Admission requirements and choice of settings

The entitlement to enrolment in preschool education is universal for all preschool-age children. Parents decide when and which kindergarten to enrol their child in.

Enrolment is not compulsory; however, legislation provides for measures to encourage participation. In the year prior to entering basic education, the social work centre may assess that enrolment is in the child’s best interests and inform both the parents and the kindergarten accordingly. If parents do not enrol the child or fail to ensure regular attendance, the kindergarten notifies the social work centre, which takes further action within its competencies.

Public kindergartens admit children throughout the year, subject to applications and the availability of places.

The main admission criterion is the child’s age. A child may be enrolled from the age of 11 months once the parents are no longer exercising their entitlement to parental leave in the form of full-time absence from work. Parents must provide a medical certificate issued by a paediatrician confirming the child’s health status. Enrolment is possible at any time during the year until the child reaches the age of six or enters basic education.

Parents may choose between public and private providers and are free to apply to any kindergarten in any municipality, irrespective of their place of residence. In practice, children usually attend a kindergarten in their local area, although enrolment elsewhere is possible where places are available (e.g., near the parents’ place of work).

Kindergartens publish a call for applications for the following school year at least once a year, usually in March, on their websites and notice boards; municipalities also publish these calls online. The call must include information on the application procedure, deadlines, and the timeline for notification of enrolment decisions.

Where demand exceeds available places, a selection committee determines admission. The municipality, as the founder, defines the committee’s composition and admission criteria on the kindergarten council's proposal. All applications are assessed based on submitted information and data obtained ex officio from official registers. A priority ranking is established using a points-based system (e.g., the municipality of permanent residence, family vulnerability, the child’s age, and the number of siblings already enrolled).

Priority is given to children with special educational needs where appropriate documentation is provided, and to children from socially disadvantaged families based on an opinion from the social work centre. In cases of domestic violence, one parent may enrol or withdraw the child without the consent of the other parent, subject to appropriate documentation. Additional priority groups are defined in accordance with legislation and the founder’s criteria.

Children who are not admitted are placed on a waiting list. Parents may appeal against the ranking and/or waiting list placement to the kindergarten council, whose decision may be further challenged through administrative proceedings.

Parents of admitted children conclude a contract with the kindergarten that sets out their mutual rights and obligations.

Municipalities may introduce a centralised enrolment system, including a central register of enrolled children and uniform admission criteria across all public kindergartens, ensuring equal treatment of applicants.

Group size and child-staff ratios

Under the Kindargarten Act (Zakon o vrtcih), preschool education provision is organised into two age groups:

• first age group: children aged from 1 year (at least 11 months) to 3 years
• second age group: children aged from 3 to 6 years and/or until entry into basic education. 

Legislation specifies the minimum and maximum number of children per group and the required staffing levels.

Detailed standards are set out in implementing regulations (Pravilnik o normativih za opravljanje dejavnosti predšolske vzgoje), with additional provisions determined by the minister responsible for education. Municipalities may further define norms within the legal framework. The same law specifies the minimum and maximum number of children allowed in a class, as well as the number of education staff per class.

Kindergartens may organise:

• homogeneous groups (one-year age span)
• heterogeneous groups (within the same age period), or 
• combined groups (children from both age groups). 

Number of children per class:

For the first age group (children under the age of 3 years):

First age group (under 3 years):

• 9–12 children in homogeneous groups
• 7–10 children in heterogeneous groups. 

Second age group (3–6 years):

• 12–17 children (aged 3–4) in homogeneous groups
• 17–22 children (aged 4–6) in homogeneous groups
• 14–19 children (aged 3–6) in heterogeneous groups. 

Combined groups:

• 10–17 children. 

In certain circumstances, a municipality may increase the maximum number of children in a class by up to 2. The municipality can also issue a decision to decrease the number of children in individual classes.

A preschool teacher (ISCED 6) and a preschool teacher assistant (ISCED 3) jointly deliver educational activities.

The number of hours during which both staff members are present depends on the programme:

• full-day programmes: at least 6 hours per day in the first age group and at least 4 hours in the second age group
• half-day programmes: at least 3 hours per day in the first age group and at least 2 hours in the second age group. 

During children’s rest time, a single staff member may provide supervision.

When both staff members are present, the child–staff ratio is approximately:

• 7:1 in the first age group
• up to 11:1 or 12:1 in the second age group.  (see Chapter 9.2 Conditions of Service for Teachers Working in Early Childhood and School Education).

Annual, weekly and daily organisation

Kindergartens provide preschool education year-round. Some private providers may close for one to two weeks during the summer. Each kindergarten determines its opening hours in its annual work plan, taking into account parental needs and programme characteristics.

Kindergartens generally operate five days a week. Some provide Saturday services or extend provision into the afternoon or evening, depending on local needs and organisational capacity.

A kindergarten may operate across several units. In periods of lower attendance (e.g. summer or public holidays), children from different units may be grouped together, with provision delivered in a single location.

Programmes vary in duration:

• full-day programmes: 6–9 hours per day
• half-day programmes: 4–6 hours per day
• short programmes: 240–720 hours per year, mainly in remote or demographically disadvantaged areas. 

Short programmes of up to 240 hours target children not previously enrolled before school entry and are fully state-funded and free of charge.

Kindergartens typically open between 5:30 and 6:00 and close between 16:30 and 17:30, or later (up to 21:00) where provision is organised in shifts. Full-day provision usually operates for 11–12 hours per day.

At the beginning and end of the day, children from different groups are combined in a designated supervision room. A child’s daily attendance should not exceed nine hours, as prolonged attendance may adversely affect development, well-being and family life.

Full-day and half-day programmes include education, care and meals; short programmes include education and care and may also include meals.

Kindergartens are autonomous in organising daily schedules and adapt provision flexibly to local circumstances. Educational staff take into account age-specific needs, arrival and departure patterns, mealtimes, children’s biorhythms and parental needs.

Within statutory working time, preschool teachers work 30 hours per week directly with children, and preschool teacher assistants work 35 hours.

Activities are planned and adapted to children’s age, individual needs and developmental characteristics.

A typical daily routine includes:

• free play upon arrival
• preparation for breakfast
• breakfast
• structured and free activities (indoors and outdoors)
• a mid-morning snack
• lunch (around 11:30–12:00), followed by rest or quiet time
• an afternoon snack, and
• afternoon activities based on children’s interests.