study early childhood education in finland

Early Childhood Education

Competent and ambitious experts for the field of early childhood education, degree earned, planned duration, extent of studies, tuition fee for non-eu/eea citizens, link to scholarship programme.

Bachelor’s Degree Programme in Early Childhood Education offers you the qualifications to work as a early childhood education and care teacher and pre-primary education teacher. The programme includes basic and intermediate studies in education and also offers students the opportunity to enrol in other courses available at the Tampere higher education community. Students may also make an exchange period abroad a part of the studies.

Students graduating from the programme are experts on matters related to childhood, such as growth, development, and learning. They also understand the importance of responsiveness and interaction in education and teaching and are able to use scientific knowledge in their work.

With such a skill set, the graduates are professionals who will be able to develop and change the world of education in their work environment. Students will be well prepared to meet the constant demands of society and find jobs as early childhood education and care teachers, pre-primary education teachers, directors of day care centres or in educational development tasks.

There is no intake to the programme in the 2025 application round.

Contact information

For questions regarding the content of the programme, please contact edu.opiskelu.tau [at] tuni.fi

Give us feedback!

We continue to build our site and welcome all feedback. Please also let us know if you spot any mistakes on our site. If you wish to get a reply, remember to include your email address in your feedback message.

If you have questions about studying with us, please contact [email protected] (Tampere University) or [email protected] (Tampere University of Applied Sciences). If you have problems with your user account or other IT-related issues, get in touch with our IT Helpdesk

Feedback (required field) *

Your last viewed study options

Degree programme   Bachelor's degree (University)

Degree earned: Bachelor of Education

Extent of studies: 180 ECTS

Planned duration: 3 years

City: Tampere

8 Best universities for Early Childhood Education in Finland

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in Finland ranked based on their research performance in Early Childhood Education. A graph of 13.3K citations received by 1.03K academic papers made by 8 universities in Finland was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. University of Helsinki

For Early Childhood Education

2. University of Jyvaskyla

3. University of Turku

4. University of Tampere

5. University of Oulu

6. University of Eastern Finland

7. Abo Akademi University

8. University of Lapland

The best cities to study Early Childhood Education in Finland based on the number of universities and their ranks are Helsinki , Jyvaskyla , Turku , and Tampere .

Liberal Arts & Social Sciences subfields in Finland

• Frontpage /
• Study at Turku UAS /

Bachelor of Social Services, Early Childhood Education

The Bachelor’s degree in Social Services provides students with extensive abilities to work as social service professionals in social services and early childhood education, as well as in various roles in counselling, education, planning and development in health and wellness services. 

The objective of the studies is to train creative and socially aware social service and early childhood education professionals who have reflective skills and a strong professional identity, and who value their own professional skills. Bachelor of Social Services graduates have the basic skills for supervisor work and entrepreneurship. The degree also prepares students for lifelong learning and further studies that lead to a Master’s degree at a university or university of applied sciences, for example.

Studies combine theory and practice

The Bachelor of Social Services degree consists of core competence and complementary competence studies. The studies include a thesis, practical training periods and optional studies. The degree programme is 210 credits (ECTS) and planned duration is 3.5 years.

The Bachelor of Social Services studies combine theory and practice with an exploratory approach. A key tool in professional development is reflection, which means that students take the time to critically examine and evaluate their actions. During their studies, students apply theories and research knowledge to practice in their practical training and project and development assignments.

Close cooperation with various working life partners ensures that Bachelor of Social Services students receive the best possible support and education for their future profession in different fields of social services.

At Turku University of Applied Sciences, we work as a community and follow the principles of innovation pedagogy (Innopeda®). Innovation pedagogy combines learning with research, development and innovation activities. Learning is regarded as a process of building knowledge in social interaction with other people in various learning environments. Students’ active role in the development of their learning plays a central part.

Wide range of work opportunities

When you work as a Bachelor of Social Services in early childhood education, you have a social pedagogical approach to your work. You promote the fulfilment of children’s rights and understand the importance of a safe growth environment for children’s overall well-being. You offer dialogical education, which is guided by the principle of supporting children to grow as individuals and as members of a community. 

As an expert on social services, you support children’s social inclusion and sense of community, offer support to their guardians and work in multi-professional work communities and networks. You understand the effects of societal changes on the lives of families with children, and you have broad knowledge of family services, so that you can contribute to preventing the disadvantage and marginalization of children and families.

Under the Act on Social Welfare Professionals (817/2015), the Bachelor of Social Services is a protected and licensed professional title in Finland. Those who have completed a Bachelor’s degree in Social Services in Finland may apply for the right to practice a social service profession as a licensed professional from the National Supervisory Authority for Welfare and Health (Valvira).

Those students who complete early childhood education studies may work as social pedagogues in early childhood education and care. When they graduate, they must apply for their degree certificate and the qualification as a social pedagogue in early childhood education and care separately. 

Apply in Joint Application

Joint application means that you can apply to up to six study programmes with one application form. These six options may include degree programmes from one or several different higher education institutions in Finland. The next joint application period for this degree programme is

• joint application in spring 3–17 January 2024 at 15.00 (studies start in autumn 2024)

Applications are submitted through the national online application portal studyinfo.fi (in Finnish Opintopolku). 

Selection methods:

• SAT test - 50% of the study places
• Certificate-based selection (Finnish Matriculation Examination, International Baccalaureate (IB) degree, European Baccalaureate (EB) Diploma, Reifeprüfung (RP) or Deutsche Internationale Abitur (DIA) degree) - 50% of the study places

Apply to the degree programme - Studyinfo.fi

Admission criteria - how students are selected, educational partners and agents.

We co-operate with agencies specialized in international student recruitment. The degree programme in Social Services is represented by

Degree programme Degree programme in Social Services (Early Childhood Education)

Type of education Bachelor's degree

Applicants / starting Joint application: -/15 (year 2024), 1337/15 (year 2023)

Degree title Bachelor of Social Services

Duration and workload 3.5 years / 210 study points (ECTS)

Campus address

Study location Salo

About studies:

Admissions Office

QUICK LINKS

• Laurea Intranet
• Pakki - Student's Desktop
• Student's e-mail
• Laurea Finna - Library
• Canvas - Learning platform
• Laurea Career Center
• ServiceDesk
• Staff e-mail

STUDENT SERVICES

• ServiceDesk - IT support
• Student affairs offices
• Student Union Laureamko
• For Applicants
• For new students
• How to apply to degree programmes
• Social services and Nursing
• Service Business
• Business Management and Information technology
• Open University of Applied Sciences
• Separate applications
• Studies for Ukrainians
• Our organisation
• Laurea as an employer
• Cooperation
• Safe Laurea
• Strategy 2030
• Sustainable Laurea
• Information about the impact of the war in Ukraine
• Laurea’s societal impact
• Laurea Annual Report
• International university of applied sciences
• Coherent security
• Sustainable and versatile social and health care
• Service Business and Circular Economy
• Entrepreneurship
• Pedagogy and Co-creation
• Laurea Living Labs
• Digitalisation and information management in society
• Ethical competence and foresight competence
• R&D services for companies
• Laurea data catalog
• Integration and Language Learning Living Lab i4L
• Staff Exchange
• Theses and projects
• Need an intern or an employee
• Recruiting events
• Early Childhood Education Summer School
• Student exchange
• International networks
• For companies and organisations
• International events
• Current topics

Contact information

Early childhood education and care (ecec) working life oriented competence module.

Deepen your knowledge in early childhood education and care.

Courses are conducted as online studies. Teaching language is english.

