How Norlandia Apila made digital language immersion part of everyday life.
Norlandia Apila Daycare is located in Rusko, about 15 kilometers from Turku, Finland. Two colorful buildings, one green and one orange, share the same yard. The pedagogical heart of the daycare lies in nature, languages, and now also music. Moomin Language School has been part of their daily life from the very beginning — so naturally integrated that it is hard to separate it from other activities.
We spoke with director Mira Penttilä and educator Juulia Lehtinen about how this works in practice.
Norlandia Apila in Numbers
- 76 children in the daycare
- 21 children and 3 adults in the 3–5-year-old group
- 1–2 tablets per group
The first thing Mira wants to make clear is this: Moomin Language School is not an extra project that the staff needs to separately remember and implement. It doesn’t burden everyday life; if anything, it makes it easier.
During their turn, a child takes a tablet, moves to a quiet spot, puts on headphones, and immerses themselves in their own activity. This means that there is one less child in the group’s bustle at that moment. In a busy daycare environment, that makes a big difference. Thanks to her extensive experience, Mira says she can quickly recognize what truly supports educators’ work — and what only adds to their workload. In Moomin Language School's case, it is a genuinely helpful tool.
The app’s calm rhythm is one of the reasons it works so well. It is not fast-paced, flashy, or overstimulating like much of today’s digital content for children. On the contrary, children calm down when using it. This is visible not only in individual children but also in the overall atmosphere of the group.
Not a single colleague here considers this extra work. On the contrary — everyone sees it as a privilege for these children.”
— Mira Penttilä, Director, Norlandia Apila Daycare
At Norlandia Apila, Moomin Language School is not a separate session that needs to be squeezed into an already full day. It is built into everyday routines. The app is introduced already in the morning, and during the day children complete tasks flexibly during transitions, calm moments, and quiet time.
This is exactly what makes it easy for educators: there is no need to forcefully create separate teaching sessions. The activity flows naturally as part of the daycare’s daily rhythm.
The practical setup is simple. Each group has one or two tablets, and a laminated name list is attached to a cabinet door. Every morning the list is wiped clean, and educators mark who has completed their session throughout the day. This way tracking does not rely on memory.
The daycare makes full use of the first moments of the morning. As children arrive and shared activities have not yet fully started, they bring out Moomin Language School. If children don't have time to finish their games during the day, the rest can be done during quiet time. At the end of the day, it’s easy to quickly check that everyone has had their turn.
In Apila’s experience, there is no nee for big device investments. One or two tablets per group is sufficient. When necessary, groups can borrow devices from one another.
This is an important message for many daycares: not every child needs their own device. Taking turns works well because the games are short and children complete them at their own pace. At the same time, tracking remains simple.
When a new child joins the daycare or turns three, they get to know Moomin Language School with an adult. They start the app and look, wonder, and explore all the content together . The first time is not about performance — it is a shared moment of discovery.
This approach seems to carry far. When the beginning is gentle and set to the child's pace, the app becomes something positive and engaging. After that, usage often starts to flow naturally.
Two-year-olds do not yet use the app independently, but they are still involved. They sit next to others, listen, and observe what older children are doing. This way, the younger children can get familiar with English words and pronunciation even before it's their turn. And it turns out that the same app works well for different needs: in one group, the app also supports one child’s Finnish language learning.
The experience at Norlandia Apila strongly reflects a core principle of Finnish early childhood education: child-led learning. Children are not forced to complete tasks in the application at a specific moment; instead, adults invite them when they are ready. If it’s not the right moment, the task can be done later.
This not only supports learning but also makes the teacher’s work easier. When there is no confrontation, no time is spent persuading, pressuring, or managing difficult situations. Activities progress smoothly as part of the day.
Children can also choose where they complete their tasks. It might be at a table, lying on the floor, in an armchair in the nap room, or even outdoors on a forest trip with a tablet. There is no single right place — the right place is wherever the child can calm down and focus.
One of the most important observations is how quickly children learn to use the app independently. Many soon learn to select their own group and profile without help. When the start is done calmly with an adult, continued use does not depend on constant guidance.
This is where the value of a good pedagogical tool becomes clear in early childhood education: it does not tie an adult to one child for long periods but frees up time for the rest of the group. A good solution does not add hands-on work — it makes everyday life smoother.
One story from a parent has stayed with Mira. The family was on vacation abroad when their child asked for milk in English at a restaurant: “Milk, please.” The moment completely surprised the parent.
This small moment revealed a lot about how language develops. Learning is not always immediately visible in daily life, but it happens gradually in the background. And when the right moment comes, the learned language emerges naturally.
Norlandia Apila’s experience carries an important message for the entire early childhood education field: the best pedagogical solutions do not increase workload — they reduce it. When a tool is easy to use, motivating for children, and fits naturally into daily routines, educators can do their work more calmly.
The benefits are not only seen in children’s improved language skills but also in smoother, more flexible everyday life for educators.