In recent years, the issue of developing language creativity for preschool children - a special type of creativity - has received special attention from both theoretical and practical aspects. However, with the current limited number of studies, it can be affirmed that this is a new research topic in early childhood education in Vietnam. This review research focuses on clarifying the concept, nature and characteristics of preschool children's creative language ability. On that basis, several orientations have been proposed to support the development of language creativity for preschool children.

This study researched the reality of STEAM Education knowledge and practical kills of 274 managers (9) and preschool teachers (265) teaching children aged 3-6 in three provinces of Central Vietnam: Thua Thien Hue, Da Nang, and Dak Lak. This is a quantitative study using the teacher's rubric on the Likert scale of 4 degrees (for self-assessment questions about knowledge) and 6 degrees (for self-assessment questions about skills). The results showed that the knowledge and practice of preschool teachers about STEAM education for preschoolers were not high. Educators self-assess that they have some understanding of STEAM education (level 3\4) and skills that need further improvement (level 3\6), in which the planning skill group has the lowest average score. There was a positive correlation between the variables of knowledge and practical skills of STEAM education. Comparing the knowledge and practical skills of preschool teachers among the three provinces pointed out that there is no significant difference in knowledge but there is a significant difference in the practical skills of preschool teachers. This is the basis for conducting further studies towards training and fostering to improve knowledge and practice for preschool teachers on STEAM education in accordance with the characteristics of human resources in each locality.

This paper presents the research results on the status of technology education integration for preschool children by 99 preschool teachers in Hue city, Thua Thien Hue province. The main research methods are questionnaire surveys and interviews with teachers. The research results show that although teachers have implemented some contents and forms of integrating technology education in the organization of preschool educational activities, the purposeful application is unclear. The study also found a difference in the practice of public teachers and private kindergarten teachers. In addition, three measures have been proposed to contribute to improving the efficiency of technology education integration for preschool children. It is necessary to concretize the goals and content of technology education for preschool children in the ECE Framework curriculum and carry out further studies on technology education for preschool children.

The aim of this study is to determine the status of preschool teachers toward applying digital technology (DT) in early childhood education (ECE) and the barriers they face. A quantitative online survey was conducted with 823 full-time preschool teachers in Vietnam's Central and Central Highlands. Results showed that teachers just often use smart TV and laptop computers among technical devices. Technical tools were mainly used to gather information and documents for lesson planning, compose lesson plans, communicate with parents, and present information to children. In addition, preschool educators faced many barriers in applying DT into their classrooms, such as lack of technology devices, lack of technical support or assistance, and lack of technical skills. The results also showed the differences between urban, rural, and mountainous areas in many aspects. The findings of this study may provide reliable information for educational management agencies and preschool teacher training institutions in making and implementing policies related to the application of DT in ECE and fostering technology application capacity for preschool teachers. Some suggestions for enhancing technology use in early childhood classrooms are proposed.