Home and Away:
International Innovation Bright Spots and Their Relevance to Australian Contexts
Innovation in early childhood education and care (ECEC) is being championed across the globe, with countries developing practices, means and models to enhance children’s learning and development. This article digs into notable international examples of innovation in the early years, examining their design, delivery, and impact. By comparing these global case studies, we can uncover insights and explore lessons Australia can learn from its neighbours, noting how these innovative approaches can be adapted to nurture our youngest learners here in this beautiful country.
Notable Examples of International Early Childhood Innovations
Finland: Play-Based Learning
Finland is world-renowned for its child-centred, play-based approach to early education. Play is the foundation for learning in Finnish early childhood programs, emphasising holistic development, including cognitive, social, emotional, and physical growth. The Finnish model champions the belief that structured play fosters curiosity and problem-solving, leading to well-rounded learners both in the short and long-term.
Who’s involved? The Finnish government spearheads the play-based learning system, with teachers playing a central role in its delivery. Early childhood teachers are highly qualified and respected, with most holding a master’s degree. The approach is guided by the Finnish National Core Curriculum for ECEC, which ensures play-based learning is deeply integrated into early education. Local municipalities develop their own curricula within this framework, ensuring flexibility while maintaining national standards.
How is it innovative? Finland’s innovation lies in its resistance to early academic pressure. Instead of rushing children into formal education, the Finnish system emphasises the developmental benefits of free play and exploration, giving children time to simply be children. The approach is not just encouraged, but mandated by national policies and laws such as the ECEC Act and the Finnish National Core Curriculum that outline the key principles for early childhood education, recognising play as crucial for children’s development.
How is it monitored and evaluated? Quality of delivery is monitored through evaluations by the Finnish Education Evaluation Centre (FINEEC), alongside ongoing professional development for educators. Rather than relying on frequent inspections, Finland’s approach to education is known for the trust it places on highly qualified educators to implement the curriculum, with municipalities providing oversight to ensure alignment with national guidelines.
Impacts:
Finland consistently ranks high in international education assessments, with strong outcomes in literacy, numeracy, and well-being.
Children in Finland demonstrate higher levels of engagement, creativity, and emotional regulation.
The flexible curriculum allows teachers and educators to adapt lessons based on children’s needs and interests, further supporting their development.
Strengths / Weaknesses: Two of the key reasons why the Finnish play-based approach to learning is so successful are that it is highly flexible and child-led. This fosters deep learning and creativity not just among the children but also among the educators and teachers too.
However, it’s not all smooth sailing. Some argue that the approach could leave gaps in structured early literacy and numeracy skills, though evidence suggests these gaps close quickly as children transition into primary school. Finland’s light-touch monitoring and focus on trust and autonomy may be difficult to replicate in countries with stricter regulatory frameworks.
Relevance to Australia: Australia could learn from Finland’s emphasis on play as a powerful driver of learning. While Australia’s Early Years Learning Framework (EYLF v2) supports play-based learning, there may be room for further integrating unstructured playtime, particularly in areas where children are under pressure to meet formal academic benchmarks too early. Finland’s balanced approach shows that by trusting educators and prioritising children’s natural learning through play, academic and personal development can flourish together.
New Zealand: Te Whāriki Curriculum
New Zealand’s Te Whāriki is a bicultural early childhood education curriculum grounded in Māori values and perspectives. It emphasises the idea that children are active learners who learn best through meaningful relationships and experiences. The curriculum is designed to support children’s holistic development from birth to five years old, promoting their sense of belonging, well-being, contribution, communication, and exploration.
“Te Whāriki” translates translates to "woven mat," symbolising the weaving together of different aspects of a child’s learning, culture, and community. The curriculum is therefore highly adaptable to diverse cultural contexts, which is especially important considering the rich and varied cultural landscape across the country.
Who’s involved? Te Whāriki was developed through collaboration between the New Zealand Ministry of Education, early childhood experts, and Māori leaders. The curriculum is implemented by early childhood educators nationwide, with freedom and flexibility for each community to adapt it to suit its own cultural values and practices. This ensures that diverse perspectives, particularly Māori and Pasifika, are woven into early learning experiences, reflecting the needs and identities of children.
How is it innovative? Te Whāriki’s bicultural approach sets it apart, weaving Indigenous knowledge with modern educational practices. It is one of the few curricula worldwide that explicitly incorporates Indigenous values as a core component, with the guiding principles of empowerment, holistic development, family and community, and relationships. This child-led, culturally responsive approach promotes inclusivity while allowing educators to design learning experiences and activities that reflect children’s interests and identities.
How is it monitored and evaluated? The implementation of Te Whāriki is supported by several policies and frameworks, such as the Early Childhood Regulations 2008, which set safety and staffing standards. The curriculum is monitored by the Education Review Office (ERO), which conducts regular evaluations of early childhood services. These reviews focus on whether services are creating environments aligned with Te Whāriki’s principles, offering constructive feedback to support continuous improvement. Educators also undergo ongoing professional development to enhance their ability to deliver the curriculum effectively.
