Preschool work is based on the Act on Preschools, which emphasizes the value of play, and the organization of preschool work should take this into account. The basic elements of education and the learning areas of preschool are independent elements that are intertwined, they should be based on creative and critical thinking and connected to daily activities in preschool. Although the individual learning areas are intertwined, each area has its own characteristics and is strengthened through play. The interface of integration in children’s play can, for example, be creativity, literacy, sustainability and communication in one and the same game.

The basic elements of education and the areas of study of preschool education include;

• be enjoyable and contribute to the well-being of children,
• promote preschool work characterized by an inclusive mindset and practices,
• be integrated into children’s play and encourage them to play spontaneously,
• take into account the diversity of children,
• promote constructive communication, friendship and joy,
• are based on children’s interests, ideas, experiences and participation,
• be integrated into the daily work of the kindergarten,
• take into account the age, skills and knowledge of children,
• promote children’s learning in cooperation and collaboration with other children and adults,
• strengthen children’s belief in their own abilities,
• promote children’s strong self-image and their knowledge of their own emotions,
• promote independence, autonomy and initiative,
• encourage imagination and creativity,
• promote multisensory play,
• arouse curiosity and encourage research and asking questions,
• promote children’s interest in learning and encourage them to learn and increase their knowledge, skills and abilities,
• take into account the social and emotional aspects of learning,
• be organized in collaboration between children, staff and parents,
• take into account children’s different ways of expressing themselves.

Play as a learning tool

In preschool work, the best possible play conditions should be created for each child. Preschool teachers should have a purposeful influence on, participate in, and enhance their learning in play where the child controls the progress of the game. The majority of the preschool day should include play, where each child is given the conditions to enjoy their strengths.

Child empowerment is an important aspect of preschool work, that children become aware of their strengths and learn to build on them in their meaning-making. Preschool work should promote children to be leaders in their own lives. It has a positive effect on children’s well-being that they feel that they belong to the preschool community, that they are listened to and that they actively participate in preschool work, and it is also an important protection against bullying among preschool children. When children are aware of their own potential, they are better able to deal with challenges, achieve benefits and show resilience.

In play, children form relationships with others, create knowledge, take on roles, create imaginary situations and follow the rules of the game that they set themselves. Children have different interests, possess different experiences and knowledge, which they enrich their play with. In this way, integrated learning takes place in play, where children learn from each other with the support of preschool teachers. Integration of learning areas can be promoted by having a variety of materials accessible to children.

Literacy – communication

Children are generally social creatures who have a strong need for communication. In play, children’s ability to communicate and their language development increases, they express their ideas, experiences, feelings and use language in a variety of ways. Children learn by imitating what others say and do in play, so a child is both a role model and a participant in play. Children often think and express themselves in pictures and symbols. It is important that they are allowed to use body language alongside spoken and written language in play and that their interest in written language, books and various media is aroused. It is also important that they learn to read pictures and symbols and have free access to materials for creativity in play, such as for writing, drawing and designing props.

Literacy in the broad sense of the word is an important aspect of communication. In preschool, children are given the opportunity to understand and gain an understanding that language and symbols have meaning. Language skills are the foundation for children to be able to express themselves and take an active part in everyday life, including the need to ask questions, exchange opinions and discuss their ideas, feelings and well-being. Children’s language development develops in several stages and there are individual differences in how quickly children gain understanding and the ability to express themselves in their native language, but no less in a new language. Children use various ways to express themselves, and it is important that they are given the opportunity to do so in preschool. In addition to language, children use, for example, body language, various types of sounds, touch, gestures and theatrical expression, music, imagery and dance. In play, children can experiment with and test themselves further in the use of language in a safe environment with other children and adults. All children need to be encouraged to master the Icelandic language so that they have better opportunities to participate in play and daily activities.

In play, younger children express themselves more with their bodies than with words, they express experiences and experiences through body language. Therefore, it is necessary to listen to children’s diverse ways of expression so that their voice is heard and their perspectives lead to their influence. The youngest children need to be given the opportunity to listen to their own voice, form all kinds of sounds and sound combinations, repeat, imitate, often it becomes a game. It is important to show interest in children’s experiments in play and work, to examine what their interests are and how they can be supported as individuals and the entire group of children. In conversations with the youngest children, it is important to put words to and describe activities, play with words and build their play vocabulary and be a good language role model for children.

