What are the Top 5+ creative poems about fire trucks? What are the requirements on contents of preschool education in Vietnam?
What are the What are the Top 5+ creative poems about fire trucks?
Teachers can read the following Top 5+ creative poems about fire trucks to students:
Sample 1
| The heroic fire truck Shining red, swiftly rushing, The fire truck arrives, concealing great worry. The water hose sprays, quenching the burning flames, Saving homes, saving lives, truly heroic. |
Sample 2
| The red fire truck, speeding by, Arriving where there's smoke, with a blaring horn. The water hose sprays like pouring rain, Fires fade, and hearts become so relieved. |
Sample 3
| The warriors, in red uniforms, Ready to sacrifice, disregarding all hardship. The fire truck arrives, flames immediately subside, They are heroes, truly admirable. |
Sample 4
| Oh fire truck, so majestic, With long hoses, spraying water everywhere. When there's a fire, you come quickly, Helping everyone escape danger. |
Sample 5
| Glowing urgently, through the crowded street, Sirens blaring, dispelling silence. The truck speeds like an arrow, Arriving at the fire, urgently saving lives. |
*Note: Information is for reference only./.
What are the Top 5+ creative poems about fire trucks? What are the requirements on contents of preschool education in Vietnam? (Image from the Internet)
What are the requirements on contents of preschool education in Vietnam?
According to Clause 1, Article 24 of Education Law 2019, the requirements on contents and methods of preschool education are provided as follows:
Requirements on contents and methods of preschool education
1. The contents of preschool education must be suited to the psycho-physiological development of children; balanced between nurturing, caring and educating, with a view to helping children to develop physically, emotionally, intellectually and aesthetically and to know how to respect differences; suitable with different age groups and transferable to primary education.
...
Additionally, in Section 1, Part C of the Preschool Education Program, issued together with Circular 17/2009/TT-BGDDT, (some of this content is amended by Circular 28/2016/TT-BGDDT and Article 1 of Circular 51/2020/TT-BGDDT):
C. REQUIREMENTS ON CONTENTS AND METHODS OF PRESCHOOL EDUCATION AND ASSESSMENT OF CHILD DEVELOPMENT
I. REQUIREMENTS ON CONTENTS OF PRESCHOOL EDUCATION
1. Ensure scientific, moderate, concentric development from easy to difficult; ensure interconnectivity across different ages, nurseries, kindergartens, and primary education; unify education content with real life, linked with children's life experiences, preparing them gradually for integrating into life.
2. Align with children's psychological and physiological development, balance between nurturing, care, and education; support balanced physical growth, healthy and agile; provide age-appropriate life skills; teach children to respect and love grandparents, parents, teachers, cherish siblings and friends, be honest, brave, confident, innocent, love beauty, eager to learn, and enjoy learning.
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Thus, under the above regulations, the requirements on contents of preschool education in Vietnam are:
(1) Compatibility with children's psychological and physiological development.
(2) Balance between protection, care, upbringing, and education for children.
(3) Comprehensive development in physical, emotional, social skills, intellectual, and aesthetic aspects.
(4) Respect for individual differences of children.
(5) Suitability for different ages and interconnectedness with primary education.
What are the methods of preschool education in Vietnam?
According to Clause 2, Article 24 of Education Law 2019, the requirements on contents and methods of preschool education are provided as follows:
Requirements on contents and methods of preschool education
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2. The methods of preschool education are prescribed as follows:
a) Junior kindergartens must enable children to proactively participate in activities and play, creating a bond between adults and children; stimulate the development of the senses, emotions and psycho-physiological functions;
b) Senior kindergartens must enable children to play, experience, explore and discover the surrounding environment in different ways, satisfying the needs and interests of children.
Simultaneously, in Section 2, Part C of the Preschool Education Program, issued together with Circular 17/2009/TT-BGDDT, (some of this content is amended by Circular 28/2016/TT-BGDDT and Article 1 of Circular 51/2020/TT-BGDDT):
GENERAL MATTERS
...
C. REQUIREMENTS ON CONTENTS AND METHODS OF PRESCHOOL EDUCATION AND ASSESSMENT OF CHILD DEVELOPMENT
II. REQUIREMENTS ON METHODS OF PRESCHOOL EDUCATION
1. For junior kindergartens, methods must focus on frequent communication, expressing love and creating bonds between adults and children; pay attention to individual children's characteristics to select suitable educational methods, ensuring children's physical and emotional safety; provide opportunities for children to be actively involved in emotional interactions, manipulative activities, and play, stimulating the development of senses and psychological, physiological functions; create an educational environment close to a family setting to help children acclimate to nurseries.
2. For senior kindergartens, methods must provide opportunities for children to experience, explore their surroundings in multiple diverse forms, meeting the needs and interests of children under the motto "learning through play, play to learn." Focus on innovative organization of the educational environment to stimulate and provide opportunities for children to actively explore, experiment, and create in activity areas joyfully. Harmoniously combine group education with individual education, pay attention to each child's unique characteristics to employ suitable educational methods. Organize activities appropriately for individual work, small and large group activities, consistent with class age, each child's ability, needs, and interests, and real conditions.
Under the above regulations, methods of preschool education are as follows:
* Junior kindergartens:
Methods:
- Frequent communication, expressing love, and creating bonds with children.
- Choosing methods suitable for each child's individual characteristics.
- Creating a safe, comfortable environment that stimulates children's development.
- Create an educational environment close to family settings.
- Achieving objectives: Enabling children to actively engage in activities, play, and develop senses, emotions, and psychological functions.
* Senior kindergartens:
Methods:
- Implement the principle "learning through play, play to learn."
- Create a diverse educational environment that stimulates children's exploration and creativity.
- Harmoniously combine individual and group education.
- Organize activities suitable for age, ability, and interests of children.
Objective: Enable children to experience, explore surroundings, develop thinking, creativity, and social skills.
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