Play-based activities to support the language adaptation of non-native children aged 4-5 in a Finnish daycare setting : a handbook for educators

Abstract

This thesis was conducted as a development project between February and November 2025 in a private early childhood education unit in Southern Finland. The aim was to support the language adaptation of 4-5-year-old non-native children through play. The main objective was to create a practical handbook for educators that promotes culturally relevant and pedagogically appropriate approaches to language learning. The handbook follows the principles of Finnish early childhood education, emphasizing child-centered learning, active participation, and social inclusion.

A qualitative approach was applied in the development process, and data were collected through a literature review, educator interviews, participatory workshops, and observations in a daycare environment. Twelve activities were then designed and three were piloted to ensure their functionality and applicability. Feedback from educators and children guided the refinement of the handbook’s content and structure.

The outcome was a user-friendly digital handbook divided into three thematic units: music, emotion, and movement; storytelling, role-play, and collaborative language use; and interactive games and cultural sharing. Each unit combines theoretical insights with practical examples and adaptable activities. The handbook is expected to serve as a valuable resource for educators working in multilingual and multicultural daycare settings.