This study investigated the cross‐national adaptation and implementation
of Papilio, a German social–emotional learning programme, in Finnish
early childhood education and care (ECEC) centres. Papilio is a
developmentally focused, scientifically based intervention programme
focused on preventing behavioural problems and fostering
social–emotional competence in children aged 3–7. The aim of this study
was to investigate and evaluate the cross‐national adaptation and
cross‐cultural adaptation and implementation of Papilio in the Finnish
ECEC context. Results from qualitative interviews with one Finnish
Papilio trainer, 11 early childhood education (ECE) teachers, two ECE
special education teachers and two nursery nurses are supplemented with
teachers' and nursery nurses' (N = 75) questionnaire data.
Qualitative thematic analysis revealed that cultural adaptations were
necessary on four levels: accommodation of materials, adaptation of the
contents of the materials, structure and delivery. The materials and
training contents were culturally adapted, whereas the delivery of the
intervention was adapted according to Finnish ECEC practices. The
structural adaptation included discarding timeout, due to opposition by
some educators. The educators were committed to implementing the
programme as instructed and resolving the practical difficulties they
encountered. Their motivation to implement Papilio increased as they
observed improvements in the children's social–emotional competence
during intervention.