About Families Online

Feature Articles for September, 2003

by Mari Conners
My seven year old grandson, Patrick, attends elementary school in Scandinavia. His school, a part of the University of Turkuu, is a teacher training school where post-graduates continue their study to earn certificates so they can teach in Finland.

In Patrick’s first grade class there are approximately 25 students, a head teacher, and several trainees (student teachers) specializing in particular areas of study. Children in Finland start first grade when they are seven years old, different from American schools where first grade typically begins at age six, following a full year of kindergarten.

During a visit last winter, I discovered that, much like central Pennsylvania, Scandinavia was experiencing colder-than-normal temperatures and abnormally high amounts of snowfall. While students in Pennsylvania were reaping the benefits of school closings due to hazardous road conditions, children in Rauma, undaunted by the weather, were bundling up and attending school as usual. Many of them were even riding bicycles to get there! I was amazed to see not only scores of children riding bicycles to school, but likewise, many adults traveling to their jobs in the same fashion during a winter that saw temperatures dipping into the negative double-digits. I later learned that their bicycles are equipped with special snow tires to handle traction problems.

Finnish children recognize that preparing for school in the winter requires better time management than it does during warmer weather. For example, dressing in layers is completely understood at a very young age. Additionally, since children participate in a variety of outdoor sports during a typical school day, many need extra time to pack their ice skates, hockey sticks and/or ski equipment.

While some wintertime activities may be conducted directly after school, the ice hockey rink in the school yard is utilized during recesses throughout the day. Furthermore, children often ski and/or skate during their physical education classes.

I spent an entire day following my grandson through his study courses, which included math, computer lab, a Finnish class (similar to our grammar classes) and an English class on that day. The English class is comparable to American students studying Spanish or German, though Finnish children are introduced to a foreign language at a much younger age than their American counterparts.

When I first arrived at the school, I noticed that students did not wear their shoes into the classroom. All boots and shoes worn outdoors were removed, along with coats and other outerwear. They were stored in the students’ cubbies in the hallway. Students put on house shoes prior to entering the classroom. These shoes are relatively clean and stone-free, as they are not worn out of doors.

At recess, the children got themselves bundled up again. This meant donning all the aforementioned outer -garments: coats, snow pants, boots, etc. It was the rare student who did not hurriedly prepare for fun in the schoolyard during break. When I saw how quickly and responsibly they moved to accomplish this, I realized the prospect of participating in an outdoor activity was the only motivation they needed to put things in high gear.

Like their American peers, the Finnish children played using outdoor equipment and participated in football (soccer). Many of them also engaged in ice hockey. All of them moved at lightning speed during their 15 minute recess break.

At the bell, the kids returned in orderly fashion to their classrooms, removing the outer-garments, and sliding back into the house shoes.

Patrick, being a student where English is spoken regularly in his home, holds a particularly respected position in class. Several students in other grades and classes indicated that they practice English at home with older siblings or their parents, but they are most certainly the minority. Patrick is viewed as being somewhat of an “expert” in the English language. His teacher confided that it is most helpful to have a student who speaks English fluently, since conversations with him inevitably help hone the English speaking skills that his classmates are only now developing. It was no surprise when Patrick began communicating with his playmates in Finnish early on. The desire to “fit in” with peers and playmates undoubtedly compelled him to work through the language barrier as quickly as possible.

The Finnish children were eager to include me in their activities, and I felt immediately welcomed as an honored guest. Patrick’s teacher, Ulla, along with the school headmaster, was most helpful in answering questions and providing me with information on Finnish study.

My second surprise came when I noticed that even the youngest students address teachers on a first name basis. American children are taught to use titles when speaking to adults, something that I believe teaches children to show respect to their teachers and to identify them as the adults in charge. However, watching the Finnish children interact with their teachers and other authoritative figures, I did not witness anything but a respectful attitude.

The children sat in groups that signified where they were at in their lessons. Though some students were a bit advanced, there was no differentiation in the material studied. The only notable difference was that questions were geared to each student’s level of comprehension.

Part of the students’ curriculum includes a class on religion that focuses on Lutheranism, Finland’s primary faith. This contrasts with American students who would need to attend a private or parochial school to be taught religion in the classroom.

Prior to the lunch break, students bowed their heads, and in their best English, recited a prayer thanking God for the food they were about to eat. They then lined up in single file outside their classrooms and proceeded to the cafeteria where a traditional Finnish lunch was served in honor of the graduating high school class. Students were encouraged to try a bit of everything. Since lunch followed much rigorous outdoor activity, few needed encouragement. It was obvious that most children were anxious to eat their lunch quickly in order to return to the schoolyard for more fun. Once again the students dressed independently and headed outdoors for another round of football, more ice skating, etc. My grandson was among the first to hit the playground at full speed.

After the lunch recess, the children returned to class and began after-noon studies.

Like schools in central Pennsylvania, students attend music classes, but elementary students at Rauman Normaalikoulu also study sewing, food preparation, and dance. This diverse course of study allows students to experience a variety of activities at a very early age. The sampling gives Finnish children ample time to develop specific interests from which they may later pursue in-depth study and careers.

Students at Rauman Normaalikoulu do not start school at the same time every day. There is a rotating two-hour delayed start for half of the student body four days a week. This allows a greater teacher-to-student ratio for four hours on those days. The smaller classrooms enable teachers to identify students who may be lagging behind and provides a window for teachers to coordinate extra help for them. Once a week the class studies together for the entire day.

An after-school program is offered to students through the second grade. This program provides a continuation of study, craft time, and organized physical activity. Though similar to the school-age child care (SACC) program offered in Central Pennsylvania, the Finnish program encompasses a broader range of activities including field trips, a continuation of study, and outdoor recreation.

When school begins in August, the same first grade teacher continues with the second grade class. In the United States, this practice is known as “looping.” The advantages are obvious: The teacher is not only completely familiar with the students, but knows exactly what their individual strengths and weaknesses are.

For those interested in previewing more photographs of students at Rauman Normaalikoulu, log onto school’s Web site www.rnk.utu.fi/ajankohtaista/perinneviikko.htm