Pre-school level: What is new?
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In addition to the discussion about the basic and elementary level, the reforms of the pre-school education also concern the topics of compulsory kindergarten attendance and core times as well as the reorganisation of the curriculum.
Basis and Basic Level
In Switzerland, a discussion is underway regarding a flexible transfer from the pre-school level to primary school and the reorganisation of the entry phase of the school.
The basic or elementary level has been developed for children between four and eight years of age. The age of entry and the age when leaving for the first school levels are flexible and take the development status of the children into account. Depending on the model, two kindergarten years are combined with the first two primary level years (basic level: -2/+2) or the first two kindergarten years are merged with the first primary level year (elementary level: 2/+1).
In August 2000, The Swiss Conference of Cantonal Ministers of Education (EDK) issued the "First Recommendation for Educating Children between Four and Eight Years of Age in Switzerland". Amongst other points, the document stated the following:
In Switzerland, a discussion is underway regarding a flexible transfer from the pre-school level to primary school and the reorganisation of the entry phase of the school.
The basic or elementary level has been developed for children between four and eight years of age. The age of entry and the age when leaving for the first school levels are flexible and take the development status of the children into account. Depending on the model, two kindergarten years are combined with the first two primary level years (basic level: -2/+2) or the first two kindergarten years are merged with the first primary level year (elementary level: 2/+1).
In August 2000, The Swiss Conference of Cantonal Ministers of Education (EDK) issued the "First Recommendation for Educating Children between Four and Eight Years of Age in Switzerland". Amongst other points, the document stated the following:
 | that the cantons must carry out coordination trials with the basic and elementary level; |
| the basic or elementary level should last until the end of the second primary school year at the most; |
| admission to the basic or elementary level occurs two years before the current beginning of compulsory education at the earliest; |
| that aspects concerning the encouragement and promotion of children with special needs and talents as well as didactical innovations are integrated into the school development conceptions on the basic or elementary level. |
School development projects
In numerous school development projects, the cantons and education bodies are currently carrying out trial runs of the basic or elementary level models. In two of the cantons the basic cycle already exists as an official model.
The flexibility of school entry will be newly regulated in the planned enlargement of the school concordat from 1970. These regulations will be based on an analysis of the cantonal and regional school tests for the basic or elementary level.
Compulsory kindergarten attendance
In the cantons there is a trend towards compulsory kindergarten attendance. In 1999, the Canton of Lucerne carried out a one-year compulsory kindergarten attendance scheme and obliged the municipalities to extend kindergarten attendance to two years. Further cantons have also introduced compulsory kindergarten attendance, or projects or discussions regarding this are currently being conducted.
Core time
More and more cantons are introducing core times into the kindergartens. In more than half of the cantons, the introduction of the core times is being made as an experiment, or the definitive introduction is foreseen in blocks of at least three hours on at least five mornings in individual municipalities or throughout the canton.
Curricula
Teaching and learning methods in kindergartens and the first school years have converged . Numerous cantons have introduced new kindergarten curricula. The activities in the kindergartens include teaching and learning processes and follow systematic and binding goals.
In numerous school development projects, the cantons and education bodies are currently carrying out trial runs of the basic or elementary level models. In two of the cantons the basic cycle already exists as an official model.
The flexibility of school entry will be newly regulated in the planned enlargement of the school concordat from 1970. These regulations will be based on an analysis of the cantonal and regional school tests for the basic or elementary level.
Compulsory kindergarten attendance
In the cantons there is a trend towards compulsory kindergarten attendance. In 1999, the Canton of Lucerne carried out a one-year compulsory kindergarten attendance scheme and obliged the municipalities to extend kindergarten attendance to two years. Further cantons have also introduced compulsory kindergarten attendance, or projects or discussions regarding this are currently being conducted.
Core time
More and more cantons are introducing core times into the kindergartens. In more than half of the cantons, the introduction of the core times is being made as an experiment, or the definitive introduction is foreseen in blocks of at least three hours on at least five mornings in individual municipalities or throughout the canton.
Curricula
Teaching and learning methods in kindergartens and the first school years have converged . Numerous cantons have introduced new kindergarten curricula. The activities in the kindergartens include teaching and learning processes and follow systematic and binding goals.
 | edk-east-4to8 School development project Basic and elementary level (German) |
| More projects and themes (German) |
