Perception of Step by Step and non-Step by Step preschool teachers about the child-centred activities

Authors

  • Maire Tuul
  • Tiia Õun
  • Uljana Botvina

DOI:

https://doi.org/10.12697/eha.2018.6.1.05

Keywords:

teachers’ assessments, Step by Step, child-centred education, preschool, preschool education

Abstract

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.

PDF Summary

Downloads

Download data is not yet available.

References

Alushariduse raamõppekava kinnitamine (1999). Riigi Teataja I 1999, 80, 737. Külastatud aadressil https://www.riigiteataja.ee/akt/77809.

Bainbridge, A. (2007). Children's learning. In A. D. Nurse (Ed.), The new early years professional: Dilemmas and debates (pp. 44–67). London: Routledge.

Berthelsen, D., & Karuppiah, N. (2011). Multicultural education: The understandings of preschool teachers in Singapore. Australasian Journal of Early Childhood, 36(4), 38–42.

Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington: National Association for the Education of Young Children.

Brown, K. D. (2014). Multicultural teaching in the early childhood classroom: Approaches, strategies, and tools, pre-school to 2nd grade. Eesti Haridusteaduste Ajakiri, 2(2), 237–241. https://doi.org/10.12697/eha.2014.2.2.09

Buchanan, T. K., Burts, D. C., Bidner, J., White, V. F., & Charlesworth, R. (1998). Predictors of the developmental appropriateness of the beliefs and practices of first, second, and third grade teachers. Early Childhood Research Quarterly, 13(3), 459–483. https://doi.org/10.1016/S0885-2006(99)80052-0

Chung, S., & Walsh, D. J. (2000). Unpacking child-centredness: A history of meanings. Journal of Curriculum Studies, 32(2), 215–234. https://doi.org/10.1080/002202700182727

Cohen, J. (1977). Statistical power analysis for the behavioral sciences (rev. ed.). Hillsdale: Lawrence Erlbaum Associates.

Coughlin, P. A., & Walsh, K. B. (1996). Hea Alguse algklasside programm lastele ja nende peredele. Tartu: Pere ja Kodu.

Doddington, C., & Hilton, M. (2007). Child-centred education: Reviving the creative tradition. London: SAGE Publication.

Edwards, C. P., Sheridan, S. M., & Knoche, L. (2008). Parent engagement and school readiness: Parent-child relationships in early learning. Faculty Publications, Department of Child, Youth, and Family Studies. Retrieved from http://digitalcommons.unl.edu/famconfacpub/60

Ertmer, P. A., & Newby, T. J. (1993). Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72. https://doi.org/10.1111/j.1937-8327.1993.tb00605.x

Erwin, J. E., & Kipness, N. A. (1997). Fostering democratic values in inclusive early childhood settings. Early Childhood Education Journal, 25(1), 57–60. https://doi.org/10.1023/A:1025642116800

European Commission (2014). Proposal for key principles of a quality framework for early childhood education and care. Report of the working group on early childhood education and care under the auspices of the European Commission. Brussels: European Commission.

Hansen, K. A., Kaufmann, R. K., & Walsh, K. B. (1997). Hea Alguse lasteaedade programm. Tartu: Avatud Ühiskonna Instituut.

Havlinova, M., Hejduk, E., Kozova, N., Sulcova, E., Tomasek, L., & Weinholdova, E. (2004). Measuring psychosocial outcomes in the Step by Step program. Educating Children for Democracy, 6, 20–25.

ISSA (2002). ISSA teacher standards observation form. Hungary: International Step by Step Association.

ISSA (2008). Annual report 2007-2008. Learning and growing together. Hungary: International Step by Step Association.

ISSA (2010). Competent educators of the 21st century. ISSA's principles of quality pedagogy. Hungary: Internal Step by Step Association.

Jeynes, W. H. (2007). American educational history: School, society, and the common good. Thousand Oaks: SAGE Publications.

Jokikokko, K., & Karikoski, H. (2016). Exploring the narrative of a Finnish early childhood education teacher on her professional intercultural learning. Varhaiskasvatuksen Tiedelehti. Journal of Early Childhood Education Research, 5(1), 92–114.

Kazimade, E. M., Mikailova, U., Neumann, M. J., & Valdiviezo, L. (2003). Evaluation of the Step by Step program in Azerbaijan. Educating Children for Democracy, 5, 25–31.

Kelly, T. (2010). Child-centered curriculum. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 108–109). Thousand Oaks: SAGE Publications.

Kimer, M., Tuul, M., & Õun, T. (2016). Implementation of different teaching ap proaches in early childhood education practices in Estonia. Early Years, 36(4), 368–382. https://doi.org/10.1080/09575146.2015.1118443

Kinos, J., & Pukk, M. (2010). Lapsest lähtuv kasvatus. Tallinn: Tea Kirjastus.

