Finland- Day 3- "Simplicity, Play, and Learning in a Child-Centered Way"

“We are never more fully alive, more completely ourselves, or more deeply engrossed in anything, than when we are at play."

― Charles Schaefer

My most anticipated school tour came on our third day: the early childhood education school (daycare, preschool, 1st and 2nd grade). As a Kindergarten teacher, I was eagerly anticipating my opportunity to personally witness the portion of the Finnish system that I had been reading about for years prior to this trip. My excitement was palpable as I thought of the play-based, child-centered environments I had been reading about for the past few years. The visit did not disappoint.

A few basic facts:

*In Finland, daycare is for children 11 months- 5 years old.

*Both private and public daycare have a fee but it is a progressive fee (depending on your income and other factors) and (at the time of our visit) cannot exceed 290 euros per month (around 340 US dollars).

*Fees include breakfast, lunch, and snack.

*In the past, daycares were considered to be a social service but are now part of the school system.

*The facility we visited is unique in having 1st and 2nd grade as a part of the early childhood education facility instead of being part of the comprehensive school.

*Goals: Phenomenon-based learning, learning by playing (freely and guided) and learning by doing, media education, physical education

*Adult:Child Ratios

Daycare (Ages 1-5):

**Under 3 years old 1:4

**Over 3 years old 1:8

Pre-school (Age 6):

**1:13

1st grade (Age 7):

**1 teacher and 1 assistant: 23

2nd grade (Age 8):

**1 teacher and 1 assistant: 22

(Summarized from the presentation given by the director of the ECE center)

Upon entering the facility, one part of the setting that immediately grabbed my attention was the colorful art piece hanging in the center of the building. The director explained that the artist made it as a representation of the school. With each individual piece being a completely different color and small on it's own, together, they create a beautiful and diverse masterpiece in community with one another. It truly is a wonderful representation of the feeling impressed upon me, as a visitor. This learning center is a calm, intentional, authentic place to grow and learn. I felt honored to visit and so happy for the children who experience the benefits of such a holistic education.

The art piece was just the beginning. As we toured through the facility and listened to commentary describing the purposes and intentions of each space, I continued to be awestruck by how simple, yet purposeful, each area was. It was evident that every decision made had the child's well-being and interests at the forefront of the design. Additionally, everything we witnessed had an underlying respect for the value of play or allowed for the opportunity to play (including the awesome "hanging dryers" for the student clothes after outdoor play in inclement weather).

My heart was captured by three little ones participating in a "choice time" where they were dancing in coordination with the ballerinas displayed on the smart board screen. Even with 10 adults invading the space of their room, the ballerinas in training, were so engaged in their activity, it seemed that we were invisible. This independence and engagement of 4 and 5 year olds was the norm, not the exception, that we saw throughout our tour.

Not only is play integrated and valued throughout the curricular portion of the school day, but it is also required that students have 2 hours of physical activity throughout the day. This emphasis on physical activity is so strong, that students continue to play outside even when the weather is below zero (with appropriate attire and timing in consideration). Additionally, time spent outside is a valuable asset for the curricular day, as well. Classes will take some of their activities outside to the playground and/or the nearby forest. This outdoor time is a valuable tool in listening to student interests. The teachers listen to student voice and choice when deciding on the direction of lessons, as was evidenced by an art project incorporating materials found in the forest and displaying understanding of the human body in a slightly abstract manner. It was encouraging to see snippets of activities that reminded me of my own Kindergarten classroom. One activity in particular was exactly what I would do with my students...but in Finnish (see the picture of the senses recording sheet).

In conjunction with the play and child-centered focus, the goal of social and emotional development is the priority of these early years in Finland. One way we saw this exemplified was the fashion in which the students ate lunch. All students in Finland receive free lunch and eat the lunch that is provided (they could bring a lunch of their own but most, if not all, eat the lunch from school). We were able to eat the same lunch as the students and in the same room (a delicious and fresh fish soup!). What we observed was fascinating to many of us. Beginning at 3 years old, the students are responsible for going up to the food line and getting their own lunch (with support and guidance as needed). Additionally, the students all eat using regular cutlery, glassware, and dishes (no plastic or styrofoam in sight). What a simple, yet powerful, concept...providing students the opportunity to complete such a vital task independently and trusting that they will be capable of handling it! The foundation for student autonomy, problem-solving, and social-emotional strength is being built bit by bit in small, but powerful ways. This mentality was integrated and apparent throughout all aspects of the educational center.

Through our tour, I was in awe of the energy in the atmosphere of the entire school. An overall sense of calmness and contentment seemed to envelop this learning space. The children were still active and enthusiastic, but there seemed to be a beautiful balance that created an air of tranquility in a developmentally appropriate world of exploration. It was difficult to leave such a joyful and serene learning environment, but inspiring to witness. I was incredibly encouraged to continue some of my own teaching practices, while gaining insight and examples of ways to further prioritize a play-based, holistic learning environment for my students. Our time learning from the daycare was time well spent.