Alushariduse riiklik õppekava

§ 1. Scope and structure of the Regulation

(1) The national curriculum for early childhood education (hereinafter national curriculum) prescribes the standard for early childhood education. The national curriculum determines the bases for teaching and education in order to support the development of children up to seven years of age and the acquisition of early childhood education.

(2) The national curriculum shall provide for:

1) the principles for the preparation of a curriculum for a childcare institution and a preschool;

2) the core values of early childhood education;

3) the goals and principles of teaching and education;

4) the concept of learning and the principles for designing an environment for learning and developing;

5) the expected general skills of a child aged three and a child aged six to seven;

6) the principles of teaching and education in different subject fields and the expected developmental outcomes of a child aged six to seven;

7) the principles for assessing and supporting of the development of a child.

§ 2. Childcare and Preschool Curriculum

(1) On the basis of the national curriculum for early childhood education, childcare institutions and preschools shall prepare their own curriculum which is the basic document for the organisation and conduct of teaching and education activities.

(2) A childcare institution’s curriculum sets out:

1) the characteristics of the childcare institution and its teaching and education goals;

2) the principles and organisation of supporting the general skills of the child, including the principles and organisation of conducting teaching and education activities;

3) the expected general skills of a child aged three or of a child aged six to seven years;

4) the principles for assessing and supporting a child’s development, as well as documentation and organisation thereof;

5) the principles and organisation of co-operation with parents;

6) the procedure for updating and supplementing the curriculum.

(3) A preschool’s curriculum sets out:

1) the characteristics of the preschool and its teaching and education goals;

2) the organisation and principles of conducting teaching and education activities;

3) the principles of designing the learning and growth environment;

4) the expected general skills of a child aged three and a child aged six to seven year, and the expected developmental results of a child aged six to seven;

5) the principles and documentation for assessing and supporting a child’s development, and the methods and tools used for the assessment, monitoring and analysis of the child’s development;

6) the principles and organisation of co-operation with parents;

7) the procedure for updating and supplementing the curriculum.

(4) On the proposal of the board of trustees in the case of childcare institution and preschool employees, additional provisions related to teaching and education may be added to the curriculum.

§ 3. Core values of early childhood education

(1) The organisation of teaching and education is based on the valuing of childhood and the primary function of childcare institutions and preschools is to protect and promote the right of a child to a full and safe childhood. In childcare institutions and preschools, the child’s mental, physical, moral, social and emotional development is equally supported. Childcare institutions and preschools create conditions for the balanced development of the child’s various abilities, self-realisation, and the formation of a science-based worldview.

(2) Childcare institutions and preschools develop values in cooperation with the home, which are the basis for a happy personal life and successful social interaction.

(3) Values arising from the ethical principles specified in the Constitution of the Republic of Estonia, the United Nations Universal Declaration of Human Rights, the Convention on the Rights of the Child and the basic documents of the European Union are considered important in the national curriculum. Universal human values (honesty, caring, justice, respect for oneself and others) and social values (freedom, democracy, respect for one’s mother tongue and culture, love of one’s country, cultural diversity, tolerance, health awareness, environmental sustainability, responsibility and gender equality) are considered fundamental values.

§ 4. Goals of teaching and education

(1) The general goal of teaching and education is to ensure the comprehensive and consistent development of a child in cooperation with the home.

(2) Based on the general objective, the formation and development of the general and sectoral skills of a child shall be supported in order to create preconditions for coping in preschool in the case of a child aged three years and preconditions for the acquisition and advancement of basic education in everyday life in the case of a child aged three to seven.

§ 5. Principles of teaching and education

(1) Upon organisation of teaching and education activities:

1) the child’s level of development is ascertained, which is the basis for setting the objectives of the activities and planning the activities;

2) every child is guaranteed the sense of success;

3) the child’s creativity, interest and self-initiative supported;

4) a safe, caring, bullying-free and co-operative atmosphere is created;

5) democratic relations and respect for oneself and others are valued;

6) different fields and activities are integrated, enabling free play, experimentation, movement, music and other methods supporting active learning and creativity both in individual activities and in a group;

7) Estonian cultural traditions are valued and the characteristics of other cultures are taken into account;

8) the linguistic development of a child from a multilingual family as a user of several languages is supported, and children are noticed and supported in different language use situations;

9) the opportunities offered by digital technology are used to enrich learning and educational activities.

