2026

Updated requirements for learning and development environment in ECEC institutions

Following the entry into force of the new Early Childhood Education Act, Estonia has established updated requirements for the learning and developmental environment in ECEC institutions. The new regulation sets uniform standards for the organisation of learning and educational activities, ensuring that all children aged 18 months to 7 years are supported in a safe, inclusive and development-oriented environment.

The rules apply to all providers and set the basic conditions necessary to support children’s development, ensure health protection, and organise educational activities safely. The regulation defines key standards for the physical environment, including the institution’s grounds, buildings, rooms and furnishings. It covers the safe design and maintenance of outdoor areas and playgrounds, minimum spatial requirements for indoor rooms, appropriate hygiene and dining facilities, as well as general safety measures such as sufficient ventilation, adequate lighting, and restrictions on hazardous substances on the premises. Requirements for equipment, cleanliness, and indoor climate help ensure a safe, age‑appropriate environment for all children.

Additionally, institutions must conduct regular risk assessments, monitor children’s health and promote healthy daily routines, including daily outdoor activity. Staff must be able to provide first aid. Daily schedules must be developed in line with the regulation, taking into account opening hours and children’s age and individual developmental needs. The schedule must ensure a balanced alternation of active and quiet activities, include recommended time outdoors, and provide age‑appropriate rest: generally up to two hours per day for children under three and up to one hour for children aged four to seven, with adjustments for children with special educational needs. The overall aim is to create a coherent and safe environment that supports children’s well‑being and development across both childcare and preschool settings.

2025

New early childhood education curriculum enters into force

As of 1 September 2025, a new national curriculum for early childhood education was enforced, replacing the previous national curriculum for pre-primary education. The new curriculum sets the framework for learning and educational activities for children aged 1.5 to 7, supporting the acquisition of early childhood education in various settings.

The curriculum is based on the Early Childhood Education Act, which entered into force in 2024 and integrates childcare services and preschool education into a single system. To ensure consistency across different types of providers, the curriculum now defines not only the expected general competences and developmental outcomes for 6–7-year-olds, but also for 3-year-olds. This allows childcare services joining the education system to align their curricula with national guidelines.

Core values of early childhood education are clearly highlighted in the curriculum, including child-centredness, inclusion, and support for each child’s unique learning path. The emphasis is on the development of general competences and the integration of learning areas, rather than compliance with rigid, age-based standards. Expected learning outcomes are described as minimum levels, allowing flexibility in supporting children’s diverse ways and paces of learning.

Participation in early childhood education in Estonia is voluntary, and children may also acquire early education at home. In addition to institutional providers, families can use the national curriculum and accompanying support materials to guide learning and development at home.

By the end of 2025, teacher training universities will develop curriculum implementation guidelines for six key areas of learning and education, providing practical support to early childhood education providers.

Additional funding supports Estonian language learning in preschools 

To support the ongoing transition to Estonian-medium education, the government has allocated 8.8 million Euros in 2025 to promote Estonian language learning in preschools and schools. The funding is part of a broader strategy to strengthen the language skills of children and youth whose home language is not Estonian, thereby supporting their successful integration into the education system.

In preschools, the funding aims to support groups where children speak a different mother tongue by financing additional language learning activities and compensating qualified Estonian-speaking educators. A group-based grant of 2020 Euros per year is available for preschool groups of 3–7-year-olds in Estonian-medium institutions where at least 15% of children have a home language other than Estonian and preschool implementing language immersion programme. The measure is designed to increase the availability of Estonian language instruction in early childhood education and ensure equal learning opportunities across the country.

2024

New early childhood education law integrates childcare service and preschool education

Estonia is set to introduce a comprehensive Act on Early Childhood Education and Childcare that will integrate childcare service and preschool education into a single system. The government has approved the draft law and sent it to the Parliament. The new law, which will enter into force on 1 January 2025, aims  to ensure access to high-quality early childhood education and care for all children between 18 months and 7 years, streamline services and improve quality.

Childcare service, which are currently regulated under the Social Welfare Act, will become part of the ECEC system. The exception will be childcare provided as a social service for children with significant care and support needs. This reform will standardise the requirements for both childcare and preschool services to ensure consistent and high quality early childhood education and care across the country.

A key component of the reform is the establishment of a single qualification system for early childhood educators, ensuring that all professionals have the necessary skills and training. The law will also require continuous professional development for educators to keep them up to date with the latest pedagogical practices.

The law introduces a framework for cooperation between local governments, educational institutions and families. This collaborative approach aims to create a supportive environment for children's early development, involving all stakeholders in the process. Local governments will play a key role in implementing the new standards and ensuring access to the necessary services.