Steering documents

Preschool education (ISCED 01 and 02) in kindergartens forms an integral part of the education system in Slovenia and is implemented in accordance with the principles of:

• democracy
• pluralism
• autonomy, professionalism and accountability of staff
• equal opportunities for children and parents, considering differences among children
• the right to choice and diversity, and 
• maintaining a balance between the various aspects of children’s physical and mental development. 

The objectives of the Kindergartens Act (Zakon o vrtcih) are oriented towards the holistic development of the child. They include fostering self-awareness and acceptance of others, developing social competences (such as negotiation, cooperation and respect for diversity), and strengthening emotional literacy. They also emphasise nurturing curiosity, creativity, and independent thinking; promoting language and communication development; encouraging engagement with the arts; and enabling the acquisition of knowledge from science and everyday life. In addition, they encompass physical and motor development, as well as the development of healthy and hygienic habits. Children are regarded as active participants in the learning process, acquiring knowledge and skills through exploration, experimentation and the choice of activities.

The professional framework for work in kindergartens is provided by the national document Kindergarten Curriculum (Kurikulum za vrtce, SI pdf) adopted by the Council of Experts of the Republic of Slovenia for General Education. The curriculum is based on respect for children’s rights, particularly the right to play, to express themselves and to participate. It places the child at the centre as a competent, active and heard individual. It defines objectives, principles and areas of activity, while also promoting the development of transversal competences that support the child’s holistic development.

The Kindergarten Curriculum and related curricular documents are implemented by public kindergartens and private kindergartens operating under concession. Each kindergarten adapts the curriculum to its local context and sets out its implementation in detail in its annual work plan.

Private kindergartens may also opt to implement their own programmes or programmes based on specific pedagogical approaches. In such cases, the provider is required to submit the programme to the Council of Experts of the Republic of Slovenia for General Education and obtain its formal approval regarding the programme’s suitability prior to implementation. For programmes based on recognised pedagogical approaches, approval is granted provided that the programme is endorsed by a relevant international association.

Other programme documents:

• Curriculum for Kindergartens in Adapted Programmes for Preschool Children (valid from 1 September 2026) (Kurikulum za vrtce v prilagojenem programu za predšolske otroke, veljaven od 1. 9. 2026, SI pdf)
• Guidelines for the Implementation of the Kindergarten Curriculum in Programmes with Adapted Delivery and Additional Professional Support for Children with Special Educational Needs (Navodila h Kurikulu za vrtce v programih s prilagojenim izvajanjem in dodatno strokovno pomočjo za otroke s posebnimi potrebami, SI pdf)
• Supplement to the Kindergarten Curriculum for Roma Children (Dodatek h Kurikulu za vrtce za otroke Romov, SI pdf)
• Supplement to the Kindergarten Curriculum for Work in Bilingual Areas (Dodatek h Kurikulu za delo na dvojezičnih področjih, SI pdf)
• Concept of Work in Hospital-based Kindergarten Units (Koncept dela v bolnišničnih oddelkih vrtca, SI pdf)

Guidelines and recommendations for the implementation of preschool education:

• Programme Guidelines for Counselling Services in Education and Training (Programske smernice svetovalnega dela v programih s področja vzgoje in izobraževanja, SI pdf)
• Guidelines for the Use of Digital Technology in Kindergartens (Smernice za uporabo digitalne tehnologije v vrtcu, SI pdf)
• Guidelines for the Inclusion of Children, Pupils and Students from Other Linguistic and Cultural Backgrounds into the Slovenian Education System (Smernice za vključevanje otrok, učencev, dijakov iz drugih jezikovnih in kulturnih okolij v slovenski vzgojno-izobraževalni sistem, SI pdf)
• Guidelines for the Inclusion of Children and Young People with Temporary Protection into Educational Institutions (Kindergartens) (Priporočila za ukrepanje v vrtcu ob nujnih stanjih in nenadno nastalih bolezenskih znakih, SI pdf)
• Recommendations for Action in Kindergartens in Cases of Emergencies and Sudden Onset of Illness (Smernice za vključitev otroka v vrtec/šolo po preboleli nalezljivi bolezni ali okužbi,SI  pdf)
• Guidelines for Reintegrating a Child into Kindergarten/School after an Infectious Disease (Smernice za vključitev otroka v vrtec/šolo po preboleli nalezljivi bolezni ali okužbi, pdf)
• Guidelines for Activities Supporting the Transition from Kindergarten to School and Entry into the First Year (Smernice za izvajanje dejavnosti pri prehodu otrok iz vrtca v šolo in uvajanje v prvi razred, SI pdf)
• Recommendations for a Successful Transition from Kindergarten to School (Priporočila za uspešen prehod otrok iz vrtca v šolo, SI pdf)

