Estonian Preschool Teachers' Views on Learning in Preschool

Autor/inn/en	Ugaste, Aino; Tuul, Maire; Niglas, Katrin; Neudorf, Evelyn
Titel	Estonian Preschool Teachers' Views on Learning in Preschool
Quelle	In: Early Child Development and Care, 184 (2014) 3, S.370-385 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.788502
Schlagwörter	Foreign Countries; Preschool Teachers; Teacher Attitudes; Preschool Children; Early Childhood Education; Teacher Surveys; Teacher Background; Questionnaires; Student Participation; Learning Processes; Educational Environment; Language Usage; Preservice Teacher Education; Time; Play; Cooperation; Academic Rank (Professional); Age Differences; Social Development; Creativity; Skill Development; Estonia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fragebogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachgebrauch; Lehramtsstudiengang; Lehrerausbildung; Zeit; Spiel; Co-operation; Kooperation; Age; Difference; Age difference; Altersunterschied; Soziale Entwicklung; Kreativität; Kompetenzentwicklung; Qualifikationsentwicklung; Estland
Abstract	As in many Western countries, children's learning in the curriculum of Estonian Early Childhood Education is seen as a lifelong process, wherein the teacher is primarily a guide to children's active learning. Thus, a child-centred approach to learning is valued in the national curriculum, but our interest was whether this approach is fixed in the teachers' views. The aim of this survey study was to identify and examine the most important aspects of children's learning according to preschool teachers' perceptions and to determine if there are any differences in teachers' opinions according their background. In the survey (N?=?729), a structured questionnaire was used for data collection. The results show that children's own initiative and active participation in the learning process, as well as in everyday activities, are largely considered to be more important than direct guidance by a teacher, although the latter was considered important, too. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10