, molding, cutting, tearing and shape-making skills to create products with certain colors, sizes and shapes.

- Combine drawing, molding, cutting, tearing and shape-making skills to create products with certain colors, sizes, shapes and arrangements.

- Comment on crafted products.

- Comment on the color and shape of crafted products.

- Comment on the color, shape and arrangement of crafted products.

3. Display artistic creativity (music, building shapes)

- Move freely when singing/hearing familiar songs.

- Choose and make movements to music.

...

- Think of ways to create sounds and move to songs that the child likes.

- Create lyrics based on the melody of familiar songs (one line or verse).

- Create simple products freely.

- Select tools and raw materials to create products freely.

- Find and select suitable tools and raw materials to create products freely.

- Present the idea behind the child’s craft.

- Name their products.

...

D. EXPECTED OUTCOMES

I. EDUCATION FOR PHYSICAL DEVELOPMENT

a) Motor development

Expected outcomes

3 to 4 years of age

4- to 5 years of age

5 to 6 years of age

1. Do exercise for muscle group and respiratory development

Do all steps of an exercise according to instructions.

...

Do all steps of an exercise correctly and neatly at command.

Do all steps of an exercise correctly and skillfully at command or following the beats of a song. Start and end a step on beat.

2. Display basic movement skills and components of fitness

2.1. Maintain balance while:

- Walking on a narrow path (3m x 0,2m).

- Walking 3m on tiptoe continuously.

2.1. Maintain balance while:

- Walking continuously on gym chair or along straight line on the floor.

...

2.1. Maintain balance while:

- Walking up and down a slanted board (2m x 0,30m) with one end elevated to 0,30m.

- Walking on the gym chair and not dropping object placed on top of head.

Standing on one leg and keeping body straight for 10 seconds.

2.2. Maintain control while:

- Walking/Running at different speeds at command.

- Running in zig zags continuously without straying off (3 - 4 markers).

2.2. Maintain control while:

Walking/Running in zig zags (4 - 5 markers).

...

Walking/Running in different directions at command (change direction at least 3 times).

2.3 Coordinate hands - eyes in:

- Throwing and catching ball with the teacher: catch 3 times without dropping the ball (2,5 m apart).

- Bouncing and catching ball 3 consecutive times by themselves (ball with 18cm diameter).

2.3 Coordinate hands - eyes in:

- Throwing and catching ball with someone standing opposite (teacher/friend): catch 3 times without dropping the ball (3 m apart).

- Throwing in a goal placed vertically (1,5 m away x 1,2 m high).

- Bouncing and catching ball 4-5 consecutive times by themselves.

...

- Throwing and catching ball with someone standing opposite (4 m apart).

- Throw in a goal placed vertically (2 m away x 1,5 m high).

- Walking, bouncing and catching ball 4-5 consecutive times.

2.4. Do the following general exercise quickly, strongly and flexibly:

- Run 15 m in a straight line continuously.

- Throw in a goal placed horizontally (1,5 m away).

- Crawl on a narrow path without straying off (3 m x 0,4 m).

2.4. Do the following general exercise quickly, strongly and flexibly:

...

- Throw in a goal lying flat on the ground (2 m away).

- Crawl in zig zags without straying off (3 - 4 markers 2 m apart).

2.4. Do the following general exercise quickly, strongly and flexibly:

- Run 18 m in a straight line continuously in 10 seconds.

- Throw in a goal placed vertically (1,5 m high x 2m away).

- Crawl past 5 - 6 zig zag markers placed 1,5 m apart according to request.

3. Coordinate hands - fingers and hands - eyes

3.1. Make the following movements:

- Roll wrists.

...

3.1. Make the following movements:

- Bend - roll wrists.

- Curl and straighten fingers.

3.1. Make the following movements:

- Bend fingers and hands; roll wrists.

- Curl and straighten fingers one by one.

3.2. Coordinate hands and fingers in the following activities:

- Draw a circle following example.

- Cut a 10 cm straight line.

...

- Button and unbutton by themselves.

3.2. Coordinate hands - fingers and hands - eyes in the following activities:

- Draw human shapes, houses and trees.

- Cut straight lines easily.

- Build with 10 - 12 blocks.

- Braid 2 strands.

- Button, unbutton and tie shoes by themselves.

3.2. Coordinate hands - fingers and hands - eyes in the following activities:

...

