The National Curriculum Guide for Preschools emphasizes the value of play and the importance of democracy and equality in all preschool activities. It sets out the guiding principles of preschool activities and discusses the areas of study for preschools. The focus areas of the areas of study reflect the basic elements of education and include the competences that children in preschools should have the opportunity to acquire.

The main curriculum is intended to guide different stakeholders in the school community in terms of policy and ideology for preschool work. It is a guide for municipalities in formulating school policy, a flexible framework for preschool administrators and teachers to determine ways to achieve goals in preschool work, a charter for the benefit of children that is based on a holistic view of the child with their interests and well-being as a guiding principle, and serves parents, among other things, as an information document on standards and requirements in the education and upbringing of children. Preschools can take a variety of paths to the same goal, taking into account the preschool’s ideology and the circumstances in each location. Each preschool develops its own working methods and presents them in the school curriculum and the preschool’s work plan.

Preschool is for children up to the age of compulsory schooling. However, the Act on Preschools and Primary Schools allows children to complete preschool education and start primary school education earlier or later if certain conditions are met. The general rule, however, is that children are in preschool until the age of six. The Act on Preschools discusses the goals of preschool activities in Article 2 of the Act.

Article 2. Objectives

In preschools, the welfare and best interests of children should be the guiding principle in all work. Children should be provided with care and education, a healthy and stimulating upbringing environment and safe learning and play conditions. Learning should be promoted through play and creative work, where children enjoy diverse upbringing opportunities. Preschool practices should be shaped by tolerance and love, equality, democratic cooperation, responsibility, care, a desire for reconciliation, respect for human values ​​and the Christian heritage of Icelandic culture.

The main goals of education and teaching in preschool are to:

1. monitor and promote the comprehensive development of children in close cooperation with parents,
2. provide structured language stimulation and promote normal proficiency in Icelandic,
3. Nurture children spiritually, intellectually and physically in accordance with their individual needs so that the children can enjoy their childhood,
4. broaden children’s horizons and strengthen their moral awareness,
5. lay the foundation for children to become independent, active and responsible participants in a democratic society that is rapidly and continuously developing,
6. Cultivate children’s abilities for expression and creativity with the aim of, among other things, strengthening their self-image, health awareness, safety and interpersonal skills.

Based on the objectives of the Act on Preschools, Primary Schools and Secondary Schools, the following basic elements of education have been set out:

• literacy
• sustainability
• health and welfare,
• democracy and human rights,
• equality
• creation.

The basic elements are common guiding principles in education, upbringing and care in preschools and should be integrated into all preschool work.

All preschool staff should treat children with respect, be considerate of them and listen to them. Staff should strive to have productive relationships with children, colleagues and children’s families and be a good role model in all respects. Staff should work in the spirit of the National Curriculum Guide and adopt the vision set out in the school curriculum of each preschool.

The role of the kindergarten director

The kindergarten principal is a professional leader and is at the forefront of developing ambitious kindergarten work. He leads democratic cooperation between different groups working within the kindergarten, promotes equality and constructive communication with the goal of children’s well-being. The kindergarten principal is responsible for ensuring that the kindergarten’s work is regularly assessed through internal evaluation and that the results are used to improve the work. He must ensure that staff have the opportunity to improve their knowledge and be in continuous professional development. It is the role of the kindergarten principal to ensure that the National Curriculum Guide for Kindergartens and, furthermore, laws and regulations affecting the kindergarten are followed.

The role of preschool teachers

A preschool teacher should be a leader in shaping the educational and upbringing work, monitor innovations and share knowledge. He should be a good role model in working with children and strive to strengthen the professional role of the preschool. A preschool teacher is seen as a leading collaborator of children, parents and other preschool staff. He must ensure that each child is respected for their merits and that the learning environment is organized in such a way that children can enjoy their childhood.