You will learn to apply legislation, recommendations and guidelines and ethical principles in early childhood education. In addition to these, you will learn to plan, guide and evaluate pedagogical activities and operating environments that meet the needs of children and groups of children. You will learn to develop and strengthen an operating culture that supports the inclusion and diversity of early childhood education. You will learn to act sensitively with the diversity and support of families and children in mind.

In this working life oriented competence module you will gain the qualification of ECEC social pedagogue (ECEC sosionomi) after graduating with a degree in social services. Participants in the training must have experience in early childhood education work in a Finnish kindergarten or preschool for at least six (6) months after 2018. The experience must be gained by the end of the training.

Basic information

• Target audience:  Early childhood education staff or those interested in early childhood education studies
• Application period:  14.11.-17.12.2023
• Date:  01/2024-12/2024
• Scope:  60 ECTS
• Location:  Online studies
• Price:  400 €

Content of the programme

The scope of studies in Early Childhood Education and Care (ECEC) is 60 credits. The duration of the module is one year and includes three courses (30 credits),  practical placement ( 15 credits) and a thesis ( 15 credits) .  Courses are conducted as online studies, no meetings in the campus. Completing the studies requires competence to work independently, organisational skills and commitment: 60 credits a year to study alongside work is a compact but feasible package of studies.

Below are the studies of the programme. 

• Basics of Competence in Early Childhood Education and Care  10  ECTS
• Child-oriented Activity in Early Childhood Education and Care  10  ECTS
• Operational Culture Supporting the Inclusiveness of Early Childhood Education and Care and Multidisciplinary Cooperation  10  ECTS
• Placement for Professional Working Methods  15  ECTS
• Thesis 15 ECTS

Schedule of the programme

The module will begin in January 2024 and continue until December 2024. By registering for competence module, you will receive the right to study for a year in early childhood education and care. Please note that you need to study your studies on ready made schedule.

Please notice, that there will be compulsory online meetings as part of these online studies.

The first course is  Basics of Competence in Early Childhood Education and Care 10 ECTS. Other c ourses schedules will published later.

Basics of Competence in Early Childhood Education and Care 10 ECTS

The course starts on 10.01.2024 12.30 - 15.30 online at Zoom. You will get the Zoom link and more information one week before the course starts (by email). Other online lessons:

• 25.01.2024 12.30 - 15.30
• 01.02.2024 12.30 - 15.30
• 15.02.2024 12.30 - 15.30
• 06.03.2024 12.30 - 15.30

In addition to the online lessons you will have meetings with your study peers online (you can set up the dates and times by yourself in connection with the assignment due dates).

The lessons and workshops will take place online via Zoom. Attendance requirement at online lessons and workshops will be 80% / 100% to achieve the versatile theoretical and practical skills required for an early childhood education socionom / teacher. The first and the last lesson are compulsory. The course includes individual, paired and small group assignments, working life cooperation, home study and knowledge sharing seminars. Instructions for the assignments will be available at Canvas workspace a week before the course start.

The course consists of three modules:

• Module 1 Basics and task of early childhood education (4 credits)
• Module 2: Social pedagogical expertise in early childhood education (3 credits)
• Module 3: Children's sense of community and agency (3 credits)

You can only enrol for the whole study programme 60 ECTS through this page.

All enrollments will be confirmed separately. Each approved participant will receive instructions before the start of the competence module.

Laurea reserves the right to make changes.

Programme fee

You can pay the fee 400 €

• with online payment when enrolling
• with invoicing with one instalment
• with invoicing from your employer if agreed

If you have graduated from Laurea within the target time, you can carry out studies at Laurea Open University of Applied Sciences free of charge for the next four full semesters following your graduation. That means that you can participate free to this training if you have graduated from Laurea within target time after august 1th 2022. 

The right to study free of charge at an open UAS is verified by the open UAS operators upon enrolment. The target times are considered to be:

• Bachelor's Degree 3.5 years
• Master's degree 1.5 years

The four-semester period is considered to officially start from the beginning of the next semester (1 January or 1 August), but you can already exercise your right during the ongoing semester after your graduation if there are suitable studies starting earlier than that. This will not reduce your four-semester right to study at an open UAS.

The course fee only applies to this competence module. With the same fee, you cannot take other courses at Laurea Open UAS. You cannot take this programme with Open UAS annual fee.

Cancellation policy

The enrolment is binding.

If you cancel your enrolment before 31.12.2023, we do not charge a fee. If you cancel your enrolment before 8.1.2024, you can be refunded 80 % of the programme fee upon request. If you cancel your enrolment after 8.1.2024, we don't refund the programme fee. The enrolment must be cancelled by writing to [email protected]. Cancellations made to the teacher will not be accepted. 

Cancellation policy is the same with invoicing. If you cancel your enrolment before 31.12.2023, we do not charge a fee. If you cancel your enrolment before 8.1.2024, we will charge 20 % of the programme fee. If you cancel your enrolment after 8.1.2024, we will charge the entire programme fee. The enrolment must be cancelled by writing to [email protected]. Cancellations made to the teacher will not be accepted. 

Important additional information

• This training does not lead to a qualification of ECEC teacher.
• This training does not lead to a qualification of ECEC social pedagogue (ECEC sosionomi) for practical nurses.
• You will gain the qualification of ECEC social pedagogue (ECEC sosionomi) after graduating with a degree in social services.
• Participants in the training must have experience in early childhood education work in a Finnish kindergarten or preschool for at least six (6) months after 2018. The experience must be gained by the end of the training.
• Placement as a part of this training is done in the form of a written task. It demonstrates the person's previous skills accumulated at ECEC work. Thus, the placement will not be done as a traineeship period but by demonstration of competence (written task) during this training.
• The thesis as a part of this training is work life-oriented and it is carried out with a pair.
• By enrolling in the training, you get a study right for one year in this 60 cr ECEC training.
• Please note that you need to study your studies on ready made schedule.
• Studies are conducted as online studies.
• Teaching language: English.

Please take notice the eligibility for a profession in early childhood education and care (ECEC) based on a foreign qualification:  https://www.oph.fi/sites/default/files/documents/Kaavio_EN_Eligibility_for_a_profession_in_ECEC_based_on_foreign_qualification_0.pdf

Use Oph-chart to find out what to do and who to contact.

More information:   www.oph.fi/recognition  and  recognition(at)oph.fi

After the programme

Primary degree for which studies are approved at Laurea: Social services.

If you have any questions related content of the programme, you can contact coordinating teacher Henna Jalasmäki ([email protected]).

If you questions related enrolment, you can contact Laurea Open UAS team ([email protected]).

More information:

• Henna Jalasmäki
• Senior Lecturer
• [email protected]
• Tel +358503427397

• Koulutuskuntayhtymä OSAO
• Suomen Diakoniaopisto
• Diakonia-ammattikorkeakoulu
• Oulun ammattikorkeakoulu
• Oulun yliopisto
• Osaamisen tunnistaminen ja tunnustaminen
• Tuki ja ohjaus
• Yhteystiedot

Opiskelevarhaiskasvatusta.fi is a shared digital study portal of five organizations offering studies in early childhood education in vocational and higher levels in the Northern Ostrobothnia, Finland. These organizations are: Educational Consortium OSAO , Diakonia College of Finland (SDO) , Diaconia University of Applied Sciences (Diak) , Oulu University of Applied Sciences (Oamk) and University of Oulu .

