Doctoral thesis: high-quality early childhood education is secured by trained and motivated kindergarten teachers

In her doctoral thesis, Tiina Peterson examined the professionalism of kindergarten teachers and assessment thereof in the European context. In her research, Peterson compared the organization of early childhood education in Estonia, Finland, Sweden, and Hungary, whereas in the first three it is governed by a similar unified approach, while divided between the educational and social spheres in the latter. The doctoral thesis was motivated by the changed approach of kindergarten education to supporting child development where the child is viewed as an active learner and the teacher as a supporter of the child’s learning. Consequently, it is important to conceptualize and modify the approach to kindergarten teachers' competence and support for the development thereof.

 
In her doctoral thesis, Peterson endeavored to ascertain how teachers and principals in the countries mentioned above valuate the skills of kindergarten teachers in developing children's values, involving families, communicating, planning schooling and educational activities, evaluating children's development, applying strategies for schooling and educational activities, establishing a developmental environment, and supporting teacher development. Furthermore, the study sought to find out how leadership affects the professionalism of kindergarten teachers, relying on the opinions of teachers and principals, and what factors affect the competence of Estonian preschool teachers in the European context.

Based on results of the research, Peterson finds that assessments of the professionalism of kindergarten teachers depend on the teachers’ educational and cultural context in which national curricula play a role. The national curriculum of Finland and Sweden is aimed more at the schooling and educational process, while the curricula of Estonia and Hungary focus on the child's developmental results. Valuations of teachers and principals in Estonia and Hungary were higher because the ISSA Step by Step program is employed in these countries. This program is guided by child-centered and democratic principles in the organization of early childhood and basic education and covers a variety of countries around the world. Finnish and Swedish principals and teachers were more critical regarding kindergarten teachers’ professionalism than their Estonian and Hungarian colleagues.
Peterson also points out that the results of the doctoral thesis proved the significant role of kindergarten heads in establishing a working culture in preschool establishments and supporting teachers' skills. In addition, the research revealed that leadership skills are important in a teacher's work and affect their competence. In order to support pedagogical leadership, it is necessary to support the professional development of teachers, including providing them with in-service training.

Several bottlenecks in Estonian early childhood education were also revealed in the doctoral thesis: kindergarten teachers need greater competence in how to support children's individuality, implement smaller adult to child ratios in relevant work organization, and support children in making their own choices. The role of teachers and assistant teachers also needs to be more clearly defined in applicable legislation. In addition, teachers should focus more on cooperation with families and involving them in the community, while encouraging family members to participate in the kindergarten’s schooling and educational activities. Challenges include supporting children's problem-solving and self-regulation skills, collaborating with support specialists and parents to assess and support children's development. Post-research, Peterson realizes that teachers need increased support regarding how to enable children to take personal responsibility for establishing a caring developmental environment and avoid gender stereotypes in schooling and educational activities.

In conclusion, Peterson points out that teachers themselves can better plan activities to meet their personal development goals and improve the quality of kindergarten. However, the head of the kindergarten can help establish a learning culture and environment that supports the teacher's professional development and well-being, and skillfully direct the management and implementation of changes, as well as prioritize teachers' cooperation with support specialists. Taking the results of the doctoral thesis into consideration, opportunities for initial and further training of preschool teachers can be improved and said teachers’ development can be supported.    

On February 20, Tiina Peterson, a doctoral student at Tallinn University School of Educational Sciences, defended her doctoral thesis "Preschool teachers’ professionalism from Estonian, Finnish, Swedish and Hungarian point of view in the European context". The doctoral thesis was supervised by Professor Emeritus of Tallinn University Marika Veisson and Professor Emeritus of Tampere University Eeva Hujala. Opponents to the thesis were Professor Arniika Kuusisto from Stockholm University and Associate Professor Elina Fonsen with Jyväskylä University.