Reflections by Milla van der Burgh, CEO of Kindiedays and a mother of a 6-year-old boy in a Finnish preschool.

“They had a good day. Ate well and joined in the activities.”

These familiar, useful updates come up at pickup time. Yet they leave much of a child’s day untold. What sparked their curiosity? What did they discover? What made them proud?

These moments give parents something meaningful to connect with—and a starting point for conversation.

At a recent Finnish early childhood education seminar, Karoliina Purola explored how teachers can support families’ involvement. One distinction stayed with me: taking part does not necessarily mean feeling involved.

A parent can attend an event or read every update and still feel that their perspective has little place in their child’s early education. Meaningful involvement grows when families feel heard, recognise that their knowledge of their child matters, and have opportunities to contribute.

Everyday observations open the conversation

Teachers know a child through play, friendships and everyday experiences in the early learning setting. Parents know them at home and within their closest relationships. Bringing these perspectives together can deepen everyone’s understanding.

Specific observations help that exchange happen.

All images are AI-generated illustrative images of fictional people and places. They do not document actual centres, customers or product screens.

“We built with blocks today” describes an activity. A photograph with a short note about how a child worked with a friend to keep their bridge standing reveals their thinking, persistence, and cooperation.

This week, we are recognizing the Work of Early Childhood Teachers

A child joins a game for the first time. A tower collapses, and someone encourages its builders to try again. Two children find a way to share.

Behind these everyday moments is a teacher making thoughtful decisions—when to help, what to ask, and how to support each child.

Early childhood teaching takes warmth, knowledge and professional judgment. On 5 October, World Teachers’ Day reminded us to recognise that expertise—and provide the support teachers need. World Teachers’ Day · UNESCO

A long history of learning through play

Kindergarten has deep educational roots. In the nineteenth century, Friedrich Fröbel placed play, activity and children’s own expression at the heart of his approach.

👉 Historical background

In Finland, the profession developed over generations:

• In the late 1880s, Fröbel-inspired kindergartens took root.
• 1892 Kindergarten teacher education began.
• 1995  Teacher education moved into universities.
• 2014  National Core Curriculum for Pre-Primary Education in Finland

👉 Kindergarten teacher education · University of Helsinki

The early childhood teacher in Finland

The profession has continued to evolve, bringing together care, research-informed teaching, inclusion and collaboration with families.

Finnish early childhood education combines education, teaching and care, with an emphasis on pedagogy. Children’s interests, participation and play help guide everyday learning.

👉 The Finnish approach · Finnish National Agency for Education

That becomes visible through teachers’ daily decisions:

• Plan  Create experiences that support learning and invite participation.
• Guide  Help children express ideas, build friendships and explore together.
• Notice  Observe children’s interests, strengths and needs.
• Reflect  Use documentation to understand learning and decide what comes next.
• Connect  Work with families and colleagues to support each child.

👉 National core curriculum for early childhood education and care - Pedagogical Documentation (Chapter 4.2 (page 36)

More than a tower

Imagine children building with blocks. A teacher notices their ideas, asks what might make the structure stronger, and helps another child join the project.

Within one playful experience, children can explore balance, language, problem-solving and cooperation.

The teacher’s expertise helps turn an everyday opportunity into meaningful learning.

Appreciation that lasts beyond one day

Teachers deserve time to plan, opportunities to learn, and tools that support their work. At Kindiedays, we support teachers with Finnish-inspired playful learning resources, professional development, and digital tools to document and share children’s learning.

👉 Explore how Kindiedays supports teachers

Thank you to the teachers who notice the small moments—and understand how much they matter.

Warm regards,

Stella Giota, Early Education Specialist

stella@kindiedays.com

Kindiedays home page

How can you turn play-based learning into a consistent experience for children, teachers, and parents?

Most private preschools have a clear vision for the children in their care. They want joyful classrooms, confident teachers and children who are curious, capable and ready for the next stage of learning. Their websites often promise child-centred, experiential or play-based education.

The hard part comes after that promise. What will happen in every classroom on Monday morning? Will a new teacher know how to put the approach into practice? Will parents understand what their child learned while playing? And can the owner or Academic Coordinator see whether the intended quality is being delivered consistently?

These are practical questions for any preschool that wants its educational promise to mean something in daily life. They also affect the trust families place in the preschool and the confidence with which staff can represent it.

The gap between a curriculum and a classroom

A curriculum can describe what children should learn. It cannot, on its own, tell a teacher what to do when 20 children arrive, materials are limited, and the day is already busy.

In our previous article, we explored how children can learn about the people around them through the Kindiedays theme, Community Helpers.

Now our journey through experiential lesson plans continues with something children encounter every single day:

Seasons & Weather ☀️🌧️🍂❄️

Is it sunny outside today? Is it raining? Why are we wearing a jacket? Why are the leaves changing colour? Why is it getting dark earlier? Why is it sometimes hot and sometimes cold?

For young children, weather and seasonal changes are part of their everyday world. That makes Seasons & Weather a wonderful theme for experiential learning.

Instead of simply teaching children the names of the seasons or showing them pictures of different weather conditions, we can encourage them to observe, compare, predict, discuss, create, move, build, and investigate.

Children don't have to learn about weather only from a book. They can step outside and experience it. That's where playful learning becomes purposeful learning.

One theme – many opportunities for learning

Seasons & Weather may sound like a science topic, but experiential learning lets us approach it from many directions.

Children can explore questions such as:

• What is the weather like today?
• How does the weather change?
• What happens to trees and plants during different seasons?
• What clothes do we wear when it is hot, cold or rainy?
• How do people protect themselves from different weather conditions?
• How are homes built for different climates?
• What activities can we do during different seasons?
• How can we describe what we see, hear and feel?

The important point is that the teacher does not need to provide all the answers.

Children can observe what is happening around them and build their own understanding through experience.

Running a high-quality preschool is a team effort:

• The Owner wants to build a successful preschool that stands out from the competition.
• The Academic Coordinator wants to ensure that the curriculum is implemented consistently.
• The Center Head needs to keep everyday operations running smoothly.
• Teachers want practical support for planning and teaching.
• Parents want to know that their children are happy, developing, and learning.

And at the centre of everything is the child.

This is why improving preschool education cannot be about introducing just a new curriculum, a collection of lesson plans, teacher training, or another digital application.

The different parts need to work together in everyday practice.

The objective is simple: make high-quality, playful learning easier to implement every day.

The Kindiedays Learning System connects learning objectives, an Academic Calendar, ready-to-use experiential Lesson Plans, and digital tools for planning, observation, documentation, assessment, and parent engagement.

But what does this mean for the different people in your preschool?