For approximately thirty years, the Swedish government has classified childcare and early education as a priority. The 1968 National Commission's report developed the Swedish preschool model: daycare and playschools were to make it possible for parents to work and to educate all children, regardless of economic status, in a positive environment. All children eighteen months and older are entitled to attend a child care facility for a specific fee depending upon the hours the child stays at the facitily and on the parents earnings. Preschool and daycare facilities are widely used by working parents. Approximately 31% of children under the age of three and 61% of children between the ages of 3-6 years old attend daycare facilities. According to a recent study, 3% of Swedish children go to day nurseries for approximately five or more hours, 6% for three hours, and 9% are cared for in a family care home, a daycare in someone else's home, or in their own home by a nanny. In addition, beginning at the age of seven, all Swedish children are given nine years of mandatory schooling. The goal of the childcare system has been to provide proper care paid for by the public and run by local authorities for all those in need of services.

Although the structure of Sweden's school system may not appear different from other countries, the mindset behind the program sets it apart. According to Professor Emanuelsson of the Special Education Department at Gothenberg University, Sweden's philosophy is that schools are there to respond to the needs and interests of it pupils. There is a very low drop out rate mainly because there is tremendous importance placed on making learning fun, helping the children feel accepted in school, and giving children an adequately challenging education. Swedish educators combine supervision, fostering, and education in the hopes of fully developing the child. The importance of play for a child's development and learning is emphasized in all educational settings and is included in the national curriculum for schools. Teachers base activities on the child's capabilities and past experiences and encourage them to engage in their own activities and discover things for themselves.