- Cut the borders of shapes.

- Stack 12-15 blocks following example.

- Put and glue cut shapes together following example.

- Button, unbutton, tie shoes, do up shoe straps, zip and unzip.

c) Nutrition and health education

Expected outcomes

3 to 4 years of age

4- to 5 years of age

5 to 6 years of age

...

1.1. Name some familiar foods correctly when seeing these foods or their pictures (meat, fish, eggs, milk, vegetables, etc.).

1.1. Know some foods of the same food group:

- Meat, fish, etc. have much protein.

Vegetables and ripe fruits have many vitamins.

1.1 Select some foods when given a food group:

- Foods containing much protein: meat, fish, etc.

- Foods containing many vitamins and mineral salts: vegetables, fruit, etc.

1.2. Know the names of some daily dishes: fried egg, braised fish, vegetable soup, etc.

1.2. Name some daily dishes and simple food processing methods: vegetables can be boiled or made into soup; meat can be boiled, fried or braised; rice can be made into rice or porridge, etc.

...

1.3. Know that eating is necessary for physical and intellectual development and can eat different kinds of food to have a balanced diet.

1.3. Can eat different kinds of food, know that eating cooked food and drinking boiled water is necessary for health; and that drinking many soft drinks and eating many sweets can cause obesity and are unhealthy.

2. Do some activities of daily living independently

2.1. Do some simple tasks with adult’s support:

- Wash hands, wipe face, gargle.

- Remove clothing.

2.1. Do some tasks when reminded:

- Wash hands with soap independently. Wipe face and brush teeth independently.

- Change wet or dirty clothes independently.

...

2.1. Do some simple tasks:

- Wash hands with soap independently. Wipe face and brush teeth independently.

- Change wet or dirty clothes and leave them in their designated place independently.

- Use and flush the toilet properly.

2.2. Use bowls, spoons and cups properly.

2.2. Eat with bowls and spoons neatly.

2.2. Use eating utensils with ease.

3. Form good daily and health protecting behaviors and habits

3.1. Have some good eating behaviors when reminded:

...

3.1. Have some good eating behaviors:

- “Invite” the teacher and friends to eat; eat calmly and chew thoroughly.

- Agree to eat vegetables and different kinds of food.

- Not drink tap water.

3.1. Have some good eating behaviors and habits:

- “Invite” the teacher and friends to eat; eat calmly.

- Not joke around, not spill food.

- Agree to eat different kinds of food.

...

3.2. Have some good hygiene and disease preventing behaviors when reminded:

- Agree to practice dental hygiene, wear hat under the sun, wear jacket and socks during cold weather, wear slippers/shoes when going to school.

- Tell adults when hurting or bleeding.

3.2. Have some good hygiene and disease preventing behaviors when reminded:

- Agree to practice dental hygiene, wear hat under the sun, wear jacket and socks during cold weather, wear slippers/shoes when going to school.

- Tell adults when hurting, bleeding, having a fever, etc.

- Use the toilet properly.

- Dispose of litter properly.

...

- Practice dental hygiene after eating or before sleeping, after waking up.

- Wear hat when under the sun; wear warm clothes when it is cold.

- Tell adults when hurting, bleeding, having a fever, etc.

- Cover mouth when coughing or sneezing.

- Use the toilet properly.

- Dispose of litter properly; not spit in class.

4. Know and avoid some risks

4.1. Know and avoid dangerous objects (irons, burning stoves, hot water containers, etc.) when reminded.

...

4.1. Know and avoid irons, burning stoves, hot water containers, etc. Know that they should not play with sharp objects.

4.1. Know that irons, electric stoves, burning stoves, hot water containers, etc. are dangerous and talk about the danger posed by such objects; not play with sharp objects.

4.2. Know that they should avoid dangerous places (ponds, lakes, water containers, wells, lime holes, etc.) when reminded.

4.2. Recognize lakes, ponds, ditches, streams, water containers, etc. as dangerous places that they should not go near.

4.2. Know that lakes, ponds, water containers, wells, bushes, etc. are dangerous and talk about the danger posed by these places.

4.3. Know that they should not do some dangerous actions when reminded:

- Not laugh or make joke when eating, drinking or consuming stone fruits, etc.

- Not take medication by themselves.

...

- Not laugh or make joke when eating, drinking or consuming stone fruits, etc.

