Teachers’ attitudes toward 5–6-year-old children’s participation in pre-primary classes are reflected through cognitive, affective, and behavioral dimensions. This study presents the findings of research conducted with 60 teachers teaching 5–6-year-old kindergarten classes at three preschools in Hue City. The results reveal that all attitude dimensions were at a moderate level. Among these dimensions, the cognitive dimension showed the highest level, whereas the affective and behavioral dimensions were relatively lower. Based on the findings, the study proposes several measures to help preschool teachers develop appropriate attitudes toward 5–6-year-old children’s participation in pre-primary classes.

Assessing children’s development plays a pivotal role in early childhood education, enabling teachers to adjust care and educational activities and support children’s holistic growth. This study aims to describe the current practices of child development assessment at Bao Hoa Preschool through a survey of 39 administrators and teachers, supplemented by interviews and observations. The four-point Likert-scale questionnaire captured core components of assessment practices. The findings indicate that while assessment activities have been implemented, their application remains inconsistent across developmental domains. Teachers mainly rely on observation, whereas methods requiring deeper interaction or analytical engagement are used less frequently. Participation among stakeholders is still concentrated primarily among teachers, and several supportive conditions, particularly guidance materials and assessment tools, are insufficient. These findings highlight the need to strengthen teachers’ assessment competencies, enhance collaboration among relevant stakeholders, and improve assessment tools to advance the quality of child development assessment.