Steering documents

Early childhood education in the Republic of Moldova is guided by a series of reference documents established at the central level, intended to guide educational and pedagogical activities in various types of early childhood education institutions.

Main documents and applicability:

• The Education Code of the Republic of Moldova (adopted by the Parliament of the Republic of Moldova on 17.07.2014): establishes the legal framework of relations for the design, organisation, implementation and development of the education system in the Republic of Moldova.

• The curriculum for early childhood education (approved by the National Council for Curriculum – Order of the Ministry of Education, Culture and Research no. 1592 of 25.10.2018): the document concretizes the vision of the child, accepted and promoted by the normative and policy framework in the educational system from Moldova. It establishes the specific aspects of the educational process; ensures the convergence of efforts in the expansion and development of the child's education from birth up to 7 years and the correlation with the multiple needs of the child and the family, ensuring the well-being of the child, as well as access and equal chances to a quality education for each child.

• Regulation of early childhood education institutions (approved by order of the Ministry of Education, Culture and Research no. 254 of 11.10.2017): determines the basis for the organisation and operation of the early education institution and is mandatory for all types of ante-preschool and preschool education institutions.

• The standards of child’s learning and development from birth to 7 years (approved by the National Curriculum Council: order of the Ministry of Education, Culture and Research no. 1592 of 25.10.2018)) – official document, reflecting a reference framework on expectations of what children should know and do. It is intended to orient the actors of the educational process in the growth and development of children from birth to school, both in the family environment and within other early childhood education institutions.

Reference documents are developed with the active participation of various stakeholders, including school inspectors, early childhood education staff, educational researchers and parents. The drafting process is coordinated by the Ministry of Education and Research, which ensures the consultation and collaboration of all relevant parties.

The institution is free to choose the educational forms, means and technologies that ensure the achievement of the objectives/strategies defined in the guiding documents and the children's well-being. Accordingly, early childhood education institutions have the flexibility to adapt the structure and content of the curriculum according to the specific needs of children and their community, while respecting the general framework established by the central documents.

In the Republic of Moldova, there are no specific educational guidelines for early childhood education at home.

Areas of learning and development

Early childhood education in the Republic of Moldova adopts a holistic approach, prioritizing child-centered learning. The Curriculum for early childhood education is a basic document designed to ensure the quality and effectiveness of education and development for all children from 1.5 years of age until they enter school. It encompasses the specific needs related to education, care, health, and social protection for children up to 3 years old and during the preschool period. The Curriculum emphasizes key concepts such as the best interest of the child, the child's well-being, and the joy of learning through play during early childhood.

In the Republic of Moldova, early childhood education focuses on the development of several key competencies:

• autonomy and respect: children are encouraged to demonstrate autonomy and respect for themselves and others in various contexts.

• lifelong learning and creativity: emphasis is placed on fostering an openness to continuous learning, alongside activism, creativity, and a sense of responsibility.

• value orientation: as young citizens, children are guided to orient themselves within the value system, distinguishing between concepts such as good and evil.

• school readiness: the educational framework ensures that children develop the necessary prerequisites for entering primary school, including psychosocial, emotional, behavioral, self-control, cognitive, psychomotor, and communication skills.

The curriculum for early education is structured in three age groups: 1.5-3 years, 3-5 years and 5-7 years, and the learning units within early education institutions are as follows:

• Health and motor skills (health education, physical education)

• Me, family and society (personal development, education for society)

• Language and communication (developing verbal and non-verbal communication skills)

• Sciences and technologies (formation of elementary mathematical representations, environmental education, digital education)

• Arts (art education, music education)

Digital education is a specific field applied to children between the ages of 5 and 7, reflecting the importance of developing digital skills in the current context of the information society.

Pedagogical approaches

In early childhood education institutions, care and educational activities are organized based on thematic, weekly, and daily planning. This planning aims to structure all activities in which children participate. The educational process, mandated for all types of early childhood education institutions regardless of their organisational form or ownership, is conducted in accordance with the Curriculum for early childhood education and the Standards of learning and development for children from birth to seven years, as approved by the Ministry of Education and Research.

