Abstract

There are more children whose mother tongue is not Finnish and who come from different cultural backgrounds in early childhood education settings. In the national core curriculum for pre-primary education, the development of pre-primary education based on inclusion and cultural diversity is encouraged. In this research, we review how cultural sensitivity is manifested in educators’ speech in their work in pre-primary settings. Cultural sensitivity education could be understood to be closely connected to inclusion ideas because it brings out the inclusion value base and commitment to inclusion values (Taylor & Sobel, 2011). The research material consists of a thematic interview with the educators of one pre-school group. A drawing picture was used as inspiration for the discussion. The data was analysed using hermeneutic methods. The analysis resulted in two themes: individual support for children and cooperation with parents and local area actors. These two themes demonstrate how educators’ cultural sensitivity is shown in pre-primary group. Based on the results, educators’ common pedagogical view of a group’s activities and attitudes towards children and families is essential. Insufficient resources, lack of language skills and intercultural differences bring tensions to pre-primary school educators’ culturally sensitive work.