Abstract

This study examined the aesthetic competence of 35 Early Childhood Education undergraduates at the Ninh Thuan Branch of Nong Lam University Ho Chi Minh City, with five students selected for in-depth analysis. Field activities at four local cultural sites were organized into the seven-step Aesthetic Experience–Creation– Development (AECD) model. Data included instructor notes, sketches, visual journals, student-made toys, and semi-structured interviews. Aesthetic competence was assessed through observation, perception, analysis, expression, and pedagogical creative application. The findings showed uneven improvement: some students progressed in aesthetic perception and learning-material design, whereas two remained at Level 2 in technical expression. Local materials also broadened students’ choices for preschool art activities.

Keywords: AECD model, aesthetic competence, art education, Early Childhood Education, experiential learning.