A Trip to Copenhagen
Discovering the Danish Approach to Early Years Education
As early years educators, we are always looking for ways to enrich our practice and ensure the best experiences for the children in our care. Our recent trip to Copenhagen was a chance to immerse ourselves in the renowned Danish education system, visiting kindergartens, meeting pedagogy leaders, and gaining invaluable insights into how Denmark approaches early childhood education.
From the moment we stepped into a Danish kindergarten, we were struck by the independence and confidence of the children. Even the youngest toddlers were encouraged to take ownership of their learning, make choices, and navigate their environments with minimal adult intervention. This self-sufficiency was nurtured from infancy, something we saw in practice as babies slept outside in pram even in temperatures as low as -10C! This traditional practice, based on the belief that fresh air is vital for children’s well-being, was both surprising and inspiring.
A Slow and Natural Approach to Learning
One of the most striking aspects of the Danish kindergartens was the unhurried pace of learning. Unlike the structured, goal-driven systems seen in many other countries, Danish early years education embraces slow, sensory-rich experiences. The learning environments were calm, considered, and deeply connected to nature. Outdoor play wasn’t just an activity; it was a fundamental part of the day, with children spending hours outside regardless of the weather.
There was a clear emphasis on damp and muddy play, with well-dressed children fully immersed in their surroundings climbing, exploring, and problem-solving in the natural world. This approach reinforced what we already believe: that children learn best through play, movement, and hands-on experiences rather than formal instruction.
The Beauty of Danish Life
Beyond the kindergartens, we were inspired by the wider culture of Copenhagen. The city’s commitment to sustainability, cleanliness, and a slower pace of life was evident everywhere. Walking and cycling were prioritised, making it a safe and welcoming environment for families. It was common to see babies sleeping outside cafes and shops, a practice that highlights the Danish belief in fresh air, independence, and trust in the community.
A particular highlight was visiting the libraries, which were truly incredible learning hubs. Designed with a focus on early literacy, these spaces were warm, inviting, and completely centred around instilling a love of books from an early age. The libraries weren’t just places to borrow books they were vibrant spaces where children could explore, play, and develop a deep appreciation for storytelling.
Bringing Copenhagen Home
This trip left us with a renewed passion for child-led, outdoor-focused, and unhurried learning. We were reminded of the importance of trusting children, allowing them the space to develop independence, and providing environments that foster curiosity rather than rush academic milestones.
As we reflect on our experience, we are eager to bring elements of the Danish ethos into our own practice whether through more outdoor learning opportunities, a slower and more mindful approach to daily routines, or a greater emphasis on natural, open-ended play.
Copenhagen showed us that early years education can be both nurturing and liberating a balance of structure and freedom that allows children to thrive. We return inspired, motivated, and with a fresh perspective on how we can continue to create the best possible environments for the children in our care.
