PHONOLOGICAL AWARENESS IN THE EMERGENT LITERACY  COMPETENCY STRUCTURE: NATURE AND MANIFESTATIONS OF  DEVELOPMENTAL LEVELS IN VIETNAMESE-SPEAKING CHILDREN

Le Thi Thanh Nhan

Le Thi Thanh Nhan	lttnhan@ued.udn.vn	The University of Da Nang, University of Science and Education 459 Ton Duc Thang, Hoa Khanh ward, Da Nang City, VietNam

Summary:

The promulgation of the Five-Year-Old Child Development Standards, as stipulated in Decision No. 4222/QD-BGDĐT by the Ministry of Education and Training, marks the initial formal integration of phonological awareness components into Vietnam’s preschool curriculum. This policy initiative presents a critical opportunity to enhance the quality of preschool education; however, it also poses significant challenges related to curriculum development and the design of developmentally appropriate pedagogical strategies. Using a descriptive-analytical approach, this study examines the nature of phonological awareness as a fundamental construct within the emergent literacy framework. It further delineates the developmental levels of this competency as manifested in Vietnamese-speaking children. The findings offer a theoretical basis for designing educational programs that foster phonological awareness in alignment with the developmental indicators outlined in the Five-Year-Old Child Development Standards, thereby supporting the effective implementation of quality emergent literacy practices in preschool education.

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Keywords:

Phonological awareness

emergent literacy

preschool education

Vietnamese-speaking children.

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Journal:

No. 7, July 2025

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

PHONOLOGICAL AWARENESS IN THE EMERGENT LITERACY COMPETENCY STRUCTURE: NATURE AND MANIFESTATIONS OF DEVELOPMENTAL LEVELS IN VIETNAMESE-SPEAKING CHILDREN