Support for learning and participation in preschool education

Preschool education support for learning and participation in preschool education means pedagogical support that is given to children, if necessary, to help them progress in their learning and enable them to participate in preschool education.

Support for learning and participation in preschool education is based on concrete pedagogical solutions and support forms and measures, which are planned and implemented according to the needs of the group and the children. With the amendment to the Basic Education Act, starting on 1 August 2025, the previous concepts of support levels (general, enhanced, special support) will no longer be used in pre-school education. 

The aim of support for learning and participation in early childhood education is to ensure that every child receives the support they need to learn and participate in early childhood education, and that the support is: early, preventive and flexibleThe best interests of the child are always paramount in planning and arranging support. 

Early support in the child's own group

When the need for support is identified, support is provided as early as possible in the child's own preschool group. This may include, for example: modifying the learning environment to be accessible, teaching differentiation according to the needs of children, for example through teaching arrangements and materials, learning support use of assistive devices and situations anticipation or structuring with the help of pictures.

In my preschool group, I also give group-specific forms of support. As group-specific forms of support, the teacher can provide alone or with another teacher. general remedial teaching ja remedial teaching of the language of instruction in flexible groups. If necessary, a special education teacher can also provide instruction in conjunction with other teaching in the group.

Child-specific support measures

If the support provided in the group is not sufficient, the child may receive child-specific support measures. This may mean, for example, regular teaching by a special education teacher in a small group. Interpretation and assistant services and various aids may also be part of child-specific support. An administrative decision on child-specific support measures is made based on an assessment of the child's individual support needs and a plan.