In Ho Chi Minh City, many parents are signing up their first‑grade children for English certificate courses because older pupils already hold such certificates. The rush raises questions about whether early test preparation helps or harms young learners.

Parents say they do not want their children to start school at a disadvantage. For example, N.H., whose child is in Grade 1 at Nguyen Thai Son Primary School, has added three extra English lessons each week hoping an early certificate will improve admission chances to advanced schools. She admits she feels pressure to invest from the beginning so her child does not fall behind the starting line.

Psychologists, teachers and education administrators warn that pushing six‑year‑olds to chase certificates can damage the natural joy of learning. A lecturer from Ho Chi Minh City University of Education explained that six‑year‑olds are moving from free‑play kindergarten to a structured school setting and are still mastering Vietnamese letters and pen control. If they are forced to practice English test papers too early, they may become cognitively overwhelmed and lose curiosity.

English teacher Anh Thu observes that children in these preparation classes often rely on memorising facts to answer multiple‑choice questions. While they can select the right answer quickly, they struggle to form simple sentences in real conversation. Thu notes that the same children respond better to songs, games, storytelling and other fun interactions rather than to practice tests.

Experts suggest waiting until around Grade 3 or 4 before introducing proficiency assessments, when children have become literate in Vietnamese and have more stable thinking skills. Thu Huong adds that the international certificates earned by fifth‑ and sixth‑graders are usually the result of sustained learning and solid listening‑speaking abilities, not intensive early test preparation. She recommends creating an open, enjoyable English environment instead of rushing for certificates.

The main lesson is that early pressure to obtain English certificates can undermine a child’s natural enthusiasm and may even cause cognitive overload. Allowing children to build a solid foundation through play‑based learning and delaying formal assessments can support long‑term confidence and success in English.