In the era of globalisation, English is widely implemented at many kindergartens and English centers in Vietnam in the belief that preschoolers can enjoy great opportunities to be fluent in a language. Since 2020, the Ministry of Education and Training (MOETs) has officially allowed the introduction of English to pre-schoolers to help them approach the English communication ability at their developmental stage and prepare for primary-school English education. However, little research has been conducted on teacher perceptions of this policy and teacher practice to support preschoolers' English language acquisition. This research aims to reveal these two aspects via an online survey sent to 30 teachers all over Vietnam. The findings showed that regarding teachers' perceptions of the MOET's objectives in early English education, almost all the teachers (83.3%) believed that the government expected to build the motivation for the pre-schoolers in English language learning. Also, a very high percentage of participants (88.7%) thought play would be the key method that strongly supported children's motivation in acquiring English. In accordance with teacher practice in English instruction for pre-schoolers, speaking was considered the major language skill since the teachers thought it suited young children's cognitive development best. Various play activities were reported in the study, with the dominance of musical and physical ones. Plus, from the data, the pre-schoolers' pronunciation and confidence gained the most benefits from the activities. Such findings are significant for teachers, parents, administrators and policy-makers in effective boost of preschoolers' English ability.