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Research Findings: The purpose of this study was to examine associations between parental socialization values (including inconsistency in values), parenting practices, and parental involvement in their children's education. Altogether 242 Estonian mothers and fathers of first-grade children participated in the study. We found that mothers were overall more involved in their children's education than fathers. Whereas emphasis on social values at home was related to paternal and (marginally) to maternal home-based academic involvement, emphasis on self-direction values at home among mothers was related to their home-based general involvement. Also, inconsistency in family socialization values had a negative impact on paternal involvement. Finally, positive practices were most consistently related to all types of involvement among mothers and fathers. Practice or Policy: The findings of the present study emphasize the importance of concordance in mother-father values. For teachers, it emphasizes the need to cooperate with both spouses and to discuss broader topics, including their values and practices. The results additionally indicate the importance of finding ways to enhance collaboration with less-educated parents. The results have practical implications for teachers who can potentially help parents to become more involved in their children's education. 相似文献
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The present study examined associations between boys’ and girls’ self-reported psychological adjustment and a wide spectrum of peer-rated behaviours in the school context using a sample of 463 Estonian early adolescents (Mage = 12.90). Although girls had more internalised problems and boys more externalised problems, the associations between adolescents’ psychological adjustment and behaviour were not gender-specific. Among both boys and girls, hostility was positively associated not only with their peer-reported misbehaviour, but also with sociable behaviour and negatively with studiousness. Adolescents with negative self-esteem were perceived to exhibit high levels of self-centred competitive behaviour, misbehaviour and also sociable behaviour. Those with negative self-adequacy, on the contrary, were less likely to behave in a self-centred competitive and sociable manner. In general, the findings show that psychological maladjustment may appear not only in well-observed problematic behaviour but also in seemingly ordinary behaviour in school. 相似文献
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ABSTRACTTransition from early childhood education to primary school is a complex phenomenon. This situation, moving from one educational system to another, is exciting, but can also be stressful for the child, her family and preschool teachers. Smooth transition to primary school helps children feel secure, relaxed and comfortable in their new environments. The current study, highlighting how Estonian preschool teachers comprehend their pedagogical activities in supporting children’s school readiness, was conducted using semi-structured interviews. There were 15 participants, preschool teachers, who at the moment of research taught in groups where children were between the ages of 6 and 7. As a result of completing the above procedure, research findings highlight that there is a lack of collaboration between preschools, schools and local neighbourhoods, but teachers try different methods individually when introducing school environment to children. 相似文献
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Lehte Tuuling Tiia Õun Aino Ugaste 《Journal of Adventure Education & Outdoor Learning》2013,13(4):358-370
ABSTRACTThe Estonian National Curriculum for Preschool Child Care Institutions values learning through games, observation and research in various environments. There are no official guidelines regarding the frequency of outdoor learning or the content that children should experience, but outdoor learning creates the best opportunities to accomplish this purpose. The aim of the current study is to clarify the opinions of teachers about outdoor learning and the possibility of utilizing it in learning activities. The data was collected by questionnaire which consisted of open-ended questions. The results showed that teachers do not practice outdoor learning very often, although they find studying outdoors to be important. The results helped to determine how preschool teachers see themselves as practitioners of outdoor learning and how outdoor learning supports the development of children. Based on the findings, outdoor learning should be included in the teacher training process. 相似文献
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The present study’s aim was to compare the conversational style and value preferences of mothers in Estonian families living in Estonia and Sweden. Early adolescent children (10 to 13 years old) and their mothers were videotaped at their homes during mealtime. All regulatory utterances were identified, and differentiated into two groups depending on whether their aim was to control behavior or elicit talk. Attempting to link the hypothesized socio-cultural variation in regulatory speech to a broader belief system, a number of questionnaire items on values from the Schwartz’s Value Survey (Schwartz & Bilsky, 1987) were administered to the mothers. As expected, the analyses revealed differences in the conversational intentions of the Estonian-speaking mothers living in two different countries. Mothers in Estonia were significantly more concerned with controlling early adolescents’ behavior than mothers in Sweden. Responses to value items supported the real-life findings, showing that mothers in Sweden valued significantly higher the value domains of Achievement and Self-direction than mothers in Estonia. 相似文献
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European Journal of Psychology of Education - The main purpose of this study was to shed some light on the effect of socialization context (home vs. orphanage) on gender-specific value acquisition.... 相似文献
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Peeter Tulviste 《European Journal of Psychology of Education - EJPE》1994,9(2):121-126
Two conflicting versions of the history of their country were acquired by children in Estonia during the Soviet rule. While the official version was taught systematically at school, the unofficial one, banned from the public sphere, was discovered individually by each child with the help of parents or other adults, family photo albums, surviving books from the 1920'ies and 1930'ies, and other sources. Differences between the two versions are described as well as their relations to ethnic identity and self-esteem, and the reasons for the failure of the official version and the survival of the unofficial one are analysed. 相似文献
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Research Findings: The aim of the present study was to investigate the influence of individual and situational factors on nursery school children's conflict management strategies. This observational study of triadic interaction was carried out among 69 children whose mean age was 48 months. The video-recorded data were coded for the type of conflict, the conflict initiator, and the conflict management strategy (aggressive, prosocial, or avoidance strategy). The results of the study showed that individual factors such as gender, age, and teacher-reported behavioral problems were not related to children's conflict management strategies. Children's conflict behavior was, however, associated with the type of conflict and the conflict partner's strategy. Partner's gender had no effect in the present study. Practice or Policy: The study suggests that, in addition to individual factors, situational factors should be taken into account when exploring children's conflict management skills and planning interventions. 相似文献
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