(2) All employees contribute to the child’s development and to the best manifestation of their potential.

§ 6. Learning approach

(1) The psychological basis for learning is the experience that a child acquires in interaction with the physical, mental, and social environment. Learning and teaching are carried out on the principles of general education in a child’s zone of proximal development. In the national curriculum, learning is considered output-based, emphasising changes in the child’s behaviour, knowledge, attitudes and skills, valuing the learning process.

(2) Teaching and educational activities are a whole, the organisation of which takes into account the child’s:

1) physical, cognitive, emotional and social development and abilities;

2) cultural and linguistic background;

3) interests and needs.

(3) A child is an active participant in educational activities. The child is involved in the planning of activities, is allowed to make choices, and is encouraged to analyse what has been done. The child’s creativity, initiative, and entrepreneurship are valued. The task of adults dealing with a child is to guide, support and instruct the development of the child and to form an environment that supports the development of the child.

§ 7. Environment for learning and developing and its design principles

(1) An environment for learning and developing means the combination of the mental, social, physical and digital environment around a child in which the child develops and learns. The learning and growth environment supports the development of the child's positive self-esteem and the development of the child into an independent, initiative and active learner. The environment for learning and developing carries the basic values of early childhood education.

(2) A teacher shall create an environment for learning and developing in cooperation with children, assistant teachers, and other employees, involving parents if necessary. In a childcare group where no teacher is employed, the aforementioned task is performed by a childminder. The design of the environment for learning and developing is based on the age and needs of children and the objectives and content of learning and education activities.

(3) In shaping the social and mental environment:

1) the child’s well-being, agreements based on common values and the practices of a childcare instruction and preschool are taken into account;

2) a trusting, friendly atmosphere free of tension and violence is created;

3) children are encouraged to be considerate of each other, support each other and cooperate with each other;

4) the diversity of ideas and opinions is valued and acknowledged;

5) time shall be provided for reflection, exchange of views and feedback;

6) a benevolent and open attitude towards differences is developed and equal opportunities for all children is ensured;

7) activities, studies, and study materials are adjusted flexibly, choices are made and opportunities for active participation are created;

8) cooperation takes place with parents.

(4) In shaping the physical environment:

1) security is ensured;

2) the learning process is made visible;

3) the availability and diversity of study materials and playthings is ensured;

4) where possible, a physical environment is created that is easily adaptable and flexible. This environment should also allow for active movement and have a modular group space, which permits working in sub-groups while providing opportunities for being alone;

5) opportunities are created for playing and moving about actively in the rooms and outside.

(5) Teaching and development activities are carried out in the indoor and outdoor areas of the childcare institution and the preschool, as well as outside of the childcare institution and the preschool

§ 8. Planning the group’s teaching and education activities

(1) Upon carrying out group teaching and education activities, the daily schedule of the childcare institution and the preschool shall be taken into account.

(2) Teaching and education activities are carried out through everyday activities, children’s play, and planned and spontaneous activities. Teaching and education activities enable children to act individually as well as in small groups, among other things. The planning of teaching and education activities and the selection of the subject matter to be discussed are based on the child, the basic values of early childhood education, the environment surrounding the child and the principle more closely, from individually to more general.

(3) The planning, implementation, evaluation and development of teaching and education activities is flexible and based on pedagogical documentation (hereinafter documentation). In the course of the documentation, the link between the learning and education activities and the curriculum, the objectives, activities, the approach to the topic and a summary of the achievement of the objectives will be made visible, as well as the learning process (experiences, activities) and the cognitive potential of children (discussion skills, expressed views, knowledge).

