Childhood

Those Joyful, Illiterate Kindergarten Students in Finland

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Thanks to the reader known as FLERP for finding this terrific article about kindergarten children in Finland.

What matters most: Play!

While our five-year-olds buckle down to show that they have mastered academic skills in math and reading, the children in kindergarten in Finland are playing.

When children play, Osei Ntiamoah continued, they’re developing their language, math, and social-interaction skills. A recent research summary “The Power of Play” supports her findings: “In the short and long term, play benefits cognitive, social, emotional, and physical development…When play is fun and child-directed, children are motivated to engage in opportunities to learn,” the researcher concluded.

Osei Ntiamoah’s colleagues all seemed to share her enthusiasm for play-based learning, as did the school’s director, Maarit Reinikka: “It’s not a natural way for a child to learn when the teacher says, ‘Take this pencil and sit still.’” The school’s kindergarten educators have their students engage in desk work—like handwriting—just one day a week. Reinikka, who directs several preschools in Kuopio, assured me that kindergartners throughout Finland—like the ones at Niirala Preschool—are rarely sitting down to complete traditional paper-and-pencil exercises….

This is scandalous! How can they expect to be global competitors when they don’t buckle down and learn to suffer through stultifying exercises?


And there’s no such thing as a typical day of kindergarten at the preschool, the teachers said. Instead of a daily itinerary, two of them showed me a weekly schedule with no more than several major activities per day: Mondays, for example, are dedicated to field trips, ballgames, and running, while Fridays—the day I visited—are for songs and stations.

Once, Morning Circle—a communal time of songs and chants—wrapped up, the children disbanded and flocked to the station of their choice: There was one involving fort-making with bed sheets, one for arts and crafts, and one where kids could run a pretend ice-cream shop. “I’ll take two scoops of pear and two scoops of strawberry—in a waffle cone,” I told the two kindergarten girls who had positioned themselves at the ice-cream table; I had a (fake) 10€ bill to spend, courtesy of one of the teachers. As one of the girls served me—using blue tack to stick laminated cutouts of scoops together—I handed the money to her classmate.

With a determined expression reminiscent of the boys in the mud with their shovels, the young cashier stared at the price list. After a long pause, one of her teachers—perhaps sensing a good opportunity to step in—helped her calculate the difference between the price of my order and the 10€. Once I received my change (a few plastic coins), the girls giggled as I pretended to lick my ice cream.

Throughout the morning I noticed that the kindergartners played in two different ways: One was spontaneous and free form (like the boys building dams), while the other was more guided and pedagogical (like the girls selling ice cream).

In fact, Finland requires its kindergarten teachers to offer playful learning opportunities—including both kinds of play—to every kindergartner on a regular basis, according to Arja-Sisko Holappa, a counselor for the Finnish National Board of Education. What’s more, Holappa, who also leads the development of the country’s pre-primary core curriculum, said that play is being emphasized more than ever in latest version of that curriculum, which goes into effect in kindergartens next fall.

“Play is a very efficient way of learning for children,” she told me. “And we can use it in a way that children will learn with joy.”

Imagine that! Finland will surely lose the race to the top of global competition if they keep up this play methodology. They should do what we do: drum the kids into silence, require them to march and sit in rows, teach them to keep their eyes on the teachers at all times, and require that they are college-and-career-ready from day one!

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