Executive Order On Education In Kindergarten

Original Language Title: Bekendtgørelse om undervisning i børnehaveklassen

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Overview (table of contents) Annex 1

Annex 2

Annex 3

Annex 4

Annex 5

Annex 6 The full text of the Executive order on education in kindergarten

Under section 40 (4) of the Act on the Folkeskole, see. lovbekendtgørelse nr. 1049 of 28. August 2007, as amended by Act No. 369 of 26. May 2008 shall be determined:

Kindergarten class overall objectives

§ 1. Teaching in kindergarten will help to lay the Foundation for the school's work with the pupils ' all-round development by giving each child challenges, developing the child's curiosity for knowledge, and desire to learn more and make the child familiar with the school.

(2). The aim is that the children as part of the versatile development acquire knowledge and skills, as the teaching of basic school subjects can build on.

(3). Teaching in kindergarten must ensure consistency both between the children's transition from home and day-care facilities for school and between preschool, the subsequent grade levels and Afterschool/recreation centers.

Kindergarten class content and trinmål

§ 2. Gamers must constitute a central element in education with an emphasis on the intrinsic value of play and learning through play and play-like activities.

(2). Teaching in kindergarten must take as its starting point and further develop the skills, knowledge and experience, as the children have dedicated themselves in family day care and recreation.

(3). Teaching should ensure that children are developing fancy and motivation in order to deal with the school's content, social community and specific forms of work and thereby to contribute to the Foundation for the children's further education.

(4). The teaching is organised so that the kids learn that they are part of a larger social community.

(5). The content of education shall include at least the following themes:

1) Languages and forms of expression.

2) Nature and natural professional phenomena.

3) practical/musical.

4) Movement and motor skills.

5) social skills.

6) Interaction and cooperation.

(6). Content descriptors associated with the trinmål for each of the themes stated in Exhibit 1-6.

Obligatory language assessment

§ 3. At the beginning of kindergarten shall be carried out as part of teaching a language assessment of children, so that teaching can be based from the start point in each child's linguistic competences and preconditions and principle of the teaching differentiation.

(2). Results of language assessment is included in the student's plan for kindergarten.

Date of entry into force of

§ 4. The notice shall enter into force on the 1. August 2009.

(2). At the same time repealed Executive Order No. 499 of 13. June 2003 about the content in kindergarten.
The Ministry of education, the 31. March 2009 P.M.V. Peter Green farm head/Helle Beknes Annex 1

Language and forms of expression


Teaching content

Teaching should look forward to, to students at the end of kindergarten has acquired the knowledge and skills that enable them to:


The spoken language

Conversation and dialogue

– participate in the conversation and could alternate between listening and expression

Through class discussions and dialogue practicing children different forms of speech-and lytteroller, including to speak and to listen carefully to others.

– have the attention on the language's various functions and adapt language for different situations

Teaching accommodates situations where children are given the opportunity to practice listening, speaking and asking and thereby developing awareness of the language's various functions. They should also get a feel for that one speaks differently depending on who it is intended for, and what we want to achieve.

tale om sprog

Teaching gives children an opportunity to talk about language and to wonder about the language and seek explanations for words they do not know or understand. The linguistic focus is aimed at the development of the children's vocabulary, their language use and linguistic awareness.

– conversation about the contents of texts

Conversation about the contents of the lyrics are based on the open issues and supports the children's comprehension.

Storytelling and readings

– tell about their own experiences in coherent form

In teaching the children get the opportunity to tell and retell, delve into using different forms of expression.

– listen to readings and told stories and retell the text content

The teaching includes recitation and story-telling, which includes both fact and fiction. The emphasis on appealing to children's imagination and desire to deal with books and other written media.

– tell progress independent stories out from pictures or heard stories

In connection with children's retelling of heard stories used different Visual models in support of the children's tale. Teaching provides the opportunity to work with the historiers narrative structure (introduction, operation and termination).

– further develop and expand vocabulary and conceptual understanding

Teaching gives children the opportunity to test and develop language and concepts in relevant contexts. They use language to explore and wonder, to have fun and to play with.

Through books and reading sessions the children writing the language's more complex structures. In order to increase the children's opportunities to learn words through involvement of children as active medfortællere readings of the story.