(4) Upon choosing a place for teaching and education activities, the objectives of the teaching and education activities, the integration of different fields, the resources necessary for the activities, and the involvement of teachers, assistant teachers, nannies or other employees in the conduct of teaching and education activities shall be taken into account. If possible, you will learn about it in its natural environment.

§ 9. Specifications applicable to support the individual development of children

(1) Upon agreement with a parent, adjustments may be made to the content and organisation of learning and education activities and to the learning and growth environment in order to support the individual development of the child.

(2) Information on the assessments carried out to determine the need for support of a child, the support measures implemented, and their effectiveness, shall be entered on the map for monitoring the individual development of a child and development objectives shall be established in the areas in need of support.

(3) If necessary, the teacher shall prepare an individual development plan for the child on the basis of the national curriculum in cooperation with the assistant teacher, support specialist, support services coordinator and parent. At least once per academic year, a summary of the implementation of the individual development plan, the suitability of the development environment, the achievement of development goals and the child's future needs is made in cooperation with support specialists and a parent.

(4) If necessary, the acquisition of the Estonian language by a child whose home language is not Estonian shall be supported separately through activities intended to support the development of the Estonian language.

(5) In private preschools or groups thereof, where teaching and education activities are not carried out in Estonian on the basis of subsection 8 (4) of the Early Childhood Education Act, the Estonian language learning of children shall be ensured by integrating it with other teaching and education activities and, if necessary, through separate language activities.

(6) Upon supporting proficiency in the Estonian language and planning the expected results of studies, the developmental level and age of the child shall be taken into account.

§ 10. Collaboration with the parent

(1) The employees of a childcare institution and a preschool and a parent shall cooperate in supporting the development and health of the child. Cooperation shall be based on mutual trust and respect.

(2) If possible, parents shall be involved in the planning and carrying out of teaching and education activities. Parents are informed of the principles of teaching and education and the basic values of early childhood education.

(3) The teacher, the childminder, and the parent shall regularly exchange information on the development, learning, and health of the child, and the parent shall be involved in the making of decisions concerning the development of the child and the implementation thereof.

(4) The teacher and the childminder, in co-operation with the coordinator of support services in preschools, create opportunities for parents to receive support and advice on issues related to supporting the development of children.

§ 11. General skills

(1) The national curriculum distinguishes four groups of general skills:

1) playing skills;

2) cognition and learning skills;

3) social skills;

4) self-regulation skills.

(2) The development of general skills is supported through all activities, integrating different fields and using different methods of learning. For children up to three years of age, all developmental results shall be presented on the basis of general skills.

(3) The general skills acquired upon completion of the national curriculum are the basis for the formation of general competences and self-regulating learners specified in the national curriculum of basic schools.

§ 12. Playing skills

(1) Playing is the main activity of a child of preschool age and a natural way of learning. In the course of playing, the child acquires and consolidates new information, practises and applies new skills, learns to communicate and cooperate and express their feelings and desires in an appropriate way. Playing skills are the basis for the development of all general skills, and skills and knowledge in different areas of learning and education.

(2) As a result of education and development activities, a child aged three:

1) is able to focus on a game in a small group;

2) creatively use different means when playing;

3) mimic and repeat previous experiences from playing;

4) performs several logically related playful acts independently;

5) invites their companions to join their game and joins in the game initiated by others;

6) is benevolent towards the games of their companions;

7) can follow simpler playing rules.

(3) As a result of educational activities, a child aged six to seven:

1) is able to focus on the game;

2) creatively use different tools in games;

3) apply creativity, imagination, experience, knowledge and skills in games;

4) show self-initiative, interest, and creativity in the course of the game;

5) initiate games and develops the content of the game;

6) performs different roles in the games;

7) is able to solve problems in the course of the game and reach an agreement with their playmates;

8) follows the rules of the game and is able to explain the rules of familiar games to others;

9) enjoys victory and is able to cope with loss.

§ 13. Cognition and learning skills

(1) Cognition is the ability to deliberately manage one’s own cognitive processes – perception, attention, memory, thinking, emotions and motivation.

