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Steering Documents:
The Georgian Constitution establishes the fundamental right to education, emphasizing equal access for all citizens. In alignment with international standards,
Georgia has ratified several International Agreements and Treaties focused on children's rights and education, such as the UN Convention on the Rights of the Child, underscoring Georgia’s commitment to international norms. The Unified National Strategy of Education and Science for 2022-2030 of Georgia outlines strategic objectives for enhancing education quality, inclusivity, and effectiveness across all levels, including early childhood, focusing on developing a cohesive and inclusive educational system. The Law on Early and Preschool Education provides specific regulations for the operation and accountability of early education institutions, covering aspects such as institutional responsibilities, educator qualifications, and the need for inclusive practices to meet the diverse needs of children. Complementing this law, Government Decree №76 (February 21, 2023) establishes the temporary procedures for authorising, suspending, and terminating early and preschool education institutions. It defines the quality assurance framework and authorization standards for early and preschool education and care institutions. Finally, the National standards for early and preschool education and School Readiness are structured to promote the holistic development of children, focusing on cognitive, social, emotional, and physical growth through a structured, play-based, and inquiry-driven approach. These documents collectively reinforce a unified, child-centred approach to early childhood education in Georgia, ensuring alignment with both national priorities and international standards.
The state standards for early and preschool education aim to establish a foundation for high-quality educational experiences that support each child's comprehensive development. These standards aim to facilitate a structured, quality-driven educational process within early and preschool institutions, ensuring that young learners receive the support and guidance they need from birth until their transition to primary education.
The standards also define specific developmental outcomes for children, emphasizing measurable progress across key domains to prepare them for a successful entry into the first grade. Recognizing the diverse needs of all children, these standards include criteria for tailoring educational programs to accommodate individual learning styles and the needs of children with disabilities or special requirements. This approach ensures that each child’s unique potential is nurtured.
The standards advocate for educational practices encompassing physical, emotional, social, and cognitive growth to support the holistic development of young learners. Preparation for formal schooling is also a central goal, with structured activities designed to familiarize children with the expectations of primary education.
Furthermore, the standards outline essential environmental characteristics needed to uphold a quality educational experience. Emphasis is placed on creating a safe, supportive, and positive environment conducive to each child’s learning and well-being, fostering a foundation for lifelong growth and development.
The state educational standard for school readiness is designed to equip children with a comprehensive foundation of skills and attitudes essential for lifelong learning and responsible citizenship. A primary objective is to cultivate essential life skills that will enable children to become successful, engaged members of society who can foster positive relationships with family, friends, and the community. This standard also emphasizes the development of critical and creative thinking, empowering children to make sound decisions and effectively address challenges.
Furthermore, the standard prioritizes each child's physical and emotional well-being, recognizing health as a cornerstone of effective learning and personal growth. As children prepare to enter first grade, the readiness standard seeks to familiarize them with the expectations and challenges of primary education, ensuring they feel equipped and confident.
Instilling a positive attitude toward learning is also a key goal, with the program structured to foster enthusiasm and curiosity during this pivotal pre-primary year. Finally, the educational and development standard emphasizes the acquisition of foundational literacy and numeracy skills, including early reading, writing, and basic mathematical concepts, ensuring children are well-prepared to engage in formal education.
Since 2017, several state standards have been approved, including state standards for early and preschool education, professional standards for educator-pedagogue, technical regulations defining the norms of nutrition value and meal organization in early and preschool institutions, and technical regulations on sanitary and hygienic norms in early and preschool institutions.
2. Areas of Learning and Development
Currently, the school readiness program is implemented separately. The program is designed for children aged 2–5, as indicated in the curriculum title. The strategic vision aims to unify both curricula to promote a holistic educational approach. Cognitive development is emphasized through activities that build curiosity, problem-solving abilities, and critical thinking, such as experimentation and classification exercises that enhance observational skills and logical reasoning. Social and emotional development is supported by activities that encourage empathy, cooperation, and emotional expression, integrating group play and scenarios that promote positive interpersonal skills. In physical development, the curriculum prioritizes both fine and gross motor skills through structured physical activities, ensuring children develop strength, coordination, and balance. Language and communication development is achieved by engaging children in storytelling, questioning, and conversational exercises, fostering vocabulary expansion, listening skills, and the ability to express ideas clearly. Lastly, creative development provides children with opportunities to explore and express themselves through art, music, and imaginative play, encouraging self-expression and innovative thinking. Together, these areas create a comprehensive framework that supports children’s intellectual, social, and personal development, forming a solid foundation for lifelong learning.
It is worth mentioning that particular attention is given to ethnic minority parents and children. The revised state standards, which also serve as the foundation for preschool bilingual education, address the needs of children whose mother tongue is not the state language.
3. Pedagogical Approach:
Georgia’s National Educational Standards for Early and Preschool Education and School Readiness follows a detailed pedagogical approach emphasizing thematic and project-based learning tailored to engage children’s interests and support their unique developmental paths. Educators document each child's progress using developmental portfolios, allowing for personalized, responsive educational planning. The curriculum encourages symbolic play, inquiry-based learning, and hands-on experimentation, fostering critical thinking, problem-solving, and analytical skills. Activities are designed to mirror real-world scenarios, enabling children to explore concepts through questioning, prediction, and discovery. In individual and group settings, children learn cooperation, empathy, and emotional self-regulation, which are essential for navigating social interactions. Government Decree №76 upholds these standards, requiring institutions to maintain quality and consistency across educational practices. This integrated approach aligns national standards with child-centred methodologies, creating a foundation for cognitive, social, and emotional growth and preparing young learners for lifelong adaptability and learning.
4. Assessment:
The state standards for early and preschool education require the relevant institution to define policies and procedures for internal monitoring and evaluation of the program. This assessment process involves evaluating children across vital developmental domains, including cognitive abilities, physical health, social skills, and emotional resilience, each benchmarked against age-specific standards. For children nearing school age, a formal school readiness program is a required component of the assessment. This program focuses on specific competencies and skills essential for successfully entering primary education, such as early literacy, basic numeracy, and social adaptability.
The standards emphasises inclusivity, meaning assessments must be tailored to accommodate each child’s unique needs. Institutions are required to adapt assessment methods and provide necessary support for children with disabilities or developmental delays to ensure these children have equal opportunities for growth and development. Parental involvement is structured into the assessment process; parents or legal guardians are regularly informed about their child’s progress and are encouraged to actively participate in planning any additional support measures needed to enhance their child’s learning experience.
Ethical and equitable practices are also central to child assessments under this law. Institutions are obligated to conduct assessments without discrimination, ensuring that each child’s linguistic, ethnic, or cultural background is respected.
5. Transition to Primary School:
The Georgian law on Early Childhood and Preschool Education and Care mandates a structured approach to transitioning children to primary school through a dedicated “School Readiness Program.” This program, implemented in the final year before primary school entry, is essential for fostering comprehensive readiness in young learners. It provides activities and assessments targeting key developmental domains, including basic literacy and numeracy skills, as well as social, emotional, and behavioral competencies crucial for adapting to a formal school environment. The law specifies that this program should be universally accessible, ensuring that every eligible child, including those with disabilities or special developmental needs, receives adequate support. Institutions are required to involve parents actively in this process, informing them about their child’s progress and providing guidance to reinforce learning at home.