erasmus 3c1

Rahvusvaheline konverents

“Quality-3c child”

Pärnu 13.06.2018

KONVERENTSI AJAKAVA

9.30 - 10.00 Saabumine

10.00 - 10.05 Heda Kala,
Eesti Alushariduse Juhtide Ühendus, esinaine

10.05 - 10.15 Esinevad Pärnu Kadri Lasteaia lapsed

10.15 - 10.30 Tiina Peterson
Haridus- ja Teadusministeerium, üldhariduse
osakond, peaekspert

10.30 - 11.00 “Kvaliteet - 3C (rõõmus, loov ja julge) laps
Ellen Einaru

11.00 - 11.30 Õppetegevuste hindamine Kreekas:
igapäevane tegevus rühmaruumis
Maria Skordyli

11.30 - 12.00 Töö lastega Jaruni Lasteaias
Neda Vac Burić

12.00 - 12.30 Kaasav haridus Kreekas: kaasnevad
toetusmeetmed alushariduses
Emmanouil Miliarakis, Maria Giannousopoulou

12.30 - 13.00 Kuidas lapsed saavad lasteaeda hinnata?
Dace Bicole, Baiba Zunde

13.00 - 14.00 Lõuna

14.00 - 14.30 Väärtustades protsessi: hariduslikud
kogemused
Monica Gomes

14.30 - 15.30 Tuulte roosi mudeli kasutamine alushariduse
kvaliteedi hindamises. Viie Euroopa riigi
õpetajate ja lapsevanemate võrdlusuuring
Maria Jürimäe, Birgt Pung, Anna-Liina Laht

15.30 - 16.00 Küsimused ja arutelu

16.00 Lõppsõnad

2

CONFERENCE TIMETABLE

9.30 - 10.00 Arrival

10.00 - 10.05 Heda Kala
The Association of Estonian Childhood Education
Leaders, the Chairman of the board

10.05 - 10.15 Children from Pärnu kindergarten Kadri

10.15 - 10.30 Tiina Peterson
Ministry of Education and Research, General
Education Department, Chief Expert

10.30 - 11.00 Project Quality – 3C Child (cheerful,
courageous, creative child)
Ellen Einaru

11.00 - 11.30 Assessment for learning in Greece: A daily
process in our classrooms
Maria Skordyli

11.30 - 12.00 Working with children in Kindergarten JARUN
Neda Vac Burić

12.00 - 12.30 Inclusion and co-education in Greece:
concurrent support programs in pre-primary
school classes
Emmanouil Miliarakis, Maria Giannousopoulou

12.30 - 13.00 How children can evaluate a kindergarten
Dace Bicole, Baiba Zunde

13.00 - 14.00 Lunch

14.00 - 14.30 Process value: educational practices
Monica Comes

14.30 - 15.30 Using the Wind Rose model to discuss and
evaluate the Quality of Early Care and
Education. Comparative study of kindergarten
teachers and parents in five EU countries.
Maria Jürimäe, Birgit, Anna-Liina Laht

15.30 - 16.00 Question and discussion

16.00 The final words

3

KVALITEET - 3C
(RÕÕMUS, JULGE, LOOV LAPS)?

Ellen Einaru,
projektijuht

Lasteasutuste sisehindamine on Eestis fookuses juba alates 2006
aastast. Sisehindamise aruanded ja nõunike tagasiside on välja too-
nud, et enam probleeme on koolieelsetel lasteasutustel põhiprotsessi –
õppekasvatustöö analüüsimisega, mis aitaks kaasa parenduste
kavandamisele laste toetamisel ja õppekasvatustöö suunamisel.

Õppe- ja kasvatustegevused on lasteaias väga olulised, kuna nende
kaudu toetatakse lapse arengut mitmekülgselt. Meie usume, et
kvaliteetne õppe- ja kasvatustöö protsess tagab lapse heaolu, rõõmu,
toetab lapse loovust ning annab neile julgust proovida ja katsetada uusi
tegevusi.

Projektil oli kaks peamist eesmärki:
1. Alusharidusejuhtide professionaalsuse tõstmine õppe- ja
kasvatusprotsessi juhtimisel ja hindamisel.
2. Uuendusliku õppe- ja kasvatusprotsessi kvaliteedistandarti ja
hindamiskriteeriumite loomine ja rakendamine.

Projekti eesmärkide saavutamiseks toimusid erinevad kohtumised ja
tegevused:

• Iga partnerorganisatsioon tutvustas oma maa haridussüsteemi ja

eelkooliealiste laste arengu hindamist;

• Tutvustasime õppeprotsessi kvaliteedi hindamise meetodiga ja

jagasime partneritega kogemusi;

• Saime kogemusi ja teadmisi tööks erivajadustega lastega ning

nende toetamise võimalustega lasteaias;

• Õppekäigu kaudu omandasid partnerid teoreetilisi ja praktilisi

teadmisi õppe- ja kasvatusprotsessi kvaliteedi aspektidest.