(2) Learning ability is the ability of a child to use their cognitive processes for learning purposes – to acquire information, to acquire knowledge and skills, and to study and test. Learning skills are formed on the basis of the development of cognitive skills.

(3) As a result of educational activities, a child aged three:

1) is interested in the world and explores it with different senses;

2) is able to focus on activities of interest according to their level of development;

3) understands simpler speech;

4) possesses the vocabulary necessary for self-expression;

5) express himself or herself in speech in a manner understandable to others and participates in the conversation;

6) is able to focus on following short stories;

7) is able to find common and different characteristics in objects on the basis of comparison;

8) is able to group objects on the basis of one characteristic;

9) can follow a simple instruction;

10) can put together a simple whole from the details.

(4) As a result of educational activities, a child aged six to seven:

1) is able to focus on activities of interest;

2) understands what has been heard, reacts accordingly, and uses deliberative dialogue;

3) is capable of carrying out a two- or three-part daily instruction or order;

4) poses questions, discusses and is able to express their thoughts in an understandable manner;

5) is able to group objects and phenomena on the basis of different characteristics;

6) understands simpler connections, perceives objects, events and phenomena as a whole;

7) use what has been learned in different situations and in solving problems;

8) use appropriate means and techniques for problem-solving.

§ 14. Social skills

(1) Social skills are the skills to communicate with others, to perceive oneself and one’s companions, to adopt the practices generally accepted in society and to adhere to ethical beliefs that enable interaction.

(2) As a result of educational activities, a child aged three:

1) is able to describe himself or herself and others through external characteristics;

2) is interested in playmates and tries to take them into account;

3) participate in joint activities with an adult;

4) understands simpler group agreements;

5) forms friendships with children with whom he or she often spends time;

6) sometimes share things with others;

7) initiates communication with other children and adults;

8) is able to express their needs and desires.

(3) As a result of educational activities, a child aged six to seven:

1) is interested in others, is able to create friendships and wants and dares to communicate;

2) tries to understand the feelings of other people and takes them into account in their behaviour and conversation;

3) is able to consider and cooperate with their peers and provides and asks for help if necessary;

4) is able to distinguish between appropriate and inappropriate behaviour, chooses appropriate behaviour according to the situation and understands the consequences of their behaviour;

5) adheres to agreed rules and generally accepted standards of conduct;

6) understands that people can be different;

7) participates and makes proposals in the decision-making processes;

8) is able to cope with novel situations by following the instructions of an adult if necessary.

§ 15. Self-regulation skills

(1) Self-regulation skills are skills that enable one to direct their attention, use working memory, slow down current impulses and plan one’s behaviour according to the situation. Self-regulation skills allow the child to react flexibly to situations, notice different connections and find solutions.

(2) As a result of educational activities, a child aged three years:

1) is able to cope with separation from their parents;

2) is able to cope with switching from one activity to another;

3) with the support of an adult, is able to delay what is desired for a short period of time and curb their behaviour;

4) is able to cope with strong feelings with the support of an adult;

5) is able to cope to a large extent with daily self-service;

6) put things in their place under the guidance of an adult after the end of activities.

(3) As a result of teaching and education, a child aged six to seven:

1) is able to describe their emotions and express them in an appropriate manner;

2) plan, initiate, and organise games and daily activities and complete the commenced activities;

3) is able to act independently and purposefully in a group on work tasks requiring effort;

4) is able to behave appropriately in different situations and changes their behaviour according to feedback;

5) is able to use activities that promote mental balance and calming with the support of an adult, if necessary;

6) is able to cope with self-service and has developed primary work habits.

§ 16. Integrated teaching and education activities

(1) Different areas are integrated in the planning and organisation of teaching and education activities.

(2) The principles of teaching and education, and the expected development results of a child aged six to seven, are presented in six subject fields:

1) me and the environment;

2) language and speech;

3) mathematics;

4) art;

5) music;

6) movement.

