The early childhood education and care is guided by the Act on Early Childhood Education and Care and the National core curriculum for ECEC (2022), which is a national norm. The ECEC providers shall prepare the local planning for ECEC based on the National core curriculum for early childhood education and care. ECEC providers in Finland are mostly municipal providers (85%).

As an expert agency for early childhood education and care (ECEC), the Finnish National Agency for Education draws up and decides on the National core curriculum for early childhood education and care, based on which the local planning for ECEC are drawn up. In ECEC centres and family-based childcare, an individual early childhood education and care plan is created for every child.

 

The updates to the National Core Curriculum for Early Childhood Education and Care prepared by the Finnish National Agency for Education entered into force from December 2025.

The National core curriculum for ECEC is a national norm. Local planning obligate ECEC personnel in early education centres, family-based childcare and open activities in ECEC to follow the underlying values, objectives and contents of the Act on early childhood education and care and the core curriculum. 

The core curriculum takes into account the changes that have taken place in society, in the operating environments of ECEC and in legislation as well as the latest information provided by research. 

Underlying values in the national core curriculum

The general principle of ECEC in Finland is that the best interest of the child shall always be the primary consideration. The child has a right to well-being, care and protection, and child`s opinion is considered in decision-making.

Equal and equitable treatment of all children as well as protection against discrimination are requirements, in accordance with the UN Convention on the Rights of the Child, the Act on Early Childhood Education and Care and the UN Convention on the Rights of Persons with Disabilities.

Underlying values in the national core curriculum for ECEC are:

  • Intrinsic value of childhood
  • Growth as a human being
  • Rights of the child
  • Equity, equality, and diversity
  • Diversity of families
  • Healthy and sustainable way of living.
Back to top

Recent research has shown that ECEC has favourable effects from the point of view of both the child and society. However, just any kind ECEC does not provide the desired results; its quality must be high. Sensitive interaction, taking into account the child’s interests, building learning environments together with children, responsible care, support for the child and enabling play and learning are central aspects in the implementation of effective ECEC.

The National core curriculum for early childhood education and care is a quality handbook that determines the framework for the implementation of uniform and equal ECEC according to inclusive principles. Compliance with the core curriculum ensures that the right of every child to receive the same quality of ECEC regardless of where they live is fulfilled. 

Encouragement for the child’s growth and learning path from ECEC

ECEC is the foundation of our education system. Early childhood is a phase of intense development and learning. The main developmental changes already take place before school age. The events in the child’s life are therefore meaningful in terms of the child’s present and future life.

Through the National core curriculum for early childhood education and care, ECEC becomes an integral part of the lifelong path of growth and learning and of the continuum of curricula. The core curriculum has several links to the curricula for pre-primary education and basic education. The uniform underlying values and the conception of child and learning, support and the goals of transversal competences in the Finnish education system safeguard a learning path that progresses systematically from the child’s point of view. 

Back to top

The goals defined in the Act on early childhood education and care and the obligation to take into consideration the child’s best interests in the planning and implementation of ECEC are the foundation for all ECEC activities. ECEC is an entity consisting of education, instruction and care with a special emphasis on pedagogy. ECEC is goal-oriented and systematic activity to support children’s development, learning and well-being, and it is evaluated and developed regularly. 

In ECEC, children’s previous experiences and their interests and competences are the starting point for learning. Children are engaged in the planning, implementation and evaluation of the activities according to their abilities.

Back to top

An early childhood education and care plan is drawn up for every child in family-based childcare and early education centres. It is prepared in cooperation with the personnel, the guardian and the child.

Each child's individual strengths and interests are the starting point of the child's ECEC plan. The child’s individual plan is a pedagogical plan in which the objectives and methods of the personnel's pedagogical activities are recorded. They describe how the child's development, learning and well-being are supported by pedagogical activities and learning environments. The goals arising from the children's plans are taken into account in the planning and implementation of activities for the whole group of children, but also in the development of learning environments and the operating culture.

The child’s plan is evaluated regularly. 

