The pedagogy of hundred languages, based on Reggio Emilia pedagogy, is commonly used in early childhood education in Hämeenlinna. This Bachelor’s thesis was done in cooperation with one of the daycare centres in Hämeenlinna. The goal was to explore the pedagogy of hundred languages from the perspective of learning among children aged 3–5 and to find out how the pedagogy could be developed in the future.

The theoretical framework of the study included for example the pedagogy of hundred languages, play, learning, and child development. The thesis was a qualitative study. The data were collected through half-structured and theme-based interviews with three kindergarten teachers which took place in autumn 2013. The data were transcribed and analyzed thematical-ly.

According to the study, children’s play, which is based on the pedagogy of hundred languages, is multifaceted, investigative, and experimental by na-ture and the educators make good use of variable play environments. Children’s play combines child-orientedness, the aspect of learning and the use of both children’s and educators’ creativity and imagination. Pedagogic documentation is an essential part of daycare routines and each educator has the responsibility and duty to do it.

According to the kindergarten teachers, more time should be used for playing, applying the pedagogy of hundred languages. The play environments could be enriched; for example kindergartens could have ateliers, workshops and light tables. The educators could give more time for the children and pedagogical documentation and theme working could be in-creased.