Pre-primary Education

Compulsory education starts in the year when a child becomes seven years of age. During the year before compulsory education begins, the child can participate in pre-primary education. Local authorities may provide pre-primary education in schools, day-care centres, and family day-care homes or in other appropriate places. Participation in pre-primary education is voluntary but the municipality is obliged to provide pre-primary education. Almost full enrolment (99.2% in 2007) is recorded in pre-primary education for children 6-7 years, about 70% of whom also attend day care. The aim of pre-primary education is that the child develops learning to learn skills and positive self-image, acquires basic skills, knowledge and capabilities from different areas of learning in accordance with their age and abilities.

The Provision

Pre-primary education is voluntary and intended for six-year-olds, who will start their compulsory education in the following year. It is provided in day care centres falling under the administrative field of the Ministry of Social Affairs and Health (majority) and comprehensive schools, either in separate pre-primary classes or in combined classes. Pre-primary education, meals, health care and travel, if the distance exceeds 5 kilometres, are provided free of charge. Pre-primary pupils are entitled to the same benefits as those in compulsory education. Children are entitled also to a day-care place. In day care, there is an income-based fee. 

In 2007, pre-primary education [ISCED 0] was given to 12 250 children in conjunction with schools and 44 061 children in day care centres (total 56 311). This accounts for 99.2 % of the entire age group.

Participation in pre-primary education in 2003–2007

Sources: STAKES – National Research and Development Centre for Welfare and Health, Statistics Finland and National Board of Education

Private provision

In addition to the local authorities and state-owned educational institutions, pre-primary education may also be offered by private basic education providers.

The local authorities may organise pre-primary education themselves or in co-operation with some other pre-primary education provider. The local authorities may also purchase pre-primary education from public or private service providers, usually day-care centres. The local authority concerned is responsible for ensuring that the pre-primary education purchased is implemented in compliance with statutes and regulations.

Curriculum and Learning Environment

Pre-primary education lays emphasis on the preparation for school. The Finnish National Board of Education defined the core curriculum for pre-primary education in 2000. The national core curriculum was prepared in extensive co-operation between all relevant stakeholders, including local authorities and their day-care centres and schools. Each education provider is obliged to draft a local curriculum based on the national core curriculum.

Core Curriculum for Pre-school Education in Finland can be ordered from info (at) kustannustaito.fi

Pre-primary education is provided minimum 700 hours per year, maximum 4 hours a day. Each pre-primary education provider decides on the timetables of pre-primary education, such as the number of working days, the start and end dates of instruction and other practical arrangements. In municipalities, pre-primary education is given roughly at the same time as schools operate during the school year.

The general principles set forth in the core curriculum emphasise the child's individuality and the significance of active learning and the importance of acting as a group member. Pre-primary education is based on the child's own knowledge, skills and experiences. Its focus is on play and a positive outlook on life. From the educational point of view, working methods that accustom children to teamwork are of the utmost importance. Another central consideration is to promote the child's own initiative and to emphasise its significance as the foundation for all activities.

The methods and activities in pre-primary education are as varied and versatile as possible. The core curriculum does not divide instruction into subjects or lessons, but it does include various subject fields and objectives. These subject fields are: language and interaction, mathematics, ethics and philosophy, environmental and natural studies, health, physical and motor development and art and culture.

According to the Core Curriculum for Pre-primary Education (2000), it is possible to organise pre-primary education based on different pedagogic methods that emphasise language or the growth of the human being through art and activity. These forms of pre-primary education include, for example, pre-primary education carried out in a foreign language or CLIL-type (Content and Language Integrated Learning) provision, or Steiner and Montessori pedagogies. Regarding these methodologies, it is essential that the guardian is sufficiently informed about the underlying principles and specific objectives.

The size of a pre-primary teaching group is not determined by legislation, apart from special needs education and severely disabled children. However, the Ministry of Education has recommended that the maximum size of the group be 13 children, and with another qualified person in the group, the size can be extended to a maximum of 20.

Early identification of difficulties

Children's development is keenly monitored. Special attention is paid to individual children's readiness for school attendance, i.e. to the phase of their emotional, social and cognitive development. The early identification of problems in learning or other areas is essential in pre-primary education. There are many forms of support and often there is a need for co-operation between social and health sectors. This applies to different therapies and rehabilitations as well as to child welfare and family support. Children are supported in a way that enables them to participate in the same activities with their peers.

Evaluation

In pre-primary education, evaluation places emphasis on the progress of the child’s general growth and learning process. Evaluation is carried out on a continuous basis in interaction between the teacher and the child. Parents or other guardians are provided with feedback in regular discussions with them and possibly also with their children. Pre-primary education promotes children’s capabilities for self-evaluation, which will support the development of their self-concept and learning potential. A certificate of attendance may be awarded at the end of pre-primary education. Such a certificate may be supplemented with a description of the pre-school education provided.

Parental Involvement

The concept of "educational partnership" emphasising the role of guardians is one of the major principles with both guardians and education staff committed to supporting the child’s growth, development and learning, though practices that enforce dialogue, trust and mutual respect. Starting from day care, the early education and care plan is drawn up for each child together with the guardians. Guardians may also be involved in making the local curricula.