Did you know? In the Netherlands, children can begin primary school at four. That makes country labels especially important: an early-years child may already be in a primary-school setting. For parents, the useful question is what the child experiences there and how adults support communication, relationships and participation.
eduKateSG · Early years around the world · Parents of children aged 0–6
Find your next learning step
Start with the age range, then follow a family example towards a useful next step. Use the links to move at your own pace.
Understand the age structure and VVE
Government.nl’s primary-school guidance says children can attend from four and must attend from five. Its VVE explanation describes targeted early childhood education supporting children with language disadvantage: childcare provision for ages two and a half to four, and provision in the first two primary years for four- and five-year-olds.
VVE programmes use play and also address social-emotional, cognitive and motor development. Municipalities determine eligibility for the childcare provision, with referral usually through a baby and toddler clinic. VVE is therefore not a name to apply automatically to every Dutch preschool or every child learning another language.
This guide belongs to eduKateSG’s parent branch for ages zero to six. It focuses on understanding support and the transition into a setting. For a particular child’s placement, ask the municipality and provider about the current local arrangements.
A language difficulty can hide a good idea
Imagine an eduKateSG pretend railway game. A preschooler has made a track and wants someone to move a toy train. The child points and says, “There.” Instead of asking for a complete sentence first, follow the gesture: “You want the train to go into the tunnel.” Then leave room for the child to respond.
The visible track gives the conversation a shared reference. The adult can supply words for an idea the child already has. The difficulty may be expressing the route, rather than understanding it. Treating those as separate questions helps you offer useful support.
If the child is unsure what the adult means, demonstrate one action slowly. If the child understands but cannot find the word, offer a short phrase. If the train or track is too fiddly, change the material. A language activity can stall because of an unrelated practical obstacle.
Build a route into the conversation
- Begin with the child’s action, gesture or existing words.
- Add a short message that fits the shared situation.
- Invite a choice: should the train stop here or go further?
- Leave time for the child to answer in a manageable way.
- Revisit the message in another ordinary game or routine.
A possible next step is telling a second person where the train should go. That person has not watched the original construction, so the child may need to make the message clearer. A smaller step is pointing while the adult supplies the phrase.
Look for transfer when the child uses a direction or request outside the railway game. Perhaps “in the bag” appears while preparing to leave home. Notice the message and its purpose. You do not need to record a long list of words after every play session.
Joining peers needs more than knowing a word
In another eduKateSG example, a child wants to join a pretend café but stands nearby silently. Rehearse one useful invitation together: “Can I have a cup?” Then help the children find a role that is easy to enter, such as giving each customer a cup.
If the child can say the phrase at home but cannot use it in the group, the new situation may need support. Noise, timing, uncertainty about the game or an unfamiliar response can all change the task. Ask what happened before concluding that the child has forgotten the language.
An adult can model the exchange, introduce the child to a clear role and gradually step back. This is our family application, not a description of a particular Dutch VVE programme. It shows why an observation of real participation is useful alongside an observation of vocabulary.
Make the transition conversation concrete
Before a change of setting, share three things: what your child enjoys, how they make a request and what support currently helps. A short example is often enough: “He tells us where to put the train when we offer two choices.”
- What language support is available in this setting?
- Who decides whether VVE is appropriate and how does referral work locally?
- How will you help our child understand everyday routines?
- Can you show us how guided play supports communication?
- What would you like us to share after the first few weeks?
For a family comparing Singapore and the Netherlands, avoid treating a Dutch primary-school label as a direct equivalent of Singapore Primary 1. Check the actual age group, programme and expectations with the school. The child’s experience is the comparison that matters.
Questions parents often ask
Is VVE the same as all preschool education?
No. The cited government guidance describes targeted provision, especially for language support. Eligibility and local arrangements require a conversation with the relevant provider or municipality.
Does a four-year-old have to start primary school?
Government.nl distinguishes starting from four from required attendance from five. Ask the school about arrangements for your child and how the start is supported.
Should we test words at home?
Our examples give words a purpose in shared play. Notice whether the child can make a choice, explain a route or ask to join. Repeated questioning can make it harder to see the child’s spontaneous message.
Can this guide assess a language difficulty?
These activities are not assessments. Share concrete observations with the setting if communication concerns persist. Include the languages and situations in which the child communicates comfortably.
Continue through eduKateSG’s early-years ecosystem
- School of Childhood: the broad childhood journey
- Singapore’s whole-child preschool approach
- Teaching vocabulary to a five-year-old
- Birth to three: responsive care and the first learning world
Official sources and scope
Official sources checked on 6 October 2026. The eduKateSG family examples are suggested applications, rather than official national lessons, developmental assessments or promises of results.