Early childhood education and care (ecec) in finland, early childhood education and care refers to a planned and goal-oriented entity of education, upbringing and care, with an emphasis on pedagogy. in finland ecec covers ages 0 – 7. ecec is regulated by the early childhood education and care act (540/2018) and there is a national core curriculum on ecec that is followed in every ecec centers across the country., becoming a professional in ecec in finland, to become a professional in ecec in finland, you can study in an upper secondary level in vocational schools or in a higher level in universities or universities of applied sciences., an upper secondary level: vocational schools.

Educational Consortium OSAO

Upper secondary level education.

Vocational Qualification in Social and Health Care, Practical Nurse Qualification is taught in Finnish.

Diakonia College of Finland

Vocational Qualification in Child Care and Education, Children’s Instructor Vocational Qualification in Social and Health Care, Practical Nurse Qualifications are taught in Finnish.

A higher level: universities or universities of applied sciences

University of Oulu

Higher level education.

Early Childhood Education Programme, Bachelor and Master of Arts (Education) Special Education Programme, Bachelor and Master of Arts (Education) Degree programmes are taught in Finnish.

Oulu University of Applied Sciences

Bachelor’s degree programme in Social Services and Health Care, Bachelor of Social Services Degree programme is taught in Finnish.

Diaconia University of Applied Sciences

Bachelor’s degree programme in Social Services and Health Care, Bachelor of Social Services, Early childhood education in the Evangelical Lutheran Church of Finland Bachelor’s degree programme in Social Services and Health Care, Bachelor of Social services Degree programmes are taught in Finnish.

Professions in ECEC in Finland

Most of the ecec professionals work either in public or private ecec centers. however, there are also need for ecec professionals in different kind of third sector organizations as well as in the public field (eg. culture institutions) and in the evangelical lutheran church of finland. there are also family daycare givers, who provide care in a domestic setting., the qualification requirements for the ecec professions are specified in the early childhood education and care act (540/2018)., recognition of ecec qualifications in finland, if you have completed your qualification abroad and wish to gain eligibility for an ecec profession in finland, you will need a decision from the finnish national agency for education recognizing your qualification., more information », osaava - moving forward with knowledge in early childhood education.

Opiskelevarhaiskasvatusta.fi website has been produced in collaboration with five organizations in OsaaVa – Moving forward with knowledge in early childhood education -project. The project was funded by the EU and the leader of the project was Oulu University of Applied Sciences (Oamk). The co-operating participants of the project were Diaconia University of Applied Sciences (Diak), Diakonia College of Finland (SDO), Educational Consortium OSAO and University of Oulu. The purpose of the project was to develop methods that will help students make transitions between different education levels and integrate into working life in the field of early childhood education. The aim of the project was also to develop methods for enhancing the attractiveness of those training programs and men’s employment in the field. The project duration was 1.4.2020 - 31.5.2022.

Opiskelevarhaiskasvatusta.fi 2023

Learning Scoop Newsletter

Early childhood education and care study tour, early childhood education study tour.

In Finland the world-class education path begins with world-class early childhood education. Early childhood has very different goals in Finland compared to many other countries: in Finland early childhood education supports children’s balanced growth, development and learning, not just academic objectives. The Finnish early childhood education is research-based and is organized according to children’s natural growth and development. Learning through play is essential. It all begins in the early childhood.

Finnish quality early childhood education lays basis for excellent learning outcomes in Finnish basic education. Early childhood education and care, pre-primary and basic education form an integrated whole progressing consistently following the child’s development.

In Finland early childhood education is provided for children between 0-5 years. Pre-primary education is compulsory for children of the age of six. Basic education starts in the year when a child turns seven.

Objectives: The program gives visitors an overview of the Finnish education system and early childhood education as an integral part of it. Themed Study Tour introduces the founding principles in Finnish Early Childhood Education and how it is implemented in action. The program also offers an up-close and personal view of daily life in the Finnish day care centers .

Review: Early Childhood Education Study Tour by Learning Scoop in Brainfeed Magazine

Next pre-scheduled tour dates: March 3rd -7th 2025 September 15th-19th 2025

On request for groups, contact us !

Where: Tampere , Finland. Download Digital Travel Guide to get local tips!

Feedback: Read more here

Monday: Introduction to the Finnish Education System

• Finnish Education system
• Introduction to the principles behind the education system
• Paradoxes of Finnish Education: Less is More, No dead ends etc.
• Early childhood education as part of the whole education system
• Visit to a pre-primary and primary school

Tuesday: Early childhood education and care (ECEC) in Finland

• Educare model: integrated approach to care, education and teaching
• Care, education and teaching to support children’s balanced growth, development and learning
• Different forms of daycare and early childhood education in Finland
• The funding and fees for daycare
• Legislation and norms guiding ECEC operations in Finland
• National Core Curriculum for ECEC in Finland: value-based and descriptive
• Areas of learning and transversal competencies in National Core Curriculum for ECEC
• Pre-primary education as a link between early childhood education and school

Piece of art called “Treasure” made out of children’s treasures like little toys

Wednesday: ECEC promoting learning

• Learning through play
• Intrinsic motivation as a basis of learning
• Child-centered pedagogy: inquiry-based learning, hands-on learning, small group activities, versatile learning environments
• Children as actors influencing ECEC: involvement and participation
• Visit to a day care center or children’s culture center
• Finnish Nature Experience or Dinner at Näsinneula Observation Tower

Thursday: Individual support in early childhood education

• Integration and inclusion in ECEC
• Categories and forms of support
• Observation and documentation
• Child’s individual ECEC plan
• Visit to a day care center

Friday: Co-operation in ECEC

• Multi-professional co-operation to support the child’s growth and development
• Team work and collaboration
• Co-operation with parents in ECEC
• Co-operation with school in ECEC: transition between ECE and pre-primary education
• Visit to a forest day care center or themed day care center
• Evaluation and reflection of the program
• Farewell lunch

This is an example program. Minor changes to content and schedule are possible .

• Guided visits to Finnish day care centers and pre-primary education
• Different types of early childhood education facilities
• Observation and participation in the day care center’s day-to-day activities, meal time, outdoor activities etc.
• Opportunities to talk with teachers and children

Training methods: The program includes introductions by the instructors to the various themes mentioned above. Attention will be paid to reflecting and expanding on the experiences the participants have during their visits to various educational institutions in region. Every study visit program is carefully evaluated.

The trainers at Learning Scoop have years of teaching experience gained through the Finnish educational community and through teacher training. Learning Scoop trainers have received outstanding feedback for their well-executed and inspiring training sessions and study visits.

Costs: The price for individual participant is 1450e + possible VAT 25,5% / person (please ask if VAT applies)

Group prices: 10-14 participants in a group the price is 1300e+ possible VAT 25,5% / person (please ask if VAT applies) 15-20 participants in a group the price is 1200e+ possible VAT 25,5% / person (please ask if VAT applies)

The program includes lectures and workshops, study material, visits and transportation to visit places, expert hosts, coffee, lunches, Finnish Nature Experience or Dinner at Näsinneula Observation Tower , Book Finnish Education in Practice: What, Why and How , Premium version of LessonApp for free for a year ,  farewell lunch and certificate of participation .

Please note that accommodation is not included in the price.

Accommodation

We are happy to collaborate with Lapland Hotels which offers you a chance to experience Lapland in the heart of a city. The centrally located hotels are close to our training premises. The design of the rooms was influenced by nature and the stories of Lapland. The restaurant serves unique tastes of Nordic nature and Lapland in visually pleasing dishes.

