Initial assessment. We develop an institutional profile through observations, discussions and family feedback. We review the language environment and team capacity, then prepare a short-, medium- and long-term development roadmap.
Consultancy for Institutions
TAILORED INSTITUTIONAL CONSULTANCY
Support planned together around your institution’s needs
From initial assessment to continuing consultancy, we establish a working relationship with a clear scope shaped around institutional needs.
Annual holistic consultancy. Together, we plan regular specialist contact, site visits, Teacher Academy and Family Academy activities, implementation support and development reports within the agreed service scope.
Multicultural and bilingual transformation. This work can supplement annual consultancy, supporting language arrangements, monthly mentoring, educator workshops, staff selection and review of materials.
We plan focused projects and additional specialist contributions according to needs. Scope and fees are agreed per institution; Finland Week is budgeted separately.
OUR PEDAGOGICAL MODEL
Local culture, the Finnish system and IB
We bring together local culture, Finnish early childhood education approaches and IB pedagogical principles. We select and adapt suitable elements around children’s best interests, developmental needs and institutional conditions.
We place local languages, family cultures and children’s experiences at the foundation of the model.
We connect Finland’s integration of play, care and learning with IB’s emphasis on inquiry, exploration and children’s agency. Drawing on IB principles does not imply official IB authorisation.
We support curiosity and original ideas through innovative learning environments. We organise space, time, materials and interactions to allow children to try their own solutions through play, movement and making.
We protect local and home languages in bilingual development. We use English within play, relationships and daily life, extending practice gradually according to the readiness of children and the team.
TEACHER ACADEMY
Teams that learn together and develop their practice
We structure the Teacher Academy as a central development area that brings the pedagogical model into daily practice. Training, workshops, classroom trials, observation and mentoring form a connected process.
We explore understanding children’s play, supporting inquiry, designing innovative learning environments and connecting language development with daily life. We support educators to reflect on practice and learn from one another.
Together with leaders, we plan the time, resources and working arrangements needed. We help professional learning become a continuing part of institutional practice.
FAMILY ACADEMY
A partnership shaped by families’ experience
Through the Family Academy, we help families understand and support children’s development. We bring their knowledge, cultures and experiences into the pedagogical process.
In meetings and workshops, we explore play, daily life, language, emotions and relationships. We connect family observations, home languages and stories with institutional practice.
We strengthen reciprocal communication between home and institution. We shape content and participation together around families’ needs and circumstances.
INSTITUTIONAL DEVELOPMENT
Bringing a shared approach into daily practice
With leaders, educators and support staff, we bring the shared pedagogical approach into daily practice. We clarify roles and responsibilities and support consistency in play, care, meals, rest and transitions.
According to institutional needs, we prepare shared practice guidance, a team development programme and family communication arrangements. For bilingual development, we create a language plan that protects local and home languages and guides the use of English.
EXPERTISE, REVIEW AND CERTIFICATION
Evaluating and documenting development
Where needed, we collaborate with Finnish specialists, academics, universities and relevant organisations. We plan specialist and academic contributions around institutional development goals.
We review children’s experiences, educator practices, family feedback and institutional processes together. We use findings to guide the next development steps.
At ARCTICA, we certify development. We differentiate scope for individual educators, team work and institutional development. We specify evaluation criteria and the areas to be documented clearly in the work plan.
FINLAND WEEK
From experience to institutional development
Through Finland Week, we offer institutional teams opportunities to observe early childhood practice, meet specialists and learn together.
We shape the programme around institutional goals. Together, we consider how experiences can be adapted locally and contribute to the Teacher Academy and Family Academy.
NEXT STEP
Let’s discuss your institution’s goals
In the initial discussion, we explore your institution’s current situation, support needs and goals. We clarify priorities, the scope of work and how to move forward together.
OUR APPROACH
Understand
Develop
Review
Certify
Together, we identify your institution’s strengths and development needs. Children’s experiences, team practices, family contributions and institutional conditions guide this assessment.
We create a practical development plan together. Training, consultancy and mentoring support implementation; observation and feedback help us update the plan.
Depending on the programme, we issue certificates of participation, completion or assessed professional development. The scope and criteria are specified in the programme plan.