The new preschool education program is being urgently compiled by the Vietnam Institute of Educational Sciences. The program has many new features, to meet the development requirements of children.
Access to Children’s Rights
According to Prof. Dr. Le Anh Vinh, Children’s rights under the Convention on the Rights of the Child 1989 (Vietnam was the first country in Asia to ratify this Convention in 1990) and the Law on Children 2016 in Vietnam with 25 rights specific, but in general agree on the general principle:
Ensuring the best interests of children; Ensure the participation of children) and pay attention to 4 groups of rights: Right to survival; Right to be protected; Right to development; Right to participate. Approaching Children’s Rights to Early Childhood Education (ECE) Programs manifests itself at many levels, taking the Children’s Rights as the basis for determining expected outcomes and taking the principles of Children’s Rights as a condition. , the framework for the process of achieving that outcome.
The simple understanding of approaching Children’s Rights in the ECE Program is to ensure the requirements of building a safe, healthy, friendly and non-discriminatory learning environment for children. More specifically, approach Children’s Rights in the development of the National ECE Program by incorporating the values of Children’s Rights into some educational viewpoints, principles and methods in the Program.
Mr. Vinh explained as: Children’s participation/influence; Equality and non-discrimination; Dignity; Respect (no discrimination on the basis of culture, ethnicity, language, family background, social status…) and the inclusion of children – emphasizing the differences of each individual.. .
Access to capacity
Access to capacity is one of the important requirements of the new ECE Program. Competence in the broad sense includes values/qualities and competencies. The ECE program according to the competency approach is shown first of all in the expected results of the Program – what children can do after the educational process.
The capacity of children after the education process is expressed at many levels/levels – the furthest is the educational goal, demonstrating the common and core competencies (values, competencies) that the Program aims to achieve at the end. preschool stage (note that the core competencies that need to be formed for preschool children must be linked to the core competencies that need to be formed in students according to the 2018 National Education Program in Vietnam).
Next are the competencies at the end of kindergarten and kindergarten – expected outputs; The closest is the specific educational outcomes such as the requirements to be achieved in children according to the areas of educational content/topics that ECE teachers can monitor during the educational process.
It is the goals and expected outcomes by age that will determine the basic educational contents for preschool children of all ages in the Program, and at the same time, govern educational activities, methods and forms of education. children’s education that teachers select and use in the process of educating children.
Child-centered education
According to Prof. Le Anh Vinh, the child-centered approach in building a new ECE Program is based on scientific arguments on education and the development of preschool children; Play is the main activity and effective learning method of preschool children. Child-centered also represents a child’s full life at all stages of childhood (kindergarten and kindergarten, also known as the life cycle approach).
This shows the characteristics of children’s ages and abilities – providing preschool education content and methods in accordance with the laws of psychological development and children’s abilities according to age. It also represents an individual approach – an educational process that takes into account the unique characteristics, abilities and interests of children, ensures age-appropriate communication and prepares the child for a successful transition to school. 1 elementary school.
The holistic and harmonious element, placed in a multidimensional way, includes the child’s feeling of well-being in the physical, personal, social, emotional and mental well-being as well as the cognitive aspects of learning. Harmony in caring, respecting the development of each child, the characteristics of the group of children in relation to people, nature/nature and culture and society in each community.
The National ECE Program is a Framework Program, creating opportunities for localities, regions and each ECE institution to develop an appropriate ECE Program. This approach provides the possibility to develop the Program based on the specific conditions, capabilities and needs of the area and the variation of the educational process depending on the specific characteristics of the area, the school. and classrooms, ensuring the participation of educational forces in the development of the ECE Program. – Professor Le Anh Vinh
Source: Giáo dục & Thời đại
