marika veisson eecera 2013 keynote

Values, culture and contexts in early childhood education

Marika VeissonTallinn University

Presentation at EECERA 201329 August 2013

Short History of Early Childhood Education in Estonia

First nursery for infants (2-8-year-olds) in Tallinn was opened in 1840 for poor parents by the widow of Baron von Üexküll.

The Estonian Preschool Society in Tartu (Tartu Eesti Lasteaia Selts) was established in 1905 under the leadership of Jaan Tõnisson and Oskar Kallas, who were later well-known statesmen. The aim was to offer preschool instruction in the Estonian language for fostering national spirit. Before that the languages of instruction were German or Russian.

The society also started to organize courses for preschool teachers (Torm, 2011: 82).

Preschool teacher education in Tallinn University

Since 1967 Tallinn University and its predecessors started to offer higher education for preschool teachers.

Before 2002 we offered a 4 to 5 years diploma education, which is equal to MA education today.

Since 2002 the university follows Bologna recommendations. The specialities of early childhood education teacher as well as early childhood teacher-counsellor have been offered at postgraduate level (BA + MA system).

Preschool institutions today

In 2012/13 we had 644 preschool institutions in Estonia.

Altogether 67 034 children participated in preschools. Estonian government pays to mothers 18 months full

salary and this is one of the reasons, why most children start preschool at the age of 18 months.

76% of 2 to 3-year-olds and 97% of 4 to 6-year-olds attend preschools.

Education level of teachers

63% of teachers and 98% of principals and head teachers have higher education on BA or MA level.

In every kindergarten group there are two teachers and one assistant teacher.

Assistant teachers do not have teacher education. This a problem that needs to be solved in the near future.

The adult/child ratio is 1:8.

In the latest national preschool curriculum (2008) there are seven important areas: native language, mathematics, me and

environment, music, moving, arts and Estonian for not Estonian-speaking children.

Preschools follow national curriculum, but use their own specific methods and activities.

Play and child-centered approach are important in the national curriculum.

National curriculum

Former curricula

1968 – First preschool education program in Soviet Estonia

1979 – Second preschool education program in Soviet Estonia

1999 – Framework curriculum 2008 – National preschool education curriculum

According to the study of Neudorf et al. (2013) the new curriculum (2008) gives the teacher more freedom to consider the needs of children, as well as to choose suitable teaching methods.

Differences between the two latest curricula

Teaching methods used in Estonia

Regular Step by Step Montessori pedagogy Reggio Emilia Approach Waldorf pedagogy

Research topics

The most important areas of research are: quality of early childhood education; curriculum of early childhood education; professionalism of preschool teachers; partnership with parents and community; research-based approach as recommended also

by OECD (2012).

Study 1: Teacher’s professionalism

Tiina Peterson and Marika Veisson from Estonia, Eeva Hujala and Ulla Härkönen from Finland, Anette Sandberg and Inge Johannson from Sweden and Eeva Kovacne Bakosi from Hungary studied teacher professionalism.

Here I will talk only about Estonian results.

The research question of professionality study

What are the ratings of principals and teachers about professionalism of preschool teachers in the following areas: interaction family involvement planning of education and evaluation of children’s

development using teaching strategies supporting professional development creating growth environment development of values

Method

We used structured questionnaires (in the second phase also focus group interviews), carried out with Estonian, Finnish, Swedish and Hungarian preschool principals and teachers.

Responses ranged on a Likert scale from 1 to 5, where 1 meant “strongly disagree” and 5 “strongly agree”.

Sample of the study in Estonia

Teachers - 174 Principals – 118 Questionnaires were sent by post and e-mail

to preschool institutions. Replies were anonymous.

Data analysis

Quantitative data was analysed with the statistical program SPSS 14.0.

Analysis of frequency and ANOVA were used.

Estonian results (most important)

Area of professionality

Mean of teachers

Mean of principals

Growth environment

4,72 4,65

Development of values

4,67 4,55

Using teaching strategies

4,60 4,48

Other areas

Professionality area

Mean of teachers

Mean of principals

Professional development

4,55 4,38

Planning 4,47 4,44

Interaction 4,43 4,42

Family involvement

4,14 4,11

Professionalism as evaluated by teachers and principals

Conclusion of the first study

We must turn more attention to family involvement, interaction, planning of education, and professional development of teachers in Estonia.

Study 2: Quality of learning environment

According to Õun (2010) and Õun et al. (in press) the quality of the learning environment in child care institutions is an important factor for supporting the development of preschool children.

Every child has the right to high-quality early childhood education.

The learning activities in Estonian preschools follow the national curriculum; however, there are no common criteria for assessing the quality of the learning environment.

