In 2025, Learn For Life (Denmark) launched a new initiative: Danish Educators in Chinese Kindergartens. Developed in collaboration with the YiJie Early Education Research Institute (China), the three-week exchange programme allocated seven Danish educators to a total of 13 Chinese early childhood institutions across 8 provinces.

Throughout their stay, the educators became immersed in the daily life of the kindergartens. They facilitated activities, led parent meetings and pedagogical “saloons,” and actively participated in the surrounding professional and cultural community.

This article is based on a report drawing on a 34-question survey completed by all seven educators upon their return. Although the project is still in its early stages, the findings point clearly in one direction: cultural and professional exchange between Denmark and China does more than inspire—it fosters professional growth, critical reflection, and a deeper understanding of the role and significance of pedagogy, both locally and across cultures.
“As educators, we learn from everything—even from encountering practices we would not choose ourselves,” one participant reflects.
 

A Journey That Opened Eyes — in Both Directions

The Danish educators travelled with a desire to share Danish pedagogical practice, yet returned home enriched with new insights and perspectives. Several describe how the experience sharpened their understanding of their own professional approach and the core values underpinning Danish pedagogy: the centrality of play, presence and attentiveness in relationships, and the child’s perspective as the starting point for learning and well-being.

At the same time, they encountered a pronounced professional curiosity among the Chinese educators. There was strong interest in themes such as play-based learning, arousal regulation, motor development, attachment, and activities in which the process itself was regarded as sufficient learning. Many Chinese educators were deeply moved by the Danish educators’ warmth, physical engagement in play, and their ability to meet each child with genuine eye contact and presence.
 

Cultural Encounters as a Pedagogical Catalyst

The Danish educators unanimously report being met with openness and curiosity—from children, educators, and parents alike. Children actively sought contact and eagerly participated in new games, singing activities, and playful explorations.

At the pedagogical evening saloons for parents, there was considerable interest in gaining insight into alternative ways of understanding childhood and family life. Discussions centred on resilience, emotional regulation, and well-being, while also touching on topics less debated in Danish kindergartens, such as expectations regarding children’s future success and financial achievement.

The three-week programme also presented organisational and practical challenges. Long days in the kindergartens were often followed by evening events, daily schedules were not always clearly communicated, and many activities arose on an ad hoc basis. Evening events and excursions frequently appeared at short notice, compounded by language barriers. Nevertheless, all participants emphasise that the professional and personal gains far outweighed these challenges.
 

Recommendations from the Report: Strengthening Future Exchanges

Drawing on the experiences from the programme’s first year, the report identifies several areas for improvement to enhance future exchange initiatives. Recommendations include an updated practical handbook; introductory PowerPoint presentations on Danish pedagogy in English and Chinese, which can be supplemented with educators’ own texts and photographs; and the development of a shared resource bank featuring games and activity ideas.
 

Conclusion: A Project with Significant Potential

The first year of Danish Educators in China demonstrates that pedagogical and cultural exchange can leave a meaningful and lasting impact—on both Danish and Chinese participants.

The encounter between the two educational cultures has contributed to:

•          a renewed understanding of one’s own pedagogical approach

•          mutual respect and professional curiosity

•          inspiration for concrete changes in practice

•          the courage to explore and challenge one’s professional assumptions

•          relationships and memorable experiences, not least through shared meals and cultural visits.

A particularly encouraging sign is that all seven participants would recommend the programme to others, and several have expressed a strong desire to take part again.

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