3.3.1. Steering documents

The Framework Plan for Kindergartens states the fundamental principles, goals, learning content, and activities for all kindergartens, both public and private. Also, included in the framework plan are the political and social functions of the institutions and the importance of early childhood as a life phase of intrinsic value. The Framework Plan for Kindergartens was made by the Ministry of Education and Research. The Framework Plan for Kindergartens entered into force on August 1, 2017, and is a regulation of the Kindergarten Act.

According to the Kindergarten Act, the children themselves have a legal right to participate in all discussions concerning their daily lives in kindergartens.

Each kindergarten must establish an annual activity plan based on the framework plan. This plan must explain the kindergarten's approaches to care, play, formative assessment and learning. It must be approved by the kindergarten’s coordinating committee.

3.3.2. Areas of learning and development

Kindergartens must take a holistic view of care, upbringing, learning, and social and linguistic skills. Kindergartens must be cultural arenas in which children help to create their own culture. The Framework Plan for Kindergartens recommends seven basic themes or learning areas that all children should be acquainted with:

• communication, language and text,
• body, movement, food and health,
• art, culture and creativity,
• nature, environment and technology,
• ethics, religion and philosophy,
• local community and society,
• numbers, spaces and shapes.

Within each subject area, there are developmental goals established at national level. The daily programme consists of free time to play, outdoor activities, playing in groups, supervised activities, meals, reading and show-and-tell time. The time spent on these activities varies, according to local needs and the children’s attendance time.

Cooperation with local schools is common, for instance on using swimming pools and gymnasiums. Kindergartens also make use of theatres, cinemas, museums, parks, and other local facilities to enable children to familiarise themselves with their local environment.

3.3.3. Pedagogical approaches

The Framework Plan for Kindergartens recommends play and social activities as important methods of learning and development for pre-primary children. Staff are free to choose methods within the framework of the national plan. Play is considered both a learning method and an important way for children to acquire life skills.

Most kindergartens base their activities on the aim of helping children to develop a range of skills and interpersonal relations. Most groups consist of children of different ages and at different stages in their development, and the staff often balance organised activities and free playing activities. Educational support materials have been developed by the Norwegian Directorate for Education and Training to all chapters of the Framework Plan for Kindergartens.

3.3.4. Assessment

There is no formal assessment of children at the pre‑primary level. Kindergarten teachers are required to maintain regular dialogue with parents or guardians about each child’s well‑being, development and learning, and to take parents’ views into account. This usually takes place through daily contact and scheduled meetings. If concerns arise about a child’s development, teachers must discuss these with the parents.

Kindergartens must also regularly evaluate their pedagogical practice in line with the Kindergarten Act and the Framework Plan ofr Kindergartens, to ensure that all children’s well‑being and development are supported. Children’s views form part of this evaluation, and staff have a duty to notify child welfare services if necessary.

3.3.5. Transition to primary school

The Kindergarten Act section 2 A regulates kindergartens' duty to collaborate with schools regarding children's transition to primary school. The Framework Plan for Kindergartens states, inter alia, that the kindergarten and the school should share knowledge and information to enable them to co-operate on provision for the oldest kindergarten children, their transition to and enrolment in school. Kindergartens must ensure that children acquire the experience, knowledge and skills to give them a good foundation and motivation for starting school. According to the Education Act section 2-4 the Municipality can allow a child to postpone school start until the year the child turns 7, if the parents apply for it or consent to it and after an expert assessment states there are doubts the child is mature enough to start school the year he/she turns 6. The Municipality may also allow a child early school start from the year the child turns 5 years, if the parents apply for it or consent to it and an expert assessment finds it justified.