"I will never go to work in kindergarten!"
That's what the young man thought Maili Liinev, although his mother was a kindergarten teacher. But life took a different direction and this chance started a long and meaningful journey in the world of early childhood education.
Today, Maili is known as an educator and supervisor who can talk about education honestly, practically and warmly. He understands the teacher in both joys and difficulties, knows how to see the child as a whole and reminds him why teachers' work is important. In this interview, he talks about how he got into education, why early childhood education is his heart, and what he has learned about teamwork, communicating with families, and supporting children.
This conversation encourages, inspires and makes you think.
How did your path to education, and especially kindergarten education, begin?
In fact, I got into kindergarten in a way by accident. Although my mother was a kindergarten teacher, when I was young I was sure that I would not go to work there. But that's where I ended up. I worked in a group of children with combined disabilities, in a matching group and as a special pedagogue in a kindergarten and school. I was very lucky that at the very beginning I came across the "Good Start" methodology, which is strongly child-oriented and which I could immediately put into practice. It was already thirty years ago when this program started in Estonia. I studied to become a special education counselor and received a master's degree in educational sciences. Becoming an educator came naturally. I also cooperate with Tallinn University and Tartu University Narva College as a lecturer and manage a training company under my own name. I have a principle that I always work as a special pedagogue, supervisor or teacher myself, in order to be familiar with real educational life. I feel that if I have tried something in practice myself and found it to work, then I also have something meaningful to pass on to others. And really, I really like this job. OI try to keep myself balanced and I also get a lot back from my work.
Which target group are your trainings mainly aimed at and why is this field important to you?
Most of my trainings are aimed at early childhood education. Although I also train schools, hobby school workers, volunteers, social workers, hobby school workers, lifeguards and police officers, early childhood education is the most important area for me. This is my calling because I see the impact. It not only affects children, but also families and the entire education system. If early childhood education was strong and informed, we could influence the entire educational path and even prevent problems in the social field.
Based on your experience, what are the characteristics that characterize a really well-functioning kindergarten team?
In my experience, one of the most important things in a high-functioning team is a shared understanding and attitude, not just knowledge and skills. This means that people understand why they do something and what values unite them. A truly functioning team communicates openly with each other, gives feedback and consciously finds time for joint discussions. Such teamwork is a conscious process and must be managed both at the group level and at the level of the entire kindergarten organization. If the team can be together, think and act, it is also reflected in the children's well-being and development. Team trainings is a great way to support common understandings of values and create a good communication culture in the organization together.
But what to do when there are tensions between group teachers and communication does not work, and how to solve such a situation?
Prevention of such situations actually starts already in the team formation phase. Ideally, when a new team is formed, a clear collaborative culture should be established immediately, for example through group team meetings where values, expectations and roles are discussed. This helps prevent misunderstandings. If problems do arise, then you have to consciously come together and discuss. Clarity of roles and responsibilities is very important so that everyone understands that although we are equal people, we have different responsibilities. Communication and common understanding are also key words in conflict resolution.
How has your view of child development and the teacher's role changed over time compared to, for example, 15-20 years ago?
The biggest change has taken place in my understanding of the role of a teacher. When I started, I focused more on how to support an individual child, such as a child with special needs who needed extra attention. Today I see that supporting a child cannot only be about offering individual lessons or "correcting" the child, but supporting the child must be done through the environment. We adapt the entire system so that the child can grow and develop there at the pace that suits him. Cooperation is also very important. Cooperation not only between the teacher and the child, but also between the entire network of adults that surrounds the child. If these people cooperate, the child automatically receives support. Child-centeredness is no longer just a slogan, but everyday practical work supported by teamwork and conscious guidance.
If we are talking about children with special needs, what do you think is the most difficult thing for a teacher to support these children?
The most difficult and at the same time decisive is the attitude of the teacher himself, how he looks at the child. Does he see the child as a troublesome obstacle or as an opportunity to grow professionally? I myself have worked in a matching group and I know that it is not easy, but it is the teacher's internal readiness and attitude that determines how this child will cope. If the teacher is unwilling and unable to see the child's potential, but rather sees him as a distraction, then the support will be incomplete. In addition, teachers must be able to take care of themselves, strength and balance are crucial. And one more important thing: the teacher must not be alone. If there is a child with special needs in the group, the team must work, the management must support, and seeking help must not be a matter of shame. That's part of being professional.
