REFORMING VIETNAM’S EARLY CHILDHOOD EDUCATION CURRICULUM TOWARDS HOLISTIC, EQUITABLE, AND INCLUSIVE DEVELOPMENT: INSIGHTS FROM AN 80-YEAR JOURNEY OF ESTABLISHMENT AND GROWTH

This article analyzes the historical trajectory and reform of Vietnam’s Early Childhood Education (ECE) Curriculum from 1945 to the present, addressing a research gap by providing a comprehensive analysis and cross-national comparisons of Vietnam’s curriculum reforms with international standards. The study uses document analysis combined with a historical–comparative approach, drawing on national policy documents, official ECE curricula, and international frameworks from UNESCO, UNICEF, OECD, the World Bank, and relevant scholarly studies. Findings show that Vietnam’s ECE curriculum has undergone significant transformations, shifting from the absence of a formal program—primarily focused on childcare—to the development of content-based curricula and reaching a milestone with the promulgation of the 2009 national framework curriculum, which emphasized a child-centered approach. Building on this trajectory, the paper proposes directions for post-2025 curriculum reform towards competency-based, equitable, and inclusive approaches aligned with international integration and offers policy implications to enhance the quality of ECE. The results provide valuable scientific references for policymakers, education administrators, and curriculum experts.