Snowflakes drift across the cobblestone streets of Turku, Finland, as a group of College of the North Atlantic (CNA) Early Childhood Education (ECE) students make their way to a local kindergarten.
The early hour, the foreign language, and the maze of bus routes might seem daunting, but as instructor Carla Conway recalled with a laugh, “We as early childhood educators decided that this adventure was the provocation for a learning story.”
That sense of curiosity, of learning through every experience, defined the group’s international study tour to Finland, a country renowned for having one of the world’s most progressive early childhood education systems.
“We are the future of early childhood education, and our voices mattered.”
McKenzie Neilson
Play with purpose
For instructor Melanie Collett, the visit was both a professional revelation and a personal reminder of what truly mattered in education.
“Outdoor play in Finland was not a break from learning,” she explained. “It was learning. Children spent at least three hours outdoors every day, regardless of the weather. Nature was viewed as a teacher.”
Students quickly saw the value of this approach.
Myra Kippenhuck was struck by the focus on child-led learning, “Every child truly had goals to work on, and the respect for children’s capabilities and their focus on fostering independence stood out to me.”
Reghan Pilgrim added, “Having a common goal to work towards brought excitement to their days and gave them opportunities to gain new skills and perfect existing ones.”
Morgan Reynolds said her first impression was that the Finnish system was very efficient in getting children ready for the future.
“They focused a lot on being with nature and learning everyday skills,” she explained. “The workers in Finland truly enjoyed their job and this could be observed in their interactions with the children.”
“Every child truly had goals to work on, and the respect for children’s capabilities stood out to me.”
Myra Kippenhuck
Fostering independence and confidence
Inside the classrooms, the simplicity was striking. Wooden toys replaced plastic ones, and furniture was child sized. Routines encouraged autonomy and independence.
Students described a cafeteria activity that stood out.
“They had a cafeteria section where the children went to eat and there were four children at each table,” explained Dannie Neil. “Instead of the workers passing out their meals on a plate ready for them to eat, the children lined up to a buffet-style food display where they used utensils to plate the food themselves. The children also got their own drinks from machines that served water and milk. This stood out because it was not something seen in Newfoundland, and it was such a great idea for building independence.”
McKenzie Neilson was struck by a musical chairs-style game.
“When a child could not find a mat, they were not upset,” she explained. “Instead, they had a role to help continue the game. This built lifelong skills of resilience.”
Visual supports were another striking feature. Aleah Bennett noted, “Staff wore keychains representing different emotions, and self-regulation charts presented strategies children could choose from. These tools are something I hope to incorporate into my own practice.”
Inclusion and cultural insights
CNA’s delegation was impressed by Finland’s inclusive approach. Specialized educators were part of every early learning team, something that impressed Pilgrim.
“Finland promoted inclusive education based on the social model,” she said. “Children were supported without having to receive a formal diagnosis. It spoke volumes about helping each child thrive under any circumstances.”
Reynolds noticed differences in safety and play. “In Finland, children were given more freedom to climb trees, swing off ropes, and jump off stumps,” she added. “They lived in a much more natural way, which helped them develop physically and socially.”
Bennett added, “It was amazing to see how highly educated the early childhood educators were, how children independently picked up their own food, and how they climbed ladders and trees. Some of these differences could be incorporated into our programming back home.”
Learning stories and lasting impact
During visits to several kindergartens, students watched children leading their own projects. Kippenhuck described a project where children worked on a medieval knights’ tournament for weeks, learning patience, teamwork, and reflective practice.
Neilson reflected on Finland’s framework for individualized goals.
“Each child had three personal goals, which were observed, planned, and reassessed throughout the year,” she explained. “Children were truly the teachers and helped create their own programming while educators facilitated and adapted.”
“In Finland, children were given more freedom to climb trees, swing off ropes, and jump off stumps. They lived in a much more natural way.”
Morgan Reynolds
Connections and inspiration
The trip also fostered strong personal and professional connections. Reynolds said her favourite part was meeting all the other students on the trip, “We created friendships and connections to resources I never had before.”
Neilson added, “I now feel even more passionate about advocating for quality care in Newfoundland. We are the future of early childhood education, and our voices mattered.”
Preparing future ECE students
All the students unanimously encouraged participation. Bennett described the experience as a once-in-a-lifetime opportunity.
“To any other ECEs considering this opportunity, I highly recommend going for it,” she added. “Other parts of the world can offer valuable knowledge, and when we know better, we can consistently work toward a better future.”
Her classmates all agreed, noting it was an experience they would never forget.
For more information, visit Early Childhood Education-College of the North Atlantic.