Iga partnerriik viis läbi, erinevate osapoolte osavõtul (lasteasutuse
juhid, lapsevanemad, õpetajad, tugipersonal), õppe- ja
kasvatusprotsessi kvaliteedi kriteeriumite väljatöötamiseks uurimuse ja
tegi tulemustest kokkuvõtte.

Uurimuse kaudu saime teada, kuidas hindavad osalenud erinevad
osapooled õppe- ja kasvatusprotsessi. Uuringu tulemuste põhjal loodi
õppe- ja kasvatusprotsessi kvaliteedi standardid ja hindamise
kriteeriumid.

4

PROJECT QUALITY – 3C CHILD (CHEERFUL,
COURAGEOUS, CREATIVE CHILD)?

Ellen Einaru,
project manager

In Estonia the overall quality of preschool establishments has been in
focus since 2006. The feedback of educational establishments
internal evaluation reports as well as feedback from the advisers have
shown, that educational facilities struggle with analysing the base
processes of the curriculum, which would help improve further
planning for supporting children and directing the curriculum further.

Pedagogical activities are very important factors, because they
connect in itself education and upbringing as well as support the child’s
overall growth. We believe, that a high quality of learning and
upbringing processes provides a child’s well-being, happiness,
supports a child creativity as well as provides the courage for children
to try and experience new activities.

This project has two main goals:
1. Early childhood leaders’ enhancement of professionalism through
leading and assessing the learning process in a multicultural
environment
2. Creating and implementing quality standard and value indicator in
innovative learning and growing process.

To achieve our project goals we had several activities:

• Each partner organisation presented their countries educational

system and preschool education assessment system;

• Assessment of the quality of earning process, the used methods;
• Experiences and work with special education needs children,

supporting them;

• Study tours to increase the participants theoretical and practical

knowledge of the learning and educational processes in different
quality aspects.

Each country carried out the survey of the quality of learning process
among different interest groups (leaders, parents, teachers and
children) and made a summary.

Research on how different groups of interest in different countries
perceive the education- and upbringing processes. From survey
results we greater the model of learning and upbringing process quality
standards and evaluation criterions.

5

ÕPPIMISPROTSESSI HINDAMINE KREEKAS:
IGAPÄEVATEGEVUS RÜHMARUUMIS
Maria Skordyli
11. Hania lasteaia direktriss

Õppimisprotsessi hindamine toimub igapäevaselt
rühmaruumis läbi info kogumise, analüüsimise ja tõlgendamise.
Protsessi eesmärgiks on õppimis- ja õpetamistegevuste mõtestamine
läbi erinevate otsuste. Nii õpetaja kui ka lapsed võtavad rühmaruumis
otsuseid vastu.

Hindamistegevused aitavad õppimist hõlbustada ja tõhustada, kui nad
on:

- järjepidevad ning osa õppimisprotsessist;
- ehtsad ja arusaadavad kõikidele osapooltele;
- diferentseeritud vastavalt laste arengutasemele;
- kogu lapse perekonda kaasavad.

Lasteaias on hindamistegevuste põhieesmärk saada teada, mida laps
juba teab, mõistab, mõtleb, tunneb ja on õppinud. Vastava
informatsiooni kogumiseks tuleb jälgida, mida laps teeb, kirjutab,
joonistab või vahendab, nii verbaalselt kui ka mitteverbaalselt,
erinevates tegevustes. Õpetaja saab kasutada saadud teavet õppe- ja
kasvatustegevuste planeerimiseks, põimides omakorda erinevaid
õpetamisstrateegiaid, mis vastaksid lapse õppimise ja muudele
vajadustele.

Hindamistegevusse on kaasatud õpetaja, laps ja perekond.
Õpitegevuste hindamisel järgib õpetaja järgnevaid samme: süsteemne
vaatlemine, enesehindamine, dialoogid/diskussioonid, õpimapi
koostamine ja täiendamine.

Õppimisprotsessi hindamine aitab õpetajal paremini praktiseerida
personaalset lähenemist ning suunata laste iseseisvat õppimist. Taoline
hindamistegevus on keskmeks igapäevasündmustele. Rutiinsed
igapäevategevused, õpetaja ja lapse suhtlemissituatsioonid pakuvad
erinevaid võimalusi hindamistegevuste kinnistamiseks rühmategevuste
juhtimisel.
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6

ASSESSMENT FOR LEARNING IN GREECE: A DAILY PRO-
CESS IN OUR CLASSROOMS

Maria Skordyli Headmistress of 11th Nipiagogio Chanion

Assessment for learning is the process of collection, synthesis and
interpretation of information which arises from the framework of
everyday experience in the classroom. Its aim is to contribute to
decision making, regarding learning and teaching. These decisions are
taken by both the teacher and the student him/herself.

The assessment facilitates and enhances learning when:
- It is continuous and is a component of the learning process.
- It is authentic and meaningful to them
- It is differentiated
- It involves all the family.

The main aim of assessment in kindergarten is to find out what the child
knows, understands, thinks, feels and learns, by gathering information
through what he does, writes, draws, or communicates in various ways
(verbal or non-verbal). The teacher relies on this information to plan
and implement diverse teaching approaches that meet the learning
styles and needs of children. The teacher, the child and the family are
all involved in the assessment process.

