Preschool Teachers’ Beliefs About Child’s Participation And Its Support In Russian Kindergartens

Abstract

The aim of our research is to study preschool teachers' beliefs (n=40) about participation and to analyze interconnections of this data with teachers' interaction with children and learning environment in their classrooms (n=27). Participation as a concept and the role of teachers in its implementation were conceptualized from the perspective of democratic education and cultural-historical theory. For teachers' beliefs, the questionnaire was used. For assessment of provisions quality for participation, the tool was elaborated and validated according to the ERSI (Environment Rating Scales Institute) standards. The observed classrooms were divided into 2 clusters ("low quality" and "high quality") according to the results of the assessment. The qualitative and quantitative analysis of teachers' answers from each cluster was made. The main finding is that there is a gap between teacher's beliefs about participation and the quality of provision for participation in their classrooms. All teachers understand the importance of child participation but some of them don't support it in their classrooms. In-service training program for teachers and administration can help to shift this gap. It should include team discussions of the concept of participation with experts and reflection on the strengths and deficiencies of their practice.