Early childhood education in three Eastern Europe countries.

Poland, Russia and the Czech Republic are three of the emergent European democracies gaining world-wide attention since the collapse of communism. Although these countries' political and economic reforms are of primary interest, social and educational issues are also worthy of analysis. To further that analysis, the authors are sharing their impressions of education programs for young children in Poland, Russia and the Czech Republic.

Over the two-year period of 1991-1993, the authors led two delegations of U.S. early childhood professionals to the region. One author also spent six months as a Fulbright Scholar in the Czech Republic. During this time, the authors participated in discussions with early childhood faculty, university researchers and Ministry of education officials. They also had opportunities to meet with leading international authorities in the field of early childhood education. They visited 17 early childhood facilities serving youngsters in Warsaw, St. Petersburg, Moscow, Prague and surrounding areas.

Among the authors' general impressions, an overriding observation emerges that the education systems are in a state of transition. Education officials in each of the three countries suggest that the rate of education transformation is directly related to the success of economic reform.

Children and Families

Children are typically viewed as a valuable national resource in each of the countries visited. Young children, in particular, tend to be pampered. They are considered the most privileged class in Russia. Children are the center of these family-oriented societies. It is very common, especially on Sundays, to see entire families, including grandparents as well as aunts and uncles, enjoying the museums, parks and gardens.

Women are significant contributors to the work force in each country. They may be teachers, farmers, factory workers or manual laborers. Consequently, each government initiated policies and practices that support women's role as mothers and workers and that uphold the importance of the family. The Czech government, for example, provides monthly stipends to parents for each of their children. Parents of typical children receive 250 Korunas (Kcs) (U.S. equivalent, $9.00) while parents of children with special needs are given between 500-700 Kcs (U.S. equivalent, 18-$25), depending on the severity of the child's disability. (As a point of comparison, the typical Czech early childhood teacher earns about 4,000 Kcs monthly.)

Perhaps of greater importance than financial assistance is the Czech national policy that provides working mothers with a year of paid leave. Mothers receive full salary for the first six months of maternity leave and 90 percent of their salary for the remaining six months. Mothers may extend their leave for two additional years. Although this continuance is unpaid by their employers, the government provides each mother with a monthly stipend of 1,100 Kcs (U.S. equivalent, $40). Mothers of young children with special needs receive this assistance until their child is 7 years old. Likewise, Russian mothers who are employed receive one year of paid leave and can retain their jobs (without pay) for an additional two years. Poland has similar social policies.

Preschool Education 

Russia. Infants and young children are eligible to attend preschool programs from the time they are 2 months old until they are age 7, at which time they enter 1st grade. Yasli (nursery) and detskii sad (kindergarten) classes operate six days a week during hours that accommodate working parents. Forty-four percent of Russian children under age 7 are enrolled in some type of preschool program.

Kindergartens, more commonly known as "zero classes" or "sixes," are state operated. Several, however, are financially supported by "enterprises," such as utility or manufacturing companies. Consequently, infant and preschool programs are often free of charge. Parents make al contributions to the cost of early childhood experiences.

Kindergartens fortunate enough to be supported by enterprises tend to have more materials, books and equipment than do state facilities. Some enterprise kindergartens have elaborate outdoor play environments and even swimming pools.

Poland. Services for young children in Poland reflect the strong influence of the former Soviet Union. Preschool programs are operated predominantly by the State. Recent political reforms, however, now allow parents to send their children to private kindergartens. Unfortunately, fees for these programs are very high - approximately 50 percent of the average citizen's monthly salary. Thus, only a very few private kindergartens exist which serve only the most affluent families. By way of comparison, parents typically pay less than 20 percent of the costs for government-operated facilities.

As we found in Russia, less than half of the children between 3 and 6 years of age attend preschool programs. (Compulsory education begins at age 7.) Regrettably, as Polish early childhood authority M. Karwawska-Struczyk noted, there is an acute shortage of preschool placements. Almost 100,000 preschoolers are denied access to programs each year. In some circumstances, parents have to resort to bribery to secure a placement for their son or daughter.