Children can deal with conflict in play and even negotiate different points of view in a playful way, it is necessary to consider the unequal power relations among children that affect their position in play. Children can process their experiences and feelings in play and place them in a social context. In play, children also learn to develop social relationships with other children, form friendships, create their own peer culture and belong to the preschool community. They practice reading situations in play, taking others into account, reading their own feelings, using their diverse abilities and forming a positive and encouraging learning community.

In kindergartens, conditions should be created so that children have the opportunity to;

• have positive and constructive communication,
• recreate their experiences and knowledge through play and creative work,
• express themselves in various ways,
• reflect on one’s own society and culture as well as the culture and society of others,
• can reflect in privacy,
• strengthen belief in one’s own abilities,
• participate in the work of the preschool,
• develop literacy in a broad sense,
• practice diverse expressions,
• share their opinions and ideas,
• get to know the language and its possibilities,
• develop language through play with other children,
• use language in a variety of ways – experiences and words become opportunities for creativity,
• enjoy listening to and composing stories, poems, rhymes and fairy tales,
• use written language in play,
• understand that body language and symbols have meaning,
• use different ways and a variety of technologies to access information and present their ideas,
• learn about digital media, improve their skills in this field and use digital technology in everyday life,
• become aware, critical of digital technology,
• apply digital technology in play in a creative way,
• have access to technology to promote equal opportunities.

Health and wellness

All children have the right to learn and develop in a safe environment where they are treated with respect. Health is based on mental, physical and social well-being. Play strengthens children’s health, they are different and have different needs that are important to be met in preschool work. Professional care should occupy a large place in preschool work; care that includes professional knowledge and responsibility of each preschool teacher, is part of their commitment to the job. It is important that staff form good and close relationships with the children, show them love and respect and contribute to ensuring that the children have the opportunity to experience joy and anticipation.

Play needs to challenge and stimulate children’s motor skills both indoors and outdoors, it is important that children get a variety of exercise in daily preschool activities. The quality of play is not only based on the individuals who play but also on the circumstances, and it is therefore important that children’s play in preschool has good space and good acoustics. The learning environment of preschools should be as non-toxic as possible, including; materials, food and cleaning products.

It is essential that children are given the opportunity to rest during the day, especially the youngest children who need to sleep. It is also essential that children receive a variety of good, nutritious food in kindergarten. Eating is a social activity and the environment and atmosphere that prevails when eating are no less important for well-being and health than the food itself. It is important that children can eat in pleasant premises that are intended for eating and are given enough time to eat. Children need to be given the opportunity to learn to recognize their own stomach; to have a say in what they eat, how much and for how long they are eating.

Preschools should promote the health and well-being of children by emphasizing;

• equalization of children’s social and cultural conditions,
• active participation of children in play and work,
• professional care,
• physical and mental well-being,
• personal care,
• good space for play so that the children have room to express themselves through movement,
• a space for well-being and tranquility,
• relaxation and rest,
• emotional balance,
• continuous play time,
• healthy nutrition,
• variety of movement,
• challenging and demanding outdoor activities,
• a toxic-free environment.

Sustainability and science

When working towards sustainability, consideration must be given to the integration of the environment, economy, society and welfare. The basis of sustainable development in preschool is that children learn to care for each other, their environment and nature. Children learn democracy by practicing it in daily work, finding their own strengths in belonging and participating in a group, seeing and understanding aspects from the perspective of others, which is an important part of democracy. Children develop communication skills through play with others. It is important that children develop positive relationships and are given the opportunity to resolve issues that arise in play on their own terms. The learning environment of the preschool needs to reflect the diversity of society, such as culture, sexual behavior, language and religion. From the very first moment, children use various methods to explore and try to understand their environment. They look, listen, touch, taste, manipulate, classify, compare, research, draw conclusions and express their opinions either with words or body language. In preschool, children need to be given the opportunity to learn science through creative thinking and play, where they stimulate as many of their senses as possible; using multiple senses. Children explore and discuss the context of phenomena in their environment, in play they present their own ideas and hypotheses, conduct experiments and draw conclusions. In order for children to have the opportunity to use physics and mathematics concepts in play, they need to have access to a variety of open materials. The youngest children need to be in a diverse environment where they can explore the nature of objects based on factors such as size, shape and type of material. Emphasis should be placed on the context of the subjects being worked on, such as different natural phenomena, science and technology, fostering children’s curiosity, reflection and speculation and encouraging them to ask questions, explore and seek all kinds of solutions. It is important that children’s play materials in preschool are diverse; new technical materials as well as open materials. It is important that new technology introduced in preschool is part of and guided by creative thinking in play.