Klaus, S. (2004). Stepping into the future: A history of the Step by Step program. Educating Children for Democracy, 8, 3–14.

Koolieelse lasteasutuse riiklik õppekava (2008). Riigi Teataja I 2008, 23, 152. Külastatud aadressil https://www.riigiteataja.ee/akt/12970917.

Kronqvist, E.-L. (2011). Varhaispedagogiikan kehityspsykologinen perusta. E. Hujala & L. Turja (toim.), Varhaiskasvatuksen käsikirja (s. 13–30). Jyväskülä: PS-kustannus.

Kwon, Y. I. (2003). A comparative analysis of preschool education in Korea and England. Comparative Education, 39(4), 479–491. https://doi.org/10.1080/0305006032000162048

Kwon, Y. I. (2004). Early childhood education in Korea: Discrepancy between national kindergarten curriculum on practices. Educational Review, 56(3), 297–312. https://doi.org/10.1080/0013191042000201208

Lapse õiguste konventsioon (1996). Riigi Teataja II 1996, 16, 56. Külastatud aadressil https://www.riigiteataja.ee/akt/24016.

Lee, I. F., & Tseng, C. L. (2008). Cultural conflicts of the child-centered approach to early childhood education in Taiwan. Early Years: Journal of International Research and Development, 28(2), 183–196. https://doi.org/10.1080/09575140802163600

Murphy, B. (2004). Practice in Irish infant classrooms in the context of the Irish Primary School Curriculum (1999): Insights from a study curriculum implementation. International Journal of Early Years Education, 12(3), 245–257. https://doi.org/10.1080/0966976042000268717

Männamaa, I. (2006). Hinda tööd, väärtusta ametit. Käsiraamat õpetajale. Tartu: Hea Algus.

Nagasa, K. (2014). Perspectives of elementary teachers on refugee parent-teacher relations and the education of their children. Journal of Educational Research and Innovation, 3(1), 1–16.

Neudorf, E., Ugaste, A., Tuul, M., & Mikser, R. (2017). Lasteaiaõpetajate uskumused seoses laste üldoskuste arendamisega riikliku õppekava alusel: lisaseletus lasteaia koolistumise põhjustele. Eesti Haridusteaduste Ajakiri, 5(2), 54–79. https://doi.org/10.12697/eha.2017.5.2.03

Niikko, A., & Havu-Nuutinen, S. (2009). In search of quality in Finnish pre-school education. Scandinavian Journal of Educational Research, 53(5), 431–445. https://doi.org/10.1080/00313830903180711

OECD (2001). Starting Strong. Luxembourg: OECD Publishing. https://doi.org/10.1787/9789264192829-en

OECD (2006). Starting Strong II: Early childhood education and care. Paris: OECD Publishing. https://doi.org/10.1787/9789264035461-en

OECD (2012). Starting Strong III: A quality toolbox for early childhood education and care. Paris: OECD Publishing. https://doi.org/10.1787/9789264123564-en

Pereira, J. K., & Smith-Adcock, S. (2011). Child-centered classroom management. Action in Teacher Education, 33(3), 254–264. https://doi.org/10.1080/01626620.2011.592111

Persson, S., & Tallberg Broman, I. (2017). Early childhood education and care as a historically located place: The significance for parental cooperation and the professional assignment. Nordic Journal of Studies in Educational Policy, 3(2), 189–199. https://doi.org/10.1080/20020317.2017.1352440

Peterson, T., Veisson, M., Hujala, E., Härkönen, U., Sandberg, A., Johansson, I., & Kovacsne Bakosi, E. (2016). Professionalism of preschool teachers in Estonia, Finland, Sweden and Hungary. European Early Childhood Education Research Journal, 24(1), 136–156. https://doi.org/10.1080/1350293X.2015.1120529

Pinnegar, S., & Erickson, L. (2010). Teacher-centered curriculum. C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 849–850). Thousand Oaks: SAGE Publications.

Powell, D. R., Son, S.-H., File, N., & San Juan, R. R. (2010). Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269–292. https://doi.org/10.1016/j.jsp.2010.03.002

Põlluste, M. (2014). Hea Algus lasteaias. Pärnu Lasteaia Päikesejänku lugu. H. Tammiste (koost.), Tarkus tuleb tasapisi. Valik aktiivõppe strateegiaid lasteaias ja koolis (lk 38–60). Tartu: Atlex.

Riigi ja kohalike omavalitsuste valmisolek võtta vastu rahvusvahelise kaitse taotlejaid ja saanuid. Kas riik on valmis täitma endale seadusega võetud kohustusi? Riigikontrolli aruanne Riigikogule (2016). Külastatud aadressil https://www.valitsus.ee/sites/default/files/content-editors/failid/aruanne_pagulased_18.01.2016.pdf.

