Steering Documents 

Pursuant to the Education Act, early childhood education is the set of general skills, knowledge and attitudes creating the prerequisites for the acquisition of basic education. ECEC institutions (childcare institutions and preschools) are educational institutions.

Early childhood education is based on the National Curriculum for Early Childhood Education. The national curriculum establishes the principles of preparation of a children’s institution’s own curriculum, the objectives, principles, and organisation of teaching and learning, the objectives and content of teaching and learning of different fields, the expected general skills of children at the age 3 and at the age 6–7, the expected developmental outcomes for children aged 6–7, and the principles for assessing and supporting the development of children.

ECEC institutions compile their curricula, based on the national curriculum, taking into account the specifics of institution. 

Mainly, ECEC provision is regulated by the Early Childhood Education Act, but some aspects of ECEC are covered in the Child Protection Act and the Education Act. There are also links with the Private Schools Act.

Areas of learning and development 

The overall objective of teaching and educational activities in ECEC is to ensure the comprehensive and consistent development of the child in cooperation with the home. Early childhood education supports the physical, mental, social, and emotional development of the child in order the child developed a comprehensive and positive self-image, understanding of the surrounding environment, ethical behaviour and initiative, first working habits, physical activity and understanding of the importance of maintaining health, and playing, learning, social and personal skills.

According to the division of ECEC nto childcare and preschool education, the expected general skills are formulated in the curriculum for 3-year-old children and 6‒7-year-old children.

The general skills to be developed comprise:

• playing skills;
• cognitive and study skills;
• social skills;
• self-regulation skills.

For 3-year-old children, the activities aim at smooth adaptation to preschool. 

Fields of teaching and learning comprise:

• myself and the environment;
• language and speech;
• mathematics;
• arts;
• music;
• physical movement.

For 6‒7-year-old children, the activities aim at smooth adaptation to school life. Emphasis is put on developing psychical processes (perception, memory, imagination and thinking) and formation of basic study skills (observation and listening skills, abilities to compare, rate, count, measure, group and model).

Where necessary, an individual development plan is compiled for a child with special needs on the basis of the curriculum of the ECEC institution. The development of general skills is supported through all teaching and learning activities, integrating the contents of different fields. The study contents of fields derive from children’s everyday life and their surrounding environment. Study activities include listening, speaking, reading, writing, observing, exploring, comparing, calculating and various movement, musical and artistic activities. Cooperation between teachers and personnel and the inclusion of parents are important factors in the work of an ECEC institution. Both contribute to the creation of a study environment that supports the development of a child.

Pedagogical approaches

In early childhood education, child-oriented active learning methods are used. Teaching and learning proceed within each child’s zone of proximal development. Learning is experiential and output-based, valuing the process and focusing on changes in behaviour, knowledge, attitudes and skills.

The choice of methodology follows the National Curriculum concept of learning: children learn by imitating, observing, exploring, experimenting, communicating, playing and practising, and are active participants who take pleasure in action. Teachers take into account each child’s physical, cognitive, emotional and social development, cultural and linguistic background, interests and needs, and ascertain the child’s level of development when setting goals. Every child is provided a sense of success; creativity, curiosity and initiative are encouraged in a safe, caring, bullying-free and democratic atmosphere. Estonian cultural traditions are valued and other cultures respected.

Teaching and learning take place through daily routines, children’s play, and both planned and spontaneous activities, with opportunities to act individually and in small groups. Activities occur indoors, outdoors and, where appropriate, beyond the preschool. Topics proceed from the near to the far and from the particular to the general, and areas of learning are integrated; free play, experimentation, movement and music are used to support active learning and creativity. Time is provided for discussion and feedback, and pedagogical documentation is used to plan, implement, evaluate and develop activities.

Play is the primary activity in preschool age. Teachers purposefully support play so that children enjoy playing, sustain attention, create and develop play, take different roles, follow and explain rules, solve problems together and use varied objects safely. Materials are accessible and diverse; rooms are flexible, allow small-group work and privacy, and provide rich opportunities for active movement. Equal opportunities are ensured and differences are met with an open attitude.

Assessment 

Evaluation of a child’s development is important to understand the child’s special qualities, determine his or her special needs and support his or her self-esteem and development as well as to plan teaching and learning in cooperation with parents.

Evaluation of a child’s development is a part of the everyday process of teaching and learning. Teachers carry out observations according to a precise plan and children are being followed in everyday activities, free play situations and activities guided by teachers. The basis for evaluation of a child’s development are expected general skills and results in fields of teaching and learning. At least once per academic year, the teacher carries out a development interview with the parent(s) regarding the development of the child, in order to give feedback on the child’s development and study results and explore the parent’s views and expectations regarding the child’s development.

Observation is the primary method used in the evaluation process. Indirect methods like interview or analysis of children's works are also suitable. It is also common to prepare a file or portfolio on a child’s development. The methods used are introduced to the parents. The development of a child is described from the standpoint of the child, valuing his or her achievements. 

For assessing and supporting a child’s development, children, parents and teachers in ECEC institutions can receive counselling on speech therapy, special education, social pedagogy and psychological counselling from the Rajaleidja centres that have been founded in every county.

Transition to primary school 

Pursuant to the Early Childhood Education Act, an ECEC institution issues a school readiness card to those who have completed the early childhood education curriculum. A parent submits the school readiness card to the school where the child commences his or her compulsory school attendance. A school readiness card describes the child’s achievements in the development of general skills and in fields of learning activities, following the national curriculum for early childhood education. The child’s strengths, as well as aspects that need development, are outlined. Evaluation of readiness for school and compilation of the readiness for school card support the smooth transfer of a child from preschool to school. The readiness for school card helps the class teacher to understand the child’s individuality and development and to plan cooperation with parents and support specialists. The class teacher takes account of the child’s previous experiences and creates, in cooperation with the family, opportunities to support the child’s individual development.