This research will begin with the statement that the Education Law 2005 includes early childhood education as the first learning stage of the national education system of Vietnam. The main goals of early childhood education are to support the development of children from three months to six years of age physically, emotionally, intellectually and aesthetically. Although not mandatory, these programmes are invaluable, helping children develop the initial elements of personality and prepare for the first grade of primary education. The Vietnam government provides three basic kinds of Early Childhood Care and Education (ECCE) programmes. Firstly, ECCE raises parental awareness on early childhood education through various media to promote children’s participation in the programme. The other two ECCE programmes include daycare centers and kindergarten schools by numerous governmental bodies such as the Ministry of Health, the Early Childhood Education (ECE) Department of the MoET (Ministry of Education and Training), and units of ECE at national and regional levels. Political changes towards democratization during the 1990s in various countries including Vietnam, have both resulted from and fuelled changes in early childcare programmes. Different countries adopt different models of child care and education, based fundamentally on childcare being available when parents work away from their children. In Vietnam, according to a 1999 law, the Ministry of Education and Training was given the responsibility for preschool programmes.
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This paper will critically analyze and evaluate the current policy drivers that inform the Vietnam Government’s Early Years’ Care and Education Policies. This essay also analyzes governmental organizations in charge of Early Childhood Care and Education…
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