What to do in a situation where a parent does not want to admit that their child may have special needs? How to act in such a sensitive situation?
This is a very common and sensitive topic that teachers often come across. The most important thing is to start with prevention and build a relationship of trust with parents early on, before problems arise. If there is trust, it will be easier to talk about difficult topics later. But even when that trust is there, the parent may react with denial, blame, or anger. Then the teacher must remain professional and human and try to understand what is behind the parent's reaction. We shouldn't take it personally, but we should see that it could be the parent's own fear, confusion, or pain. No one is happy to know that their child needs special support. It is important to move forward step by step, offer support and look for solutions together, not to blame. Understanding and empathy are the key words here.
Many teachers feel they simply don't have the time to build relationships with parents, let alone maintain trusting contact. So how to get to the point where real cooperation and trust with parents is created. Especially in a situation where the group is large, there is a lot of work, and parents often don't want to communicate?
Here we have to go back to the question: why am I doing this work at all? If I am a teacher for the sake of the child, and not just for convenience, then I have to act strategically and think ahead, which will help me work more smoothly and calmly later. The family is the biggest influencer on a child's development. Therefore, cooperation with parents is criticalwith htsus and the teacher's professional opportunity and responsibility is to create opportunities for cooperation with each family.
Trust does not happen by itself. It has to be consciously designed from the beginning. First of all: when a child comes to the group, even the moment when you greet the parent, extend your hand, look into their eyes, and that alone creates a first impression. Second: the first meeting is crucial. If it is well prepared and thoughtfully carried out, the parents are as if "won over". They feel that they are a welcome and valued partner. Third: I recommend having family conversations for new parents right at the beginning of the year. They don't take much time, but they add up enormously. If the teacher listens to the parent and establishes contact with him, later many problems simply disappear.
All this does not mean a huge additional burden, but rather a smart prevention. If the parent has the feeling that the teacher cares about his child and really wants the best, then even difficult topics such as noticing special needs are much easier to deal with, because there is already contact between the teacher and the parent.
What is the difference between a family conversation and a development conversation, and why do you think family conversation is so important?
Family conversation and development conversation are similar, but different in content. The family conversation usually takes place when the child is just starting kindergarten. This is the first longer contact between the family and the teacher, where they get to know each other, talk about the child's habits and needs, and establish a trusting relationship. As a rule, the development discussion takes place once a year and already focuses on the child's development and future goals.
The family conversation is extremely important precisely because if the teacher invests time and attention in its beginning, he creates the basis for later cooperation. Like raising a baby, the more you contribute in the beginning, the stronger the relationship later. Many kindergarten teachers say that it is the family conversation that has helped to avoid later misunderstandings and conflicts.
How can we prevent the development conversation from becoming a teacher's monologue, but rather a real collaboration with the parent?
The developmental conversation should be an informed, partnership-oriented discussion, not a teacher's monologue. It is very important to start from the positive: ask the parent how they have been, what is good, what they are happy about. Only then bring out the observations in the child's development. Not critically, but supportively and collaboratively. For example: "We've noticed that this part could use a little more support, what has supported you, what works for you at home?" During the developmental discussion, the teacher is ready to speak clearly and non-judgmentally about the child's development and listen to the parents' thoughts. And finally, it is important to agree on specific steps: what we do in kindergarten and what we could try at home. We act together for the child's development.
But what to do if the parent does not agree with the teacher's observations during the development discussion? For example, does he say that there is no problem at home and therefore does not see the need to change anything?
Such situations happen, and it does not automatically mean that the teacher is wrong or the parent is "bad". It often reflects a parent's defense mechanism. It can be difficult for a parent to accept that a child needs additional support. Here the teacher must remain calm and empathetic. If cooperation does not happen, then you have to focus on what the teacher and the kindergarten team can do themselves. If the child's well-being is not at risk, you just have to do your best in kindergarten.