During the procedure of evaluating, the teacher follows a series of
steps. Systematic observation. Self-Assessment. Dialogue- discussion.
Portfolio. Organization of a portfolio.

Assessment for Learning promotes a more personalized approach to
learning and a move towards teaching for independent learning. This
assessment is central to day-to-day practice. The routine, daily
interaction of the teacher with the child provides many opportunities for
embedding assessment in class room practice.

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7

TÖÖ LASTEGA JARUNI LASTEAIAS
Neda Vac Burić

Lasteaed “Jarun”, psühholoog

Erivajadustega laste kaasamine on meie töö oluline
osa, mida teeme kooskõlas ÜRO lapse õiguste konventsiooni, riikliku
õppekava raamistiku ja Horvaatia koolieelset haridust reguleerivate
seadustega.

Lasteaias Jarun on 40 rühmas ligi 900 last, 84 õpetajat, 2 vanemõde
ja ekspertide meeskond (2 pedagoogi, 2 psühholoogi, 1 logopeed,
1 erivajaduste ekspert) ning erivajadustega lapsed käivad tavalistes
rühmades.

Horvaatias käsitletakse erivajadusi potentsiaalsete, ajutiste ja alaliste
erivajadustena. Jaruni lasteaia lastest on ligikaudu 25%
potentsiaalsed ja ajutised erivajadused ja 8% püsivad erivajadused.

Kaasamine hõlmab lastel oma parima saavutamise aitamist, õpetajate
ettevalmistamist ja toetamist, kaasatavate laste vanemate toetamist,
teiste laste ja vanemate kaastunde suurendamist, koostööd
eriasutusega ning avalikkuse teadlikkuse parandamist. Erinevat liiki
erivajadustega lastel võivad lasteaias olla erinevad programmid
(tunnid/päevad nädalas, lisaõpetaja või isiklik abistaja, muude
eriasutuste lisakaasatus).

Lisaks juba tuvastatud erivajadustega laste kaasamisele on meil väga
oluline roll erivajaduste avastamine varajase sekkumise protsessis.
See võib toimuda väga varajases etapis, ekspertide esimesel
kohtumisel perekondadega enne, kui lapsed lasteaias käima
hakkavad. Mõnikord avastatakse erivajadused hiljem, siis last
jälgides, kui ta juba lasteaias käib. Kui erivajadust täheldatakse
esimest korda lasteaias, siis võib järgnev vajalik protsess võtta
rohkem aega.

Kaasav lähenemine pakub kõigile osalejatele palju kasu ning
protsessi käigus tuleb ette raskusi, mida proovime lahendada lapse
parimates huvides.

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8

WORKING WITH CHILDREN IN KINDERGARTEN JARUN
Neda Vac Burić Kindergarten Jarun, psychologist

Inclusion of children with special needs is an important part of our work,
carried out according to the Convention on the Rights of the Child, the
National Curriculum Framework and Laws regulating preschool
education in Croatia.

Kindergarten Jarun consists of almost 900 children in 40 groups, 84
teachers, 2 senior nurses and an expert associates team
(2 pedagogues, 2 psychologists, 1 speech-language pathologist,
1 special needs expert) and children with special needs are included
into regular groups.

In Croatia, special needs are regarded as potential, temporary and
permanent special needs.There are about 25% of children with potential
and temporary special needs and 8% with permanent special needs in
Kindergarten Jarun.

Inclusion means supporting children to achieve their maximum level,
preparing and supporting teachers, supporting the parents of children in
inclusion, raising sensitivity of other children and parents, cooperating
with special institutions and spreading public awareness. Children with
various types of special needs may have different programs in the
kindergarten (hours/days per week, additional teacher or personal
assistent, additional attendence of other specialized institutions).

Beside the inclusion of children with already recognized special needs,
our very important role in the process of early intervention is the
detection of special needs. Detection can start at the very early stage,
during the initial meeting that expert associates have with families
before the children start attending kindergarten. Special needs are
sometimes detected later, through observations when the child is
already attending kindergarten. When the special need is detected for
the first time in kindergarten, the necessary process that follows can
take more time.

Inclusion brings many benefits for all the participants, and during the
process, we also encounter difficulties which we try to resolve in the
best interest of the child.

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9

KAASAV HARIDUS KREEKAS:
KAASNEVAD TOETUSMEETMED

ALUSHARIDUSES
Emmanouil Miliarakis,

Chania Põhihariduse Direktoraadi peadirektor,
Maria Giannousopoulou,

lasteaia õpetaja-projekti kontaktisik

Chania Põhihariduse Direktoraat (CDPE) on haridus-, teadus- ja

religiooniministeeriumi isesisev juriidiline üksus ja see koosneb 120

eelkoolist ja 84 põhikoolist, 1700 õpetajast ja 13500 õpilasest

vanuses 4-12 aastat. Nagu kõiki teisigi Kreeka

põhiharidusküsimustega tegelevaid direktoraate, rahastab ka seda

organisatsiooni haridus-, teadus- ja religiooniministeerium.

CDPE peamine ülesanne on koordineerida, toetada ja rakendada
hariduspoliitikat. Organisatsiooni reguleerimisala hõlmab Chania
piirkonna koolide üldist haldamist (õiguslikud, finants- ja muud
küsimused). Koostöös kohaliku omavalitsusega hoolitseb koolivõrgu
arendamise ja kvaliteetse hariduse jaoks vajaliku infrastruktuuri üldise
arendamise eest. Samuti võtab tööle ja määrab kohtadele kõik oma
koolide alalised või asendusõpetajad.

CDPE oluline ülesanne on koolide direktorite täiendõpe ja -
koolitus, et tagada koolide terviklik ja tõhus juhtimine.

CDPE töötab pidevalt Chania põhihariduse andmise taseme
tõstmiseks, osaleb aktiivselt õpetajate täiendusõppes ja koolituses,
mille eesmärgiks on õpetamismeetodite täiustamine ja kõigi õpilaste
efektiivne õppimine. Direktoraate koordineerib temaatilisi võrgustikke,
mis on seotud keskkonnahariduse, kultuuriküsimuste, tervise ja heaolu
edendamise ning koolide karjäärinõustamisega. Samuti pakub
erinevaid õppematerjale, pedagoogilisi tööriistu ja seminare, mis
tagavad nende konkreetsete teemadega seotud kooliprojektide edu.
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10

INCLUSION AND CO-EDUCATION IN GREECE: CONCUR-
RENT SUPPORT PROGRAMS IN PRE-PRIMARY SCHOOL

CLASSES
Mr Emmanouil Miliarakis Head Director of Chania Directorate of

Primary Education and Mrs Maria Giannousopoulou pre–
primary school teacher-contact person of the program

Chania Directorate of Primary Education (CDPE) is a legal body of the
Ministry of Education, Research and Religion. CDPE has its own legal
identity and consists of 120 pre-primary and 84 primary schools, 1700
teachers and 13500 students aged 4-12 years old. Like all other
familiar Primary Education Directorates of Greece, this organization is
funded by the Ministry of Education, Research and Religion.

The main task of CDPE is to co-ordinate, back up and implement the
educational policies as well as place all the permanent or substitute
educators in their schools. Its scope concerns the general
administration of the schools in the region of Chania (legal, financial
and other issues). Furthermore, it takes care of the expansion of new
school units and the general development of the infrastructure required
for quality education in cooperation with the municipality. Last but not
least, training of headmasters and headmistresses to ensure they
become comprehensive and effective leaders in their schools, falls
within the Directorates’s duties.

CDPE is working constantly towards the improvement of Primary
Education in Chania. It participates actively in the continuing education
and training of teachers aiming at the improvement of teaching
methods and the effective learning for all pupils. It coordinates thematic
networks relating to environmental education, cultural issues,
promotion of health and wellbeing, career education among schools.
Also provides a variety of educational material, pedagogic tools and
seminars which ensure the success of school projects related to these
specific topics.

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11

KUIDAS SAAVAD LAPSED HINNATA
LASTEAEDA

Dace Bicole lasteaed Pienenite direktor,
Baiba Zunde õppealajuhataja

Lastel on erinevaid võimalusi lasteaia hindamiseks:
1. Kirjalik hindamine (nt rühma päevik, rühma hindamine)
2. Kujundlik hindamine (nt joonistused, fotod, värvimised, emotsioonid,
hindamispunktid, projekti tehnika, „valgusfoor“)
3. Verbaalne hindamine (kirjeldused, intervjuud, arutelud, helid: kõva
hääl ja vaikne hääl, jutustamine, laste ütlused)
4. Füüsiline hindamine (nt kehakeelega eneseväljendus, kasutades 5
meelt).

Hindamisprotsess võib olla „Kiire ja aeglane“, toimuda iseseisvalt või
abiga. Laste kaasamine lasteaia hindamisse on seotud õppe- ja
kasvatusprotsessiga. Hindamisprotsessis osalemine arendab last ja
annab õpetajale tagasidet.

Lasteaia hindamisprotsessis osalemise tulemused on järgmised:
• Laps teab, mida ta soovib ja oskab;
• Laps usub enda võimetesse;
• Laps saavutab oma eesmärgi;
• Lapse enesehinnang kasvab ja see on hea motivatsioon edasiseks

õppimiseks;
• Õpetajad oskavad märgata planeerimiseks vajalikke teemasid.;
• Selgub, kas hindamise protsess oli lapsekeskne.

Koolieelse lasteasutuse põhiline eesmärk on anda teadmisi lapse
lähiümbrusest, kaasata neid katsetamisse ja võimaldada neil teha vigu.

Eelkoolieas on eriti oluline lastele pakkuda erinevaid kogemusi,
õppimist, katsetamist ja uurimist. Lastel kujunevad esmased teadmised
ümbritsevast ning luuakse vundament põhioskustele – kriitilisele
mõtlemisele, loovusele, koostööoskustele, eneseteadlikkusele ja
oskusele hakkama saada oma emotsioonide ja käitumisega.