The written language

Early writing and reading

– play, improvise and experiment with rhyme, rhythm, language, sounds and words

The teaching includes activities and play with sounds, rhymes, rhythms, and graphic symbols, including letters and numbers.

– be familiar with lettering name, form and sound

The children's knowledge of lettering name, form and sound are included in a functional context.

– play around and experiment with sentence and word formation

Teaching gives children ample opportunities to reflect on language, including playing and experimenting with words and sentence formation. Teaching places emphasis on the systematic development of words-and conceptual understanding.

– play around and experiment with font and written messages as a means of communication

Children do experience with which to inform themselves through drawings and early writing, including both even imaginary characters, scribbling and writing letters. Education promotes children's insight into that language is a means of communication that allows you to communicate to others in speech and writing.

– use letters and experimenting with words and phrases in own handwriting and on computer

The children are given the opportunity to experiment with early writing by drawing/write small stories, reports, descriptions, etc., as well as with handwriting on computer.

-experiment with different of everyday writing genres

In the context of children's early writing work with various everyday genres: wish lists, shopping lists, recipes, letters, etc.

– experiment with to read small texts.
From the start of kindergarten children are encouraged to play himself into the role of reader know to sit with a book and experiment with to read for themselves or others. Decorating and books in class inspires children to own text production and early reading books.

The linguistic dimension

Work with language and forms of expression will be included as a dimension in the other compulsory themes. Children need to develop knowledge of temaernes special language and forms of expression, which enables them to understand and express different degrees of precision. Education shall aim, that the children's language development, so that they can describe, name and talk about experiences, observations, objects and phenomena within each theme.

Annex 2

Nature and natural professional phenomena


Teaching content

Teaching should look forward to, to students at the end of kindergarten has acquired the knowledge and skills that enable them to:


Notice the natural professional phenomena from everyday life, including thinking about, ask questions and talk about their observations

In teaching focuses on investigative, experimental and playful activities. Activities are organised, so that children are given the opportunity to develop their professional understanding of nature. When possible, teaching takes place outdoors, at the school's outdoor areas and in nature.

– know the year and diurnal time and to events in nature, which is attached thereto

Teaching forces children's attention on everyday phenomena involving their immediate observations in conversation.

know the various weather phenomena

The children's questions about nature is accompanied by the adults with open questions, which puts further thoughts in time with the kids.

– sort collected material for various categories, including shape, color, surface, number and weight

Teaching will be based on the children's different assumptions and organised, so kids get practical experience with many different materials from their close environment.

move about politely in the wild

get initial knowledge of everyday resources, such as water, electricity and waste

Teaching places emphasis on developing children's interest, curiosity and respect for nature. As part of the teaching teaches kids how to move about in the wild, using the considerate and avoid doing harm to plants and animals, as well as how they themselves can contribute to improvement of the environment.


know your body and be aware of the various bodily functions

know the importance of good hygiene, including hand washing

Work with the human body, its senses and features are based on the pupils ' own observations concerning their own and their comrades ' bodies. Conversation and small trials leading toward the knowledge of how the body works.

– know about healthy diet

In teaching working children with the common foods and learn to know their origins.




have knowledge of numbers and counting rhymes

build numeracy by connecting talnavn, digit symbol and number of

have knowledge of mathematical concepts, is used to name and describe the forms and phenomena

work with count stories.

The teaching comprises a series of activities that teach børene to associate mathematics linguistic concepts along with their own reality. Through games, games, surveys, and experiments with numbers, shapes, forms and patterns and specific materials developed the children's understanding of the language of mathematics. The work is based on conversation/dialogue and play with concrete materials.

Annex 3

The practical/musical


Teaching content

Teaching should look forward to, to students at the end of kindergarten has acquired the knowledge and skills that enable them to:



experience and conversation on diverse arts and cultural impressions

express themselves in various ways with pictures, song, drama, play on instruments, movement, speech and written language

The teaching is organised so that children are given the opportunity with all senses to learn that knowledge, impressions and experiences can be acquired from various forms of expression and media, including photos, music, songs, films, stories in the spoken and written language and dramatic performances. The kids makes even experience and experimenting with the use of these forms of expression both in adult controlled contexts and in free activities on their own initiative.

