Estonia  

Author(s)

• Amila Mujezinovic, University of Tuzla
• Alma Dizdarevic, University of Tuzla

Abstract

The following overview of literature indicates that preschool policies and practices promote the importance of social and emotional skills learning in ECEC settings in Estonia. The preschool institutions do not have unique, obligatory and standardised measurement instruments for social and emotional skills (SES), nor national based intervention and programmes for social and emotional learning (SEL). Non-government organisations and kindergarten through international projects work on the promotion of SEL, as well as developing practices in preschool settings. There is a lack of evidence-based studies related to intervention and programmes for social and emotional skills learning of preschool children.

References

• Eurydice (2021). Estonia - Early childhood education and care. Available on link https://eacea.ec.europa.eu/national-policies/eurydice/content/early-childhood-education-and-care-24_en
• Kettlewell, K., C.Sharp, M.Lucas, G.Gambhir, R.Classick, C.Hope, C.Kollias, S.Rutt, (2020). International early learning and child well-being study (IELS): national report for England. Research report, National Foundation for Educational Research, Department for Education, Government Social Research
• OECD (2020). Early Learning and Child Well-being in Estonia, OECD Publishing, Paris, https://doi.org/10.1787/15009dbe-en.
• Õun, T. (2007). System of early education/care and professionalization in Estonia. State Institute of Early Childhood Research (IFP). Munich, Germany.

Download document

CO-069-Estonia.pdf