Lapland Hotels offer fixed prices for our customers accordingly:

Lapland Hotels Tampere, Address Yliopistonkatu 44, Tampere:

Room in Comfort Class for 1 person 112€/night in 2024 (118€ in 2025) Room in Comfort Class for 2 persons 132€/night in 2024 (138€ in 2025)

Lapland Hotels Arena, Address Ratapihankatu 54, Tampere:

Room in Comfort Class for 1 person 122€/night in 2024 (128€ in 2025) Room in Comfort Class for 2 persons 142€/night in 2024 (148€ in 2025)

Prices include buffet breakfast with local delicacies, taxes, sauna and wireless internet connection.

Check the availability and book your room at Lapland Hotels in Tampere by email sales.tampere@laplandhotels.com with code “LEARNINGSCOOP”

Book your Study Tour place and register here .

Contact: info@learningscoop.fi

Scoopful of inspiration

26.08.2024, Ellimaija Ahonen

Finnish Technology Frontier and Innovations in Education

04.07.2024, Johanna Järvinen-Taubert

No school or teacher inspections in Finland!

25.06.2024, Ellimaija Ahonen

Mentor ry x Learning Scoop: A Glimpse into the Life of Finnish University Students

Learning Scoop

Why Learning Scoop?

Activating methods and Edu Congress by Learning Scoop

Roadshow in Bolivia was a success!

What will you see when visiting a Finnish school with Learning Scoop?

Finnish Education - Best in the West!

https://www.youtube.com/watch?v=Cx2f9OeV74c

In co-operation with

City of Tampere

• Deutschland
• United Kingdom
• دولة الإمارات العربية المتحدة

Education, Preschool teacher

Major subject – education, preschool teacher.

The years before school are important for a child’s development. During your studies in Education for preschool teachers you will learn about learning and development in childhood from several different viewpoints.  Your studies comprise two modules: didactic theory, with a focus on early childhood education, and child psychology. Didactics refers to the study of teaching. You will gain insights into how to teach children under the school-age in various subjects and using different methods including visual elements, motion, drama, religion, mathematics, natural sciences, children’s literature and music. Didactics provides you with tools to answer what a child should learn, why and how. Child psychology enables you to develop your knowledge about the behaviour and interaction of children and adults. You will learn about learning and development from various perspectives, and also about social relations within families and in day care.

The pedagogical studies for preschool teachers are interdisciplinary and develop your ability of analytical and critical thinking. An important part of your studies are the courses that provide you with professional qualification for jobs within early childhood education and preschool instruction. Degree studies also include periods of practical training in day-care centres and preschool classes. Later, you can acquire further competence by completing Master’s studies in Education.

Research in Education specialising in early childhood learning aims to contribute to our understanding of the role of institutionalised childhood as the foundation for lifelong learning. The research approach is primarily qualitative with a close link to day-care and preschool activities. Research focuses on children aged 0–6 years in day care and preschool. Focal areas include children’s learning, instructors’ concepts of the child, their value bases, professionalization, and development of the profession.

Topical research areas related to learning and development include language development and language stimulation, musicality and music education, aesthetic learning processes and small children’s physical activities. The research related to the profession concerns the educators’ identity and self-development, the relational aspects of communication between the teachers and children, as well as the role of preschool teachers as a language model for children. Research is being conducted within several Nordic networks.

Career opportunities

With a  B achelor’s  degree in early childhood education, you  will be qualified  to work with children up to school age. You can work as a teacher in early childhood education or  as a  preschool teacher. If you continue your studies  for a  Master’s  degree , you can work  with  daycare  administrative  tasks, for example as  head of a daycare  centre . A  Master’s degree also gives you the opportunity to continue  with postgraduate studies. The studies in early childhood education  will provide  rewarding tasks in  an interesting field of work !  

Research staff

Visiting address.

Academill Rantakatu 2 Vaasa Finland

Åbo Akademi University, Vaasa Education, Preschool teacher PL 311 FI-65101 Vaasa Finland

fpv-studieradgivare@abo.fi

Suomi.fi-verkkopalvelun käyttö edellyttää selainohjelmalta Javascriptin hyväksymistä.

För att kunna använda suomi.fi-nättjänsten krävs att man godkänner javascript i webbläsaren., to use suomi.fi web service, your browser is required to accept javascript..

• Messages Read and send messages.
• e-Authorizations Grant or request authorisations.
• Your data View you information in registers.
• Activity history See your activity history in Suomi.fi.

Qualification of teacher (early childhood education and care)

• Professional qualification
• Public service

Occupation description: Responsibilities of a teacher in early childhood education and care

Early childhood education and care refers to a planned and goal-oriented entity of education, upbringing and care, with an emphasis on pedagogy. Early childhood education and care covers ages 0 - 7.

In Finland, you can qualify as a teacher in early childhood education and care by completing a Bachelor's ...

Do the following

When applying for a decision from the Finnish National Agency for Education

• Fill in the electronic application from according to the instructions.
• Attach the required documents.
• Send the application to Finnish National Agency for Education.

Required documents

When submitting your application, enclose copies of the following documents:

• Degree/qualification certificate
• transcript of studies
• Proof of nationality, e.g. an extract from the Population Information System in Finland or copy of the ID page of your passport
• Document verifying name change (if applicable).
• If you are an EU/EEA national and you apply for recognition of professional qualifications obtained in an EU/EEA member state, you can also enclose certificates of professional experience and certificates of life-long learning.

Required translations

Provide a translation of each document into Finnish, Swedish or English if the original document is in a language other than Finnish, Swedish, Danish, English, Estonian, Icelandic, French, German, Norwegian or Spanish. The translator must be an authorised translator in Finland or an official translator in the source country, working in the language pair in question. Translations done by the body that has issued the original document are also accepted.

Recognition of qualifications: electronic application form Finnish National Agency for Education

To whom and on what terms.

If you have qualified as a teacher in early childhood education abroad and want to qualify as a teacher in early childhood education in Finland, apply for a decision on eligibility from the Finnish National Agency for Education. The decision-making process can be influenced by whether you have completed a degree in an EU or EEA country, or whether you are a national of an EU or EEA country or another country.

You can contact the Finnish National Agency for Education for more information on decision-making criteria.

Processing time

Background information.

Finnish National Agency for Education decides on the eligibility that a foreign qualification gives for positions in the early childhood education and care, teaching, and positions for which a Master of Laws degree completed in Finland is required.

The service is provided by

Responsible for the service, basic information, information on fees.

A fee is charged for the service.

Available languages

Finland's Approach to Early Childhood Care and Education Evaluation: Fostering Enhancement

Executive summary.

The evaluation of the ECCE sector is a complex task, as it involves drawing strong conclusions and making policy recommendations based on the evaluations. In Finland, the focus is on the ´why´ and ´for whom´ quality is being developed and evaluated, as well as how the knowledge gained from evaluations is utilized.The Finnish approach to educational evaluations is based on the principles of enhancement-led evaluation and self-evaluation, which foster trust between the evaluator and the participants. Instead of simply monitoring and controlling the quality of services, the evaluation process goes beyond meeting norms and standards, and emphasizes the assessment of pedagogical processes.The Finnish Education Evaluation Centre (FINEEC) is actively involved in the development of the evaluation system. Their work aims to introduce the Finnish model of enhancement-led evaluation and to engage participants in critical discussions on the evaluation and monitoring of ECCE quality. This presentation invites participants to reflect on the kind of evaluation that is truly needed in the field of ECCE.

Implementation

In 2019, the Ministry of Education and Culture in Finland tasked the National Education Evaluation Centre (FINEEC) with the responsibility of creating research-based quality criteria for early childhood education and care (ECEC). Additionally, FINEEC was appointed to collaborate in the development of a national digital evaluation system for ECEC. This initiative involves working alongside researchers and ECEC experts to design evaluation tools and establish evaluation processes at a national level.The planned implementation of the national evaluation system is set for 2023, and it marks an important step in ensuring the quality of ECEC services in Finland.