However, if the situation becomes serious and the child's development is not supported, then specialists must be involved. Sometimes we have to forgive the teacher himself for not being able to do more. We have done our best, but not everything is under our control. This knowledge helps to move forward without feeling guilty. It is important to always remain dignified yourself and allow the other party to remain dignified as well. I recommend to the teacher to use my ready online trainings, which provide an opportunity to improve oneself immediately on pedagogical topics.
What are the biggest misconceptions about project-based learning in kindergarten?
One of the most common misconceptions is that project learning is just some "fashionable thing" that will soon pass away. Project learning is more important than the word its content: it is important that we understand that it is child-centered and learner-oriented learning, whose roots go back to the early days of Good Start, and sometimes the word "project learning" can confuse us. In fact, project-based learning is deeply connected to and perfectly supports child-centered learning. It is also often thought that project-based learning means free education or chaotic activities, but this is not true. Project learning is a structured and goal-oriented approach that enables learning through play, through exploration and the child's interest.
Another misconception is that you have to do something big and effective for project learning. In fact, content is more important than form. If the teacher does not change his internal attitude and does not believe that learning can be done through play, then it does not matter if he uses a project plan and it is not child-centered. Project-based learning is not just a form, but a way of thinking that supports the development of every child.
What to do if the teacher feels uncertain about the implementation of project learning? Especially if he has been working with a different system for years.
Changes are always difficult, especially if the teacher has a long working experience and an established working style. In this situation, it is critical that management does not simply implement project-based learning "from the top down," but creates an environment where teachers can safely experiment and learn.
You can support, for example, as follows:
offer practical trainings where teachers can experience for themselves what project learning means (e.g. outdoor games, activities, discussions);
use small steps tactics. For example, initially do one project a month and discuss it in the team;
create an open discussion culture where teachers can share their progress as well as their doubts.
Implementing project-based learning requires time, support, and experiential learning, not just reading manuals.
What could be the role of management in introducing project-based learning in kindergarten?
The role of management is critical. First, management must make a thoughtful decision and communicate it clearly: why project-based learning is implemented and how it supports child-centered learning.
Second, management must be supportive, not controlling. Management must give teachers time and space to adapt. The management itself should also be familiar with the nature of project learning in order to be able to direct and think along if necessary.
A model that works well is, for example, one where the kindergarten tries to do one project in the whole house once a month, and the teachers get together afterwards to share experiences. This creates a common understanding and supports team spirit. If the children's eyes shine and I see that the children are learning, then learning is successful. At the same time, we should not chase the ideal form, but be ourselves as teachers constantly learning and developing together with the children.
Is sharing and learning within the institution also important?
Absolutely. In many kindergartens, internal learning has been a key factor in the introduction of project learning. If one group has already started and shares its experience with others, it inspires and encourages others as well. Project learning is often thought to be something difficult and scary, but when a colleague comes and shows that "actually we just did this, and it worked", it helps others to overcome their fears. Maybe we need to discuss together whether the word "project learning" is the best word for what we want to do with the children and find a suitable word for our activities. We come to the point again that it is not the name but the content that is important: starting from the child! The teacher's autonomy is important, he must be able to act, think and learn and develop himself.
Some kindergartens even have regular discussions where groups present their ideas and projects. It not only teaches, but also motivates. And often the most effective training of all is when a teacher can learn from another teacher.
If the teacher has not implemented project-based learning before, what would be the first three concrete steps to start with?
When starting project-based learning, the first three steps are simple and logical:
1. Start with the children's interest
Sit down with the children and discuss: "What do you already know?", "What are you interested in?", "What topic would you like to learn more about?" The teacher listens and writes down the thoughts. This does not mean that every child gets his own theme. Together, one topic is chosen, which interests the majority and which can be developed. In this way, children also learn democracy, making choices and coping with their feelings.
2. Make a simple plan with the children
Ask: "What do we want to know?", "How can we investigate this?", "What activities could be done?" The teacher helps guide ideas and suggests options that support the child's development, but are still based on their interest.
