1. General Approach and Legal Framework
Early childhood education and care (ECEC) in Finland is founded on a holistic understanding of child development. This approach embraces not only academic learning but also the physical, emotional, social, and ethical growth of the child. The system is institutionalized through the Act on Early Childhood Education and Care (540/2018) and the Basic Education Act (628/1998), both of which guarantee every child’s right to education and care.
The National Core Curriculum for ECEC, developed by the Finnish National Agency for Education, provides the national framework guiding all local implementations. It seeks to ensure quality, equality, and coherence across the country while adapting to ongoing social and pedagogical changes.
2. Values of Inclusion and Equality
A defining feature of the Finnish education model is its strong commitment to inclusion. This principle extends beyond children with special needs, recognizing the individuality of every child — their language, culture, background, and unique abilities. The curriculum emphasizes the values of equality, justice, respect for diversity, non-discrimination, social participation, and collaborative learning.
ECEC services operate in close partnership with families. Parents are viewed as the primary caregivers and educators, while ECEC institutions complement and support the family’s educational role, fostering the child’s overall well-being.
3. A Three-Tiered Educational Structure: National, Local, and Individual
The Finnish ECEC system functions through a three-level planning and implementation structure:
1. National Core Curriculum:
Defines the overarching framework, including educational objectives, pedagogical approaches, and evaluation principles applicable nationwide.
2. Local Curricula:
Developed by municipalities and private providers, local curricula adapt national guidelines to community-specific contexts, children’s needs, and regional priorities. These are prepared collaboratively, involving teachers, parents, and — when appropriate — children. Coordination with social, health, and educational services is a key element of local planning.
3. Individual ECEC Plans:
Each child has a personal plan outlining their strengths, developmental goals, learning preferences, and required support. These plans are prepared with the participation of the child, parents, and educators, and reviewed regularly to ensure alignment with the child’s growth and well-being.
This multi-layered structure balances national consistency with local flexibility, making the Finnish model both equitable and adaptive.
4. Quality Assurance, Evaluation, and Transparency
The quality of ECEC services in Finland is continuously monitored at both local and national levels. Municipalities assess and report on their ECEC services through centralized data systems, while independent agencies analyze this information to inform national education policy. Regular evaluation promotes continuous improvement and ensures that the system evolves in response to the needs of children, families, and communities.
This comprehensive evaluation process supports a culture of lifelong learning and accountability, helping maintain Finland’s global reputation for educational excellence.
5. A Culture of Collaboration and Social Participation
In Finland, education is understood as a shared social responsibility.
Families play an active role in shaping and monitoring their child’s educational plan.
Teachers act as facilitators and designers of learning environments rather than transmitters of information.
Municipal and state institutions coordinate efforts across education, social welfare, and health sectors.
This integrated approach aims not only to enhance children’s learning outcomes but also to promote their overall quality of life. Education is viewed both as a civic right and as a foundation of social well-being.
6. Conclusion: The Core Philosophy of the Finnish Model
Finland’s early childhood education system represents more than an educational policy; it reflects the nation’s dedication to social equality, welfare, and human-centered development. The system is built on the belief that every child possesses unique potential and that society has a duty to create safe, fair, and nurturing environments where that potential can flourish.
The national curriculum provides coherence and structure, local curricula reflect social and cultural diversity, and individual plans preserve each child’s individuality. Through this balance, the Finnish model achieves both universal accessibility and responsiveness to individual needs.
Ultimately, ECEC in Finland combines pedagogical quality with social responsibility. Its purpose is not merely to educate but to cultivate critical thinking, social cohesion, lifelong learning, and a deep respect for human dignity—principles that define Finland as one of the most equitable and forward-looking education systems in the world.
Source: Finnish National Agency for Education. (2022). National Core Curriculum for Early Childhood Education and Care. Helsinki: Finnish National Agency for Education.