The institution employs pedagogical methodologies that prioritize the child's individual development, respecting each child's pace, type of intelligence, and learning style. It fosters motivation through experiential, active, and participatory learning. The institution has the autonomy to select educational forms, methods, and technologies that align with the objectives outlined in guiding documents and promote the well-being of the children. In all activities, the institution ensures the child's right to play, recognizing it as a fundamental form of learning, a method, and a means of achieving educational goals, and as an expression of freedom of choice according to individual needs.

Recommended educational materials for early childhood education institutions include textbooks, books, audio-visual and painting materials, objects such as toys, board games and work materials such as plasticine, clay, etc. The didactic-methodical endowment of the educational process in the early education institution is made in accordance with the Minimum Endowment Standards, approved by the Ministry of Education and Research. Depending on the needs and possibilities of the institution, the founder can decide on a higher endowment than that described in the minimum standards.

The early education institution can carry out alternative educational programmes, approved by the Ministry of Education and Research.

For children with special educational needs (SEN), the educational process can be carried out on the basis of individualized programme, adapted to the child's needs, taking into account the recommendations formulated by the Psychopedagogical Assistance Service (PAS) as a result of the complex evaluation. The child with SEN/severe disabilities can benefit from the support of the support teacher, at the recommendation of the PAS.

(Regulation of the early childhood education institution)

Assesment

Evaluation in early education in the Republic of Moldova is a comprehensive and continuous process, focused on monitoring and supporting the holistic development of children, involving both teachers and parents, to ensure the best transition to primary education.

The main methods that the educator will use to collect data on the child's development are:

• observing the child during various activities and moments in the daily schedule, recording the results in individual protocols or sheets;

• the dialogue/conversation/interview with the children and the parents in order to know the psycho-physical development, the level of knowledge, the skills of the preschoolers;

• practical test.

To emphasize the child’s development and the formative aspects of play, educators can employ alternative methods of monitoring and evaluation. These methods include individual discussions with children, self-evaluation, verbal feedback, praise, badges, medals, evaluative games, practical work, and recording results on graphs using symbols for activities and preferences. Additionally, displaying work, celebrations, outdoor activities, visits, and excursions are utilized. (Methodology for monitoring and evaluating child development based on child learning and development standards (age 1.5 – 7 years))

Parents are actively involved in the assessment process. At the start of school, the monitoring and assessment results of the development degree of each preschooler are communicated individually to the parents, ensuring that they are informed about their child's progress. This communication also extends to primary school teachers, facilitating a smoother transition to school by supporting positive educational practices.

Assessment of children's readiness for school (primary education) is an integral part of this process. There are no standardized national tests commonly used in early childhood education to assess school readiness. Instead, assessment is based on continuous observation and documentation of the child's progress by educators.

(Regulation of the early childhood education institution)

Transition to primary school

Early childhood education institutions are required to implement measures to ensure a smooth and efficient transition to primary education. 

Early education encompasses preschool groups for children aged 3 to 6 (or 7) years, including preparatory groups for primary school. Notably, compulsory education in the Republic of Moldova begins with the preparatory group of preschool education and concludes with either high school education or secondary and post-secondary professional technical education, as stipulated by the Education Code of the Republic of Moldova.

The major educational objectives of preschool education institutions include ensuring continuity in the educational process from preschool children (ages 5-7 years) to young school-age children (grades I-IV). These institutions aim to create optimal conditions for the physical and mental development of children 

and to lay the foundation for the formation of a creative personality capable of adapting to changing life conditions.

Continuity from the preschool to the primary education programme is ensured through the following actions:

• preparing the preschool child for school training;

• the development of curiosity in preschool children as a foundation for enhancing cognitive abilities in young schoolchildren;

• the formation of creative imagination as a factor of the intellectual development of the personality in formation;

• the development of communicative skills – the ability to communicate in specific situations with peers and adults as a necessary condition for school success.

In this process, the close cooperation between kindergartens and schools plays a crucial role, ensuring a smooth integration and support for each individual child in his new school environment (Regulations of the educational institution "Kindergarten - primary school").