Support for growth and learning

The child has the right to receive support for his development and learning as soon as the need for support is detected in early childhood education. Early intervention and support ensure that every child gets the support they need. The aim is to organize support for the child in his own early childhood education or pre-school place so that he works as a member of the group and his social contacts in the group are supported. The starting point for organizing support is the child's strengths, interests, and needs related to learning and well-being. The child is consulted, taking into account the child's age and development. The support the child receives is flexible, long-term planned and changes as needed. It is planned together with guardians, employees, a special education teacher and, if necessary, social and healthcare workers. The child's possible need for support is determined when the child's early childhood education plan is drawn up. In addition to guardians and staff, e.g. a psychologist, speech therapist or occupational therapist can participate in drawing up a child's early childhood education plan.

The levels of support in early childhood education and preschool education are general support, enhanced support and special support. The special early childhood education teacher participates in monitoring the child's development and planning and evaluating the child's support together with the family, the early childhood education staff and, if necessary, others who work with the child. The special early childhood education teacher supports the child, families and early childhood education staff in matters related to the child's growth, development and learning. Preschool education is implemented in schools in the first grades. A wide-ranging special education teacher or a special early childhood education teacher works in pre-school education. Preschoolers are entitled to student care services.