Some people become teachers through a conscious career choice, while others through a calling that begins in the heart and the moment they see they can be needed. Kaire Kollom's journey into education began with a simple question in kindergarten: "If you're here anyway, maybe you'll come to work for real?" That question changed his life.
Kaire, who moved from law to the top of educational management and educational technology, today has a role that extends far beyond the classroom: he teaches future teachers, guides educational innovations, and understands the possibilities of the digital world in the development of young children.
In this interview, we talk warmly but honestly: why young teachers burn out, why digital literacy is often misunderstood, and why science-based education requires more than just pretty words. And at the same time, Kaire reminds us again and again what is most important: “Play with children. A lot. And with your heart.”
How did you get into the field of education and educational technology?
In fact, my educational background is in law. When my children were small, I spent seven years as a stay-at-home mother. It was very important for me to be there for them. At one point, when the younger child also started kindergarten, it became clear that he was having difficulty adjusting because he was allergic and the staff in the group changed frequently. Both employees were pregnant and often on sick leave. Since I was always there and supportive anyway, I also became a kind of security person for the other children.
One day the head teacher of the kindergarten asked: “If you’re here all the time anyway, maybe you’ll actually come to work?” And that’s how I ended up working as a teacher for my child’s group. Looking back, I feel like it wasn’t easy. I consciously tried to keep my distance so as not to give the impression that I was preferring my child over others, and that also created tension.
But I felt that if I was going to work with children, I had to learn, and not just formally, but thoroughly. I enrolled in early childhood education and soon continued my studies in educational leadership. I worked as a teacher and then as a principal.
Educational technology came into my life with a practical need. Technology began to develop and I felt that I wanted and needed to orient myself in it. In 2007, I offered kindergarten teachers a subject called “Computers in Kindergarten” for formal education, where we focused primarily on how technology can support the teacher, but also on what the child can do with digital tools. Not just play, but use technology as a tool. Smart devices and robotics did not exist then, but there were already opportunities to use digital technology in early childhood education. .
This interest grew into a deeper connection with digital technology. I went to Tallinn University to study educational technology at master's level, and then I was increasingly drawn to new development projects, research, and teacher training in the digital field. Today, I feel like I have found my place. I am on the border of two worlds, where education and technology meet.
What inspires you the most as a teacher?
My students, future and current kindergarten teachers, inspire me the most. I can't say that I only teach early childhood educators, because the basic subjects of teacher training bring together people from very different fields, but it is precisely these young people (and not only young people) who are studying to become future teachers who give enormous strength and content to my work.
There are many dedicated, hard-working people among them. Yes, there are always “piprateri” as in life, but for the most part, the students are very good, thorough and passionate about what they do. Our (early education) curricula have a high graduation rate, which speaks for itself. They do their work with their hearts and when I see their development, their experiments, their sincere efforts, I feel that I am on the right track.
When a student comes back and says, “I tried this activity with the kids and it worked!”, that's the biggest inspiration for me.
What do you think makes a good teacher?
A good teacher is one who does their job with all their heart. They understand that the child is number one. If a teacher feels that they need to learn something more, develop, change something in themselves for this particular child, then they do it. Not for themselves, but for the children.
A good teacher won't say, "Oh, the family doesn't care." He'll still go all out for that child. And when he comes to work, he comes not for the work, but for the child.
How do you think Estonian teachers work, do they work for the children or rather for the salary and job?
I can't say it so black and white. There would have to be research done for that. Such longer observations, analyses of learning activities, interviews with both teachers and parents. I haven't done that, but based on my experience... I still believe in people.
I believe that there are a lot of good and capable teachers in Estonia. A lot of teachers do their job with all their heart. Those for whom this work is not close to their hearts will eventually just leave. Some may stay, but generally they get tired, they don't last. And that's actually a good thing, because the work of a teacher requires dedication.
There have been cases where someone has asked a teacher, “Why do you even work here?” and that person doesn’t know how to answer. But these are rather the exceptions.
My own experience as a head teacher was more like having very smart and dedicated people on my team. I don't remember anyone saying they only go to work for the pay. Especially if someone has been working in kindergarten for a long time, they eventually become motherly, grandmotherly. So yes, I still believe that most of our teachers are very good. It's the same at university.
Is teaching in Estonian kindergartens currently sufficiently research-based?
I think not. At least not in the form in which we understand science-based learning, i.e. continuous observation, analysis, assessment of development and planning based on that. When you ask students why they plan something, they often answer: “Because they have to.” Not: “Because it supports the child’s development.”
We talk about individualization, personalization and differentiation, but in reality? In the context of kindergarten, this often means that the teacher makes one general plan for the entire group and then tries to adapt it as needed. Evidence-based, which means that the teacher analyzes the child's development and bases his or her actions on it, is actually too rare.
Of course, I also understand the teachers' perspective, because they often just don't have the right tools. If you had some really simple, user-friendly instruments that would help you track progress and use it in a knowledge-based way, it would be a different story. But right now, it can seem rather burdensome and time-consuming, especially if there is no broader support in the organization.
There are kindergartens where good systems work, where the whole team contributes and innovation is shared, and everything is fine there. But in many kindergartens, the teacher still remains alone, working within their own group, and joint development work is more the exception than the rule.
So yes, I think there is a big area for development here. There should be more and more systematic evidence-based learning.
When a student graduates from the specialty of early childhood education teacher, is he or she competent enough to teach in a research-based manner? Will the university provide the necessary background for this?
