Did you know? Slovenia’s official curriculum directory lists its general kindergarten curriculum as valid from September 2025 and its adapted programme curriculum from September 2026. Two related documents have different dates, so knowing the actual programme helps parents read the change correctly.
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.
Identify the programme and its current reference
The official preschool guidance directory distinguishes the general curriculum, valid from 1 September 2025, from the curriculum for the adapted preschool programme, valid from 1 September 2026. These dates should not be merged into one rollout statement.
The government’s February 2025 announcement describes an update building on the earlier curriculum. It highlights play, family participation, individualisation, differentiation and inclusion of children from different cultural and social backgrounds.
Ask the provider which programme and guidance apply to your child. This article offers a parent orientation and suggested family applications, rather than a full translation of either curriculum or a decision about an individual child’s placement.
Participation can take more than one form
Try this eduKateSG family application with a preschooler: make a small pretend café using suitable toys and containers. The child might choose the menu, arrange a place or take an order. Invite a role that fits their interest.
The mechanism is a shared purpose with several accessible contributions. Speaking an order is one route; pointing to a choice or arranging an object is another. A child can have a useful role while still needing help.
If the message is difficult, offer two visible choices. If handling materials interrupts participation, simplify them. If the story is unfamiliar, demonstrate one exchange and let the child shape the next one.
Adapt the obstacle while keeping the child’s idea
Suppose the child wants to take an order but cannot remember three items. Reduce the order to one and leave the choice visible. The role remains meaningful, while the memory demand becomes more manageable.
If the child speaks comfortably with you but not with another player, compare the receiver and pace. A quieter exchange or familiar phrase may help. Avoid treating those different situations as proof of a fixed ability.
Ask the practitioner what comparable supports exist in the setting. A family observation can start that discussion, without prescribing the provider’s programme.
Let the role grow through another exchange
- Find a role the child wants to try.
- Make its purpose understandable.
- Reduce one barrier to participation.
- Invite another exchange or a small change.
- Notice whether the idea works with another receiver.
A possible progression is from choosing an item to giving it to a partner, then asking a question about the next order. These are possibilities in our example, not national developmental deadlines.
Transfer might appear when the child offers a choice to someone during another routine. If a prompt is still needed, record it. The useful question is what the child can contribute under those conditions.
Make the family conversation concrete
- Which current curriculum and programme apply here?
- How do you offer different ways to join an activity?
- What do you observe before adapting an invitation?
- How do families share interests and useful supports?
- What will help continuity at the next transition?
Bring a specific example: “He remembered the order when the chosen item stayed visible.” That gives the teacher a practical pattern to compare with classroom experiences.
For families comparing Slovenia and Singapore, discuss the actual setting, age group and language. A revised document identifies guidance; the practitioner can explain how that guidance becomes a day for your child.
Questions parents often ask
Did both curricula become valid on the same date?
The official directory lists September 2025 for the general curriculum and September 2026 for the adapted programme curriculum.
Does adapting an activity remove the child’s contribution?
In our example, the adult makes one demand accessible while preserving a meaningful choice or role.
Is the café game part of the Slovenian curriculum?
It is an eduKateSG family suggestion for understanding participation and support.
What can we try next?
Choose one shared activity your child enjoys. Identify a role, help the specific obstacle and notice whether the contribution works in another exchange.
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.