Maire Tuul

Teachers’ perceptions of the curricula of the Soviet and post-Soviet eras: A case study of Estonian pre-school teachers

Broadening the role of teachers in curriculum development was among the fundamental objectives of educational reforms in the formerly communist Eastern Europe in the 1990s. The research done so far, however, calls into question the degree to which teachers perceive the relevant changes in curriculum and their new role. This article first describes the context of curricular changes in Eastern Europe and Estonia after the fall of communism. It then analyses Estonian pre-school teachers’ perceptions of national pre-school curricula utilized in two different eras: the late Soviet period and the period from 1999 to date in a sovereign Estonia. Data were gathered via semi-structured interviews. Thirty-one experienced teachers participated in the study. It was concluded that teachers generally apprehend the broadened meaning of the concept of curriculum and their augmented role as reflective curriculum makers and theorists. However, differences emerge between teachers’ perceptions of their new role and their readiness to adopt it. Regarding the reported generality and indefiniteness of the new national curriculum, teachers need more assistance for implementing the autonomy and self-responsibility imposed on them by the curriculum. A balance between self-responsibility and professional advice should be sought by both curriculum makers and teacher educators.

Perceptions of Estonian pre‐school teachers about the child‐centred activities in different pedagogical approaches

The aim of this study was to examine how teachers in the Step by Step and traditional kindergartens assess their child‐centred activities. 308 teachers participated in the study and a questionnaire was used. The results of the study showed that teachers in the Step by Step programme used a child‐centred approach more in their work than teachers in traditional groups. Assessments of the Step by Step teachers concerning the use of teaching strategies and creating a learning environment were statistically significantly higher than the results of traditional kindergarten teachers. Teachers in the Step by Step programme involved parents in children’s group activities more; they also supported children’s independence and choices. The findings of the study have educational implications on teacher training, implementation of the curriculum, and supporting teachers’ professional development. RÉSUMÉ: L’objectif de la recherche était de comparer la façon dont les enseignants de jardins d’enfants ‘Step by Step’ (‘Pas à Pas’) et les enseignants de jardins d’enfants traditionnels évaluent leurs activités centrées sur l’enfant. 308 enseignants ont participé à l’étude par questionnaire. Les résultats montrent que les enseignants ‘Step by Step’ utilisent davantage que les autres enseignants une approche centrée sur l’enfant. Les évaluations des enseignants ‘Step by Step’ concernant l’usage de stratégies d’enseignement et la création d’un environnement d’apprentissage sont, de façon significative, statistiquement plus élevées que celles des autres enseignants. Ils incluent davantage les parents dans les activités de la classe et encouragent aussi les enfants dans leur autonomie et leurs choix. Les résultats de l’étude ont des implications éducatives sur la formation des enseignants, sur l’application du curriculum ainsi que sur le soutien du développement professionnel des enseignants. ZUSAMMENFASSUNG: Im Rahmen der vorliegenden Untersuchung wurde analysiert, wie die LehrerInnen und ErzieherInnen des Kindergartens ‘Hea algus’ (‘Guter Anfang’) und der traditionellen Kindergärten ihre auf Kinder fokussierte Arbeit einschätzen. An einer schriftlichen Umfrage haben insgesamt 308 Personen teilgenommen. Es hat sich herausgestellt, dass die LehrerInnen des Kindergartens ‘Hea Algus’ kindbezogener arbeiten als die LehrerInnen der traditionellen Kindergärten. Die Statistiken belegen, dass die LehrerInnen des ‘Hea Algus’ sich mehr um verschiedene Lehrstrategien, um die Schaffung des passenden Lernmilieus und um aktive Mitarbeit der Eltern bemüht haben. Zudem haben sie die Selbstständigkeit der Kinder höher wertgeschätzt und ihnen mehr Freiheit bei Entscheidungen gelassen. An Hand dieser Untersuchung kann man behaupten, dass der Ausbildung der LehrerInnen und ErzieherInnen und der Umsetzung der Lehrpläne etwas mehr Aufmerksamkeit gewidmet werden muss; des Weiteren soll die professionelle Entwicklung der LehrerInnen und ErzieherInnen unterstützt werden. RESUMEN: El objetivo del presente estudio fue abordar la manera en que tanto profesores bajo el programa Un Buen Comienzo (Step by Step) como aquellos docentes de jardines de infancia convencionales, evalúan las actividades centradas en los niños. Para ello se realizó un cuestionario en el que participaron 308 profesores. Los resultados del estudio evidenciaron que aquellos profesionales bajo el programa Un Buen Comienzo usaban más a menudo actividades centradas en los niños, que profesores tradicionales. Asimismo los profesores del programa Un buen comienzo muestran resultados estadísticos más significativos que los profesores tradicionales, en lo que se refiere a la creación de estrategias educativas y de ambientes de aprendizaje, además de hacer en mayor medida hincapié en la participación de padres en tareas grupales, y en el apoyo de la libertad de movimiento y elección de los niños. Los resultados del estudio tienen implicación para la formación de profesores, la implementación de planes de estudios como también para el desarrollo profesional de los trabajadores de la enseñanza.

