Learning and Attendance Support

High-quality pre-primary education provides the foundation for each child’s development, learning, and well-being. Difficulties in learning and attendance are prevented proactively through diverse pedagogical methods, flexible group arrangements, and cooperation between teachers and other personnel. Teaching is designed to meet the needs of both the group and individual children.

The education provider must ensure that teaching arrangements support children’s learning in all aspects of pre-primary education. Learning environments in groups and pre-primary education units are planned and built to be accessible and suitable for all children.

Teaching takes into account children’s different learning needs in practical ways. Pedagogical arrangements such as flexible grouping, co-teaching, team-teaching, or other structured practices can be used to support every child’s learning.

Group-specific and Child-specific Support

Children who experience challenges in learning or attending pre-primary education have the right to receive both group-specific support and child-specific support.

Support is organised following the principles of inclusion. Early group-specific support measures help strengthen children’s learning and participation. Child-specific support is provided without delay and always based on the best interest of the child.

More information about support organization in the pre-primary education is in the Pre-primary Education Curriculum. The need for child-specific support is assessed, planned, and implemented in cooperation with the guardians and the education provider. An expert opinion from health or social care professionals is not required for implementing child-specific support.