3. Bring the theme to life and make it as lifelike as possible
Use real objects, experiences and situations. For example, in the case of fish, you can go to the store, bring a real fish, examine it, cut open the belly of the fish, examine the scales, etc. It's all about learning by doing. Lively and practical activities help to connect the learning outcomes in a natural way and to reach each child according to his needs.
It is important not to be afraid of "not knowing". Project learning is a joint research trip, where the teacher does not have to know everything in advance, but dares to explore together with the children.
What are your daily and practical recommendations for kindergarten teachers who support children and teams in the transition to learning in Estonian?
First, it is important to understand that we are at a very important moment in history and this transition needs a lot of empathy and support. In my experience, the three main key elements are: attitude, environment and relationships.
1. Attitude and teamwork
First of all, you need to see how the whole group team feels about each other. If, for example, the mother tongue is not Estonian and the teacher or assistant teacher is used to a different role, this can cause tension. Management and colleagues must create a trusting environment where everyone feels valued. Good teamwork is the foundation of the transition.
2. Child-oriented environment
The group room should support linguistic development, even if the child does not yet speak Estonian. For example: many pictures, "talking walls", visuals, activity centers (e.g. reading nest) that are easily accessible and understandable in any language. The picture speaks, because the visual picture helps children understand and participate, even if they don't speak the language yet.
3. Practical activities related to movement and play
Instead of sedentary and linguistically complex tasks, movement, role-playing, manual activities must be offered. Such an activity where language can be acquired through experience. Language learning must be related to real life and take place in a natural way through action. One center in a group, such as a reading nook, can also be a very strong support tool.
In addition, it is important involve families, especially if the children do not yet know how to talk about their interests in Estonian. Parents can provide valuable input that interests children, and based on this, the teacher can create meaningful learning through project-based learning as well.
How to solve the situation where children in a multilingual group tend to divide into language groups and speak to each other in their mother tongue, even though the kindergarten has a rule that they speak in Estonian?
First of all, it must be understood that the child's mother tongue is part of his identity and sense of security. Communicating in your mother tongue is a human right. If the child has a friend with whom he can communicate in his native language, then this should not be denied, especially in play situations and in free time. The rule "we only speak in Estonian" can actually make a child feel ashamed or feel that his language is not valuable.
It is of course important to support the use of the Estonian language in learning activities. Then the teacher can calmly and consistently direct: "Now let's say together in Estonian." Very often, children also start to support each other. They translate, help, correct. This is a positive sign.
The child should also have the right to use his mother tongue, the language of instruction is Estonian, but we do not forbid speaking his mother tongue in free play with a friend. This does not mean that the development of the Estonian language will suffer. On the contrary, if the child feels safe and accepted, he is more willing to learn a new language.
Thus: Estonian is the focus of educational activities, but the child's mother tongue is an asset, not a problem. Balance, empathy and understanding will move forward more than denial and control.
Being a teacher can be very rewarding, but it can also be stressful. How to keep a teacher motivated so that he does not give up after the first year, but stays and enjoys his job for a long time?
First of all, it must be said directly: the first year of work can be a year of survival. A new teacher should not demand perfection from himself or expect everything to work out right away. It is very important to allow yourself time to adjust. It can take a whole year to understand the system, the children and yourself in this role.
Secondly: a teacher is never alone. We are used to seeing the teacher as a single person in front of the class, but in kindergarten, the teacher is always a member of the team. Supportive colleagues, management, support specialists, it's all part of the teacher's job. . Cooperation is not an additional obligation, it is on job content and support.
Third: work must not take all life energy. A teacher must also take care of himself as a person and that he still has energy for his family and himself. This means setting boundaries, planning time, and recovering consciously.
Knowing that the teacher's work is meaningful helps to maintain motivation. The teacher shapes the future, influences families by supporting the child's development. If a teacher feels valued, supported and has the opportunity to develop, they are much more likely to stay and love their job.
What can a kindergarten manager do if he notices that a teacher is burnt out or losing motivation?