Impacts:
Te Whāriki has been praised for its adaptability and cultural relevance, especially in fostering inclusivity and belonging for children from diverse backgrounds.
It has strengthened partnerships between educators, families, and communities, helping children to thrive in culturally supportive environments.
Strengths / Weaknesses: There are several outstanding components to Te Whāriki, most notably that it is culturally responsive, child-centered, and adaptable to community contexts. However, members of the workforce have noted that implementing the bicultural framework can be challenging, especially in non-Māori communities where educators may lack experience in incorporating Indigenous values. Furthermore, while Te Whāriki promotes a child-centered, relationship-based approach, some educators have expressed concern about balancing this with more structured learning, particularly in areas such as early literacy and numeracy.
Relevance to Australia: Australia can learn from Te Whāriki's strength in embedding Indigenous perspectives into education in a flexible and adaptive way. A deeper integration of Aboriginal and Torres Strait Islander values into the Australian curriculum would not only promote cultural awareness and inclusivity, but also foster stronger connections between Indigenous communities and early learning environments. This approach would encourage a sense of belonging and identity for Indigenous children, while giving educators room to tailor learning experiences to reflect both Indigenous and non-Indigenous cultural heritages. However, as Australia continues to prioritise high academic standards in early childhood education, it will need to find a balance between encouraging creativity and cultural awareness, as Te Whāriki does, while ensuring that children are also developing the foundational skills they need for formal education.
Japan: Collaborative Learning
In Japan, early childhood education often focuses on collaborative learning, which emphasises the importance of children learning together in groups. This approach nurtures social skills, communication, and teamwork, allowing children to develop strong relationships with their peers. It’s built on the belief that children learn best when they can interact, share ideas, and solve problems collectively.
Japan’s collaborative learning approach typically involves activities that encourage group participation and cooperation. Children work together on projects, play games, and engage in hands-on activities that require them to communicate and engage collectively. Teachers facilitate these activities by guiding discussions, encouraging sharing, and helping children learn from each other. The learning environments are designed to promote interaciton, with open spaces and materials that can be easily accessed and used by both big and small groups of children. Rather than focusing solely on individual achievement, Japanese kindergartens nurture teamwork, social skills, and group problem-solving.
Who’s involved? The Japanese Ministry of Education oversees the curriculum, while teachers facilitate collaborative activities in early childhood settings. Parents and communities often engage with schools to reinforce these values. In a broader sense, this collaborative learning model aligns with Japan’s cultural values, which emphasise harmony and cooperation.
How is it innovative? Japan’s system moves away from an individualistic approach to education, prioritising social harmony and collective learning experiences. Children learn to navigate social interactions, resolve conflicts, and collaborate toward shared goals—skills that are crucial for future academic and life success. This approach significantly helps children to develop essential life skills, such as empathy, negotiation, and conflict resolution. By working together, children learn to appreciate different perspectives and develop a sense of community and sense of self as part of this. These skills are crucial not only for their educational journey but also for their future social interactions.
How is it monitored and evaluated? In Japan, the “Early Childhood Education and Care” (ECEC) guidelines set by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) outline the principles of early education, including the importance of social interactions, collaborative learning and play. To aid implementation, teachers are encouraged to participate in ongoing professional development to enhance their skills in facilitating collaborative learning. This includes training on how to create supportive environments and design group activities that promote cooperation. Furthermore, early childhood programs are regularly evaluated to ensure they adhere to the national guidelines and educators are assessed on how well they are implementing collaborative learning practices and the overall developmental outcomes for children.
Impacts:
Children in Japan demonstrate strong social and emotional development, with higher levels of empathy and cooperation.
Schools report improved communication and conflict resolution skills, both within the classroom and at home.
Group learning environments help children build lasting friendships and peer support systems.
Strengths / Weaknesses: Japan’s collaborative learning curriculum excels in supporting children to build strong social competencies, emotional intelligence, and teamwork. By encouraging peer interaction and group problem-solving, it helps them to develop essential life skills such as communication, empathy, and conflict resolution. This approach also nurtures a sense of community and belonging, allowing children to build lasting friendships and support systems which nurture their development. However, it has been noted that Japan’s collaborative learning approach does not adequately address the diverse needs of all children. Some children find it challenging to engage in group settings, this can limit their opportunities for self-directed learning and personal growth. Additionally, the emphasis on social harmony and group dynamics occasionally results in less focus on individual perspectives and critical thinking, potentially impacting children who thrive in independent learning environments.
Relevance to Australia: Australia can gain valuable insights from Japan's Collaborative Learning Curriculum, particularly in enhancing social development and teamwork among children. In Australia, incorporating more collaborative learning into early childhood settings could enhance children’s social development, helping them to build strong social skills, emotional intelligence, and resilience. These qualities are increasingly important in today’s interconnected world where teamwork is essential. This approach also aligns well with the growing focus on social-emotional learning within Australia’s EYLF.
