NARRATIVE SKILLS EDUCATION FOR PRESCHOOL CHILDREN IN VIETNAMESE PRESCHOOL CURRICULUM

DOI: 10.18173/2354-1075.2025-0093

Abstract

Narrative skills in preschool children are important because they form the foundation for later reading and writing development. The early childhood education curriculum functions as the main framework guiding teachers’ pedagogical practice; therefore, the content it presents provides essential orientation for the design and implementation of classroom activities. This article analyses how narrative skill education is manifested in the current early childhood education curriculum. Using a mixed-method approach, the study finds that narrative skills are only indirectly referenced in the present curriculum in Viet Nam. Their manifestations appear unevenly across developmental domains, with the language development and cognitive development domains showing the highest frequency. Moreover, indicators of narrative production (event presentation) occur more often than those of narrative comprehension. These findings provide a basis for proposing educational measures to develop narrative skills in preschool children within the existing framework, as well as for recommending future curriculum adjustments.