Stakeholders and partners involved

Democratic and participatory processes: The evaluation system promotes a culture of open discussion and dialogue, prioritizing the inclusion of various stakeholders. Control and accountability are not the primary focus. Targeted to the entire ECEC field: The evaluation system is designed to cover the entire early childhood education and care field in Finland, ensuring comprehensive assessment. Self-evaluation at local and pedagogical levels: Evaluations are conducted as self-evaluations at both the local level and within pedagogical practices. This approach encourages ECEC providers and staff to not only identify areas for improvement but also recognize existing strengths.

Local Development: Evaluation tools target development efforts at the local level to improve ECEC through up-to-date information. National Quality Improvement: Evaluation tools and the digital system evaluate and improve ECEC quality at a national level through FINEEC´s statutory evaluations. Trust-Based Culture: A supportive culture of evaluation based on trust enhances motivation for ECEC staff to commit to evaluations and development processes. Future-Oriented Learning: Evaluation is not limited to assessing facts. Instead, evaluations provide opportunities for learning and continuous improvement, supporting adaptability and positive change.

Innovations

A holistic and inclusive approach to evaluating early childhood education and care.

The evaluation of Finnish Early Childhood Education and Care (ECEC) takes a holistic and inclusive approach. It focuses on various aspects such as the child´s early educational environment, the pedagogical work and operating culture of the staff, and factors that impact learning, development, and well-being.The evaluation covers multiple dimensions including staff-child interaction, the atmosphere and learning environment of the ECEC unit, pedagogical choices, and supporting structures like leadership, staff education, ratios, and the overall learning environment.

Constraints

Balancing Criteria-Based Evaluation: While developing the evaluation system, it´s important to be mindful of ethical problems linked to criteria-based evaluation. Evaluation should not overshadow the purpose of promoting quality in ECEC, and criteria should not overly influence pedagogical practices. Addressing Comprehensive Quality: Quality indicators and criteria may overlook crucial aspects that impact an individual child´s quality of experience. To ensure an inclusive evaluation, diverse methods should be developed and used, giving due attention to the child´s perspective regardless of the evaluation criteria employed. Preventing Misuse of Evaluation Information: It´s crucial to safeguard against the misuse of evaluation information. Measures should be taken to avoid the use of rankings, punishment, reward systems, and efficiency-focused thinking that deviate from the primary goal of ECEC development.

The Importance of Considering the Context and Setting Realistic Goals to Develop an Ethical Evaluation of Early Childhood Education

Discuss national-level premises and values that underpin ECEC evaluation. Prioritize enhancement-led evaluation to improve an organization´s activities and promote self-evaluation. Set jointly agreed and contextualized evaluation goals to ensure a common understanding of quality in ECEC. Following these ethical considerations promotes responsible ECEC evaluation that prioritizes development and improvement

Related items

• Region: Europe and North America
• Themes: Inclusion, quality and well-being
• Themes: Programme innovation
• Keywords: care services
• Keywords: curricula
• Keywords: digital, hybrid, and remote learning
• Keywords: implemented policy
• Keywords: learning outcomes
• See more add

National core curriculum for ECEC in a nutshell

• Education and qualifications Early childhood education and care Curriculum

As an expert agency for early childhood education and care (ECEC), the Finnish National Agency for Education draws up and decides on the National core curriculum for early childhood education and care, based on which the local curricula for ECEC are drawn up. In ECEC centres and family day care, an individual early childhood education and care plan is created for every child.

National core curriculum for ECEC obligates

The renewed National core curriculum for early childhood education and care drawn up by the Finnish National Agency for Education entered into force as from March 2022. ECEC providers updated the local curricula according to the National core curriculum and will implement them in August 2022. 

The National core curriculum for ECEC is a national norm. Local curricula obligate ECEC personnel in early education centres, family daycare and open activities in ECEC to follow the underlying values, objectives and contents of the Act on early childhood education and care and the core curriculum. 

The renewed core curriculum takes into account the changes that have taken place in society, in the operating environments of ECEC and in legislation as well as the latest information provided by research. 

Underlying values in the national core curriculum

The general principle of ECEC in Finland is that the best interest of the child shall always be the primary consideration. The child has a right to well-being, care and protection, and his/her opinion is considered in decision-making.

Equal and equitable treatment of all children as well as protection against discrimination are requirements, in accordance with the UN Convention on the Rights of the Child, the Act on Early Childhood Education and Care and the UN Convention on the Rights of Persons with Disabilities.

Underlying values in the national core curriculum for ECEC are:

• Intrinsic value of childhood
• Growth as a human being
• Rights of the child
• Equity, equality, and diversity
• Diversity of families
• Healthy and sustainable way of living.

The child has a right to high quality ECEC

Recent research has shown that ECEC has favourable effects from the point of view of both the child and society. However, just any kind ECEC does not provide the desired results; its quality must be high. Sensitive interaction, taking into account the child’s interests, building learning environments together with children, responsible care, support for the child and enabling play and learning are central aspects in the implementation of effective ECEC.

The National core curriculum for early childhood education and care is a quality handbook that determines the framework for the implementation of uniform and equal ECEC according to inclusive principles. Compliance with the core curriculum ensures that the right of every child to receive the same quality of ECEC regardless of where they live is fulfilled. 

Encouragement for the child’s growth and learning path from ECEC

ECEC is the foundation of our education system. Early childhood is a phase of intense development and learning. The main developmental changes already take place before school age. The events in the child’s life are therefore meaningful in terms of the child’s present and future life.

Through the National core curriculum for early childhood education and care, ECEC becomes an integral part of the lifelong path of growth and learning and of the continuum of curricula. The core curriculum has several links to the curricula for pre-primary education and basic education. The uniform underlying values and the conception of child and learning, support and the goals of transversal competences in the Finnish education system safeguard a learning path that progresses systematically from the child’s point of view. 

ECEC with a pedagogical emphasis

The goals defined in the Act on early childhood education and care and the obligation to take into consideration the child’s best interests in the planning and implementation of ECEC are the foundation for all ECEC activities. ECEC is an entity consisting of education, instruction and care with a special emphasis on pedagogy. ECEC is goal-oriented and systematic activity to support children’s development, learning and well-being, and it is evaluated and developed regularly. 

In ECEC, children’s previous experiences and their interests and competences are the starting point for learning. Children are engaged in the planning, implementation and evaluation of the activities according to their abilities.

An ECEC plan for every child

An early childhood education and care plan is drawn up for every child in family daycare and early education centres. It is prepared in cooperation with the personnel, the guardian and the child.

Each child's individual strengths and interests are the starting point of the child's ECEC plan. The child’s individual plan is a pedagogical plan in which the objectives and methods of the personnel's pedagogical activities are recorded. They describe how the child's development, learning and well-being are supported by pedagogical activities and learning environments. The goals arising from the children's plans are taken into account in the planning and implementation of activities for the whole group of children, but also in the development of learning environments and the operating culture.

The child’s plan is evaluated regularly. 

The right to play, learn and participate

Interesting, goal-oriented and suitably challenging activities inspire the child to learn more and enhance the development of the child’s individual potential. Pedagogical activities that integrate and apply different areas of learning enable broad-based examination of things and phenomena. Working methods and learning environments should promote children’s enthusiasm for exploring, experimenting and practising things. Children also have the right to receive suitable guidance and support for learning.

