Multiculturalism in Finnish Early Childhood Education and Care (ECEC) : An Overview

Abstract

This review explores the state of multiculturalism in Finnish Early Childhood Education and Care (ECEC), highlighting the growing importance of inclusive practices in response to increasing cultural and linguistic diversity. Drawing on national frameworks such as the National Core Curriculum for ECEC (2016), educators are encouraged to integrate multicultural perspectives into daily practices, supporting both the development of children’s self-identity and appreciation of others. Methodologically, the review employed a comprehensive literature search using databases like Scopus, PubMed, and Google Scholar, with inclusion criteria focusing on peer-reviewed English-language studies addressing multiculturalism within Finnish ECEC. Both theoretical and empirical research were included to capture a holistic picture of current practices. The review synthesizes findings from seven key studies published between 2010 and 2021, examining policies, challenges, and strategies associated with implementing multicultural education in Finnish preschools. While policy frameworks generally support multicultural inclusion, implementation gaps persist, often linked to educators' varying levels of cultural competence and experience. Language barriers, implicit biases, and culturally narrow curricula are among the challenges identified in creating inclusive learning environments. The importance of professional development, such as the Subject Teacher Education Program (STEP), is emphasized to strengthen educators’ multicultural competencies. The findings inform future research and practice by identifying effective strategies such as participatory action approaches, intertextual art methods, and dialogic teaching practices. These efforts are essential in preparing children to navigate and contribute positively to a globalized, multicultural society.