Changing mindsets

Summary

Hans Christian Andersen Kindergarten is a public early childhood institution for children aged 1–6. The project improved the linguistic and social inclusion of children with migrant backgrounds and their families by first addressing educators’ stereotypes through reflective portfolios. It resulted in more inclusive teaching practices and stronger participation and cooperation among children and parents. 

“My experience in a Finnish kindergarten inspired me to spend more time in nature, introduce morning circles, storytelling, singing and candlelit activities, while fostering children's imagination, calmness, and focus.” 

Topic(s) addressed

• Citizenship – respect for others
• Linguistic inclusion
• Intercultural dialogue

Target group(s)  

• 720 children 
• 111 preschool educators 

Methodologies used

The project encouraged educators to overcome prejudices towards foreigners and to develop new approaches to working with children and families. It supported both personal and professional growth, enabling educators to reflect on and transform their values and practices. Sociograms and checklists were used to monitor the inclusion of children and families. Inclusion was further enhanced through environmental topics, one of the kindergarten’s priorities. Cultures were explored through plants, with children and families planting species characteristic of each participating country. The activities promoted sustainability, self-sufficiency and cooperation with parents, while children developed knowledge and practical skills by caring for plants. 

Innovation environment

The project responded to the kindergarten’s needs and challenges related to the inclusion of children from migrant backgrounds and their families, while addressing stereotypes and prejudices among educators and parents. The kindergarten leadership played an important role in initiating the project and remained actively involved throughout its implementation. The project fostered collaboration and professional exchange among colleagues, encouraging them to share concerns, reflect on prejudices and critically examine their own values. All kindergarten departments participated, and18 educators met monthly to exchange experiences, reflect on their practices and develop their portfolios. The project strengthened inclusive approaches and supported educators’ professional growth. 

Teachers’ role

The innovation of the project lies primarily in challenging prejudices and encouraging educators to reflect on their personal values and beliefs. These are long-term processes whose impact cannot be fully measured within an 18-month project, but they can lead to profound and lasting changes. In addition to strengthening professional competences, mutual respect, communication and cooperation between educators and families, the project introduced the concept of a multicultural kindergarten garden, which the children tended together. The project also significantly enhanced collaboration and peer learning among educators, who explored, tested and shared new methods and approaches for working with families from diverse cultural backgrounds. 

Impact and output

The project had a positive impact on participating preschool teachers, who reported improved communication with parents and children, greater mutual understanding, and stronger cooperation with families, as reflected in increased attendance at parent meetings and kindergarten activities. Children and their families became more fully included, while their cultural backgrounds and languages gained greater recognition. Eighteen of the kindergarten’s 43 groups participated, covering all age levels.  Teachers who took part in mobility activities shared new knowledge and practices with staff, provided ongoing support, and developed a handbook containing a protocol for welcoming families of children from migrant backgrounds. 

Learn more about the project