Education of Young Children in the Soviet Union: Current Practice in Historical Perspective

Tudge, Jonathan

doi:10.1086/461683

Cited by 19 publications

(10 citation statements)

References 14 publications

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“…Immediately after the 1917 Revolution, the education system was designed to create the 'new Soviet man' (Tudge 1991) but nonetheless Lenin did not want to make a complete break with the past. He wished to retain the best of the old Tsarist system (Fitzpatrick 1999) and the education system under Stalin emphasised mathematics and the sciences as part of an academic curriculum that in many ways reproduced the old system (Holmes 2005).…”

Section: Resultsmentioning

confidence: 99%

“…Children's desire for affiliation and friendship could be focused through their sharing in valued, common tasks, which in turn gained reflexive importance as a means of affiliation and friendship. Those charged with the upbringing of the child (at home and in school) were responsible for inculcating the skills and dispositions for collective relations (Bronfenbrenner 1970;Tudge 1991). In addition to developing the child's character, the collective was an important tool that schools could utilise to harness powerful peer influences to support adult values and objectives and regulate student behaviour and classroom engagement.…”

Section: Resultsmentioning

confidence: 99%

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Multiple contexts, motivation and student engagement in the USA and Russia

Elliott

Tudge

2011

Eur J Psychol Educ

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In this article, we outline the need to draw upon multiple contexts to gain meaningful understanding of factors that have a significant bearing upon student achievement motivation and engagement. In calling for theoretical approaches that can accommodate the complexities involved, we suggest that Bronfenbrenner's bioecological theory offers valuable insights. We subsequently draw upon a comparative study of student achievement motivation in the USA and Russia to demonstrate some of the methodological and substantive contributions that this theory offers. We also raise some of the inherent challenges and difficulties that result from such complex analyses but conclude that the rich and broad range of insights gained can offer much to those tasked with helping students to fulfil their educational potential.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Multiple contexts, motivation and student engagement in the USA and Russia

Elliott

Tudge

2011

Eur J Psychol Educ

Self Cite

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“…That result is undoubtedly essential when we refer to the sources claiming that in the Soviet system of education the greatest problem was the lack of creative activities (Tudge, 1991). The semiformal activities of kindergartens (e.g.…”

Section: Discussionmentioning

confidence: 98%

“…Children's love for homeland, its leaders and heroes had to be promoted starting from kindergarten years. According to Tudge (1991), two components in moral education were distinguished: collectivist education and work education. The viewpoint of Soviet pedagogy was that collectivism is a universal form of ethical education, and childrearing can only take place in a collective and through collectively beneficial activity.…”

Section: Development Of Estonian Early Childhood Education and Educatmentioning

confidence: 99%

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The views of kindergarten staff on educational objectives in post‐socialist society

Õun

Saar‐Ugaste

Niglas

2008

Early Child Development and Care

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Over the past decade great changes have occurred in the Estonian system of education, including changes in the content and organisation of early childhood education. The aim of the present study is to find out about the views of staff of early childhood institutions on educational objectives, some aspects of the educational process and the role of family in childrearing. We used a questionnaire involving 342 participants, including 95 heads of kindergartens and 247 teachers. The results indicate that a holistic approach to personality and taking into account a child's individual characteristics are considered the most important educational objectives by the kindergarten staff. They also emphasise the necessity of creating a playful and pleasant atmosphere in kindergartens. At the same time, the study has revealed that the kindergarten staff attach importance to the child-centred approach in the kindergarten whereas cooperation with families is not considered equally important. Kindergarten staff are not ready to take parents as equal partners and share responsibility with them. The results of the study are compared with the educational objectives of a socialist society.

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Parents' child-rearing values and beliefs in the United States and Russia: the impact of culture and social class

Tudge

Hogan

Snezhkova

et al. 2000

Inf. Child Develop.

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Parents' values for their children and their beliefs about appropriate child-rearing practices contribute to the ways in which they try to shape their children's development. This paper examines the values and beliefs of 71 parents (37 mothers and 34 fathers) from two cities in the United States and Russia. Half of the families were middle class (determined by education and occupation criteria) and half were working class. The results revealed no cross-societal differences in value for self-direction in the children; perhaps reflecting the recent economic and ideological changes in Russia. In contrast, significant social class differences, for both mothers and fathers, were found in childrearing values and beliefs. Middle class parents in both societies were more likely to value self-direction and believe that children should have freedom in and around the home, whereas working class parents were more likely to believe that children should be expected to conform to rules. The results of this study underscore the role of within-society heterogeneity, as a function of social class, in parents' values and beliefs about child-rearing.

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Education of Young Children in the Soviet Union: Current Practice in Historical Perspective

Cited by 19 publications

References 14 publications

Multiple contexts, motivation and student engagement in the USA and Russia

Multiple contexts, motivation and student engagement in the USA and Russia

The views of kindergarten staff on educational objectives in post‐socialist society

Parents' child-rearing values and beliefs in the United States and Russia: the impact of culture and social class

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