Support for the Child’s Learning and Development

Support is based on the child’s individual strengths and their needs related to development, learning and well-being. Whenever possible, support is provided within the child’s own group through flexible arrangements.

An early childhood special education teacher and an early childhood education social pedagogue work together with guardians and early childhood education staff to assess, plan and provide the support the child needs. Support measures are tailored to the child’s individual needs and documented in the child’s early childhood education plan, pre-primary education learning plan or individual support plan. Early and targeted support promotes the child’s learning, development and well-being and helps prevent challenges from becoming more complex.

The early childhood special education teacher (VEO) provides individual and/or group-based special education and advises early childhood education staff and guardians. The special education teacher also serves as the contact person for matters related to arranging support.

The early childhood education social pedagogue supports children and their families in different aspects of everyday life. Families can contact the social pedagogue regarding matters related to well-being, such as mental well-being, emotions, relationships, sleep and rest, nutrition and eating, physical activity and leisure time.

If a child’s need for support is already known when applying for early childhood education or pre-primary education, guardians are encouraged to mention this in the application. This allows the necessary support arrangements to be taken into account when organising the child’s early childhood education and/or pre-primary education.