Areas of learning and development

The Kindergarten Curriculum (2025) is a holistic, development-oriented framework designed to enhance the quality of preschool education. It is based on the understanding of the child as a competent individual and emphasises the importance of play, participation and emotional security. It promotes children’s initiative, independence, curiosity and cognitive flexibility, while placing particular emphasis on physical activity, language development, and sensitivity to developmental continua and critical periods.

The curriculum highlights the preschool teacher's role as a model of communication and an active co-constructor of interactions. It strengthens the importance of movement and outdoor play and provides a more detailed framework for work with children in the first age group (1–3 years). It also promotes sustainable development, provides a comprehensive definition of transversal competences and skills, and integrates them across six areas of activity. In doing so, it builds on key principles such as equal opportunities, respect for diversity, inclusion, interculturality, and the provision of rich learning and communication opportunities for all children. Emphasis is placed on the professional grounding and openness of the curriculum, the professional autonomy of kindergartens, cooperation with parents and the local community, and teamwork among staff, including continuous professional development.

The curriculum comprises six interrelated areas of activity: society, movement, language, mathematics, nature, and arts. 

For each area, the curriculum defines its purpose, objectives, and implementation recommendations, including the preschool teacher's role in working with children. The objectives are development- and process-oriented and apply to children from ages 1 to 6. They are realised across all aspects of children’s time in kindergarten – during free play, routine and transitional activities, and planned activities.

In planning activities, professionals consider children’s age, individual characteristics and developmental needs. Their work is guided by the principles of a development-process approach, individualisation and differentiation, and contemporary insights into child development and learning.

The proposed activities may be common to both age groups and can be adapted for a specific group of children. In practice, content areas are interconnected, mutually reinforcing and meaningfully integrated into everyday kindergarten life.

All areas are linked by transversal abilities and skills that form the foundation of children’s holistic development, including care for health and well-being; social skills and empathy; emotional expression and regulation; communication skills; metacognitive thinking; creative expression; moral judgement; and media literacy.

Children develop these skills both spontaneously through play and everyday interactions, and intentionally through professionally guided activities. Particular attention is given to social learning and language development, which occur throughout the kindergarten stay.

The curriculum clearly defines preschool teachers' responsibility to create a stimulating, safe, and inclusive environment. Kindergarten spaces are organised to support both privacy and individual activity, as well as cooperation and social interaction. Permanent and temporary activity areas (“learning corners”) provide diverse opportunities for exploration, creativity and withdrawal.

Within the framework of the implemented curriculum, kindergartens may enrich the programme with additional activities that extend and deepen the core provision. These are organised periodically or on a project basis, either by kindergarten staff or in cooperation with external institutions. Examples include visits to theatres, libraries, and museums; artistic, musical, dance, or sports activities; projects; visits to farms; and swimming, cycling, or skiing courses. These activities are generally free of charge or require only a minor parental contribution, although some may be fee-based.

Kindergartens may also offer supplementary activities (e.g. foreign language or dance classes) after the regular programme has concluded; these are fully funded by parents.

All enrichment and supplementary activities are specified in the kindergarten’s annual work plan.

The curriculum also emphasises the importance of the hidden curriculum, referring to everyday, often unplanned influences that significantly shape children’s values, relationships and patterns of behaviour. These indirect educational effects can be even more powerful than formally defined objectives, as they are realised through interactions, communication, the organisation of space, and the kindergarten's community culture.

Pedagogical approaches

Within the framework of established principles and professional guidelines, kindergarten education staff exercise professional autonomy and responsibility in selecting appropriate methods and approaches for working with preschool children. They organise time and space flexibly and draw on a wide range of content and activities.

The general orientations are set out in the kindergarten’s annual work plan and further specified in operational educational plans prepared for each group by the preschool teacher and the preschool teacher assistant.

The Kindergarten Curriculum provides general guidance and recommendations for implementing activities across different areas. It does not prescribe a detailed structure, time allocation or spatial organisation. Emphasis is placed on recognising and respecting the characteristics of children’s development and learning.