In ECEC, the importance of play for the child and its pedagogical possibilities in the promotion of well-being and learning are understood. Play motivates children and brings joy while allowing them to learn new skills and create meanings about themselves and the surrounding world. Children’s social relationships are supported and everyone’s opportunities to take part in play and shared activities are ensured according to inclusive principles.

Children are active agents and members of their group. They have thoughts and opinions of their own, which should be listened to and taken into consideration. Children should have the opportunity to have a say in matters related to their everyday life and to be understood and accepted as they are. The peer group and the experience of belonging to a group are key to the child's learning and participation.

Cooperation with the guardian

Under the Act on early childhood education and care, the guardians must have an opportunity to participate in and influence the planning, implementation and evaluation of their child's ECEC. The task of ECEC is to develop operating practices that will enable the guardians to participate and provide them with opportunities to influence. Encounters in which the participants respect and appreciate each other and in which the guardians are listened to are the foundation for open and trusting cooperation. The importance of cooperation with the guardian is emphasised when planning and delivering support for the child.

ECEC builds transversal competences

Transversal competences include multiliteracy, taking care of oneself, and other everyday skills. They also include cultural competence, interaction skills and digital competence, which are needed in the increasingly diverse world. Good ECEC gives a strong foundation for the development of these skills and knowledge.

                                                       Image: transversal competence in ECEC

Thinking and learning as such are important skills for the future. There is indeed a lot of discussion about lifelong learning that requires courage, enthusiasm, trust and openness to new things.

Cultural competence, interaction and expression are emphasised in the diversifying world. ECEC creates a foundation for respecting other people and learning interaction skills.

Taking care of oneself and managing daily life are an essential part of ECEC activities. Children learn to take care of their own well-being and the well-being of others in safe interaction. The principles of a sustainable way of living are also implemented in all ECEC activities.

Multiliteracy is a core competence from the viewpoint of interaction and understanding culturally diverse messages and the surrounding world. 

Digital competence is increasingly a part of children's life. It is needed in interaction between people, in operating in society and different digital environments, and in learning. Strengthening digital competence promotes children’s educational equality.

Participation and involvement skills strengthen when children can themselves have a say in what is done and how. It is important that ECEC provides children with the opportunity to participate and practice their own possibilities to influence.

Development of the operating culture of ECEC

The National core curriculum for early childhood education and care obligates ECEC personnel to develop the operating culture of ECEC. Efforts to develop the operating culture start with inclusive pre-primary education in which each child may act, develop and learn as a unique individual and a member of the community.

When the working and operating methods are evaluated, it is essential to consider how they will best support children’s development, learning and well-being. The decisions must be based on the goals of the National core curriculum and always take into account the child’s best interests. The principles for the development of the operating culture lay the basis for the work of leadership and create the preconditions for the joint development of work communities. 

Evaluation at many levels

The quality of ECEC is improved through systematic evaluation. Evaluation is carried out at both national and local levels. Among other things, ECEC providers must evaluate the local curricula and their implementation. When assessing ECEC units, particular focus is placed on how the activities are arranged and how pedagogy is implemented. The child’s ECEC plan should also be evaluated together with the guardian at least once a year. Evaluation helps make the strengths and development needs of ECEC visible.

National core curriculum for ECEC (PDF)

4. Early childhood education and care

On this page, all children have a right to ecec, participation in different forms of ecec, % of all children in ecec (2021), one-year compulsory pre-primary education smooths the transition to school, ecec and pre-primary education guided by a national core curriculum.

Early childhood education and care (ECEC) in Finland is based on an integrated approach to education and care, the so-called “educare” model. The legislation defines ECEC as a planned and goal-oriented entity of education, upbringing and care, with an emphasis on pedagogy.

All children under school-age have a legal entitlement to full-time early childhood education and care in an early education centre or a family daycare premise. Municipalities have a statutory duty to provide ECEC services according to the local need.

Both forms of ECEC cater for children of different ages (integrated ISCED 010 and 020). The age range of children in the same ECEC setting may vary from less than one year to 7 years. 

After the parental leave period, when the child is usually 9 or 10 months, parents have several options to choose from:

• Municipal ECEC services
• Private ECEC services or child care with the private child care allowance
• Staying at home on care leave and child home care allowance until the youngest child turns three.

The majority of children are enrolled in municipal early education centres. Families pay fees for ECEC. The fees vary between 0 – 295 € in full-day provision depending on the size and income.  In private ECEC fees are usually higher.

• municipal ECEC 81%
• private ECEC 19%
• early education centres 94%
• family daycare 6%

Source:  Vipunen - Education Statistics Finland

One year of pre-primary education (ISCED 020) is systematic instruction provided in the year preceding the start of comprehensive school (single-structure primary and lower secondary education). 

Children enter pre-primary education in August of the year they turn 6. Participation in pre-primary education or corresponding activities has been mandatory since August 2015. Pre-primary education is free of charge.

Pre-primary education is organised both in early education centres and in schools. The national core curriculum governing pre-primary education is the same regardless of the setting. Most children attend pre-primary education in early education centres.

The scope of pre-primary education is usually 4 hours a day. Most children in pre-primary education are also enrolled in other early childhood education and care to make up a full day.

The reformed Act on Early Childhood Education and Care (540/2018)  and a binding National Core Curriculum for Early Childhood Education and Care (2022)  guide the development of ECEC content in greater detail and a more goal-oriented manner than before. Municipalities and other providers must prepare their local curricula based on the national core curriculum.

The Ministry of Education and Culture has the overall responsibility for early childhood education and care including pre-primary education.  

The same national core curriculum guides the provision of all ECEC regardless of the age group or setting. There is a separate  National Core Curriculum for Pre-Primary Education (2014) . 

Early childhood education

Municipal early childhood education, private early childhood education, what takes place in early childhood education, english-language day-care centres, children's clubs and playgroups.

Early childhood education is education, teaching and care that have been pedagogically planned, with carefully considered goals. Trained early education teachers, social pedagogues and child carers work in early childhood education.

In Finland, the child’s right to early childhood education begins from the beginning of the month when the child reaches the age of nine months. However, some parents take care of their children at home for longer. On average, a child starts early childhood education at the age of 1½–2 years.

One of the parents usually looks after the child at home at least for the duration of the parental leave. The parental leave lasts for 320 working days, i.e. approximately 13 months. If you also look after your child at home after this period, you are entitled to child care leave from your work. The child care leave ends when the child turns three.

You can find more information about family leave on the InfoFinland page Holidays and leaves . You can apply for financial support for the family leave period from Kela. Read more on the InfoFinland page Benefits for looking after a child at home .

If you have a municipality of residence in Finland , you can apply for a place in municipal early childhood education for your child after the period of parental leave. At that point, the child will be approximately nine months old. If you do not have an official municipality of residence in Finland, you are considered a resident of the municipality in which you reside.

You can apply for a place in

• a day care centre (päiväkoti)
• group family day care (ryhmäperhepäivähoito)
• family day care (perhepäivähoito)

At day-care centres, children are in larger groups than in group family day care.

Family day care involves a care provider looking after the children in his or her own home. Some family day care providers look after children in the children's home.

Apply for a municipal early childhood education place from your municipality at least four months before your child is due to start day care. A place can be granted within two weeks if the parents get a job or a student position.

The early education fee (varhaiskasvatusmaksu) depends on

• the family’s income,
• family size, and
• how many hours a week your child will attend early childhood education.

A discount is granted for the day care fees of any siblings. If the family has a very low income, early childhood education may be free of charge. For further information, contact the advisory services of your own municipality.