Implementation of different teaching approaches in early childhood education practices in Estonia

Abstract The aim of this study was to describe the activities of Estonian preschool teachers in the context of different teaching approaches and to compare the assessments of teachers of their own teaching with the assessments of observers of their teaching. For the data collection, the Early Childhood Classroom Observation Measure (ECCOM) and a structured questionnaire were used. A total of 25 teachers participated in the study. The research concluded that teachers mostly applied the principles of a child-centred approach, but that teacher-directed and child-dominated approaches were also present in their teaching practices. Senior teachers scored better than novice teachers on the child-centred education scale, while novice teachers scored higher on the child-dominated scale. By comparing the consensual results of two independent observers and the assessments of the teachers, it became evident that the teachers gave themselves a higher rating in all categories regarding the implementation of child-centred teaching practices, compared to the rating given by the independent observers. Thus, changing the daily practices of teachers involves more than changing the curriculum and other national documents and providing theoretical training on the new approach to learning. It also requires specific guidelines on how to change practice and how to provide feedback for teachers on their work.

Hea Alguse programmi rakendavate ja mitterakendavate rühmade õpetajate hinnangud oma tegevusele lapsekeskse kasvatuse kontekstis

Lapsekesksele kasvatusele üleminek on alushariduse valdkonnas olnud üks olulisimaid eesmärke alates Eesti taasiseseisvumisest. Selle eesmärgi täitmisel on õpetajatele abiks olnud Hea Alguse programm, milles rõhutatakse lapse individuaalsuse toetamist valikute võimaldamise ja last toetava pedagoogilise praktika kaudu. 2008. aastal tehtud kirjaliku küsitlusega selgitati välja, milliseid erinevusi esineb Hea Alguse programmi rakendavate ja mitterakendavate õpetajate hinnangutes oma tegevusele lapsekeskse kasvatuse kontekstis. Küsimustiku koostamise aluseks oli rahvusvahelise Hea Alguse Ühingu õpetajate hindamise standard. Uuringu tulemustest ilmneb, et Hea Alguse rühmade õpetajad rakendasid enda hinnangul oma tegevuses lapsekeskset kasvatust enam kui nende lasteaedade õpetajad, mis ei kuulu Hea Alguse programmi. 2016. aastal tehti sama uurimisvahendiga võrdlusuuring, et välja selgitada, kas Hea Alguse programmi rakendavate ja mitterakendavate õpetajate hinnangutes on varasema uuringuga võrreldes erinevusi. Küsitluse tule mustest selgub, et 2016. aastal olid Hea Alguse programmi mitterakendavate õpetajate hinnangud oma tegevusele lapsekeskse kasvatuse kontekstis oluliselt kõrgemad kui 2008. aastal ning ei erinenud enam statistiliselt olulisel määral Hea Alguse õpetajate hinnangutest.

The relationship between quality of pre-school child care institutions and teachers’ teaching approach

ABSTRACT Various factors of the quality of preschool child care institutions influence the development of children and their future success in school. The activities of preschool child care institutions in Estonia are based on the national curriculum. Several indicators of structural quality have been determined on the national level. The aim of the current study is to find out how the indicators of process quality were expressed in teachers’ activities and what kind of differences occur in teachers’ pedagogical practice depending on the indicators of structural quality. Teachers’ pedagogical practice is studied with the help of a scale- the Early Childhood Classroom Observation Measure. The results of the study revealed that there were statistically significant differences in teachers’ pedagogical activities in relation to the number of children in the class, the work experience of teachers and the work organization the personnel in the class. There did not appear statistically significant differences in relation to the educational level of teachers.