Meeting with Professor Lennie Barblett, a renowned early childhood education expert from Southern Cross University in Australia, highlighted some of the most thought-provoking aspects of Australia’s Early Years Learning Framework (EYLF), “Belonging, Being, and Becoming.” As a co-founder of Finlandway® Schools and an adjunct professor of early childhood education at the University of Finland, my discussion with Professor Barblett centred on her work within this groundbreaking curriculum, particularly emphasising the essential role of play and playful teaching in early education.
FinlandWay® and EYLF: Grounding early learning in play
The EYLF, foundational to early childhood education in Australia, stands as a key guiding document designed to inform and enrich educator practice across diverse settings. This framework reflects a comprehensive understanding of early childhood as a crucial phase in human development, one that not only builds cognitive and emotional foundations but also empowers young learners to navigate complex social worlds.
Our conversation touched on the framework’s nuanced approach to play, one of its most innovative aspects. The EYLF integrates play as a primary mode of learning, acknowledging its role in fostering exploration, creativity, and resilience. Both EYLF or FinlandWay® curricula play is not merely a break from structured learning but rather a dynamic space where children experiment with roles, ideas, and emotional responses in a setting that supports imaginative and exploratory practices.
Teaching through joy: similarities between The FinlandWay® approach and EYLF
Professor Barblett explained how educators’ understanding of this framework employs play-based learning to create environments where children feel secure to express themselves, explore boundaries, and make meaningful connections with peers. This emphasis on play aligns closely with Finland’s own educational philosophy, which similarly holds that fostering curiosity and creativity in early education lays a solid foundation for lifelong learning.
Where Finland’s early childhood education system offers distinct advantages is in its deeply integrated and research-based approach to play. The EYLF acknowledges play as essential for exploration, creativity, and resilience, yet Finland’s system expands upon this by embedding play as the central pedagogical tool across all aspects of learning.
Lessons from Finland: Play as the core pedagogical tool
In Finland, play is not an adjunct to academic content; rather, it is the medium through which cognitive, emotional, and social competencies are developed in a holistic and meaningful way. Finnish early childhood education has consistently demonstrated how well-structured play-based pedagogies not only support children’s academic skills but also cultivate their intrinsic motivation for learning. Research from Finland has shown that play-based methods significantly enhance problem-solving abilities, social-emotional intelligence, and self-regulation, all of which are key skills promoted within the EYLF as well.
The emphasis on playful teaching within the Early Years Learning Framework directly mirrors the foundational values at Finlandway® Schools, where playful, exploratory learning forms the bedrock of our educational approach. At Finlandway®, we see playful teaching as a strategy for modelling behaviours and interactions that inspire curiosity, empathy, and critical thinking—qualities essential for children’s holistic development in an interconnected world. When children are engaged in play, they are more likely to feel joy, contentment, and satisfaction, all of which are conducive to mental and emotional well-being.
Building resilience and lifelong skills
Professor Barblett emphasised that educators in Australia should be able to create play environments that promote resilience and adaptability, skills that are essential not only in childhood but throughout life. The Finlandway® teacher training program emphasised recognising and responding to children’s play narratives, fostering deeper engagement and extending learning through meaningful interactions. This highly developed understanding of play’s pedagogical power is an area where Australian early childhood education could benefit from Finland’s expertise.
Community, culture, and collaboration
Another notable synergy between the two frameworks is their shared commitment to well-being, cultural sensitivity, and community involvement. The EYLF encourages educators to collaborate with families, ensuring learning experiences are culturally relevant and sensitive to individual differences. Finland’s system enhances this approach by embedding co-learning processes that actively involve families not just in supporting children’s education but in shaping it. Finnish early childhood education has successfully implemented structures where parents, educators, and communities work collaboratively, reinforcing children’s sense of belonging while fostering agency in their learning process. This model, which has demonstrated long-term benefits for children’s confidence and resilience, provides a valuable blueprint for Australian early childhood settings looking to strengthen family-educator partnerships.
A shared commitment to holistic development
Reflecting on this inspiring exchange, it is clear that “Belonging, Being, and Becoming” represents a robust framework that aligns with the principles we hold at Finlandway® Schools. Its emphasis on play and playful teaching, integrated with a commitment to well-being, cultural sensitivity, and community engagement, offers a profound model for cultivating well-rounded, confident learners. In many ways, the EYLF’s vision resonates with global educational values that seek to empower young children through approaches that are flexible and inclusive.
With Finlandway’s® third school opening soon in Melbourne, our commitment to the values of “Belonging, Being, and Becoming” aligns seamlessly with the EYLF’s foundational principles. This connection underscores how playful teaching, empathy, and cultural awareness are not only vital to Australian early childhood education but also central to Finlandway® Schools. Through active, playful engagement between teachers and students, we create an immersive environment where children feel valued as capable, competent learners. This shared vision empowers Finlandway® educators to cultivate well-rounded, confident children who embrace diversity, engage meaningfully with their communities, and approach learning as an exciting, lifelong journey.
Dr. Jonna Kangas
Co-founder, FinlandWay Schools