Conversely, there are lessons to consider here. For example, while collaborative learning can enrich the educational experience, it is essential for Australia to ensure that children’s individual learning needs are met. Striking a balance between group work and self-directed learning is therefore crucial to accommodate diverse learning styles and preferences. Additionally, there is a need for greater awareness and vigilance about the potential for social dynamics to overshadow individual contributions. Through adopting elements of Japan's approach while remaining attentive to these considerations, Australia can create a more inclusive and well-rounded early childhood education system where all children feel valued and supported in their learning journeys.
Estonia: Digital Literacy in the Early Years
Estonia has become a leader in digital literacy, integrating technology into early childhood education. This approach focuses on introducing children to digital tools and technology in playful and age-appropriate ways. The goal is to help children develop foundational digital skills, such as problem-solving, critical thinking, and creativity, using technology as a part of their everyday learning experiences.
To outline how it works in everyday practice, educators use tablets, computers, and other digital tools to create interactive lessons that encourage exploration and discovery. Children engage in activities like coding games, educational apps, and digital storytelling, allowing them to learn how to use technology creatively and effectively. The approach emphasises hands-on experiences, collaboration, and guided exploration rather than passive screen time.
Who’s involved? In Estonia, the integration of digital literacy in early childhood education is supported by national policies and guidelines set forth by the Ministry of Education. The Estonian Ministry of Education, in partnership with educational technology companies and early childhood educators, have collaborated to develop digital literacy programs wherein educators receive training and resources to support the integration of technology into their pedagogy and gain the skills needed to facilitate digital learning. All this occurs while maintaining a strong focus on child-centred learning.
How is it innovative? Digital literacy is essential for children in today’s technology-driven world. By introducing digital skills at an early age, Estonia prepares children for future learning and careers where technology plays a significant role. The integration of technology in early education also promotes engagement and motivation, making learning more interactive and enjoyable. In this manner, Estonia’s approach is innovative in how it seamlessly introduces digital literacy as part of everyday learning experiences. Rather than isolating technology from other learning areas, it uses digital tools as a way to enhance existing learning, focusing on how technology can promote creativity and critical thinking rather than passive consumption.
How is it monitored and evaluated? The Estonian curriculum emphasises the importance of digital competencies as part of a broader framework for early childhood education. Regular assessments and evaluations help monitor the effectiveness of digital literacy initiatives, ensuring that they meet educational standards and support children’s development.
Impacts:
Estonia’s children are among the most digitally literate in Europe, with a strong foundation in computational thinking, coding, and problem-solving.
The integration of digital literacy from an early age has been linked to higher engagement and improved learning outcomes in later years.
The country’s approach to technology in early education has become a model for other nations looking to improve digital literacy among children.
Strengths / Weaknesses: One of the key strengths of Estonia’s integration of digital literacy in ECE is that it equips children with essential digital skills that are increasingly vital in today’s technology-driven world. By introducing these skills at an early age, children develop the ability to navigate digital environments effectively, preparing them to think critically and independently, and to solve problems, all of which are useful for future academic pursuits and careers. Additionally, the approach promotes creativity, as children engage with technology to create digital stories, collaborate on projects, and explore interactive learning experiences.
There are several challenges that Estonia has and is encountering. Digital literacy initiatives require significant investment in technology and educator training, which is not feasible in all early childhood settings, particularly those with limited resources. Furthermore, there is a risk that disparities in access to resources and training could lead to unequal educational opportunities for children. Balancing the use of technology with traditional play-based learning also poses a challenge, as educators must carefully navigate how to incorporate digital tools without overshadowing essential hands-on experiences.
Relevance to Australia: As digital literacy becomes increasingly important in the modern world, Australia can look to Estonia’s model for integrating technology in a way that enhances early learning rather than detracting from it. Balancing screen time with active, creative learning could be key to fostering digital skills in Australian early childhood settings without compromising traditional play-based learning. However, there are challenges to consider. The significant investment required for technology and professional training may not be feasible for all Australian early childhood settings, particularly in rural or underfunded areas. This highlights the need for equitable access to resources, ensuring that all children can benefit from digital literacy initiatives regardless of their socioeconomic background. Additionally, there is a risk that overemphasising technology could divert attention from the essential social interactions that are crucial in early childhood development. As Australia looks to enhance its approach to digital literacy, it will be important to support both technological skills and holistic development, drawing on the strengths of Estonia's model while being mindful of its limitations.
Conclusion
Global perspectives on early childhood innovation offer a buffet of valuable lessons for Australia. By studying these international approaches, models, processes and more, and reflecting on their successes and challenges, Australia can adapt and implement innovative practices that fit its unique early years educational landscape. From play-based learning to digital literacy, the possibilities are endless.
This article marks the final installment of the first season in our Innovation Food for Thought series. Stay tuned for more seasons coming soon where we’ll be diving into innovation and inclusion, AI and linked data, and a heap more cutting-edge possibilities that are arising everyday in early years education. Exciting innovations are just around the corner!
What Do YOU Think? Share Your Thoughts With Us!
Share your thoughts with us via email, and stay hungry for more! We’ve got a full menu of articles on innovation in the early years coming your way. Together, let’s think of some fresh ideas to serve up a brighter future for our little ones! Keep those creative juices flowing!
Kate Oubridge-Egan – Innovation Lab Manager, The Front Project
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