If you can see that the teacher is burning out, then the most important thing is give him a chance to rest and recover and as quickly as possible. People are the most valuable resource of the organization. He needs to feel that he can step aside for a moment and that he will not be left alone with his worries. If the situation is deeper, you must definitely be referred to a specialist.
But if it is rather with primary characters, the driver can do a lot himself:
to hold calm, trusting conversation,
listen without judgement,
to investigate whether the concern is related to, for example, a child who requires extra attention or cooperation with parents. These are very frequent sources of burnout, which we often don't dare to talk about.
In addition, every kindergarten should ask: is there joy in our work? This can be a simple yardstick. When the teacher no longer feels joy, it is time to act to find joy.
Why is it so difficult to find teachers for kindergartens in Estonia, and one reason may be the fact that the work can be relatively stressful?
One reason is that the nature of work is broader and more demanding than is often thought. From the outside it may seem that the teacher "just plays with the children", but in fact he is responsible for several areas at the same time: the child's development, safety, social skills, learning, documentation and communication.
All this also requires a strong mental and emotional resilience, which many are not ready for or cannot imagine. Many people who come from outside of education leave when they realize how much responsibility the job really is. At the same time, it is precisely those people who do not have so-called pedagogical blinders, who are often the most creative and more powerful teachers.
It will indlasti to emphasize that we have many excellent teachers in Estonia, whose eyes shine and who do this work with passion and professionalism. They are motivated by the opportunity to create something meaningful. Teachers do not deny difficulties, but see them as an opportunity to develop.
If you had the opportunity to decide at the national level, for example as the Minister of Education? What would you do to ensure that teachers do their work with heart and soul and that early childhood education is truly valued in Estonia?
If I had the chance, I would start in two directions - children and teachers.
For children, I would create a system where every kindergarten and school would have a daily morning round. Not just an action, but a moment where we really listen to each other, create a sense of community, respect and acceptance. The morning circle is a symbolic and practical way to tell the child: "You are important. We start the day together." It fosters caring, a sense of security and a sense of community among both children and teachers.
It is for teachers the biggest change needs to be made in valuation. Not only in salary numbers or job titles, but in the whole social attitude. We have admirable teachers in Estonia, but unfortunately many of them feel that their work is not really considered important. In kindergartens, the foundation for a whole educational journey is created. Kindergartens teach communication, self-regulation, listening, and self-expression.
If society saw the child not as "just getting ready for school", but already as a learning and developing person, then the attitude towards the teacher would also change.
I would like that early childhood education would not be spoken of as a "storage place", but as the foundation of education. So that the parent feels proud that his child can study under a professional teacher, and the teacher feels that his work creates the future, not by "preventing" the child, but by preparing the child for the future.
The key to appreciating it is conscious management, public attitude and systemic support. All of our schooling wins if we see early childhood education as a value and learn from the best kindergartens how to create a learner-centered learning environment and collaborate with families.
Many children spend a large part of their waking hours in kindergarten, often up to ten hours a day. In your opinion, could the children's day in kindergarten be shorter? How does such a long time in the group affect the child's development and what can teachers or managers take into account?
This is a very sensitive topic, because on the one hand it is clear: child development takes place best in close, secure relationships and the parent is indispensable in this. The time spent with the child is not just a matter of logistics, it is the foundation of his values, sense of security and self-confidence. If a child spends 10 hours a day in kindergarten, it has an effect.
Ideally, there should be a child with your family as much as possible, precisely because a toddler's brain needs recovery time, peace, individual attention. The role of the teacher is clearly very big, but the parent remains the child's primary closest person.
At the same time, we must not forget that many parents there is simply no other way because they have to work full time or live in a more difficult situation. We can't hold it against them. This is where social support comes into play and also parent education. It is important raising awareness so that understanding comes from cooperation, not accusation.
A teacher can do a lot, for example:
to explain calmly and supportively, why shortened days would be beneficial for the child;
involve parents in decisions when the child can rest or stay at home;
notice the child's tiredness and other changes behavior to reflect this honestly, without judgement.
Tondlast the teacher may not dictate to the parent nor pressure him into his choices.