Koolieelse lasteasutuse süsteem ei peaks olema koht, kus õpetaja
jagab vaid valmis teadmisi, vaid kus õpetamine peaks toimuma
õppeprotsessina, milles lapsed omandavad oma teadmised kogemuste
kaudu.

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12

HOW CHILDREN CAN EVALUATE A KINDERGARTEN
Dace Bicole headmistress of kindergarten Pienenite,
Baiba Zunde head teacher of kindergarten Pienenite

Children can evaluate kindergarten in the different ways:
1. Writing (e.g. class diary, group assessment)
2. Graphic (e.g. drawings, photos, colouring, emotions, evaluation
points, project technique, traffic lights)
3. Oral (e.g. description, interview, discussion, sounds: loudly-silently,
story telling, children statements)
4. Manipulate (e.g. body expression, using 5 senses)

Evaluation process can be „Quick and slow”; alone and with help.
When child evaluate kindergarten she/he is involved in an upbringing
and teaching process. The process of evaluation gives an opportunity
to improve child's` development and shows to teachers feedback.

When children are involved in an evaluation of kindergarten the results
are:
• A child knows what she/he wants and know;
• A child believes in himself;
• Reach your goal;
• See self-achievement and it is a motivation for learning in the future;
• Teachers see a future planning;
• Show - was the process was child centred.

Because one of the most important emphasis in pre-school education is
to give the child an opportunity to understand things, including when
trying and making mistakes.

In the time of early education particularly important for children also is
to gain diverse experience, study, experiment and discover. Children
are creating the first ideas of things and phenomena, while at the same
time laying grounds for general skills - to think critically and creatively,
to cooperate, to be aware and manage their emotions and actions.

In every kindergarten education system should not be ready made
knowledge poured by teachers, but teaching should be driven as
learning process, acquired by children themselves.

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13

VÄÄRTUSTADES PROTSESSI:
HARIDUSLIKUD KOGEMUSED

Monica Gomes

Haridusressursside ja Koolituste Keskus (Educational Resources and
Training Centre, edaspidi CREF) on Setúbali regiooni üks tähtsamaid
asutusi, ning katab kogu Sesimbra piirkonda.
See on erakapitalil põhinev mittetulundusorganisatsioon, mis pakub
terve Sesimbra eelkoolide, põhikoolide ja gümnaasiumide töötajatele
tuge haridusküsimustes. Samuti vastutab CREF õpetajate pideva
koolitamise eest nii era-kui ka tava eelkoolides ja algkoolides, ning
teeb tihedat koostööd Sesimbra omavalitsusega.

CREF - Educational Resources and Training Centre is one of the
most important establishments of the region of Setúbal and it covers all
of the Sesimbra department. It is a private non profit educational
institution which provides educational support for the pre-school, basic
and secondary schools staff in all the Sesimbra region. CREF is also
responsible for the continuous training of the teachers from public and
private pre and primary schools, in direct connection with the

municipality of Sesimbra.
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14

TUULTE ROOSI MUDELI KASUTAMINE
LASTEAIA KVALITEEDI HINDAMISEL

VIIE RIIGI ÕPETAJATE JA
LAPSEVANEMATE VÕRDLUSUURING

Maria Jürimäe, Birgit Pung, Anna-Liina Laht

EU Erasmus+ projekti “Quality 3C-Child (cheerful,
courageous, creative child) meeskond töötas välja
alushariduse kvaliteedi Tuulte Roosi mudeli. Kuigi on olemas terve rida
instrumente ja skaalasid lasteaia kvaliteedi hindamiseks, ei sobi neist suurem
osa kasutamiseks õpetajatele ja lapsevanematele.

Tuulte Roosi mudel loodi kahel põhjusel. Esiteks aitab see läbi rääkida, millised

komponendid alushariduse kvaliteedi juures on olulised ja miks, nii saab

lasteaia meeskond luua jagatud arusaamu ning kaasata selleteemalisse

arutellu ka lapsevanemaid. Teiseks aitab see hinnata konkreetsete rühmade

kvaliteeti erinevatest vaatepunktist (lapsevanemad, õpetajad ja personal,

juhtkond).

Esmalt testiti Tuulte Roosi mudelit igas projektis osalevas riigis (Eesti, Läti,
Horvaatia, Kreeka ja Portugal), igast maas ühes koolieelset haridust pakkuvas
institutsioonis (lasteaias või lasteaedade grupis).

Nii õpetajatele kui ka lapsevanematele korraldati veebipõhine küsitlus. Osalejad
pidid hindama 12 lasteaia kvaliteedi näitajat, mis omakorda olid jaotatud kolme
kategooriasse – sisend, väljund ja protsess.

SISEND hõlmab seda, mida lasteaias lastele pakutakse – lasteaia õppekava,

füüsiline õppekeskkond erinevate õppevahendite ja mängudega, õpetajad ja

personal, kellel on vastaval tasemel ettevalmistus.

VÄLJUND näitab õppe- ja kasvatusprotsessi tulemusi – laste teadmised,

oskused, praktiliste tööde tulemused ja käitumine.

