The Sámi are the Indigenous peoples living across the northern regions of Finland, Norway, Sweden and Russia, with about 10,500 Sámi residing in Finland. Their traditional territory lies north of the Arctic Circle. The Sámi speak several endangered languages including Inari, Skolt and Northern Sámi in Finland. The Sámi have made significant efforts to preserve their traditions, principles and cultural values. However, the Sámi face threats to their way of life from climate change.
Early childhood education (ECE) plays a crucial role in sustaining indigenous Sámi culture and supporting sustainable development in the Arctic. Sámi ECE has two key goals: socialization into the majority Finnish culture and society, and sustainable education in Sámi language and culture that seeks to ensure the continuity of the Sámi cultural heritage.
This study interviewed 23 Sámi early childhood educators across Finland to understand how they implement Arctic sustainable Sámi ECE in practice. The educators represented all Sámi language groups and held various positions like teachers and childcare workers.
The study found that Sámi ECE educators aim to revitalize and strengthen the Sámi language, foster a positive Sámi identity and cultural connection in children, build appreciation for Sámi values like respect for nature, and build strong links with their Sámi community. To achieve these goals, they speak Sámi throughout the day, celebrate Sámi culture through storytelling, music and crafts, and facilitate children's engagement with nature and traditional livelihoods.
Critically, the educators root their activities in the Sámi concept that humans, nature and culture are deeply interconnected. Children learn through hands-on experiences like berry picking, fishing, handling authentic materials (such as locally foraged foods or wood for building shelters), and following the Sámi eight-season cycle. The forest, in particular, is deemed central to imparting Sámi language, culture and identity.
However, implementing Sámi ECE is challenging as it takes place at the intersection of minority Sámi and dominant Finnish cultures. Sámi ways of knowing and being are often marginalized or made invisible within broader society. Proactive efforts are therefore needed to create learning environments that consistently affirm Sámi identity and empower children to proudly embrace their cultural heritage.
In conclusion, this study demonstrates how Sámi ECE educators are working to sustain Sámi culture, language and worldviews across generations in the face of external pressures. By immersing children in Sámi ways of relating to nature and each other, they are laying the foundations for a more sustainable future in the Arctic – one that respects both people and the planet. Supporting Indigenous ECE initiatives is thus vital for realizing sustainability in the Arctic and beyond.
The Bottom Line
This article discusses the role of Sámi early childhood education (ECE) in preserving indigenous culture and promoting sustainable development in the Arctic. The study, based on interviews with 23 Sámi ECE educators in Finland, reveals that these educators focus on revitalizing the Sámi language, fostering positive cultural identity, and instilling respect for nature. They achieve these goals through immersive language use, cultural celebrations, and nature-based activities rooted in the Sámi worldview of interconnectedness between humans, nature, and culture. The research highlights the challenges of implementing Sámi ECE within the dominant Finnish culture and emphasizes the importance of creating learning environments that affirm Sámi identity. Ultimately, the study underscores the critical role of indigenous ECE in sustaining Sámi culture and promoting a sustainable future in the Arctic region.