Support for Learning and Participation in Pre-primary Education
Pre-primary education is a central part of lifelong learning. Its aim is to strengthen the child’s positive self-image and to support the development of the child’s identity as a learning individual.
Pre-primary education is designed and developed in accordance with inclusive principles, values, and approaches so that inclusion becomes an integral part of pre-primary education. Inclusion means creating an environment where every child feels a sense of belonging and is able to develop according to their abilities.
By using diverse working methods, flexible group arrangements, and close cooperation with guardians, teachers, and other staff, we can identify the need for support at an early stage, provide support, and thereby prevent difficulties while promoting both learning and participation in pre-primary education.
The child’s right to support for learning and participation in pre-primary education
In Vaasa’s pre-primary education, support for learning and participation is arranged as part of daily activities. Every child has the right to support that promotes learning and enables participation in pre-primary education. Support is primarily provided within the child’s own group through teaching arrangements that strengthen the conditions for learning. A child who has difficulties participating in teaching also has the right to receive group-specific forms of support and child-specific support measures, as needed, to support their learning and participation. The aim of teaching arrangements that strengthen the conditions for learning, group-specific forms of support, and child-specific support measures is to ensure that every child has the opportunity to learn and to function as part of a group in accordance with the goals of pre-primary education.
Teaching arrangements that support learning and group-specific forms of support
The purpose of teaching arrangements that strengthen the conditions for learning and group-specific forms of support is to prevent more extensive support needs by applying teaching arrangements and forms of support within the group that benefit several children.
Teaching arrangements that strengthen the conditions for learning include both pedagogical and structural arrangements that promote learning and participation in pre-primary education. These may include, for example: differentiation, language-aware teaching, formation of child groups, a predictable and structured daily schedule, group routines, flexible small groups, interaction and communication methods, pedagogical tools, inclusive learning environments, and the recognition of children’s strengths and participation.
Group-specific forms of support are provided systematically as a complement to these teaching arrangements that support conditions for learning. Group-specific support consists of three forms; General remedial teaching, support teaching in the language of instruction, and teaching provided by a special education teacher alongside other teaching.
Child-specific support measures
A child has the right to receive child-specific support measures if group-specific forms of support are not sufficient. These measures are provided regularly, based on the child’s individual needs, and a child may
receive several different forms of child-specific support as required. In connection with child-specific support, the child also has the right to group-specific forms of support. Child-specific support measures are organised on the basis of an assessment of the child’s need for support, a plan for the implementation of child-specific support, and a formal decision on support.
In Vaasa’s pre-primary education, child-specific support measures may include, for example, regular teaching by a special education teacher, partly in smaller groups and partly within regular teaching, interpretation and assistance services, and assistive devices.
Complementary early childhood education
When a child participating in early childhood education and care that complements pre-primary education requires support for their development, learning, or well-being, the support is provided in accordance with the Act on Early Childhood Education and Care. Support is arranged at three levels: general support, intensified support, and special support.
Cooperation to support learning and participation in pre-primary education
Pre-primary education must be organised so that every child receives teaching, guidance, and support according to their development and needs. Cooperation with guardians is central and an important part of everyday life. The child should also be involved in cooperation in an appropriate way, taking into consideration the child’s age and stage of development.
Pre-primary education also involves both multi-professional and cross-sectoral cooperation. Multi-professional cooperation refers to collaboration between the various professional groups in pre-primary education, combining their knowledge and skills. This is particularly important when planning and implementing teaching arrangements that strengthen the conditions for learning and group-specific support.
Cross-sectoral cooperation refers to collaboration across different sectors to support children’s development, learning, and well-being. In pre-primary education, cooperation is primarily with pupil welfare services (school psychologist, school social worker, and child welfare clinic). In addition, cooperation may take place with social services and other specialists within the wellbeing services county, as needed. This cooperation is particularly important when a child’s health, social situation, or other life circumstances affect their learning or participation in pre-primary education.
The support services offered to a child should be brought together into a coherent whole, and the multi-professional network should work in cooperation to support the child’s overall learning, well-being, and development, as well as to identify the child’s support needs.