§ 17. Subject field Me and the Environment

(1) The principles of teaching and education in the subject field of Me and the Environment are:

1) support the child in learning and understanding about themself and their surrounding environment;

2) guide the child to notice their surrounding environment through play and everyday activities, to investigate and learn;

3) guide the child to ask questions, raise problems, discuss the topic, find answers, and draw conclusions from the observation and experience;

4) guide the child to behave in an environmentally friendly and safe manner, and to use materials and resources economically;

5) guide the child to value the environment, their own culture and traditions and those of their companions, and their health;

6) guide the child to notice and understand the differences between the social, natural, artificial and digital environments.

(2) As a result of educational activities, a child aged six to seven:

1) is able to introduce and describe themself, their qualities, and their interests;

2) is able to name the names of body parts, knows their purpose, and understands how private body parts differ from other body parts;

3) is able to describe their home, family, and family traditions;

4) is able to name and describe different occupations;

5) is able to name Estonia’s national symbols, folk and cultural traditions, and its most important cultural figures;

6) understands that people are different and have different needs and cultural traditions;

7) knows how to behave safely in unpleasant or unsafe situations and call for help if necessary;

8) is able to describe how the surrounding environment and human behaviour may affect health and knows how to maintain their health;

9) is able to explain what needs to be done in order to maintain the health of their teeth;

10) is able to explain why it is important to follow the principles of personal hygiene in everyday life;

11) notices and describes the impact of their own and others’ actions on the environment and behaves in an environmentally sustainable manner;

12) knows the specifics of their hometown and is able to describe the nature of their hometown;

13) is able to describe nature and human activities in different time cycles;

14) is able to describe natural phenomena and explain the dependence of weather phenomena on the seasons;

15) is able to describe potential hazards related to the environment, different activities and situations;

16) is able to behave safely in traffic;

17) is able to describe the principles of healthy and varied diets and knows why they are important in maintaining health;

18) is able to explain why adequate rest, sleep, and physical activity are important for maintaining health;

19) is able to describe why violence and bullying are not permitted behaviour;

20) is able to explain the purpose of money;

21) knows the principles of safe and purposeful use of digital technologies and the Internet and is able to name threats in the digital environment;

22) is able to use digital tools purposefully, prudently and creatively, and manage simpler robotic devices.

§ 18. Subject field Language and Speech

(1) The principles of teaching and education in the field of Language and Speech are:

1) create opportunities for the child to listen to the language and actively use the language in teaching and education activities and in everyday activities, taking into account the level of language proficiency of the child and their age;

2) create opportunities for the child to become acquainted with the Estonian language, their mother tongue, and other languages and cultures;

3) pay attention to the involvement and illustration of different senses using mimicry, body language, gestures, intonation, music, rhythm, movement and illustrative means;

4) guide the child to repeat what they have learned in different contexts, situations and communication situations, including outside the childcare institution and the preschool;

5) teach the child to use language and speech tools in communication;

6) guide the child to understand and assess literature through reading aloud, viewing book illustrations, telling, dramatizing, drawing, and compiling their own books;

7) support the development of a child’s interest in reading and their readiness to read and write through the reading of genre-rich and picture-rich books and the use of learning and play tools, including media and digital tools;

8) support the development of the child’s interests and values through oral and written cultural heritage.

(2) As a result of teaching and education activities, a child aged six to seven:

1) can communicate with both peers and adults, taking into account their fellow communicator and the place of communication;

2) understands the content of what has been heard and is able to respond to it appropriately;

3) is able to convey their thoughts in oral speech;

4) is able to tell the story on the basis of a picture, heard text or their own experience, convey the main content and important details, and at the same time mediate their own feelings and the feelings of other characters;

5) actively uses compound phrases in speech;

6) has sufficient vocabulary for communication and is able to form words themselves, if necessary;

7) is able to pronounce correctly all the sounds of the native language in their speech and when repeating spoken words;

8) knows letters, is able to read words with 1–2 syllables;

9) is able to write the simplest words of 1–2 syllables in correctly ordered single handwritten letters;

10) knows poems and songs in their native language from memory.