4.3. Know the risk associated with eating and how to avoid it:

- Know that laughing or making joke when eating, drinking or consuming stone fruits can easily lead to choking, etc.

- Not climb on tables, chairs and balustrades.

- Know that they should not play with sharp objects.

- Not follow strangers out of their school and class.

- Not eat foul-smelling food; not eat strange fruit, leaves, etc.; not drink alcohol or coffee; not take medication without adult permission.

...

- Know that they should not take medication by themselves.

- Know that eating foul-smelling food; or strange leaves or fruit can result in poisoning; and that alcohol, coffee and tobacco are not good for health.

4.4. Recognize some dangerous situations and call for help:

- Know that they should inform an adult in case of emergency such as fire, seeing someone fall into water, falling and bleeding.

- Know that they should call for help when lost. Can tell names, home addresses and phone numbers of family members where necessary.

4.4. Recognize some unsafe situations and call for help.

- Know that they should inform an adult in case of emergency such as fire, seeing someone fall into water, falling and bleeding, etc.

- Know that they should avoid some unsafe situations:

...

+ Leave their house, school or class without adult or teacher permission.

- Know home address and phone number of family members and that they should ask or call an adult for help when lost.

4.5. Comply with some safety regulations in school and public places:

- Go home immediately after class, not go play by themselves.

...

- Not climb on trees, balconies, fences, etc.

II. EDUCATION FOR COGNITIVE DEVELOPMENT

a) Scientific exploration

Expected outcomes

3 to 4 years of age

4 to 5 years of age

5 to 6 years of age

1. Explore characteristics of objects and phenomena

1.1. Be interested in familiar objects and phenomena such as by focusing on observing objects and phenomena; frequently asking questions about matters of interest.

...

1.1. Explore objects and phenomena around them such as by asking questions: Why is there rain?, etc.

1.2. Use the senses to observe and explore something: look, hear, smell, touch, etc. to identify remarkable characteristics.

1.2. Use multiple senses to observe objects and phenomena such as looking, touching, smelling, tasting, etc. to identify remarkable characteristics.

1.2 . 1.4 Use multiple senses to observe and discuss about objects and phenomena such as using different senses to observe leaves, flowers, fruit, etc. and discuss about their characteristics.

1.3. Do simple experiments with adult’s support to observe and explore things. E.g., drop an object into water to know whether it sinks or floats.

1.3. Do experiments and use simple tools to observe, compare and predict. E.g., add color/sugar/salt into water and predict, observe and compare.

...

1.3. Do experiments and use simple tools to observe, compare, predict, comment and discuss. E.g., plant seeds/trees and monitor and compare the growth of watered and unwatered ones.

1.4. Collect information on a target in different ways with teacher’s suggestion such as reading books, viewing pictures and talking about the target.

1.4. Collect information on a target in different ways such as reading books, viewing pictures, commenting and talking about the target.

1.4. Collect information on a target in different ways such as reading books, viewing pictures and videos, talking and discussing about the target.

1.5. Classify objects according to a remarkable sign.

1.5. Classify objects according to one or two signs.

1.5. Classify objects according to different signs.

2. Recognize simple relationship between objects/ phenomena and solve simple problems

Recognize some simple relationships between familiar objects/phenomena when asked.

...

2.1. Comment on some simple relationships between familiar objects/phenomena. E.g., “Add more sugar/salt to make water sweeter/saltier”

2.1. Comment on simple relationships between familiar objects/phenomena. E.g., “The lid of the cup has water drops due to hot water evaporation"

2.2. Produce a suitable solution to a simple problem. E.g., tilt the board further to make a toy car run faster.

2.2. Produce different solutions to simple problems.

3. Demonstrate knowledge about things in different ways

3.1. Observe and describe remarkable characteristics of a thing with teacher’s suggestion.

3.1. Comment on and talk about characteristics and similarities of and differences between the things being observed.

...

3. 2. Show what they have observed through play, music, shape making, etc. such as:

- Role play (imitate actions of familiar people such as mom cooking, doctor examining patient, etc.)

- Sing songs about trees, animals, etc.

- Draw, make torn paper art about and/or mold clay into simple vehicles, toys, objects, plants and animals.

3.2. Demonstrate some knowledge about things through play, music, shape making, etc. such as:

- Role play with themes of family, health clinic, park building, etc.

- Sing songs about trees, animals, etc.