In preschool work, it is important to create opportunities for children to experience and enjoy nature outdoors. Respect and good treatment of nature increases as children spend longer there and get to know it through play. It increases children’s social skills when a preschool site offers diverse opportunities for interaction in play and learning. Children’s experiences of the environment need to be built on and conditions created for new meaningful experiences. Emphasis should be placed on the context of the subjects being worked on, such as nature and society. Children need to be given opportunities to be active in environmental protection, for example by discussing material use and food waste, by sorting waste and discussing why sorting is important.

In kindergarten, conditions should be created so that children have the opportunity to;

• cherish each other, their environment and nature,
• work with and reflect critically on their interactions with and respect for the natural and man-made environment,
• explore and discover their local environment,
• promote positive communication and give them the opportunity to resolve issues that arise in the game on their own terms.
• connect creative work, own discoveries about nature and natural phenomena,
• work in cooperation and collaboration with others, both other children and adults,
• see how their own and the local community’s ecological footprint can contribute to sustainable development,
• learn about cycles and phenomena in nature, various resources and the use of nature, toxins in the environment, the reuse of materials in play and creative work,
• become familiar with information media, the presentation and value of information,
• become familiar with mathematical topics, such as classification, numbers, symbols and patterns,
• get to know living things in the environment and their lifestyles,
• understand the nature of various forces and their manifestations in the environment,
• explore the properties of various materials and objects, such as texture and weight,

Creativity and culture

Creativity is an important basis for looking to the future and shaping a vision, participating in shaping culture, a democratic society and creating a role within it. Creativity and culture are an important part of children’s learning and are intertwined with their play. Play is creative, children decide how play develops and almost anything is possible in play. Creative work should primarily focus on the process itself, the joy, expression and learning that occurs when ideas, feelings and imagination are allowed to flourish. A child goes through a creative process and chooses and rejects along the way. They get an idea that needs to be shaped and worked with, until a medium is chosen as a tool to use in implementing the idea, which is then examined at the end and evaluated. Working alongside other children and adults who are creating or seeking solutions creates an environment where ideas are generated, respect for the ideas of others and the sharing of one’s own ideas becomes a reality. In arts or creative projects, children are strengthening their own judgment in an intimate and sincere way and the child should be enabled to approach the subject from many angles and on their own terms. The preschool environment should stimulate multisensory and support children’s creativity, such as through; visual art, music, dance, theatrical expression, working and playing with words, a variety of technologies and open materials. Innovations in the field of media and technology should be welcomed with open arms, and used in interesting and creative ways.

In creative preschool work, the organization is open and flexible, with diverse learning methods and children’s play at the forefront. Children’s play is based on their experience, knowledge and creative thinking. Field trips and outdoor activities support children’s play and learning and are a source of creativity. Children are encouraged to make various experiments, seek solutions through a process of exploration and discovery where new meaning is created. Children should influence and actively participate in school work, decide, for example; what they want to play with and how they want to use the materials, children’s curiosity, questions and hypotheses are encouraged. Children are exposed to diverse materials and have a choice of different ways to process their ideas, such children’s autonomy is important.

Culture is intertwined with all preschool activities, for example children’s play, where they both create their own culture and learn about the cultures of others. The preschool should be a platform for multiculturalism. It is important to utilize the diverse cultural world of a group of children and their families to broaden their horizons. Preschool activities should reflect the diverse cultures of different individuals. Diversity should be taken into account, and it is everyone’s right to belong to the preschool community on their own terms.

Kindergarten should be a space for creative processes and aesthetic expression where children receive;

• to wonder, experience and enjoy participating in the creative process,
• to feel pleasure and joy in one’s own creativity,
• to explore, discover and work with a variety of materials,
• to enjoy diverse forms of expression,
• to experience faith in one’s own ability to create,
• opportunities to work on their own initiative, to create and express their experiences, such as in art, music, singing, dancing and theatrical expression,
• to enjoy a variety of culture and art,
• to become familiar with diverse methods and tools,
• to use a variety of technologies,
• an environment and materials that offer creative solutions,
• to actively participate in shaping the culture of the preschool through festivals and events related to children’s culture,
• to meet and work with artists in various fields of culture and art,
• to be shapers of children’s culture.