Quality of learning environment

The main aim of the study was to investigate the quality of the learning environment in preschools, and to establish whether the created environment supports the implementation of the national curriculum.

The study included an investigation of the learning environment of 61 preschool groups on the basis of the ECERS-R (Harms, Clifford & Cryer, 2005) scale.

The results showed that the indicators of the quality of the learning environment differed in different preschool groups, and that the spatial conditions of the groups had an impact on several factors.

It appears that in two room groups the scores were higher. Statistically significant differences were revealed in the following items: Space and furnishing (indoor space, furniture for

routine care, play and learning, room arrangement for play, space for privacy);

Personal care routines (greetings/departings, safety practices, meals/snacks);

Language reasoning (encouraging children to communicate, informal use of language).

Statistically significant differences were also revealed in the following: activities: blocks, sand/water, dramatic play

and promoting acceptance; interactions: supervision of gross motor

activities, interactions among children, child-staff interaction;

programme structure: schedule and group time

Study 3: Values of teachers, principals and parents

Ülavere, Veisson, Tart and Soo (2013) studied values of teachers, principals and parents.

S. Schwartz Personal Value Questionnaire (PVQ-R3) was used.

Sample: 978 persons participated (163 principals, 425 teachers and 390 parents).

There was a possibility to fill in online or paper version questionnaires .

Theory

Schwartz (1992) defined basic values as trans-situational goals, varying in importance, that serve as guiding principles in the life of persons or groups.

According to his theory basic values are organized into a coherent system that underlies and can help to explain individual decision making, attitudes, and behavior.

This coherent structure arises from the social and psychological conflict or congruity between values that people experience when they make everyday decisions (Schwartz, 1992, 2006, 2012).

Values of teachers (T), principals (Pr), and parents (Pa)

Value Conceptual definition

Definition components

Mean (scale 1-6)

Benevolence: caring

Preservation of welfare of people

Caring for ingroup members

T – 5.39

Pr – 5.42

Pa – 5.36

Benevolence: dependability

Preservation of welfare of people

Caring for ingroup members

T – 5.14

Pr – 5.20

Pa – 5.16



Mean (scale 1-6)

Tradition Respect, commitment and acceptance of the customs

Maintaining cultural and religious traditions

T – 4.96

Pr – 4.97

Pa – 4.58

Universalism: tolerance

Understanding, appreciation, tolerance

Tolerance T – 4.79

Pr – 4.97

P – 4.61

Table continues...



Mean

(scale 1-6)

Self-direction: action

Independent action-choosing,

creating, exploring

Autonomy of action

T – 5.00

Pr – 4.94

Pa – 4.90

Self-direction: thought

Independent thoughts and creating, exploring

Autonomy of thoughts

T – 4.82

Pr – 4.94

Pa – 4.64

Table continues...

Table continues...



Mean (scale 1-6)

Face

(subtype of power)

Maintaining and protecting prestige.

Face expresses elements of both power and security.

T – 4.96

Pr – 4.94

Pa – 4.81

Table continues...



Mean (scale 1-6)

Security (societal)

Safety, harmony, stability of society

Societal security T – 4.87

Pr – 4.89

P – 4.70

Security (personal)

Safety, harmony, stability of relationships

Personal security

T – 5.06

Pr – 4.93

Pa – 4.94

Table continues...



Mean (scale 1-6)

Universalism: concern


Societal

concern

T – 4.79

Pr – 4.79

Pa – 4.62

Universalism: nature


Protecting nature

T – 4.70

Pr – 4.61

Pa – 4.37

Table continues...



Mean

(scale 1-6)

Conformity - interpersonal

First potential conformity subtypes, interpersonal

Politeness/courtesy, honor parents/show respect

T – 4.40

Pr – 4.37

Pa – 4.18

Conformity - rules

Second potential conformity subtypes: compliance

Follow rules, behave properly

T – 4.32

Pr – 4.04

Pa – 4.13

Table continues...



Mean (scale 1-6)

Achievement Personal success through demonstrating competence

Personal success T – 4.18

Pr – 4.21

Pa – 4.24

Stimulation Three potential subtypes: excitement, novelty, and challenge in life

Excitement, novelty, challenge

T – 4.00

Pr – 4.20

Pa – 3.82

Table continues...



Mean (scale 1-6)

Hedonism Pleasure and sensuous grafication for oneself

Pleasure T – 3.67

Pr – 3.55

Pa – 3.78

Humility Do not draw attention to self and don’t ask for more

T – 3.63

Pr – 3.56

Pa – 3.58

Table continues...