Kindergartens for 6-year-old children are free and boast roughly a 95 percent attendance rate. Youngsters attend classes from 7:00 a.m. to 5:00 p.m. daily. Children who have not had the opportunity to attend a preschool prior to age 6 can enroll in zero classes." These classes, frequently located in local community centers, function as preparation for the 1st grade. The emphasis in these classes is on academic preparation rather than developing prerequisite social, language and motor skills.

In communities with large industrial and manufacturing plants, the industries often establish and subsidize kindergartens as an employee benefit. Like the enterprise kindergartens in Russia, these programs tend to have more and better equipment than the State-run kindergartens. Some State kindergartens reserve placements for employees of local industries. In return, the companies provide financial support for the programs. Kindergartens operated by religious orders, which were once very common in Poland, are now exceedingly rare. Czech Republic. Preschool education in the Czech Republic is provided to children from age 3 until 6. Attendance is not compulsory. Many programs operate from 6:0 a.m. until 6:00 p.m. and are provided without cost. Presently, caregivers are charged only for the child's snack (oranges, kiwi fruit, soup, bread and butter). Fees for this service were recently doubled to 13 Kcs daily (approximately $0.50 U.S.).

Czech kindergartens also have business sponsors, such as automobile manufacturers or foreign corporations, in addition to individual benefactors. A kindergarten visited by one of the authors was built and completely equipped by a Finnish construction firm and included a sauna. Charitable organizations in the former West Germany also send books, fruit and games to designated kindergartens in the Czech Republic.

Curricula Impressions

Czech Republic. The authors found that the preschool curriculum in each of the three countries parallels the emphasis common to many U.S. early childhood classrooms. In the newly formed Czech Republic, children develop their language abilities, social and personal hygiene skills and engage in fine and gross motor activities. Academics are generally not stressed in the early years. The programs, however, follow a standardized national curriculum. Teaching materials are uniform and textbooks are produced only by the State printing house.

Two noteworthy additions to the Czech preschool experience are work education and aesthetics education. Children at a very early age are taught the value and importance of work. Everyone is expected to make a contribution to their community. Aesthetics programs introduce young students to the cultural aspects of Czech society. Beginning at age 3, children are expose to art, literature, theater, music and ballet.

One significant consequence of the 1989 Czech Velvet Revolution" is that kindergartners, like other pupils, are no longer required to learn Russian. Furthermore, communist ideology and doctrine have been removed from the curriculum.

Russia. Russian preschool programs feature several unique characteristics. In comparison to U.S. programs, Russian programs devote considerable attention to health and physical education. Indoor and outdoor play environments are rich with equipment and materials for motor and physical development. In one instance, the authors observed children running barefoot in the snow! Teachers explained that this exercise aided circulation.

Learning activities in Russian kindergartens are typically very structured and highly regimented. Almost all of the instruction is teacher directed. Some kindergartens, however, are introducing the Rainbow Program, a curriculum model that holds promise for a different type of kindergarten experience. This government-initiated program focuses on the child's psychological development by addressing three major issues:

* providing a comfortable and safe classroom environment

* aiding the psychological development of each child

* preserving youngsters' health.

In addition, the curriculum emphasizes creative experiences, such as art and music.

Lastly, kindergarten teachers in Russia are no longer responsible for teaching Marxist-Leninist philosophy. This former requirement was recently deleted from the curriculum.

Poland. Polish kindergarten teachers also use a standardized curriculum that specifies minimum tasks for all students. Teaching methodology remains consistent across the country through the use of teacher manuals. The Polish curriculum addresses health and safety, language and communication, cognition, physical development and academic readiness, as well as aesthetics and social awareness.

Four decades of totalitarian rule had a tangible effect on many Polish kindergartens. This influence is especially evident in the teachers' interactions with the children and in the classroom atmosphere. Conformity among students is prized, while individuality is frequently repressed. Teachers seem to be fearful of trying innovative teaching approaches and techniques. Classroom instruction consists largely of whole-group activities. Finally, there was an absence of "teachable moments" brought about by children's initiative and discovery. Yet, the Ministry of National Education, in conjunction with pedagogical faculty, researchers, teachers and administrators, is presently constructing a new curriculum that may allow for greater student spontaneity and teacher creativity.

