Steering documents

Early childhood education and care (ECEC) is based on the Programme for Preschool Upbringing and Education, adopted by the National Council for Education and implemented in all licensed institutions.

The programme is grounded in modern pedagogical approaches and focuses on holistic child development and well-being. It defines learning areas, educational goals, and principles guiding pedagogical work.

The main areas of learning include:
•    language and communication,
•    physical development and movement,
•    personal and social development,
•    mathematics and understanding of nature and environment,
•    art and creative expression.

The programme also supports cooperation with families and the local community and promotes inclusive education.

Assessment  

Children are not assessed through formal grading. Instead, their development is continuously monitored using portfolios. Portfolios include information on children’s development across key domains (cognitive, social, emotional, physical and communication), based on observations, assessment tools and contributions from educators and parents.

Transition to primary school

A transition programme between preschool and primary education has been established to ensure continuity. Preschool institutions prepare individual reports based on children’s portfolios, which are shared with primary schools to support the transition process.

Quality assurance in early childhood education and care is ensured through external and internal evaluation mechanisms. External evaluation is conducted by the competent education authorities and inspectorates, which monitor compliance with national standards, including pedagogical practices, staffing and infrastructure. At institutional level, preschool institutions implement internal evaluation processes based on annual work plans, self-assessment and continuous monitoring of educational practice.

Inclusive education is supported through the provision of individualised educational approaches, engagement of professional associates (such as psychologists, pedagogues and speech therapists), and, where necessary, additional support staff. Children with developmental difficulties or disabilities may benefit from adapted programmes and reduced group sizes, in accordance with national regulations.