PROTSESS iseloomustab laste igapäevaelu lasteaias – millised on suhted

laste vahel, laste ja õpetajate vahel, õpetajate ja lapsevanemate vahel, kui palju

on lastel valikuvabadust ja kaasarääkimise õigust, kuidas nad on kaasatud

õppe- ja kasvatusprotsessi, kuivõrd nad seda naudivad ja kui õnnelikud ja rahul

nad on.

Ettekandes tutvustame ja võrdleme hinnanguid lasteaia kvaliteedi erinevatele
aspektidele riikide lõikes, samuti vanemate ja õpetajate hinnangute lõikes.

Nagu juba eelnevalt välja tõime, pole seni abivahendeid, mis aitaksid õpetajatel
ja lapsevanematel alushariduse kvaliteedi üle arutleda, samuti hinnata iga
rühma kvaliteeti. Tuulte Roos võiks olla sobilik mõlemaks otstarbeks. Seetõttu
testisime seda ka Eesti, Läti ja Horvaatia lasteaedade konkreetsete rühmade
kvaliteedi hindamisel. Tulemused näitavad, et Tuulte Roosi mudel sobib ka
selleks otstarbeks ja võib seega osutuda sisehindamisel vajalikuks tööriistaks.

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15

USING THE WIND ROSE MODEL TO DISCUSS AND
EVALUATE THE QUALITY OF EARLY CARE AND

EDUCATION (ECE). COMPARATIVE STUDY OF
KINDERGARTEN TEACHERS AND PARENTS IN FIVE

EU COUNTRIES
Maria Jürimäe, Birgit Pung, Anna-Liina Laht

The team of EU Erasmus+ Project “Quality 3C-Child (cheerful, courageous,
creative child)“ worked out a model – Wind Rose model – of the quality of
early care and education. Even though the number of instruments of the
quality of the ECE is available, there are no easy-to-use tools for kindergarten
teachers and parents.

Wind Rose model was created for two purposes. The first on is negotiating
the meaning of the quality in early care and education, the second is
assessment and evaluation of the quality of certain goups/classes from
perspectives of different stakeholders (parents, teachers and staff, leaders).

The Wind Rose mode was firstly tested with kindergarten teachers and
parents in five institutions providing ECE in five participating project countries:
Estonia, Latvia, Croatia, Greece, and Portugal.

There was an online survey for teachers and parents, the participants had to
evaluate 12 aspects of quality divided into three large categories – input,
outcome and process.

INPUT includes all the circumstances we offer to children – kindergarten
curriculum, physical environment with all learning and playing materials,
teachers and staff with certain level of preparation and qualification.
OUTCOME shows results of educational processes – the knowledge and the
skills of children, the results of their works, and their behaviour.
PROCESS is the daily life in the institution of ECE – what kind of interaction
takes place between the children and the teachers, children and other
children, teachers and parents, how active and free can a child be in making
choices, how much (s)he is involved in the process, enjoying it and satisfied
with it.

In this presentation we introduce and compare the scores given for these
different aspects country-wise and by different groups.

As stated before, there are no easy-to-use tools for kindergarten teachers
and parents to negotiate the meaning of the quality, and to assess the quality
of certain groups and classes of particular kindergarten. To fill this gap, we
tested the Wind Rose model also in Estonian, Latvian and Croatian
kindergartens to assess certain groups and classes from different perspec-
tives – parents, teachers and staff, leaders. The results indicate, that the Wind
Rose is suitable for this kind of assessment too.

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17

LASTEAIA ÕPPE- JA KASVATUSPROTSESSI KVALITEEDI MUDEL

Sektor Sektori Sektori märksõna sisu selgitus
kiired

Sisend Õppekava • Lasteaial on olemas omanäoline, lõimitud,
lasteaia väärtusi toetav, paindlik õppekava.

• Õppekava võimaldab õpetajal teha valikuid,
diferentseerimist ja sisaldab tegevusi, mis
toetavad erivajadustega last.

• Last ja vanemaid kaasatakse õppeprotsessi
kavandamisse.

• Õppekava on kättesaadav kõigile
osapooltele.

Õppe- ja • Õppe- ja mänguvahendid on ea- ja
mängu- võimetekohased, mitmekesised.
vahendid
• Vahendid on lapse arengut toetavad ning
lähtuvad lapse huvidest ja vajadustest.

• Vahendid on eesmärgipärased ning lapsele
kättesaadavad.

Füüsiline • Keskkond on turvaline, valikuvõimalusi,
keskkond avastamist ja katsetamist pakkuv ning loovust
toetav.

• Õuesõppe läbiviimiseks on loodud
mitmekesised võimalused (sh kasutatud
lasteaia lähiümbruse tingimusi).

• Laps on kaasatud kasvukeskkonna
loomisesse.

• Laps saab mängida ja tegutseda väikeses
grupis või individuaalselt, on loodud ka kohti
vaikseks tegutsemiseks.

• Keskkond on õppeprotsessi näitav ja toetav
(välja on pandud laste tööd, kirjakatsed,
õpitav temaatika jms).