Ruto-Korir, R. C. (2010). Preschool teachers' beliefs of developmentally appropriate educational practices (Doctoral dissertation). Pretoria: University of Pretoria.

Ruus, V.-R., & Sarv, E. S. (2000). Changes in Estonian school curricula (1987–1999) and thoughts about the future. In B. T. Peck & A. Mays (Eds.), Challenge and change in education: The experience of the Baltic States in the 1990's (pp. 139–153). New York: Nova Science Publishers.

Saracho, O. N., & Spodek, B. (2003). Recent trends and innovations in the early childhood education curriculum. Early Child Development and Care, 173(2–3), 175–183. https://doi.org/10.1080/03004430303095

Sarv, E. S. (1999). Analysis in the Estonian context. H. Niemi (Ed.), Moving horizons in education: International transformations and challenges of democracy (pp. 39–67). Helsinki: University of Helsinki.

Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431. https://doi.org/10.3102/00346543072003387

Stipek, D., & Byler, P. (1997). Early childhood teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12(3), 305–325. https://doi.org/10.1016/S0885-2006(97)90005-3

Stipek, D., & Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly, 19(3), 375–397. https://doi.org/10.1016/j.ecresq.2004.07.007

Stipek, D., & Byler, P. (2005). The early childhood classroom observation measure: Coding manual. Connecticut: University of Stanford.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education [EPPE] project. Technical paper 12. The final report: effective pre-school education. London: University of London.

Treier, J. (2004). Alushariduse õppekava rakendumine (kutsemagistritöö). Tartu: Tartu Ülikool.

Tzuo, P. W. (2007). The tension between teacher control and children's freedom in a child-centered classroom: Resolving the practical dilemma trough a closer look at the related theories. Early Childhood Education Journal, 35(1), 33–39. https://doi.org/10.1007/s10643-007-0166-7

Tuul, M. (2017). Lasteaiaõpetajate arusaamad õppekavadest ja laste õppimisest ning hinnang õpetaja pedagoogilisele tegevusele lapsekeskse kasvatuse kontekstis (doktoritöö). Tallinn: Tallinna Ülikool.

Tuul, M., Mikser, R., Neudorf, E., & Ugaste, A. (2015). Estonian preschool teachers' aspirations for curricular autonomy – the gap between an ideal and professional practice. Early Child Development and Care, 185(11–12), 1845–1861. https://doi.org/10.1080/03004430.2015.1028387

Ugaste, A., Tuul, M., Mikser, R., Neudorf, E., & Jürimäe, M. (2016). Koolieelse lasteasutuse õpetajate kui õppekava arendajate kogemused, ootused ja hinnangud. Eesti Haridusteaduste Ajakiri, 4(1), 92–118. https://doi.org/10.12697/eha.2016.4.1.04

Ugaste, A., & Õun, T. (2007). Teachers' experiences in child-centered education in Estonia. Young Children, 62(6), 54–56.

Ugaste, A., Õun, T., & Tuul, M. (2008). Implementation of a child-centred approach in post-socialist society. J. Mikk, M. Veisson, & P. Luik (Eds.), Reforms and innovations in Estonian education (pp. 157–171). Frankfurt am Main: Peter Lang Verlag.

UNESCO (2000). Framework for action on values education in early childhood. International decade for a culture of peace and nonviolence for the children of the world. Paris: UNESCO.

Vonta, T. (2004). Teacher evaluation using ISSA standards: A tool for professional development and quality improvement. Educating Children for Democracy, 7, 21–25.

Õun, T. (2009). Quality of learning environments in Estonian preschools. Problems of Education in the 21st Century, 15, 118–124.

Õun, T., Ugaste, A., Tuul, M., & Niglas, K. (2010). Perception of Estonian preschool teachers about the child-centered activities in different pedagogical approaches. European Early Childhood Education Research Journal, 18(3), 391–406. https://doi.org/10.1080/1350293X.2010.500079

Ümberpaigutatud ja -asustatud pagulaste statistika (2017). Tartu: Haridus- ja Teadusministeerium. Külastatud aadressil https://valitsus.ee/sites/default/files/contenteditors/failid/eestisse_umberpaigutatud_tabel_17.03.2017.pdf.

Published

2018-05-01

How to Cite

Tuul, M., Õun, T., & Botvina, U. (2018). Perception of Step by Step and non-Step by Step preschool teachers about the child-centred activities. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 6(1), 102–135. https://doi.org/10.12697/eha.2018.6.1.05

Issue

Section

Articles

Most read articles by the same author(s)