- Draw, make torn paper art, put shapes together, etc. to create trees, animals, etc.

...

3.2. Demonstrate some knowledge about things through play, music, shape making, etc. such as:

- Role play with themes of family, school, hospital, etc.; imitate movements of animals.

- Sing songs about trees, animals, the rain, the sky, the moon, the sun, the Earth, etc.

- Draw, make torn paper art about and/or mold clay into animals, trees, the rain, the sky, the moon, the sun, the Earth, etc.

a) Some basic math concepts

Expected outcomes

3 to 4 years of age

4 to 5 years of age

...

1. Know counting numbers and quantity

1.1. Be interested in quantity and counting such as liking to ask about quantity, counting by rote, using fingers to show quantity.

1.1. Be interested in numbers and quantity such as liking to count objects around them, asking How many?, What is this number?, etc.

1.1. 1.3. Be interested in numbers such as liking to talk about numbers and count, asking How many?, What is this number?, etc.

1.2. Count similar objects and count to 5.

1.2. Count up to 10 objects.

1.2. 1.7. Count up to 10 objects and count as much as the child is able to.

1.3. Compare the quantity of two groups of up to 5 objects in different ways and use the words “equal", "more" and "less".

...

1.3. Compare the quantity of three groups of up to 10 objects in different ways and use the words “equal", “most”, "less" and “least”.

1.4. Combine and count two groups of up to 5 objects of the same type.

1.4. Combine and count two groups of up to 5 objects and announce the result.

1.4. Combine and count groups of up to 10 objects.

1.5. Divide a group of up to 5 objects into two groups..

1.5. Divide a group of objects into two smaller groups.

1.5. Divide a group of up to 10 objects into two groups using different ways.

1.6. Use numbers from 1 to 5 to indicate quantity and as ordinal numbers.

...

1.7. Recognize meaning of numbers used in daily life.

2. Arrange objects according to rules

Realize simple arrangement rules (sample) and copy them.

Realize the arrangement rule for at least three objects and copy it.

2.1. Know how to arrange objects in given order.

2.2. Realize arrangement rules (sample) and copy them.

...

3. Compare two objects

Compare the size of two objects and use the following words: bigger/ smaller; longer/ shorter; taller/ shorter; and same.

Use tools to measure the length/capacity of two objects, announce and compare the results.

Use some measurement tools, compare and announce the results.

4. Recognize shapes

Recognize and name the circle, square, triangle and rectangular.

4.1. Point out the similarities and differences between two shapes (circle and triangle, square and rectangular, etc.).

Name and point out the similarities and differences between the sphere and the cylinder, the cube and the cuboid.

4.2. Use different materials to create simple shapes.

...

Use words and actions to refer to the spatial position of an object compared to the child.

5.1. Use words and actions to refer to the position of an object compared to another person.

5.1. Use words and actions to refer to the position of an object compared to a marker.

5.2. Describe events in a day in chronological order.

5.2. Name days of the week and seasons correctly.

c) Social exploration

Expected outcomes

3 to 4 years of age

4 to 5 years of age

...

1. Recognize the child’s own self, their family, class, school and community

1.1. Know their own name, age and gender when asked or talking.

1.1. Know their own full name, age and gender when asked or talking.

1.1. Know their own full name, date of birth and gender when asked or talking.

1.2. Know the names of their parents and family members.

1.2. Know the full names and jobs of their parents and family members when asked, talking or seeing a picture of their family.

1.2. Know the names, ages, genders and jobs of their family members when asked, talking or seeing a picture of their family.

...

1.3. Know their home address (house number, street, neighborhood) when asked or talking.

1.3. Know their home address (house number, street, neighborhood), phone number (if any), etc. when asked or talking.

1.4. Know the names of their school/class, teachers, friends, objects and toys in class when asked or talking.

1.4. Know the name and address of their school/class when asked or talking.

1.4. Know the name and address and describe some remarkable characteristics of their school/class when asked or talking.

...

1.5. Know the names and work of their teachers and staff of their school when asked or talking.

1.6. Know the names and some characteristics of their classmates when asked or talking.

1.6. Know the names and characteristics of their classmates when asked or talking.

2. Know some local common jobs and traditional jobs

Name products of agriculture, construction, etc. when asked or viewing a picture.

...

List characteristics of and differences between some jobs. E.g., say “Farming produces rice, building creates new houses, etc.”