Mean (scale 1-6)

Power (dominance)

Social status and prestige

Dominance of people

T – 2.78

Pr – 3.00

Pa – 3.01

Power (resourse)

Social status and prestige

Control of material recourses

T – 2.34

Pr – 2.18

Pa – 2.61

Conclusions of study 3

Highly evaluated values are benevolence (caring and dependability), personal security for teachers and parents and tradition for principals.

Lower evaluated values are power (dominance and resources), hedonism, and humility.

Study 4: Intellectual development of Estonian children during 15 years:

A Longitudinal Study The aim of the research was to study children’s

intellectual development in different ages and its stability.

Our hypothesis was that intelligence is stable during early childhood and school age and is significantly correlated with school results.

Kristina Nugin wrote her PhD as part of this study

Tiiu Urva’s PhD study is in process

Instruments

Three instruments were used:Bayley Scales of Infant Development II (1993) – for measuring infant’s mental and motor abilities at the age of 1 to 42 months;WPPSI-R (Wechsler, 1990) for measuring the intelligence of children aged 3 to 7 years and 3 months;Raven’s intelligence test for children aged 13 years to adulthood (Raven, 1958).

Sample

51 boys and 51 girls participated longitudinally.

The study started in 1996 when the children were born.

Procedure

All children were tested individually at the Child Research Centre in Tallinn University or in their homes at least 3 times (at the age of 3,4 and 15).

Results of the IQ study according to Nugin

100

105

110

115

120

125

Verbaalne IQ 111 109 118 118

Motoorne IQ 121 116 124 121

IQ 118 114 124 123

3 a. 4 a. 5 a. 6 a.

Results of the longitudinal study

Ability items Min Max Mean SD

Mental scale BSID II

80 142 115 15.86

Motor scale

BSID II

77 140 111 14.36

Table continues...


Verbal IQ 3y WPPSI-R

91 151 116 15.49

Motor IQ 3y WPPSI-R

106 136 122 9.93

IQ 3y

WPPSI- R

98 150 122 14.26


Verbal IQ 4y

WPPSI-R

63 157 112 18.25

Motor IQ 4y

WPPSI-R

78 158 118 15.26

IQ 4y

WPPSI-R

74 160 117 17.35

Table continues...

Table continues...


RSPM (raw scores)

30 59

(max 60)

50 5.6

Mean of school grades

4.2

(max 5)

Correlations

The correlation between the results of BSID-II and WPPSI-R of 3-year-old children was in case of general intelligence r = .656, p < .001; Verbal IQ r = .951 and p < .001; Motor IQ r =.850 and p < .001).

The correlation between BSID II and WPPSI-R results of 4-year-old children was in case of general intelligence r = .593 and p < .001; Verbal IQ r = .907 and Motor IQ r = .822 and p < .001.

Correlations

The correlation between BSID II and RSPM was r = .308, p < .006. Correlation between RSPM and WPPSI-R results of 4-year-olds was r =.498, p < .001.

Average grade point at the age of 15 years correlates significantly with BSID Mental Scale and with WPPSI-R (all ages).

Average grade point correlates also significantly with RSPM.

Conclusions

Our hypotheses was confirmed. IQ scores in different ages are in all cases correlated significantly. Intelligence is stable.

Study 5: Language development of 2-3-year-old children (PhD study of Tiiu

Tammemäe, 2009).

Tammemäe’s study used the Reynell test for measuring children’s speech development.

In Estonia this test can only be used for evaluating speech comprehension, not expressive speech (this is a cultural difference).

The Finnish HYKS test was well suited for evaluating children’s vocabulary.

Both the longitudinal and Tammemäe’s study indicated that children’s intelligence as well as speech development are influenced by parents’ level of education (especially mother’s), telling bed time stories to children, parents’ foreign language skills, and a varied environment.

Successful speech development is also connected to material welfare, since children who live in a family house or have their own room, tend to be more intelligent and better at speech development.

Study 6: Study about teacher-parent partnerships

The results of the study (Lukk, 2009): indicate a high degree of readiness for cooperation

from both sides - parents and the school. Parents and teachers should have mutual power

and influence regarding the child's education, although schools have to take the prime responsibility in organizing the cooperation process.

Conclusions

It is necessary to turn more attention to teacher-parent partnership and interaction;

Teachers and pricipals value highly creating proper growth environment, values, and teaching strategies;

Values of teachers, pricipals and parents are quite similar. Most important value for teachers, principals and parents is benevolence.

Teachers and parents consider important personal security; principals and teachers consider tradition more important than parents; tolerance is more important for principals than for teachers and parents;

The results of the longitudinal study indicated that intelligence of children is stable and correlates with school grades;

Children need more space and a rich learning environment for development.

marika veisson eecera 2013 keynote

Education

preschool teacher education

estonia teachers

education level of teachers

preschool education

preschool teachers torm

higher education

assistant teachers

preschool institutions