Interpreting Values in the Daily Practices of Nordic Preschools: A Cross-Cultural Analysis

Puroila, Anna‐Maija; Johansson, Eva; Estola, Eila; Emilson, Anette; Einarsdóttir, Jóhanna; Broström, Stig

doi:10.1007/s13158-016-0163-3

Cited by 34 publications

(27 citation statements)

References 28 publications

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“…This was also confirmed by most of the observed education activities as well as the set goals, which did not involve pre-planned value education. Other authors also stressed the same findings, declaring that a large part of value education was undertaken through the so-called hidden curriculum and, consequently, awareness of values children were actually learning was low (Halstead, 1996;Puroila et al 2016;Thornberg, 2008).…”

Section: Discussionmentioning

confidence: 81%

“…Different values are present in everyday interaction in kindergartens, even when teachers are not aware of the transmitted values (Puroila et al, 2016). Halstead (1996, p. 12) Education and Research, 2009) was prepared in Estonia.…”

Section: Methods Of Value Educationmentioning

confidence: 99%

“…Values are embedded in educational practices, they do not exist isolated, but rather form an entangled element in educational work (Puroila et al 2016). Explicit value education is written in curricula, i.e., how to teach values, inclusive intentions of teachers and practices.…”

Section: Values and Value Educationmentioning

confidence: 99%

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Value Education in Estonian Preschool Child Care Institutions

Ülavere

2017

Journal of Teacher Education for Sustainability

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For systematic implementation of value education in educational institutions, the national programme ìValues Development in Estonian Society 2009ñ2013î (Ministry of Education and Research, 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child care institutions, teachers and parents as well as their conception of value education. The national programme was updated as ìValues Development in Estonian Society 2015ñ 2020î (Ministry of Education and Research 2015). In 2015, the researchers aimed to investigate if and how values of teachers of child care institutions and their conception of value education had changed. The sample in 2010 included nine respondents related to preschool child care institutions: three heads, three teachers, and three parents. The 2015 sample included 10 teachers. The research was conducted by using a qualitative method, which included semi-structured interviews and video observations of activities that teachers carried out with children. In 2010 and 2015, the values were said to be incorporated in general curricular goals and topics of the year. In 2010, the teachers said that values were not separately designated in the kindergarten curriculum; however, they were incorporated into the curriculum. They did not teach values as a separate discipline; values were highlighted in various activities and situation games. In 2015, it was mentioned that value education was consciously included in activities proceeding from the relevant schooling and education domain and the topic of the week. It may be said that in 2010 value education related topics had not been sufficiently introduced in kindergartens yet. Based on interviews and video observations conducted in 2015, it could be claimed that educators would benefit from a more deliberate approach to value education.

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Section: Discussionmentioning

confidence: 81%

Section: Methods Of Value Educationmentioning

confidence: 99%

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Value Education in Estonian Preschool Child Care Institutions

Ülavere

2017

Journal of Teacher Education for Sustainability

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“…In this study, the values of wellbeing and togetherness were interrelated and partially overlapped with other values embedded in the policy documents and legislation pertaining to Nordic early childhood education (cf. e.g., Emilson & Johansson, 2009;Fugelsnes et al, 2013;Pálmadóttir & Johansson, 2015;Puroila et al, 2016). For example, the values of wellbeing and togetherness were linked to both the value of caring, such as when the educator expressed her appreciation towards the children by listening to them and taking their interests into account, and the value of respect.…”

Section: Discussionmentioning

confidence: 99%

“…Analyzing and examining the role of the educators in communicating the values of wellbeing and togetherness to the children, and the manifestations of these values in the children's activities and interaction will be considered in tandem. At the same time, to build a more comprehensive picture of the values of wellbeing and togetherness, their links to the values identified in previous Nordic studies on values education, such as the values of caring, democracy, social competence and respect (e.g., Emilson & Johansson, 2009;Fugelsnes et al, 2013;Pálmadóttir & Johansson, 2015;Puroila et al, 2016) will also be discussed. The analysis is accompanied by examples taken from the observations, presenting typical situations in both day-care groups.…”

Section: A Tour From Theory To Praxismentioning

confidence: 99%