3. Know some festivals, famous landscapes and beauty spots

3.1. Name some festivals such as academic year opening ceremony, Mid Autumn Festival, etc. when talking or viewing pictures.

3.1. Name some festivals and talk about their features.

3.1. Name some festivals and talk about remarkable activities of festivals. E.g., say “On Independence Day (September 2nd), my neighborhood hangs the flag, my parents have a day off and take me to the park, etc.”.

3.2. Name some local famous landscapes and beauty spots.

3.2. Name some local beauty spots and monuments and talk about their features.

3.2. Name some famous landscapes, beauty spots and monuments of their hometown and Vietnam and talk about their features.

...

Expected outcomes

3 to 4 years of age

4 to 5 years of age

5 to 6 years of age

1. Understand speech

1.1. Comply with simple requests such as “Take a ball and throw it into the basket.”.

1.1. Comply with 2-3 requests consecutively. E.g., "Take the red circle and attach it onto the yellow flower.”.

1.1. Comply with requests in group activities. E.g., “Those whose names start with a T stand to the right, those whose names start with an H stand to the left.”.

...

1.2. Understand general words such as vegetables, animals, woodworks, etc.

Understand general words such as vehicles, animals, plants, objects (domestic appliances, stationery, etc.).

1.3. Hear and answer questions of a conversation partner.

1.3. Listen to and converse with a conversation partner.

1.3. Listen to and comment on the opinions of a conversation partner.

2. Use speech in daily life

2.1. Pronounce morphemes clearly.

2.1. Pronounce words clearly so that the listener can understand.

...

2.2. Use common words referring to familiar objects, activities, characteristics, etc.

2.2. Use words referring to objects, activities, characteristics, etc.

2.2. Use words referring to objects, activities, characteristics, etc. as suitable for the context.

2.3. Use simple sentences and compound sentences.

2.3. Use simple sentences, compound sentences, affirmative sentences and negative sentences.

2.3. Use simple sentences, compound sentences, affirmative sentences, negative sentences, imperative sentences, etc.

2.4. Retell simple events that they experienced such as visiting grandparents, watching a movie, etc.

2.4. Retell events in the correct order.

...

2.5. Recite poems, folk poems, etc..

2.5. Read poems, folk poems, etc. with emotions.

2.6. Retell simple stories with adult’s support.

2.6. Tell stories with opening and ending.

2.6. Tell stories while changing some details such as character’s name, ending, adding or removing an event, etc.

2.7. Imitate characters' voices.

2.7. Imitate the voices and bearings of characters in stories.

...

2.8. Use "vâng", "ạ", "dạ", "thưa", etc. (words showing respect) in conversation.

2.8. Say thank you, sorry, etc. in conversation

2.8. Say thank you, sorry, “thưa”, “dạ”, “vâng”, etc. as appropriate to the context.

2.9. Speak audibly, not softly.

2.9. Adjust the volume of their voice as appropriate to the situation when reminded.

2.9. Adjust the volume of their voice as appropriate to the situation.

3. Introduction to reading and writing

3.1. Ask other people to read books to them, open books to view pictures by themselves.

...

3.1. Choose books to “read” and view.

3.2. Look at illustrations and say the names of the characters.

3.2. Describe actions of characters in pictures.

3.2. Tell stories based on illustrations and their experience.

3.3. Hold books correctly and open each page to view pictures. "Read" books based on illustrations.

3.3. Know how to “read” from left to right, from top to bottom and from the first page to the last page.

3.4. Recognize common signs in daily life such as signs for toilet, no fire, dangerous place, etc.

...

3.5. Recognize letters of the Vietnamese alphabet.

3.3. Like to draw and “write” randomly.

3.5. "Write” their name, train tickets, congratulations cards, etc. using signs.

3.6. Paint and trace letters, copy some signs, alphabetical letters and their name.

IV. EDUCATION FOR EMOTIONAL AND SOCIAL SKILLS DEVELOPMENT

Expected outcomes

3 to 4 years of age

...

5 to 6 years of age

1. Show a sense of self

1.1. Say their own name, age and gender.

1.1. Say the names, ages and genders of themselves and their parents.

1.1. Say the full names, ages and genders of themselves and their parents, home address or phone number.

1.2. Say what they like and dislike.

1.2. Say what they like, dislike and can do.

1.2. Say what they like, dislike, can do and cannot do.

...

