Integration of Cultures in Early Childhood Education: Finnish and Mexican Practices for Improving Self-Regulation Skills.

Abstract

My thesis managed to create culturally sensitive workshops that emphasized self-regulation skills in early childhood by combining Finnish educational approaches with Mexican cultural values. This project was carried out in partnership with the community center Renovación -Unión de Fuerzas, Unión de Esfuerzos in Mexico City, with a focus on the needs of low-income families and educators. I collaborated closely with the pedagogy director and other stakeholders to create four workshops covering emotional awareness, methods of relaxation, and creative expression. The workshops were based on theoretical frameworks like Shanker's (2016) self-regulation methods and Finland's early childhood education curriculum, to facilitate families and educators in integrating these practices into their everyday routines.

The project used qualitative research methods, which included interviews and observations, to explore how Finnish and Mexican educational paradigms may be blended. Continuous feedback from stakeholders, including the pedagogy director and members of the community, was essential in structuring the workshops and addressing issues like time restrictions and the need for flexibility. The workshops were well accepted and had a beneficial impact on the community, encouraging children, parents, and educators to develop emotional awareness and resilience.

This thesis provides essential contributions to the field of early childhood education by demonstrating how culturally responsive approaches can empower communities and improve child development. The project's success not only met the needs of the working-life representatives, but it also provided the groundwork for future projects at Renovación, fostering more collaborative, play-based teaching practices. The findings have the potential to be implemented in many different kinds of educational contexts, promoting the use of self regulation tools in early childhood education.

Additionally, the thesis process contributed to the creation of a detailed self-regulation guidebook for educators, which collects the workshop methods, activities, and outcomes. This guide is practical for educators exploring self-regulation approaches in their classrooms, providing culturally sensitive alternatives to encouraging emotional awareness, relaxation techniques, and creative expression in young learners. The guidebook (Appendix 1: Guide for Self-Regulation) comes at the end of the thesis and offers easily available tools that educators may customize and utilize in diverse educational environments. It makes a significant impact in supporting long-term, play-based learning and self-regulation in early childhood development.