The different forms of private early childhood education include:

• private day care centres or private group family day care centres
• family day care providers or
• day care given by a child carer hired by the family to work at their home

You can apply for early childhood education directly from a private day-care centre or a private group family day-care centre.

You can also seek a private family day care provider who will look after children in his or her own home, or hire a child carer to work in your home. If you hire a child carer to work in your home, you become an employer and must attend to an employer’s obligations. You can also hire a child carer together with another family.

The municipality supervises private early childhood education.

The costs of private early childhood education vary. However, you can receive support for it from Kela. In such a case, private early childhood education does not necessarily cost much more than municipal early childhood education. Some municipalities may also offer service vouchers that you can use to cover some of the cost of private care to make it affordable for you. For more information, please ask your municipality.

Private day care allowance

If your child has a municipality of residence in Finland , you can apply for private day care allowance from Kela. The early childhood education provider must be approved by the municipality.

You can apply for private day care allowance (yksityisen hoidon tuki) if

• your child is under school age and is placed in a private day care centre, or
• your child is looked after by another type of private day care provider.

You cannot apply for private day care allowance if the care provider is a family member of the child or if the child and the carer live in the same household. Neither can you receive private day care allowance if your child is placed in municipal early childhood education.

The amount of allowance depends on the income of the child's family and on the municipality in which the family resides, among other things.

Kela pays the allowance directly to the hired child carer or other early childhood education provider. Private day care allowance is taxable income. This allowance is not paid abroad.

Further information on private day care allowance is available on Kela’s website.

Kela offers a telephone service for families with children.

• in Finnish, Tel. +358 20 692 206
• in Swedish, Tel. +358 20 692 226
• in English, tel. +358 20 634 2550

Kela offices also provide services in other languages via interpreters.

Link redirects to another website Kela

Early childhood education includes a range of activities, for example games, sports, music, crafts and excursions. Children can also take a nap or rest during the day. The goal of these activities is to further the development of and learning among children. Children also learn social skills. The child is supported in learning Finnish or Swedish if he or she has another mother tongue. The child may also receive special needs education, if necessary.

However, the day care centre is not a school. Children do not study subjects or attend classes.

During the day, the children eat three meals: breakfast, lunch and a snack. If your child has a special diet, please inform the early childhood education teachers.

Your family’s religious convictions or life philosophies will be taken into consideration in early childhood education.

Days in early childhood education normally begin in the morning and end in the afternoon. However, some day-care centres are open around the clock due to the parents’ studies or working hours.

Link redirects to another website The Finnish Refugee Council

There are many English-language day-care centres in Finland, especially in larger cities. In many cases, English-language day-care centres are private. In municipal English-language day-care centres, there are also children of Finnish-language families who learn English at the day-care centre.

There are also day-care centres in larger cities where the language is some other language, such as German, French or Spanish.

Parishes, municipalities and organisations hold playgroups for children. Playgroups usually last a couple of hours.

Playgroups provide organised play, singing, crafts and other activities.

Link redirects to another website Ministry of Education and Culture

Local information.

See your municipality’s information

What could be learnt from Finnish Early Childhood Education?

Text and photos by Piia Roos (teacher of early years, PhD, pedagogical expert in VisitEDUfinn)

Comparing policies and practices in different countries stimulates your critical thinking and opens new perspectives by provoking questions. The bigger the differences are the better it works. But comparison can also be dangerous in a way, because if you ignore the context you might do misinterpretations and unwarranted generalizations. (Johansson & Moss 2012.)

An old saying goes: “Not to see the forest from the trees”. Like you might know, it means that if you only concentrate on specific details on a certain matter, you won’t see, or understand, the entity. That’s why in order to learn from Finnish educational system, or from any other foreign system, you must challenge yourself to understand, at least partly, the culture and history behind the system. In other words, you need to understand the foundation, before you can understand the practical side or specific details. These details can be never adopted as they are. They just won’t fit. You have to interpret and modify them through your cultural lenses. Evaluate, what could be suitable to your own teaching methods and education in your home country in general in the light of your own culture and history.

Likewise to learn from Finnish early childhood education and pedagogy as it is, you should first get to know some facts about the tradition behind it. The first Finnish kindergarten teachers were trained in Germany and that’ s why the roots of Finnish ECE are in Froebelian pedagogy . The first kindergarten was established in 1888, when industrialism was growing fast in Finland and families moved to the cities from countryside. The main point was to offer children a fruitful learning environment, but also to take care of their basic needs while the parents were working. At the beginning ECE was seen as a social welfare benefit, but nowadays child’s right to ECE is emphasized and the impact that ECE has for children’s wellbeing and learning is stressed out.

In Finland, every child has a right to universal entitlement for ECE. The weekly hours depend on the labor or study status of the guardians, while the minimum is 20 hours per week. Compulsory pre-primary education for 6-year-old children is seen as a part of ECE and extent is 700 hours per years (5 days/week, 4hrs/day).

Then few words about the core values and goals of Finnish early childhood education . In Finland we believe in soft values, so to say. We really emphasize the interaction and building up close relationship with each child. After the relationship is working, also the teaching and learning is easier, like we all know. In addition, teacher’s relationship with the children and emotions towards the children effects all interacting and learning in the class. Like it is said in Finnish Core Curriculum: “Children learn the best when they feel well and secured. Positive emotional experiences and interactive relationships promote learning. (2018, 23).” In daily basis a lot of time is invested in mundane interaction, which makes it possible to really get to know children; who they are, what are they interested in, what would they like to learn, what are their strengths and needs.

The other value, which Finnish ECE pedagogy strongly leans on, is equity. Before the basis of pedagogy was more or less in equality. Offering similar opportunities, activities and instructions for all children were ensured in many ways. In addition, it was a point of honor to ensure that the rules were the same for everyone. What has chanced from those days is the fact, that we realized that the needs of individual child weren’t considered enough. The fact is, that if we demand the same thing from every child, the level of goals or expectations are in line with the skills and needs of some children, but for some else they aren’t. I could be said, that in fact the more developed form of equality is equity, even though both are needed. It means that we have to start implementing the pedagogy, which meets with the different needs and skills of different children and moves away from the pedagogy, which faced the children as a unit group. As a homogeneous group, that doesn’t even exist, as we all know. There is a need of variation in pedagogy. We as adults, and teachers, are in the key position. We should focus more on ourselves to change the way we are teaching and the learning environment to meet the different needs of individual children better. Not to demand the individual child to change to fit into the environment or our instructions. This connects strongly with the principals of children’s participation, which is the red line in Finnish Core Curriculum.

Finally, I would like to point out two important principles, which guide the everyday life in Finnish kindergartens strongly: learning through daily routines and every day is a play day. In Finnish kindergartens learning and teaching are connected to the children’s natural ways of acting. There are a lot of playing, physical activities, exploring and self-expression. In Finland, a positive attitude towards learning, as well as learning to learn skills, are seen more important than the actual learning outcomes. So, it is more about the process, not the results. Push for academic skills before compulsory education is marginal.

The Finnish early childhood education system (ECE). It is a system, which integrates education and care. Daily outdoor activities, healthy diet and adequate rest are seen to form the foundation for children’s growth, development and learning. Basic care situations are seen as valuable learning situations. Like every day is a play day, every moment is a learning moment. In Finland we talk about all-day pedagogy, by which we mean that each mundane moment offers opportunities for children to learn. The basic care situations are utilized from educational and pedagogical point of view. Concept EDUCARE reflects this idea and is the cornerstone of Finnish early years pedagogy. That’s why we Finns like to speak about early childhood education and care (ECEC), instead of ECE.