1.3. Tell the similarities and differences between themselves and their friends (appearance, gender, likes and abilities).

1.4. Know that they are a child/ grandchild/ sibling in their family.

1.5. Obey and help their parents and teachers within their ability.

2. Show confidence and independence

...

2.1. Choose toys and games that they like.

2.1. Do some simple daily activities (personal hygiene, cleaning duty, playing, etc.).

2.2. Try to perform simple tasks assigned (dividing drawing papers, putting away toys, etc.).

2.2. Try to complete assigned tasks (cleaning duty, putting away toys).

2.2. Try to complete assigned tasks by themselves.

3. Recognize and express their feelings towards people, objects and phenomena around them

3.1. Recognize happiness, sadness, fear and anger based on facial expressions, voices and pictures.

3.1. Recognize happiness, sadness, fear, anger and surprise based on facial expressions, voices, gestures and pictures.

...

3.2. Express happiness, sadness, fear and anger.

3.2. Express some emotions such as happiness, sadness, fear, anger and surprise.

3.2. Express some emotions such as happiness, sadness, fear, anger, surprise and embarrassment.

Console and share good news with family members and friends.

3.3. Recognize Uncle Ho.

3.3. Recognize Uncle Ho and Uncle Ho’s Mausoleum.

3.4. Recognize Uncle Ho and some locations related to Uncle Ho’s activities (residence, workplace, etc.).

...

3.4. Like to hear stories and songs, read poems and view pictures about Uncle Ho.

3.4. Express affection for Uncle Ho through singing, reading poems and telling stories about Uncle Ho with the teacher.

3.5. Express affection for Uncle Ho through singing, reading poems and telling stories about Uncle Ho with the teacher.

3.5. Know some beauty spots and festivals of their hometown and Vietnam.

3.6. Know some beauty spots, monuments, festivals and some traditional cultural features (costumes, food, etc.) of their hometown and Vietnam.

4. Social behaviors and rules thereof

...

4.1. Comply with some regulations in class and the family: putting toys away properly after playing, not making noises during nap time and listening to their parents and grandparents.

4.1. Comply with some regulations in class, the family and public: putting toys away properly after playing, not making noises in public, listening to their parents, grandparents and siblings, and asking permission when going out to play.

4.2. Greet, say thank you and sorry, etc. when reminded.

4.2. Say thank you and sorry, greet politely.

4.3. Pay attention when the teacher or a friend is speaking.

4.3. Pay attention when the teacher or a friend is speaking and not interrupt someone when they are speaking.

...

4.4. Wait until their turn.

4.4. Play with friends when playing games in a small group.

4.5. Discuss and negotiate with friends when doing activities together (playing, cleaning duty, etc.).

4.5. Listen to opinions, discuss, negotiate and share experience with friends.

4.6. Find solutions to conflicts (talking, asking other people to intervene, agree to concede).

5. Protect the environment

...

5.1. Like to observe nature and take care of plants.

5.1. Like to take care of familiar plants and animals.

5.2. Dispose of litter properly.

...

5.3. Remind other people to protect the environment (not litter around, break tree branches, pick flowers, etc.).

5.4. Not let water spill over the sink when washing hands, turn off fans and power when leaving a room.

5.4. Be thrifty in daily life: turn off power and fans when leaving a room, turn off the tap after using, not leave leftover food.

V. EDUCATION FOR AESTHETIC DEVELOPMENT

Expected outcomes

3 to 4 years of age

4 to 5 years of age

5 to 6 years of age

...

1.1. Be happy, clap and express their feeling when hearing emotive sounds and looking at the remarkable beauty of objects and phenomena.

1.1. Be happy, clap, imitate and use emotive words to express their feeling when hearing emotive sounds and looking at the remarkable beauty of objects and phenomena.

1.1. Praise, explore, imitate sounds and bearings and use emotive words to express their feeling when hearing emotive sounds and looking at the remarkable beauty of objects and phenomena.

1.2. Listen with focus and like to sing along, clap and move to music and songs.

Listen with focus and respond with emotions (sing along, move and dance suitable) to music. and songs.

1.3. Be happy, point at, touch, look and express their feeling before the remarkable beauty (color, shape, etc.) of craftworks.

1.3. Like, look, point at, touch and use emotive words to express their feeling before the remarkable beauty (color, shape, etc.) of craftworks.