Back to top

Interesting, goal-oriented and suitably challenging activities inspire the child to learn more and enhance the development of the child’s individual potential. Pedagogical activities that integrate and apply different areas of learning enable broad-based examination of things and phenomena. Working methods and learning environments should promote children’s enthusiasm for exploring, experimenting and practising things. Children also have the right to receive suitable guidance and support for learning.

In ECEC, the importance of play for the child and its pedagogical possibilities in the promotion of well-being and learning are understood. Play motivates children and brings joy while allowing them to learn new skills and create meanings about themselves and the surrounding world. Children’s social relationships are supported and everyone’s opportunities to take part in play and shared activities are ensured according to inclusive principles.

Children are active agents and members of their group. They have thoughts and opinions of their own, which should be listened to and taken into consideration. Children should have the opportunity to have a say in matters related to their everyday life and to be understood and accepted as they are. The peer group and the experience of belonging to a group are key to the child's learning and participation.

Back to top

Under the Act on early childhood education and care, the guardians must have an opportunity to participate in and influence the planning, evaluation and developing of their child's ECEC. The task of ECEC is to develop operating practices that will enable the guardians to participate and provide them with opportunities to influence. Encounters in which the participants respect and appreciate each other and in which the guardians are listened to are the foundation for open and trusting cooperation. The importance of cooperation with the guardian is emphasised when planning and delivering support for the child.

Back to top

Transversal competences include multiliteracy, taking care of oneself, and other everyday skills. They also include cultural competence, interaction skills and digital competence, which are needed in the increasingly diverse world. Good ECEC gives a strong foundation for the development of these skills and knowledge.

 

Image transversal competence in ECEC

                                                       Image: transversal competence in ECEC

 

Thinking and learning as such are important skills for the future. There is indeed a lot of discussion about lifelong learning that requires courage, enthusiasm, trust and openness to new things.

Cultural competence, interaction and expression are emphasised in the diversifying world. ECEC creates a foundation for respecting other people and learning interaction skills.

Taking care of oneself and managing daily life are an essential part of ECEC activities. Children learn to take care of their own well-being and the well-being of others in safe interaction. The principles of a sustainable way of living are also implemented in all ECEC activities.

Multiliteracy is a core competence from the viewpoint of interaction and understanding culturally diverse messages and the surrounding world. 

Digital competence is increasingly a part of children's life. It is needed in interaction between people, in operating in society and different digital environments, and in learning. Strengthening digital competence promotes children’s educational equality.

Participation and involvement skills strengthen when children can themselves have a say in what is done and how. It is important that ECEC provides children with the opportunity to participate and practice their own possibilities to influence.

Back to top

The National core curriculum for early childhood education and care obligates ECEC personnel to develop the operating culture of ECEC. Efforts to develop the operating culture start with inclusive pre-primary education in which each child may act, develop and learn as a unique individual and a member of the community.

When the working and operating methods are evaluated, it is essential to consider how they will best support children’s development, learning and well-being. The decisions must be based on the goals of the National core curriculum and always take into account the child’s best interests. The principles for the development of the operating culture lay the basis for the work of leadership and create the preconditions for the joint development of work communities. 

The following principles are followed in developing the operational culture of ECEC: 

  • A learning community at the heart of the operational culture 
  • Community encouraging learning, play and interaction 
  • Participation, equality, and equity 
  • Cultural diversity and language awareness 
  • Well-being, safety, and a sustainable way of living.
Back to top

The quality of ECEC is improved through systematic evaluation. Evaluation is carried out at both national and local levels. Among other things, ECEC providers must evaluate the local planning and implementation. When assessing ECEC units, particular focus is placed on how the activities are arranged and how pedagogy is implemented. The child’s ECEC plan should also be evaluated together with the guardian at least once a year. Evaluation helps make the strengths and development needs of ECEC visible.

Back to top

The document will henceforth be published exclusively on the eRequirements service website (ePerusteet -palvelu) in Finnish and Swedish. 
 
Update 17.4.2026
Outdated version of National core curriculum for Early Childhood Education and Care 2022
The new core curriculum for ECEC is published only on the eRequirements servicepage (ePerusteet-palvelu) in Finnish and in Swedish.
Back to top
Updated