– use different materials, tools and techniques.

Through creative activities will achieve the children knowledge of and familiarity with the use of various tools, instruments, materials, techniques and forms of work that relate to the practical/musical area, including the use of ICT and the media, and written expression.

Annex 4

Movement and motor skills


Teaching content

Teaching should look forward to, to students at the end of kindergarten has acquired the knowledge and skills that enable them to:


– master and use the body varied and show endurance

The teaching contains games and activities where the children use the body varied. At the games, which motivates to physical activities, children are experiencing joy and well-being through physical exercise.

The children's basic grovmotoriske skills are trained through sports activities and movement games, and relevant explanations and instructions make the children familiar with the use of utensils and tools. Games and activities are organised so that children experience and get insight into the body's possibilities and limitations.

– combine language activities with physical actions

Teaching linking voice and body language together in the play and role play. The teaching contains rhymes/songs that support specific movement patterns. Through fantasy stories get children the option of empathy and the use of imagination, emotion, motor skills and senses. Education stimulates the child's awareness of the body's location in relation to its surroundings.

– Mastering fine motor movements

Teaching children in support to further develop their fine motor movements. Through activities such as cutting, drawing, painting, experimenting with early writing and use it develop their fine motor skills and eye-hand coordination.

– exploit the entire school and its play areas and know the local area's possibilities and limitations.

Education involves the school play areas both indoor and in such a way that children are familiar with and can exploit them. Children learn to orient themselves in their local area both in relation to commit themselves in traffic and to be able to use the local area's offer.

Annex 5

Social skills

Teaching content

Teaching should look forward to, to students at the end of kindergarten has acquired the knowledge and skills that enable them to:


– establish and maintain friendships and play together with children in other norms and values than their own

Through teaching and play experience kids the importance of having friends, and they will be aware of their own responsibility in terms of developing and maintaining good relationships with both children and adults.

– helping to build the class standards and rules

The teaching is organised so that children involved in contracts for which rules and standards to be applied in the classroom, and how rules are respected. They must experience that they have influence on and can affect the class agreements.

– take part in the responsibility towards the community

The teaching is organised so that children learn to assume tasks that lie beyond their personal interests, including to comply with agreements about working, clean-up and work in peace.

– use language considerately in the context of conflict and conflict resolution

Among other things, through role-playing games deliberately made the children about how they are using oral language and body language can contribute to both reducing and amplify the disputes and conflicts.

– carry out the everyday personal features, including could understand and follow an instruction.

Activities in kindergarten strengths and develop children's skills in relationship to be self-reliant. They make the experience of receiving and understanding a collective message and act accordingly.

Annex 6

Togetherness and cooperation


Teaching content

Teaching should look forward to, to students at the end of kindergarten has acquired the knowledge and skills that enable them to:


– know and comply with common rules and standards for class teaching and group work

The teaching is organised so that the children will be introduced to many different forms of organisation and forms of cooperation, including the work alone, in pairs, in groups and in the classroom. Through cooperation teaches children to give and receive help, inspiration and praise and develop patience faced with situations where they must put their own interests aside for the community's sake.

– use the drawings and writing language to clarify and maintaining common rules of conviviality and cooperation

Adopted common rules of conviviality and cooperation has been learned, are processed and appears in text, drawings and role-playing.

– make suggestions for teaching content and propose forms of work and activities that fit the content, and put simple goals for the own work

The children find that they know to be involved in the selection of content, objective and evaluation have influence on teaching, and that they themselves and others will be happy and proud when the target is reached.

– take the initiative and make selections, including maintaining the election

Activities are organised so that children become familiar with to take initiatives and make choices among several options in both free and adult-directed activities.

– immerse themselves in both individual work and in cooperation in large and small groups

Teaching emphasizes that children develop the ability to maintain their attention and immerse themselves in various activities, and that they learn to distinguish between constructive arbejdsuro and disruptive noise.

– talk about their own performance and to express whether they have achieved their objectives.

Teaching children in a working gradient introduces various processes, including to make choices, set goals, and evaluate workflow immerse themselves in the finished work.