1.3. Like, look and use emotive words to express their feeling about craftworks (color, shape, layout, etc.).

...

2.1. Sing naturally, sing melodies of familiar songs.

2.1. Sing correct melodies and lyrics, sing lyrics clearly and express emotions of songs through their voice, facial expression and gesture.

2.1. Sing correct melodies and lyrics, express emotions of songs through their voice, facial expression, gesture, etc.

2.2. Move to the beat (clap to the beat, move to music).

2.2. Move to the beat rhythmically and perform (clap to the beat, dance).

2.2. Move rhythmically as appropriate to the emotions and beats of songs and perform (clap to the beat, dance).

2.3. Use raw materials to create suggested products.

2.3. Combine raw materials to create products.

2.3. Combine and choose different raw and natural materials to create products.

...

2.4. Combine vertical, diagonal, vertical and curved lines to create paintings with color and layout.

2.4. Combine drawing skills to create paintings with harmonious colors and layout.

2.5. Tear paper into strips and scraps to create simple products.

2.5. Tear and cut paper into straight, curved, etc. strips to create products with color and layout.

2.5. Combine cutting, tearing and gluing skills to create artworks with harmonious colors and layout.

2.6. Roll clay into strips and balls and flatten clay to create products with 1 or 2 blocks.

2.6. Make holes in clay, flatten, curve and sharpen clay to create intricate products.

2.6. Combine clay molding skills to create products with harmonious layout.

2.7. Stack high, stack side by side and stack apart to create products with simple structure.

...

2.7. Combine skills in putting shapes together to create products with harmonious shapes, colors and layout.

2.8. Comment on crafted products.

2.8. Comment on the color, line and shape of crafted products.

2.8. Comment on the color, shape and layout of crafted products.

3. Display artistic creativity (music, building shapes)

3.1. Move freely to familiar songs.

3.1. Choose and make movements to music.

3.1. Think of ways to create sounds, move and sing to songs that the child likes.

3.2. Choose and play an instrument to tempo.

...

3.2. Create simple crafted products freely.

Express their ideas and create simple crafted products freely.

3.3. Name crafted products.

3.4. Name crafted products.

E. EDUCATIONAL ACTIVITIES, ORGANIZATION THEREOF AND EDUCATIONAL METHODS

I. EDUCATIONAL ACTIVITIES

1. Play

Play is the main activity of senior kindergarten children. The children can play the following types of simple games:

- Themed role play.

...

- Dramatic plays.

- Learning games.

- Physical games.

- Folk games.

- Play with modern gadgets.

2. Learning

Learning shall be organized with intention, according to plans and with direct instruction from the teacher. Learning in senior kindergartens mostly takes the form of play.

3. Working

Senior kindergarten children work not to create products but to learn. Working for senior kindergarten children include independent activities of daily living, cleaning duty and group work.

...

These activities help form some good daily habits, fulfill the child’s biological needs and make the child feel happy and comfortable.

II. ORGANIZATION OF EDUCATIONAL ACTIVITIES

1. Based on the educational content and purpose, educational activities may be organized in the following ways:

- Organize activities according to the teacher's intention and children's wish.

- Organize festivals and celebrations of holidays and important events in the year that are related to children, are educationally meaningful and bring happiness to children (Mid Autumn's Festival, celebration of the first day of school, Lunar New Year, the child’s birthday, Women's Day (March 8), Children's Day (June 1), Graduation Day, etc.).

2. Based on location, educational activities may be organized in the following ways

- Room activities.

- Outdoor activities.

3. Based on number of children, educational activities may be organized in the following ways:

...

- Group activities.

- Class activities.

III. EDUCATIONAL METHODS

1. Experiential learning

- Interact with objects and toys: the child uses and coordinates their senses to interact with objects and toys according to the teacher’s instruction (hold, touch, open, close, stack, thread, etc.) so as to develop their senses and practice thinking.

- Play games: organize games with appropriate play elements to encourage the child to play voluntarily and take an interest in actively performing cognitive tasks and educational tasks assigned.

- Present problems: present specific problems to encourage the child to explore and think based on what they know to solve them.

- Practice: the child repeats movements, speech and gestures according to the teacher’s request to boost knowledge and skill retention.

2. Visual - demonstration method (observe, demonstrate)

...