Finally: all parents wish the best for their child, but sometimes there is simply no information or opportunity. Our task in education is to support them, not to condemn them.
Let's take a step back and talk about valuing the teaching profession. In your opinion, has the valuing of the teacher's role and early childhood education increased or decreased over the past five years?
I would say that with small but sure steps we are moving towards the better. I have noticed that the teachers themselves are starting more and more value yourself. Teachers see the importance of their role, they dare to talk about it and stand up for it.
There are more and more discussions on early childhood education topics in society as well. The fact that kindergarten teachers are increasingly referred to as teachers rather than "educators" is a sign of changing attitudes.
You can also transition to Estonian-language studies to help raise the importance of the teaching profession, because this change began in kindergartens before schools. It requires great commitment and professionalism from teachers, and it has also started to reach wider awareness.
I am very hopeful. I have said before that Estonian Nokia could be our early education. Ato be honest, we have all the prerequisites for that.
How do you generally assess the role and purpose of such digital platforms as ELIIS in kindergarten? What could be their value for the teacher and the child?
I see that platforms like ELIIS are not just technological tools. Nthe effect and value of omens depends on what values they carry. And in my opinion, ELIIS is just such a system that supports child-oriented, modern education. This can also be felt from the nature of the platform: it is not a dry data management, but an environment that really supports the teacher and the team.
It is possible through ELIIS create transparency, support collaboration and plan meaningfully. For example, development discussions, child development chart, communication with parents. And this is crucial because if we want the nursery and home environments to work together, there needs to be a framework that works.
It would be a very good idea to add to the platform as well small strategic suggestions or "tips" for teachers and parents. For example, how to prepare a development interview or how to build trust with a parent. This would help to think ahead and support informed teaching.
So in my opinion ELIIS is an important partner for the teacher, if he helps to keep the focus in the right place.
If you think about the kindergarten of your dreams and the kind of kindergarten where you would really like to take your child, what kind of kindergarten would it be? What is the feeling or quality that makes a kindergarten a really good place for a child?
I know very well what that would be like. This not related to luxury or designer furniture, but instead with what you you feel, when you enter it. You immediately feel that it is a safe and warm place.
Seal the teachers come to meet the child, their eyes shine, they happily say good morning. As a parent, I feel included, informed, a part of this world. Even if sometimes I don't agree with everything, I do I trust the teacher. I know that he is knowledgeable, professional and does everything for the best development of the child.
Seal on small group activities, where every child gets attention. There is the morning circle, which is the moment where we create the beginning of the day together, respecting and listening to each other. And of course, this is where the child goes wants to go. Even if some days are hard for him, overall he knows it's a good place to be.
The kindergarten of dreams is not only built of bricks, but of good human relations. The most important thing is this teacher - his brilliance, his heart. When the teacher's eyes shine, so does this kindergarten.
Why would a kindergarten decide to invite you to visit for training or a team day this year? What is it that makes your training a special experience?
I approach every training with heart and true commitment. For me, training is not just talking. This is an opportunity create an experience, where every teacher can feel safe, valued and thought-provoking. I don't just provide knowledge, I create an environment where participants play, laugh, discuss and create so that sometimes they even forget that they are in training.
My strength is that I can to talk about complex topics simply and practically, based on the needs of this particular kindergarten. Each meeting is tailored, personal and meaningful. And it's not just teaching, it's inspiring.
If the kindergarten really wants to feel that something has changed, whether in attitude, cooperation, looking at the child or simply in the breathing of the team, I am here for you.
In conclusion, what would you like to say to all Estonian kindergartens, teachers and managers? What could be the thought or encouragement to move forward?
Our work is big and responsible: we meet children and families every day, and this gives us the opportunity to really make a difference. We have to do this work with heart and not just do it, but being really present and creating meaning.
If we can cooperate, share joy and difficulties, support each other, then this work becomes intense. Our role is important and if we ourselves understand and value it, society will also notice and value it.
Thank you teachers and leaders for being there. And thank you for asking questions that really made me stop and think.
If you want to know more about Maili's trainings, visit his website:
