Pre-primary education is intended for 6-year-olds who are starting  their compulsory education the following year. Pre-primary education is optional for children and the education is given in pre-school classes in primary schools. In Närpes pre-primary education is given at the following pre-schools:

• Kåtnäs förskola

• Mosebacke förskola

• Västra Närpes förskola

• Pörtom förskola

• Yttermark förskola

• Övermark förskola

The aim of pre-primary education is to create a play and learn environment which offers the children inspirational activities and allows them to develop in different ways in interaction with other children. The aim is also to let children and their parents take part in planning
pre-primary education.

Pre-primary education in Finland signifies the structured training and schooling that is given in day care centres or comprehensive schools during the year that falls before the compulsory school years. The term pre-primary education thus emphasizes that it is a preparation for schooling contrary to the day care that the child takes part in before pre-school. Parents have the primary right and responsiblity for educating their children. The pre-school service that the community offers supports the child’s home education.

The basic curriculum for pre-primary education was drawn up in 2000. The general principles of the curriculum emphasize the child’s individuality and the importance of active learning and group activities. The curriculum does not split up education into subjects or lessons, but contains different subject areas and targets. Subject areas include language and interaction, mathematics, ethics and ”conception of life”, nature and environment, health, physical and motoric development as well as art and culture.

Pre-primary education is based on the child’s own knowledge, skills and experience. The main focus is placed on play and a positive approach to life. In pre-primary education all-round and varied methods are used. From an educational point-of-view great importance is attached to the methods that accustom children to function in a group. Another significant aspect is the importance of supporting the child’s own initiatives in all activities.

In pre-primary education no official assessment of children is used, but their development is closely monitored. Special attention is given to children’s school readiness, i.e. the development of their emotional life and their social and cognitive skills.