3. Verbal method

Use language in different ways (conversation, storytelling, explanation) to deliver information to the child, stimulate their thinking, encourage them to share their ideas and feelings and remind them of images and events with words. The teacher should use sentences and questions that are short, specific and relevant to the child's experience.

4. Emotional impact and encouragement method

This method employs gestures in combination with appropriate language to encourage the child to be active, bring happiness to them and gain their trust while they participate in activities.

5. Assessment and example method

_-_{Provide examples: praise and reprimand the child suitably at the right
time and in the right place. This method mostly involves commendation but it
should not be overdone.}

- Assessment: adults and friends express their approval or disapproval towards the child’s actions and gestures and give comments or let the child make their own comment depending on each specific situation. Do not use punishments that affect the child's physiological and psychological development.

IV. ORGANIZATION OF ENVIRONMENT FOR CHILDREN'S ACTIVITIES

1. Physical environment

...

- Decorate the classroom in an aesthetic, friendly and education-appropriate manner.

- Provide diverse objects, toys and raw materials that are appealing to children.

- Arrange objects and toys in a safe, suitable and education-appropriate manner.

- Have eating and sleeping areas that meet requirements.

- Organize activity areas in a suitable, flexible and open way (fixed or movable), enabling children to choose and use objects/toys and participate in activities easily while facilitating teacher’s observation.

- Activity areas of children include a role play area; shape making area; library (books, pictures); building area; natural and scientific exploration area; music area and quiet rest area. The rest area shall be located far away from noisy areas. Activity areas shall have simple names that are suitable for their respective themes and introduce children to writing.

b) Environment for outdoor activity, including:

- Playground and outdoor play equipment.

- Play area with sand, soil, gravels and water.

...

2. Social environment

- The care and education environment in early childhood education institutions must ensure psychological safety and facilitate social skills development of children.

- Children have many chances to communicate, showing the friendly relationship between children and between a child and people around them.

- Teachers must have appropriate behaviors, gestures, words and attitudes towards their students and other people to set examples for their students.

G. CHILD DEVELOPMENT ASSESSMENT

I. DAILY CHILD ASSESSMENT

1. Assessment purposes

Assess daily physiological and psychological development of the child during activities to detect positive or negative behaviors and promptly revise the care and education plan for the child.

...

- Health condition.

- Attitude, mood and behaviors.

- Knowledge and skills.

3. Assessment methods

Use one or more than one of the following methods to assess the child:

- Observe.

- Talk with the child.

- Give situations.

- Assess via assignments.

...

- Talk with the child’s parents.

II. CHILD ASSESSMENT UPON LEARNING TOPIC COMPLETION AND BY STAGE

1. Assessment purposes

Determine the child’s achievement in each development area upon completion of a learning topic and at each stage, which serves as the basis for revision of the care and education plans for the topic and the next stage.

2. Assessment items

Assess the level of physical, cognitive, language, emotional - social skills and aesthetic development of the child upon completion of a learning topic and at each stage.

3. Assessment methods

Use one or more than one of the following methods to assess the child:

...

- Talk with the child.

- Give situations.

- Assess via assignments.

- Analyze products from the child’s activities.

- Talk with the child’s parents.

The teacher shall record the assessment results into the child’s file.

4. Time and basis of assessment

- Assess upon completion of a learning topic based on the objectives of the topic.

- Assess at the end of each stage (end of 3, 4 and 5 years of age) based on the child's development indicators.

...

GUIDANCE ON CURRICULA IMPLEMENTATION

1. Based on the early childhood education curricula promulgated by the Ministry of Education and Training, Departments of Education and Training and district-level education and training authorities shall provide early childhood education institutions with guidelines for formulation of the academic year plan and curricula adoption as appropriate to the situation in each locality.

2. Based on the early childhood education curricula, teachers shall proactively formulate an education plan suitable for their classes, their students’ capacity and the situation of the localities where their schools are located.

3. Content of educational topics shall be delivered mostly by integrating with familiar themes via diverse activities that are suitable for the children and the situation in each locality.

4. Teachers shall regularly monitor and assess the development of their students and review objectives and expected outcomes of the curricula to ensure that the activity plans are suitable for the development of each individual child and the whole class.

5. Teachers shall detect their students’ talent, facilitate development thereof and pay attention to early intervention and inclusive education.

6. Early childhood education institutions shall closely cooperate with families and communities in providing the best care and education for children.

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