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LASTEAIA ÕPPE- JA KASVATUSPROTSESSI KVALITEEDI MUDEL

Sektor Sektori Sektori märksõna sisu selgitus
kiired

Sisend Õpetaja ja • Kogu lasteaia personal (sh õpetajad,
personal juhtkond, spetsialistid, valdkonna õpetajad,
õpetaja abid) väärtustab oma tööd, ollakse
innovaatilised ja kompetentsed.

• Meeskonnatöö on toimiv nii rühma kui
lasteaia tasandil.

• Õpetaja keskendub lapse vajadustele.
• Lapse tegevust toetatakse tema lähima
arengu tsooni silmas pidades, arvestatakse
lapse vajaduste ja motivatsiooniga.

Tulemus Lapse • Laps rakendab omandatud teadmisi
teadmised tegevustes, mängudes, esitab küsimusi ja
arutleb.

• Lapse arengu jälgimine toimub lapse
varasema arengutaseme suhtes.

• Teadmised omandatakse praktilises
tegevuses ja kogemuste kaudu, kõiki meeli
kaasates.

Lapse • Laps rakendab omandatud oskusi
oskused tegevuses ja mängus.

• Lapse arengu jälgimine toimub lapse
varasema arengutaseme suhtes.

• Oskused omandatakse harjutades ja
varasematele oskustele toetudes
kogemuste kaudu.

Lapse tööd • Lapse tööd on isikupärased ning
vastavad tema võimetele ja oskustele.

• Lapse töödes väljendub vaba
loomingulisus ja/või õpetajate juhendamine
vastavalt lapse oskustele.

• Tööd on eksponeeritud ja lapse arengut
(uus väljendusoskus, uued detailid, uus
teemakäsitlus jne) kajastavad tööd on
kogutud arengumappi.

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LASTEAIA ÕPPE- JA KASVATUSPROTSESSI KVALITEEDI MUDEL

Sektor Sektori Sektori märksõna sisu selgitus
kiired

Tulemus Lapse • Laps arvestab kaaslastega, peab kinni
käitumine kokkulepitud väärtustest ja reeglitest.

• Laps suudab käituda vastavalt rühmas
kokku lepitud tavadele.

• Laps märkab ebakohast käitumist (nt
kaaslase ebasõbralikku käitumist vms) ja
julgeb seda korrigeerida, samuti tunnustada
teiste positiivset käitumist.

• Laps näitab hoolivust ja austust inimeste
suhtes, kes on temast erinevad.

Protsess Lapse • Laps on kaasatud eesmärgistamisse,
algatus/ kavandamisse, tagasisidestamisse.
initsiatiiv • Lapsele on antud võimalus öelda, mida ta
näeb, mõtleb ja tunneb (individuaalselt ja ka
Lapse grupis).
kaasatus • Lapsel on võimalus avaldada oma
arvamust.
• Laps saab teha valikuid, õpikeskkond
võimaldab õppida väikestes gruppides.
• Kodu on kaasatud õppeprotsessi, laps
saab lasteaeda tuua erinevaid materjale ja
neid kasutada tegevustes.

• Tegevus on väljakutset pakkuv, sellega
tegelemine on õppija jaoks haarav, laps
tegutseb innustunult ja aktiivselt.
• Laps õpib pühendunult, osaleb täie
tähelepanuga tegevuses, vajadusel pikka
aega.
• Lapsel on võimalus teha valikuid,
õppimiseks on loodud erinevad võimalused.
Väärtustatakse koosõppimist.
• Laps hoiab oma teadliku tähelepanu
tegevuse juures (*Mihaly Csikszentmihalyi).

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LASTEAIA ÕPPE- JA KASVATUSPROTSESSI KVALITEEDI MUDEL

Sektor Sektori Sektori märksõna sisu selgitus
kiired

Protsess Lapse • Lapsele on loodud huvi tekitav
motivat- õpikeskkond.
sioon
• Lapsel on positiivne õpihoiak.
• Lapse sooritusele antakse julgustav ja/või
positiivne tagasiside ning laps annab ka ise
enda tegevusele julgustavat tagasisidet.

• Lapse tegevuses osalemine ja/või
tulemused on väärtustatud, lapsele on
lubatud eksimine/tagasilöögid.

Suhted ja • Suhted kõigi osapoolte vahel (täiskasvanu
suhtlemine -laps, laps-laps, täiskasvanu-täiskasvanu)
on austavad, positiivsed, empaatilised ja
toetavad.

• Lapsele pakutakse tegevusi, mis
arendavad probleemilahenduse- ja
koostööoskusi ning eneseregulatsiooni.

• Õpetaja kasutab aktiivse kuulamise ja
mina-sõnumi suhtlusstiili (T. Gordon –
Parents Effectiveness Training values and
Teacher Effectiveness Training values).

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THE MODEL OF LEARNING AND UPBRINGING PROCESS
QUALITY STANDARDS AND EVALUATION CRITERIONS

Sphere Rays of the Sphere keyword content explanation
sphere

Input Curriculum • Curriculum is unique, integrated, flexible,
supports preschools values.

