11/05/2025
Research shows that Finnish children start school at the age of 7, yet they consistently outperform their peers worldwide in literacy, mathematics, and overall well-being.
But here’s what’s striking:
They don’t get ahead by rushing.
They thrive because they aren’t rushed.
Because here’s the truth: in Finland, childhood is still sacred. The early years aren’t filled with flashcards, early readers, and pressure to perform. They’re filled with forest walks, open-ended play, and long, unhurried moments of discovery.
🧠 Decades of research (Sahlberg, 2015; Whitebread, 2012; OECD, 2018) reveal that this slower start protects a child’s developing brain. Early play isn’t wasted time; it’s wiring time. When children build forts, climb trees, and explore mud puddles, they’re also building executive function, problem-solving, and emotional regulation, the very skills that predict lifelong success.
In Finland, teachers don’t “teach to the test.” They teach the child. Recess isn’t a reward. It’s a right. And homework in the early years? Almost none. Because rest and family connection are also seen as part of education.
Why does this matter?
Because too many children today are burning out before they even learn who they are. We push academics before self-awareness, competition over curiosity. We teach them to chase achievement before they’ve learned to love learning.
However, the Finnish model reminds us that a child who plays deeply learns deeply.
A child who feels safe will explore bravely.
And a child allowed to grow at their own pace will often surpass those who were hurried.
So maybe the question isn’t,
“How can we help our kids get ahead?”
Maybe it’s,
“How can we protect their joy long enough for learning to bloom naturally?”
Because childhood isn’t a waiting room for “real life.” It is real life… the most formative, fertile soil for everything that comes next. 🤍
References:
• Sahlberg, P. (2015). Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland?
• OECD (2018). Education at a Glance: OECD Indicators.
• Whitebread, D. (2012). The Importance of Play: A Report on the Value of Children’s Play with a Series of Policy Recommendations.