I have been privileged to meet many educational experts from other countries while they have participated in study tours and events organized by VisitEDUfinn. I have also had an opportunity to visit other countries and the local kindergartens and schools there. Leaning on these experiences I agree on what is said above without questioning; it is always about learning both ways

Dr. Piia Roos (teacher of early years, PhD) has over 10 years of experience as a teacher and a leader in Finnish ECEC centers. For the past 10 years she worked as a teacher in vocational college for practical nurses majoring in early childhood education. Now Roos works as an educator and consult through her own company. In addition, she is a visiting lecture at Tampere University of Applied Science, and a partner and pedagogical expert in VisitEDUfinn Ltd. Her special interests are children’s perspective and participation.

More about early childhood education with VisitEDUfinn

Finnish Education Materials Books

Other blogs by Piia Roos

Lockdown Period in Finnish Early Childhood Education – from Chaos to Maintaining Belongingness

Language-rich environment – supporting children’s linguistic identities in Finnish Early Childhood Education

Visit Finnish kindergartens as part of LIFE2022

• SCHOOL VISITS
• TEACHER JOB SHADOWING
• STUDY TOURS
• EDUCATIONAL EVENTS
• EDUCATION ONLINE EVENTS

Melina Rauhala

Ms. Rauhala (B.A.) is an educational sciences student at the University of Turku with studies also in the fields of psychology, business and HR, and sociology. As an education major, she is passionate about lifelong learning and the Finnish education system. She believes in change through education. In addition, Ms. Rauhala loves to learn new languages.  She completed an Erasmus + university exchange in Spain as a part of her studies and wants to work toward everyone getting international learning opportunities. Ms. Rauhala is working for VisitEDUfinn part-time while finishing her studies. 

[email protected]

contact for more information

I'm interested in.

GDPR Policy

I'm Interested in

Want to be the first to hear about our news and new educational services and events.

yes, please! I WISH TO ORDER visitedufinn NEWSLETTER!

Popular Searches

• Health Services
• Self Service for Students
• Academic Programs
• Academic Advising
• Education Abroad
• Coastal Student Success Center
• Experiential Learning

• Enroll at CCU
• Financial Aid
• Meet Your Admissions Counselor
• Merit Awards
• Orientation
• Scholarships
• Tuition & Fees
• International Admissions

• Activities & Organizations
• University Belonging & Student Affairs
• Campus Dining
• University Housing
• Intercultural and Inclusion
• Lib Jackson Student Union
• International Students

• Advancement
• History & Traditions
• Visit the Campus
• University Leadership
• University Calendar
• Employment Opportunities

Early Childhood Education

‌Early Childhood Education is a specifically designed program of study that meets educational requirements for South Carolina licensure in grades PreK-3.

Bachelor of Arts

Contact Info

Eugenia hopper, ph.d..

Associate Professor and Coordinator of Early Childhood Education

Prince Building 119L

843-349-6943

[email protected]

‌Early Childhood Education  is a specifically designed program of study that meets educational requirements for South Carolina licensure in grades PreK-3. Students pursuing this program of study become involved in a broad range of learning experiences. Study in the core areas of English, math, science, and social studies, as well as art, music, and physical education, prepares students for what they will be expected to teach in the public schools. These studies, along with instruction in child growth and development, teaching methodology, curriculum, and relevant off-campus clinical experiences, offer students a program rich in opportunities and professional growth.

The Student Experience:

• Coastal Carolina University offers two student organizations for education majors: The South Carolina Education Association (SCEA) and the national education honor society, Kappa Delta Pi. Learn more about these organizations   here .
• The Spadoni College of Education and Social Sciences is nationally accredited by CAEP (Council for the Accreditation of Educator Preparation) and the South Carolina Board of Education.
• Students who earn a degree from Coastal Carolina University and who are granted licensure by the state of South Carolina are eligible for reciprocal licensure* in every other state.
• The Early Childhood Education program includes extensive clinical experiences in area schools, beginning in the first semester of study in education and continuing through the internship experience at the end of the program. Clinical fieldwork begins with a focus on guided observation experiences, followed by expectations for individual, small group, and whole-class instruction.

*Does not mean full reciprocal. Graduates are responsible for contacting their respective state department of education to determine licensure eligibility. We can only guarantee licensure in South Carolina. 

Related Links

• EDEC Links   - helpful and informative Early Childhood Education resources
• Early Childhood Education 4-Year Plan 2023-24   - 4-year academic plan for the Early Childhood Education degree
• Early Childhood Education Brochure   - Informational brochure about the Early Childhood Education program
• Project BICYCLES   - Deborah L. Rooks-Ellis, Ph.D., an associate professor of early childhood education, and Rhonda Miller, Ph.D., an associate professor of special education, received a five-year grant, totaling nearly $1.25 million, for a teacher preparation project titled “Project Build Interdisciplinary Capacity to Yield Culturally-responsive Leaders in Early childhood-Special education (BICYCLES).”

Admission to the Program

All students enter the program as pre-majors. Candidates may complete a formal application for admission to the professional program in teacher education (PPTE) when they have completed at least 60 hours of college-level coursework and have met the following requirements:

• Earn at least a 2.75 cumulative GPA;
• Earn a "C" or better in ENGL 101, ENGL 102,  EDUC 111, EDUC 204, EDEC 276, MATH 201 and 202, HIST 201 or POLI 201, HIST 205, foreign language and eight hours of sciences;
• Pass all three areas of Praxis Core or meet the exemption policy;
• Successfully clear a criminal background composite disciplinary action disclosure statement;
• Complete a Professional Reference;
• Be missing no more than four core courses outside of the professional program.

(Candidates are reviewed for acceptance into the Professional Program in Teacher Education by the Portal I Faculty Committee.)

Areas of Study

Early Childhood Education majors take courses such as Child Development: The Young Child, Integrated Math/Science/Social Studies I, Early Childhood Programs and Curriculum, Strategies for Teaching and Learning with Literature, and Guiding Young Children's Behavior and Classroom Management.

TeachSC Resources and Support

Our partner, TeachSC, is a program that provides free support to anyone who’s thinking about becoming a teacher. When you sign up, you get perks like 1-on-1 coaching, up to $100 back in fee reimbursements towards expenses related to applying to our programs (including testing and fingerprints), and a chance to win a regional $1,000 scholarship!

• News Releases

Structural equality and support index in early childhood education

JAMA Network Open

JAMA Network

About The Study:  This cohort study found that early childhood programming is associated with social determinants of health in adulthood. These findings reinforce the importance of early childhood education in addressing health disparities and contributing to healthier, more equitable communities and suggest that educational attainment is a key mechanism for health promotion.

Corresponding Author:  To contact the corresponding author, Arthur J. Reynolds, PhD, email  [email protected] .

To access the embargoed study: Visit our For The Media website at this link https://media.jamanetwork.com/

(doi:10.1001/jamanetworkopen.2024.32050)

Editor’s Note:  Please see the article for additional information, including other authors, author contributions and affiliations, conflict of interest and financial disclosures, and funding and support.

#  #  #

Embed this link to provide your readers free access to the full-text article  This link will be live at the embargo time  http://jamanetwork.com/journals/jamanetworkopen/fullarticle/10.1001/jamanetworkopen.2024.32050?utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_term=083024

About JAMA Network Open:  JAMA Network Open is an online-only open access general medical journal from the JAMA Network. On weekdays, the journal publishes peer-reviewed clinical research and commentary in more than 40 medical and health subject areas. Every article is free online from the day of publication.  

Disclaimer: AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert system.