(3) As a result of teaching and education activities, a child aged six to seven who speaks Estonian as a second language:

1) understands Estonian language speech that is used on a familiar topic and in everyday communication;

2) recognizes and understands the words and linguistic constructions acquired in the course of teaching and education and uses them in their speech;

3) understands, within the limits of their learned vocabulary, the arrangement supported by a gesture or sign, if necessary, and acts accordingly;

4) understands a simple question and answers within the boundaries of their learned vocabulary and grammatical constructions;

5) use appropriate expressions of courtesy in Estonian in speech;

6) is able to repeat words of different sound length supported by a gesture or gesture by means of comparative pronunciation and, if necessary;

7) knows the alphabet of the Estonian language, is able to read words with 1–2 syllables;

8) is able to write at least words with 1–2 syllables in correctly ordered single handwritten letters;

9) knows Estonian poems and songs by heart.

§ 19. Subject field Mathematics

(1) The principles of teaching and education in Mathematics are:

1) guiding the child to notice mathematical connections in everyday activities, to mathematically describe the surrounding environment, to sequence, group and count objects, and to organise and shape the world of phenomena and objects;

2) guiding the child to orientate in time and the surrounding environment and use the corresponding terms to describe their activities;

3) linking playing, observations, conversations and everyday activities with mathematics, directing the child to use different sensations – auditory, visual, olfactory and tactile – in the course of these activities;

4) supporting the development of the child’s generalisation skills and the acquisition of different concepts by observing, comparing, describing and formulating similar and different characteristics and properties of objects.

(2) As a result of teaching and education activities, a child aged six to seven:

1) is able to determine the common characteristics of a set of objects and divide the objects into sets, taking into account two characteristics at the same time;

2) is able to compare sets using terms more, less, equally;

3) is able to determine the number of objects by counting within the limits of 12, knows the sequence of numbers 1–12, knows number plates and is able to write them;

4) is able to add and subtract within five and knows the signs +, -, =;

5) is able to compile mathematical narratives based on two sets of objects;

6) can sort up to five objects by size (length, width, height, etc.);

7) is able to use the following terms correctly: yesterday, today, tomorrow, before, now, earlier, later, younger and older;

8) is able to orient in a room, outdoor area, and on paper, and is able to determine the location of an object in relation to another object – down, on top, above, in the middle, on the edge, on the left, on the right;

9) is able to determine the time in full hours;

10) can name the days of the week, months, and seasons in the correct order;

11) is able to name their month and day of birth;

12) knows the most commonly used units of currency and measurement (euro, cent, meter, litre, kilogram) and how and where these units are used;

13) is able to measure the length of objects with an agreed unit of measurement (step, stick, cord, etc.);

14) recognizes circles, triangles, rectangles, spheres and cubes, and is able to describe them;

15) notices patterns, rhythms and repetitions in the surrounding environment, is able to continue and create them logically.

§ 20. Subject field Art

(1) The principles of teaching and education in the field of Art are:

1) to create opportunities for the child to have different experiences, feel joy and satisfaction, and express themselves visually;

2) to support the child’s creative self-expression, testing and finding of solutions;

3) to create opportunities for the child to become acquainted with different materials, to feel them and to learn about and use properties, combining existing skills with new ones;

4) to create opportunities for the child to experience aesthetic art, visual culture, and cultural heritage;

5) to link play, observations, conversations and everyday activities with art, direct the child to use different sensations in the course of these activities – auditory, visual, olfactory and tactile sensations.

(2) As a result of teaching and education, a child aged six to seven:

1) is able to find details, objects and the connections between them when observing their surroundings, and to depict their surroundings in a freely chosen and individual manner;

2) is able to express moods and imagination using a diverse set of artistic techniques, materials, and tools;

3) uses different means and techniques in a safe and purposeful manner;

4) is able to present their artistic works and discuss the artistic works of their peers;

5) is able to plan and perform joint artistic work with their peers;

6) observes works of art and is able to talk about experiences;

7) uses art in shaping their learning and growing environment;

8) is able to create digital content (e.g. photo, sound, video).

