Assessing children’s physical development is an essential professional competency that students majoring in Early Childhood Education need to acquire before entering educational practice. However, current teacher education programs still lack specific, systematic guidelines aligned with the requirements of the newly issued Five-Year-Old Children Development Standards, leading to difficulties in organizing and implementing physical development assessment for children. This study employs document analysis and synthesis, combined with an examination of the current state of teacher training at several early childhood education institutions, including Ba Ria - Vung Tau College of Education. Based on these foundations, the study proposes a set of guidelines for assessing physical development for Early Childhood Education students. These include identifying assessment objectives according to the Standards; selecting appropriate methods and tools; organizing assessment activities; recording and analyzing results; and applying findings to educational practices. The proposed guidelines are designed to be feasible and suitable for current training contexts, aiming to support lecturers and training institutions in improving the effectiveness of physical assessment skill development, thereby contributing to the enhancement of professional competencies among Early Childhood Education students.