In planning daily and routine activities (such as meals and rest), education staff consider differences among children, including gender, social and cultural background, beliefs and any special educational needs. They respect each child’s individuality and right to choice.

Kindergartens have autonomy in selecting and purchasing manuals, didactic materials, books and other learning resources. Education staff have access to a range of professional guides that support the planning, implementation, observation and evaluation of educational work. The use of learning materials is free of charge for children.

Children have continuous access to a variety of toys, books, and creative materials (such as paper, leaves, and crayons) in class. Learning resources are not prescribed, but they must comply with safety requirements. The general safety of toys is regulated by the Decree on Toy Safety issued by the minister responsible for health.

Assessment

The Kindergarten Curriculum is based on a development- and process-oriented approach, in which the learning process is carefully planned, implemented and evaluated. The focus is on the learning process itself, considering each child’s individual characteristics and developmental progress, rather than on predefined learning outcomes.

The curriculum does not define specific knowledge or skills that children are expected to achieve at stages, nor are children’s achievements formally assessed.

In line with the principles of critical reflection, the development-process approach, and active learning, preschool teachers primarily monitor children’s development and learning through observation. Based on the information gathered, they plan objectives, select activities and adapt educational work and individualisation accordingly. Observation is therefore the main method of monitoring children’s progress.

Staff support children’s learning in various ways: by guiding, encouraging and motivating them, as well as by explaining and clarifying new experiences. Information about children’s development, progress or potential difficulties is generally communicated orally to parents.

Each kindergarten independently determines how observations are documented, for example, through observation records or children’s portfolios. Individual records are typically maintained for children with special educational needs and for those requiring additional counselling or professional support.

Transition to basic school

The transition from kindergarten to basic school is an important developmental milestone in early childhood. In Slovenia, it is governed by legislation and professional guidelines aimed at ensuring a safe, gradual and child-centred transition.

In accordance with the Basic School Act, children enter the first Grade of basic education in the calendar year in which they turn 6. At entry, they are typically between 5 years and 8 months and 6 years and 8 months old. The legislation also provides for:

• the assessment of school readiness, 
• the deferral of school entry (by up to one year), and 
• early enrolment at the request of parents. 

Decisions on deferral are made by a commission appointed by the head teacher, comprising a physician, a school counsellor and a teacher. The commission issues an expert opinion, while the final decision rests with the head teacher.

In response to the increasing number of deferred school entries and the diversity of transition practices, the Guidelines for Activities Supporting the Transition from Kindergarten to School and the Induction of Pupils into the First Grade (Smernice za izvajanje dejavnosti pri prehodu otrok iz vrtca v šolo in uvajanje učencev v prvi razred, SI pdf) were developed, emphasising structured cooperation between kindergartens, schools and parents.

The transition process is an important responsibility of counselling services in both kindergartens and basic schools, as defined in the Programme Guidelines for Counselling Services in Education (Programske smernice svetovalnega dela v programih s področja vzgoje in izobraževanja, SI pdf). Their work focuses on:

• ensuring a safe, supportive and inclusive environment, 
• supporting children’s holistic development and well-being, 
• promoting play and learning, 
• supporting transitions and the integration of newcomers, and 
• contributing to institutional and professional development. 

A successful transition is based on structured cooperation between kindergartens, schools and parents.

Kindergartens prepare children for transition through activities such as:

• discussions about school, 
• visits to basic schools, 
• meetings and workshops for parents, and 
• exchange of information with schools (with parental consent and in compliance with data protection regulations). 

Basic schools organise a systematic induction of future pupils, including:

• meetings with parents and children prior to enrolment, 
• visits by kindergarten children to schools, 
• joint cultural and sporting activities, and 
• the creation of a safe and supportive learning environment with an adapted start to schooling. 

Schools also inform parents of children not enrolled in kindergarten about the possibility of enrolling them in short preparatory programmes (up to 240 hours).

Such cooperation fosters mutual understanding between institutions and enables a smooth (“soft”) transition from kindergarten to school.

At enrolment, a child’s readiness for school may be assessed at the parents’ request. Assessment is compulsory for children for whom deferral of school entry has been proposed by parents or health services.

School readiness is not limited to cognitive knowledge but encompasses the child’s overall development, including:

• health status
• emotional and social maturity
• independence,
• speech and language development, and the ability to cooperate and follow instructions.