§ 21. Subject field Music

(1) The principles of teaching and education in Music are:

1) to create opportunities for the child to enjoy singing, moving, listening to music, playing instruments and making music with others;

2) to encourage the child to use their imagination in musical performances, conversations about music and musical movements, support the child in expressing their thoughts and feelings through musical activities;

3) to create opportunities for the child to experience different forms of musical expression and traditional music;

4) to introduce Estonian musical heritage to the child.

(2) As a result of educational activities, a child aged six to seven:

1) can sing age-appropriate songs with companions and alone;

2) is able to listen to a song or piece of music attentively and characterize the music listened to;

3) can distinguish between instruments learned by timbre and instruments learned by sound;

4) is able to play simple accompaniments to songs, rhymes and instrumental tracks learned on age-appropriate instruments alone and with their peers;

5) is able to move according to the rhythm and mood of music;

6) is able to dance age-appropriate dances alone and with their companions;

7) is able to express oneself creatively through musical-rhythmic movement, using various movements, dance steps and objects when moving.

§ 22. Subject field Movement

(1) The principles of the teaching and education of Movement are:

1) to create conditions for the child and enable act vigorously alone and in a group, so that the child enjoys daily movement in different environments and conditions;

2) to enrich the activities of the child with various developmental mobility activities;

3) to guide the development of the child’s general and fine motor skills, basic movements and physical abilities through various movement activities, sports, and dance;

4) to direct the child to use both hands in daily manual activities and exercises, the dominant hand in activities requiring accuracy;

5) to ensure the development of the child’s mobility skills and physical abilities through daily activities that require movement (e.g. hikes, leisure games, walks) and supervised age-appropriate mobility activities.

(2) As a result of educational activities, a child aged six to seven:

1) is able to exert effort and focus on targeted physical activity;

2) is able to adhere to general safety and play rules when moving and playing, selects suitable places and means for moving and playing;

3) performs basic movements effortlessly so that the movements are coordinated;

4) is able to perform exercises and activities that develop dexterity, endurance, flexibility, balance, speed, and strength;

5) is able to maintain balance while stationary and moving;

6) is able to perform exercises according to the teacher’s explanations and demonstrate the exercises themself;

7) is able to perform rhythm movements with a companion;

8) is able to move according to the rhythm at a steady and intermittent pace;

9) is able to use different means of movement;

10) is able to play various games with movement and sports elements;

11) is able to name various daily activities and sports.

§ 23. Principles for assessing and supporting a child’s development

(1) Assessing the development of a child (hereinafter assessment) is important for understanding the peculiarities of a child, identifying the support necessary for a child, supporting development and positive self-esteem, and planning learning and education activities in cooperation with the child and their parent.

(2) Assessment is a daily part of the learning and education process. In the assessment, teachers and childminders monitor and analyse the child’s development in everyday activities, free play, as well as in learning and educational activities.

(3) The assessment is based on the child’s expected developmental results in general skills and areas of study and education. The parents are introduced to the principles and organisation of assessing the development of the child.

(4) The development of a child is described on the basis of the child, valuing the child’s efforts and achievements, and acknowledging the child’s coping, development, positive attitudes, and interest.

(5) A childminder or teacher in a childcare institution and a teacher in a preschool shall prepare a written summary of the development of the child at least once per academic year and, if necessary, conduct a developmental interview with the parent in order to support the development of the child, where:

1) feedback is provided to the parent on the development of the child and the results of learning;

2) the parent presents their views and expectations regarding the development of the child;

3) further activities of both parties to support the development of the child are agreed upon.

(6) The results of the development interview provided for in subsection (5) of this section shall be documented.

(7) A preschool shall prepare a ready-to-school card for a child who is going to school, which describes the development results of the child’s general skills and fields of study and education.

§ 24. Alignment of the curricula of a childcare institution and the curriculum of a preschool

The curricula of childcare institutions and preschools shall be brought into conformity with this Regulation by 31 August 2026, at the latest.

§ 25. Entry into force of the Regulation

This Regulation shall enter into force on 1 September 2025.