• Curriculum allows teachers to make
methodical choices, differentiate the
learning process. Contains activities that
support children with special needs.

• Children and parents are included in the
preparation of the learning process.

• Curriculum is available to everyone
involved.

• Learning goals are challenging and
executable, results and processes are
important.

Learning and • Learning and playing tools are age and
playing tools skills appropriate, varied.

• Learning and playing tools support
children’s development and originate from
children’s interests and needs.

• All tools are purposeful and available to
children.

Physical • Physical environment is safe, gives
environment choices, offers exploration and
experiments, supports creativity.

• Children are included i the creation of
the developmental environment: they can
play or act in small groupes or alone, also
there are places for quiet activities.

• Environment shows and supports the
learning process (children’s art is shown,
also week or month theme etc).

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Sphere Rays of the Sphere keyword content explanation
sphere

Teachers • Teachers and staff value their work, they
and staff are innovative and competent.

• Team work is co-operative in the group
and in preschool.

• Teachers are concentrated on the
children’s needs.

• All of the children’s activities are sup-
ported by adults who take into account the
child’s closest development zone, needs
and motivation.

• Teachers provide children with
encouraging feedback regularly.

• Teachers are concentrated more on the
process.

• Teachers and staff are open to the
parents’ suggestions/ opinions.

• Teacher is the faciliator of the learning/
educational process.

• Teachers and staff evaluate their work
periodically.

Results Children’s • Child incorporates acquired knowledge
knowledge into practice in learning activities, and
when playing. Asks questions and
discusses on different topics.

• Child’s further development is compared
to his own previous development.

• Child acquires knowledge in practical
activities and through experiences, using
all of his senses.

Children’s • Child uses acquired skills in activities
skills and when playing.

• Child’s further development is compared
to his own previous development.

• Different skills are acquired through
practicing and based on previous

knowledge and experience.

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Sphere Rays of the Sphere keyword content explanation
sphere

Children’ • Different works of children are unique
works and fit for their skills and abilities.
• Children’s works reflect an opportunity to
Children’s both experiment freely and/or to use the
behaviour adults’ advice according to her/his motiva-
tion and needs.
Process Children’s • Children’s work that marks children’s
knew skills or knowledge (new details, self-
initiative expression ability) are gathered into their
portfolio.
• Children’s work reflect their learning
process.

• Children consider each other, hold true
on the agreements made or conditions set.
• Children’s behaviour shows/reflects their
inner motivation.
• Children notice inappropriate behaviour
(for example peer unfriendly behaviour),
dare to adjust it and recognize positive
behaviour of their peers.
• Children show signs of care and respect
in regard to those who differ from them.
• Children have well-developed
communication skills, they respect each
other during discussion, have ability to
listen to each other.

• Child is involved in setting goals,
preparations and feedback regarding the
learning process (children are given an
opportunity to say what they see, think and
feel individually as well as a group).
• Child is able to voice his oppinion.
• Treats mistakes and failure as an
opportunity to learn, willing to challenge
oneself.
• Children can make choices, environment
offers variable opportunities to learn and
group activities are valued.

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Sphere Rays of the Sphere keyword content explanation
sphere

• Children bring materials from home to
use for or participate in the activity.

Children’s • Activities are challenging, children are
involvement motivated and engaged.
• Children put their energy and full
Children’s attention into their activities, sometimes for
motivation a long time.
• Shows state of flow (*Mihaly
Csikszentmihalyi) during the activity.
•Children spend long time in the same
activity.

• An engaging environment is created.
• Children have a positive attitude
towards learning.
• Positive and/or encourageing feedback
is given based on the activity results by
the adult as well as the child himself.
• Mere engagement in the activity and/or
achievements are valued and child does
not concede in case of failures/setbacks.
• Children repeat the activity many times.

• Children ask many questions about the
activity.

• Children talk about the activity among
each other.

Relationships • Relations between adult-child, child-
and child, adult-adult are respectful, positive,
communication emphatic and supportive.

• Teacher serves as an example in
communication.

• Teacher uses skills of active listening
and I-messages (T. Gordon – Parents Ef-
fectiveness Training values and Teacher
Effectiveness Training values).

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Sphere Rays of the Sphere keyword content explanation
sphere

• Relations between adult-child, child-
child, adult-adult are respectful, positive,
emphatic and supportive.
• Teacher serves as an example in
communication.
• Teacher uses skills of active listening
and I-messages (T. Gordon – Parents Ef-
fectiveness Training values and Teacher
Effectiveness Training values).
• Children are provided activities that
develop their problem solving, cooperation
and self-control skills.
• Children are guided to analyze the
activities and behaviour of their peers as
well as their own.
• Child’s independence is supported.
• Tutoring learning from child to child .

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27

Projekti “Quality—3c child”
rahastatakse Euroopa Liidu Erasmus+

programmi vahenditest

See teos on antud Crea ve Commonsi litsentsi "Autorile viitamine + Mi eäriline
eesmärk + Tuletatud teoste keeld 4.0 Rahvusvaheline" alla. – keelatud on loodud

materjali kasutamine ärilistel eesmärkidel.

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