General Observations

The physical conditions of the school buildings visited by the authors varied greatly. In Prague, some structures were over 200 years old and definitely not designed for young children. By contrast, while several Russian kindergartens were only a few decades old they largely reflected Stalinist architecture. Teachers in Moscow and St. Petersburg frequently commented about the deterioration of their school buildings.

In stark contrast to the school exteriors, individual classrooms in Russia tended to be very attractive and reflected the teacher's artistic ability. Classroom walls contained beautifully painted murals depicting national folk tales. The furniture, typically painted by the teacher, was lacquered in black with floral borders. Overly large windows were covered with handmade lace curtains, which were frequently starched. These classrooms were truly inviting places for young children.

Contrary to U.S. kindergartens, most classrooms in each of the new democracies were vastly overcrowded. in many instances, enrollment exceeded 30 students per class. Some Polish kindergartens operated in two shifts in order to fulfill the need for preschool experiences. Teachers did, however, have paraprofessionals to assist them.

Not unexpectedly, kindergarten teachers are predominantly female; in fact, there are no male kindergarten teachers in the entire Czech Republic and very few in Poland. Teaching is not viewed as a prestigious occupation in Eastern Europe.

The learning environments in the kindergartens were considerably different from those typical of the United States. The kindergarten teachers were very much in control of their classrooms and appeared autocratic and domineering by American standards. Consequently, the natural curiosity of the young children was suppressed. As student initiative and creativity were generally not rewarded, kindergartners seldom volunteered answers. Routine and order were stressed. Classroom discipline seemed to be cherished and a great value was placed on respect for authority. Students rose and stood at attention when a visitor or teacher entered the classroom.

The authors found the teachers', instructional style to be very rigid and inflexible. Their presentation of material closely followed the approved curriculum guides. Very few early childhood professionals introduced new concepts or deviated from recommended pedagogy. The teachers seemed to have a sense of professional pride in being able to "teach by the book."

One final feature of early childhood programs Poland, Russia and the Czech Republic was the absence of individual differences among the children. Kindergartens were very homogenous with regard to student ability. All pupils were expected to maintain the behavioral requirements and instructional pace established by the teacher. Those unable to conform or who fail to meet teacher expectations are sent to kindergartens for children with special needs. Kindergarten programs in Eastern Europe normally do not integrate typical and atypical youngsters.

Young Children with

Special Needs

Eastern Europe has a rich tradition of providing services to children with special needs. As an illustration, Russia established a kindergarten for preschoolers with disabilities at the turn of the century. Likewise, Czechoslovakia mandated, as early as 1929, preschool education for severely handicapped students and kindergartens for youngsters with sensory impairments. By the mid-1960s, 1960legislation had extended this requirement to include all preschoolers with exceptionalities. These legislative requirements significantly predate similar ones in the United States.

It is important to note, however, that special education in the Czech Republic is based on "defectology," a Russian term that focuses on the child's defectiveness and is unlike the American viewpoint of differences (Gargiulo & Cerna, 1992). Czech early childhood educators are typically inclined to emphasize what is wrong with the individual, rather than focusing on the child's strengths.

Children with special needs tend to be detected much earlier in the Czech Republic than in the United States. The country's extensive network of preschools facilitates early identification. Young children with recognizable impairments are placed directly into special programs serving a particular disability, such as kindergartens for children with mental retardation.

Youngsters who begin their preschool experience in traditional early childhood programs, yet are suspected of manifesting learning and/or behavior problems, are evaluated by a multidisciplinary team. The evaluation team is composed of teachers, a pediatrician, "educators" (university-trained paraprofessionals), parents and other clinical specialists who pool their data to arrive at a placement decision. Teachers play a very important role in the evaluation process. A great deal of credence is given to their professional opinion about the youngster's ability and potential. This role is in keeping with an assessment process that uses informal procedures and techniques to emphasize qualitative rather than quantitative differences between children (Gargiulo & Cerna, 1992).

Once students are enrolled in a special kindergarten, they begin a journey through a highly segregated and differentiated schooling process. A youngster with special needs is rarely returned to a conventional kindergarten. As of September 15, 1991, 5,713 young children with special needs in the Czech Republic were being served in 198 kindergartens (Special Schools, 1992).

Exceptionality is highly stigmatized in the Czech Republic. Mainstreaming is not a common practice; in fact, it is being resisted in spite of 1989 legislation aimed at the integration of exceptional students. As might be expected, the concept of an individualized educational program (IEP) is also nonexistent in the Czech education system. Finally, parent involvement and meaningful participation is minimal. Placement recommendations are now discussed with caregivers; yet, prior to April 1992 this was not a legal requirement. Parental permission is still not a prerequisite for placing a student in a special kindergarten.

Training of Kindergarten

Teachers

The authors were much surprised to learn that the preparation of early childhood professionals is significantly different in Eastern Europe. Unlike teacher training programs in the United States, kindergarten teachers are not prepared at colleges and universities. Russia's program was the sole exception. The Teachers University of Russia, established in 1918 by Catherine IL has one of the oldest early childhood training programs in the country. Eight professors and 40 assistant professors teach over 400 full-time students. Training lasts 3 years and graduates become teachers/managers of kindergartens.

Unlike Russia, neither Poland nor the Czech Republic have university preparation programs. At the present time, the only requirement for a kindergarten teacher in Poland is a high school diploma. This diploma can be a general certificate representing 12 years of education or a technical diploma based upon 8 years of elementary schooling and 5 years of general vocational training (M. Karwawska-Struczyk personal communication, March 4,1992). According to Professor Karwawska-Struczyk, almost 13,000 (approximately 15 percent) of the kindergarten teachers in Poland lack professional training.

Kindergarten teacher's in the Czech Republic are prepared at secondary pedagogical schools (specialized high schools) devoted specifically to training early childhood teachers. Adolescents enroll in typical secondary courses such as Czech language and literature, history, science and math. Young women also receive specialized preparation in art, music, physical education, child development, pedagogy and "practicals" conducted in kindergarten classrooms. A comprehensive, two-year, part-time university training program is also available for women who wish to teach preschoolers with special needs. Early childhood educators, like all teachers in the Czech Republic, participate in compulsory life-long inservice education to continuously upgrade and update their teaching skills and knowledge. Unfortunately, these inservice experiences do not result in salary increases.

Final Thought

The authors found their Eastern Europe visit to be personally and professionally rewarding. They developed an appreciation and respect for early childhood professionals from that region. A great deal is being accomplished on behalf of young children by dedicated teachers operating with limited resources. The authors expect change will continue to occur, albeit at a slow pace. Progress in each country, however, will most likely depend on further reform in the economic and political arenas. The authors foresee innovations in several related areas:

* teachers will have more instructional freedom in the classroom, coupled with an enhanced belief in their own teaching ability

* curricula will be less standardized and reflect more of the teacher's creativity and ingenuity as individual needs of students are met

* small group and individualized instruction will become more common

* curricula will be child-centered and foster the development of the youngster's natural curiosity; young students will assume a more active role in the teaching-learning process

* an increasing number of kindergartens will experiment with integrating typical and atypical preschoolers

* greater parent involvement and local control of preschools will slowly evolve

* training of early childhood professionals in Poland and the Czech Republic will shift to universities and consequently become more rigorous.

Long-held beliefs and practices will be difficult to modify. Yet, change is inevitable. The ultimate benefactors will be the future citizens of the 21st century.

References Gargiulo, R., & Cerna, M. (1992). Special education in Czechoslovakia: Characteristics and issues. International Journal of Special Education, 7(1), 60-70. Special Schools. (1992). Prague, Czech Republic: Institute for Information in Education.