Values, culture and contexts in early childhood education

1. Values, culture and contexts in
early childhood education
Marika Veisson
Tallinn University
Presentation at EECERA 2013
29 August 2013

2. 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).

3. 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).

4. 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.

6. 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.

7.  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

8. 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

9.  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

10. Teaching methods used in Estonia
 Regular
 Step by Step
 Montessori pedagogy
 Reggio Emilia Approach
 Waldorf pedagogy

11. 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).

12. 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.

13. 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

14. 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”.

15. Sample of the study in Estonia
 Teachers - 174
 Principals – 118
 Questionnaires were sent by post and e-mail
to preschool institutions. Replies were
anonymous.

16. Data analysis
 Quantitative data was analysed with the
statistical program SPSS 14.0.
 Analysis of frequency and ANOVA were
used.

17. 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

18. 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

19. Professionalism as evaluated by
teachers and principals

20. Conclusion of the first study
 We must turn more attention to family
involvement, interaction, planning of
education, and professional development of
teachers in Estonia.

21. 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.

22. 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.

23.  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.

24.  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).

25.  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

26. 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 .

27. 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).

28. 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

29. Value Conceptual
definition
Definition
components
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...

30. Value Conceptual
definition
Definition
components
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...

31. Table continues...
Value Conceptual
definition
Definition
components
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

32. Table continues...
Value Conceptual
definition
Definition
components
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

33. Table continues...
Value Conceptual
definition
Definition
components
Mean
(scale 1-6)
Universalism:
concern
Understanding,
appreciation,
tolerance
Societal
concern
T – 4.79
Pr – 4.79
Pa – 4.62
Universalism:
nature
Understanding,
appreciation,
tolerance
Protecting
nature
T – 4.70
Pr – 4.61
Pa – 4.37

34. Table continues...
Value Conceptual
definition
Definition
components
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

35. Table continues...
Value Conceptual
definition
Definition
components
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

36. Table continues...
Value Conceptual
definition
Definition
components
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

37. Table continues...
Value Conceptual
definition
Definition
components
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

42. 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.

43. 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.

44.  Kristina Nugin wrote her PhD as part of this
study
 Tiiu Urva’s PhD study is in process

45. 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).

46. Sample
 51 boys and 51 girls participated
longitudinally.
 The study started in 1996 when the children
were born.

47. 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).

48. 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.

49. 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

50. Table continues...
Ability items Min Max Mean SD
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

51. Ability items Min Max Mean SD
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...

52. Table continues...
Ability items Min Max Mean SD
RSPM (raw
scores)
30 59
(max 60)
50 5.6
Mean of
school grades
4.2
(max 5)

53. 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.

54. 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.

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

56. 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.

57.  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.

58. 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.

59. 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.

60.  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.