Steering documents 

Childcare 

Specifically for the care of babies and toddlers, the pedagogical framework (https://www.kindengezin.be/nl/professionelen/sector/kinderopvang/kwaliteit-de-opvang/pedagogische-aanpak/het-pedagogisch-raamwerk) launched on 19 November 2014 by the Flemish Minister of Welfare, Public Health and Family.

Commissioned by Kind en Gezin, the pedagogical framework was drawn up by researchers from Ghent University and KU Leuven, in collaboration with all relevant stakeholders (representatives from the childcare sector, education, children's rights commission, care inspection, training organisations,...). It describes what can be understood by pedagogical quality, elaborated in assignments, starting points and broad lines of pedagogical action. As a result, it can be used by all childcare centres as well as where home-based provision applies, to test and improve its own functioning.

The framework is non-binding. In the long run, the intention is that each care centre for babies and toddlers will align its quality policy with the pedagogical framework. There is no obligation to achieve results, but there is an obligation to make an effort. In other words, every care centre for babies and toddlers is expected to be able to demonstrate how it is working on the tasks it has with regard to children, families and society as described in the framework.

Finally, since the implementation of the decree on pedagogical support, every organiser of childcare for babies and toddlers must work together with a pedagogical support organisation.

Pre-primary education

The school boards or educational umbrella organisations draw up a curriculum containing the development objectives, which is approved by the government and monitored by the Education Inspectorate on its advice. Goals and activities are set out for all age groups in a continuous learning line to primary education.

Areas of learning and development

Childcare

Each childcare facility is encouraged to follow the pedagogical framework. Furthermore, each location has the freedom to choose its own materials, as no central regulations are imposed on this.

Pre-primary education

In both mainstream and special pre-primary  education, schools follow developmental goals aimed at preschool children. For example, preschoolers should be able to understand a story appropriate for their age. These are minimum objectives in terms of knowledge, insight, skills and attitudes that the education authorities consider desirable for a particular pupil population.

The development objectives forming the core curriculum are formulated for five learning areas:

1. Physical education: motor skills, healthy and safe lifestyle, self-concept and social functioning;

2. Musical education: image, music, drama, movement, media, attitudes;

3. Dutch: listening, speaking, reading, writing;

4. People and society: man, society, time, space and use of resources;

5. Science and technology: technology and nature

6. Initiation to mathematics: numbers, measurement, space (initiation to geometry).

All schools should offer activities to pupils in all these areas of learning. The Education Inspectorate checks during the screening whether the development objectives are being pursued. The government does not determine how much teaching time should be spent on which learning area.

Pedagogical approaches

Childcare

In pedagogical terms, each childcare centre organiser is expected to:

• stimulate children's development in all kinds of areas (physical, cognitive, social, emotional, communicative, creative and moral;

• promote the well-being and involvement of children.

In order to do so, the childcare organiser:

• offers a variety of game material, exercise and other activities both for indoors and outdoors. In addition to this offer, there is also plenty of room for free play;

• applies a method to check the well-being and involvement of the children;

• promotes a respectful attitude between the children and their supervisors;

• ensures sufficient supervision and continuity in the supervision of the children, so that a close relationship can be built up between the children and the supervisor(s).

The organiser takes this into account:

• the number of children;

• the level of development, the rhythm, the interests, the needs and the individuality of the children.

Pre-primary education

According to the principle of pedagogical freedom, a decision on teaching methods and teaching aids used belongs to the freedom of school management. Consequently, there are no official guidelines.

The activities in pre-primary education are usually dominated by a particular theme or point of interest. These themes are often related to the calendar of the year, but can also be topics introduced by the pre-schoolers themselves. Corner work as a form of organisation can be found in almost every pre-primary school. Children are given the opportunity to experiment, discover, discuss,... either independently or with the help of other children (and adults).

Assessment

Childcare

There are no recommendations on the assessment of children issued by top-level authorities. 

Pre-primary education

In pre-primary education, assessment policy falls under the autonomy of schools.

Transition to primary school

There are no top-level guidelines on transition measures. However, since the 2021-2022 school year, students who, based on a language screening at the age of five (the KOALA screening), are found to have insufficient Dutch proficiency must follow an active language (integration) program to improve their Dutch language skills. In the 2024-2029 coalition agreement, it was decided to update the KOALA screening.

On December 1, 2024, a new scientific study began on the implementation of the KOALA screening and language integration programs in Flemish schools. The study will develop a scientifically based inspiration guide for the effective use of the KOALA screening and the successful implementation of language integration programs for students with language deficiencies and for non-native speakers.