Our practices

Touhula’s key principles of early education and care (ECEC) are full-day education and small-group activities. Our focus areas are encounters, interaction and community spirit.

Our educational activities are planned with precision and a long-term approach. All of our daycare centres comply with both the national and municipal early childhood education and care plans (known by the Finnish abbreviation ‘vasu’). In addition, at Touhula, we apply Rytmi, a joint pedagogical annual plan that structures the operational year of each daycare centre.

kaksi tyttöä tutkii kiveä suurennuslasilla päiväkodissa

An early childhood education and care plan is drawn up for each child, through cooperation between the child’s family and the daycare centre.

It is the task of the daycare centre to provide each family with overall childrearing support. Open, honest and straightforward cooperation between the family and daycare centre is important.

As part of early education, we engage in multi-sectoral support alongside local actors, such special teachers in Early Childhood Education and Care, the child healthcare clinic, municipal daycare centres and schools. The parents are asked for permission for such cooperation in the service contract, and separately in every case.



Rytmi is intended to provide a framework for planning in each daycare centre.

Touhula Rytmi

Touhula has its own early childhood education and care plan, Rytmi (rhythm), which is based on the principles of Finland’s national early education plan and takes account of all areas of learning and broad-based education. Drawn up in accordance with Rytmi, each daycare centre’s annual plan is displayed in the centre, for parents to read.

Each daycare centre uses Rytmi as a basis for planning pedagogical activities suggested by the children, discussed between the children and staff, and planned under the staff’s leadership complement each other. Rytmi highlights the importance of long periods of play for children. Play is valued, and time and space are set aside for it every day.

lapsi ja lastenhoitaja tutkivat karttapalloa

Pre primary education – inquisitive minds preparing for school

At Touhula, pre primary education is provided in accordance with the national and municipal pre primary education plan, and Touhula’s own action plan.

Use Touhula’s electronic daycare form to apply for pre primary education. The pre primary option can be found on the drop-down menu, on the application forms of those ECEC centres that provide pre primary education. The purpose of pre primary education is to foster the children’s basis for growth, development and learning, and to enhance their social skills and healthy self-esteem.

All pre primary education -aged children at Touhula receive certificates of completion at the end of the pre primary education year.

See the Finnish National Agency for Education’s website for more information on pre primary education.

In Touhula ECEC centres, the provision of pre primary education is confirmed during the spring preceding the pre primary education year. Contact the manager of the ECEC centre for information on the current situation. The contact information of ECEC centre managers can be found on the websites of our centres.

Small-group activities

Touhula children spend most of their day in small groups. We promote the provision of full-day education on the basis of our small-group activities. We divide the children into small groups based on their age, friendships, needs, activities, the premises, and the objectives entered in the early childhood education and care plan. The coordination of activities, the daily rhythm, and the use of premises across the daycare centre are key issues in this respect.

poika roikkuu jumppasalin voimistelurenkaissa

In principle, by ‘small group’ we mean a group of children under the instruction of one adult. However, we examine the composition of each group on a case-by-case basis to ensure that daily activities flow as smoothly as possible.

The children can be divided into activity-based small groups between which the children move, or small fixed groups during instructed activities, for example. As educators, we deploy our specialist expertise to the benefit of all of our groups. This makes us familiar to all of our children, creating a sense of safety and community. In accordance with Touhula’s principles, in small-group activities we take account of the children’s interests and are keen to pursue their initiatives.