This is a difficult question. The answer is not black and white. In theory, yes, they gain knowledge, they learn how to plan, how to do action research, how to relate their work to scientific principles. We guide them to do practical research, and especially the kind of development and action research where they actually change something in their work process and observe how it works.
But the big question is: how will they apply this knowledge later?
It's a bit like the situation where a child learns to write in Estonian, but then can't transfer that writing skill to science. The same thing happens with teachers, they may be able to think scientifically in one context, but the question is whether this knowledge "sounds together", whether it forms a whole that would actually be needed in everyday work.
And often this transfer into practice does not happen in full. Some ideas arrive, but not the whole. This is inevitable, because acquiring knowledge and applying it are two different processes. At the same time, it cannot be generalized, because it depends on the person. Some students take this way of thinking with them and carry it forward, but for many this knowledge does not automatically start working as soon as they enter the kindergarten group.
What should be done at the state level to make kindergarten education more research-based?
It certainly cannot be left solely on the shoulders of the teacher. The system should have supporting mechanisms that help the teacher analyze his or her activities and plan them scientifically. Learning analytics is a very important keyword here. It should not be something complicated or inaccessible, but rather an everyday tool.
If a teacher is already working in ELIIS, for example, then this environment should give them feedback, not just allow them to enter information. For example: a teacher sets a learning goal for children to group, count, recognize colors. They do an activity based on this, but at the end of the activity there could be some simple way for them to find out how the children actually did.
Let it be an educational game that integrates with ELIIS and that every child plays – the teacher can immediately see who had difficulty with colors or counting. The system could provide a visual overview, even in a simple graph: these children need repetition . This would give the teacher an understanding: one repetition is not enough. The same topic needs to be revisited next week, maybe the week after that.
This is the learning curve, we don't learn all at once. The question is whether the child knew at that moment or whether he will remember it three weeks later. If the system gives the teacher a convenient and quick overview, there is awareness of when and what to repeat.
Of course, there are many possibilities of digital technology. The question is what to use and how. There are teachers who make games on paper, but put the results in ELIIS and that is also completely sbiv. The main thing is that the system supports these decisions. In all of this, teacher training is also extremely important: how to notice this data, how to use it. So yes, in addition to technology, there must also be training and instructions that help teachers understand this world and apply it to their work.
What is your vision of the role of digital literacy in early childhood education? And can a teacher even use learning analytics if they themselves do not have sufficient digital literacy?
Certainly not. If we want a teacher to use learning analytics, for example, in a meaningful and conscious way, then they must have at least some basic digital competence. And this does not just mean that you can send an email or use ELIIS. It all has to extend to the level of teaching and learning.
Students assess themselves at the beginning of their studies based on the teacher's digital competence model. At the university, for example, we use a separate self-assessment tool (Selfie for Teachers). And the classic thing is that most start at a beginner level. It does not depend on age. You cannot say that a young person comes and is immediately digitally competent. And similarly, there are those among active teachers who are at a beginner level.
But the biggest obstacle is not always skills, but attitudes . For many, digital literacy is automatically associated with screens. When you say “digital,” the first thought is: “Ah, screens, kids are sitting on their smart devices again.” Many teachers are therefore immediately on the defensive, especially with young children. Sagei hears comments that “they can scroll, but they can’t go to the potty.” And that image is strong.
However, if you look at a teacher's daily work, digital tools are used a lot. Emails, Google Drive, databases, communication with parents, social media... all of this is part of digital competence. But the problem arises when we get to teaching and assessment, because that's where things get much more delicate. The teacher's own digital competence may exist, but the development of the learner's digital competence often takes a back seat.
I have supervised several master's theses on this topic, and unfortunately there is one common thread: teachers expect children to have certain skills, but very few activities are done to develop these skills. The same pattern is repeated with parents. One of this year's graduates conducted a survey among parents, and the results were exactly the same. The expectation that a child can use digital tools is high, but the actual activities that support this remain quite weak. And it doesn't even depend on whether smart devices are allowed at home or not, the pattern is the same.
Digital literacy is not just about “knowing how to use a computer.” It is a much broader mindset, and a teacher must have it in order to be able to support a child’s digital literacy development.
What are the most common misconceptions about children's use of digital technology?
One of the biggest misconceptions is that digital literacy = screen time . Or, more precisely: that if a child uses a tablet or phone, that's developing digital literacy. But that's not the case.
We have a very common situation where children are given devices without any explanation. They are not told how to use them, why to use them at all, what is safe and what is not. Imagine putting a child in traffic for the first time, but you have never talked to them about how to behave on the road, it seems absurd. But in the digital world, it happens all the time.
Then, when something goes wrong, they simply say: “Digital is bad.” Of course, it is bad if a child does not know what he is doing and how. Behavior comes before knowledge and that is a big problem.
Even in kindergartens, digital technology sometimes tends to be equated only with robotics . When you talk about digital, people immediately think of some kind of robot. But in fact, digital competence is much broader. Values, attitudes and everyday practical skills also play an important role there, for example, you dare to ask for help when you need it. You know how to make a phone call. You know what to do if you see something strange or confusing.
Digital literacy is also when a child knows how to pay in a store, understands card payments, is not afraid to use a validator on the bus, understands how a washing machine works or how to charge batteries. All of this is digital literacy, not just consuming content from a screen.
When we developed the digital competence model for early childhood education, our goal was to formulate things in a way that parents and teachers could understand and apply in everyday life . When a parent reads these skills, they often say: “Ahsoo! But these are all completely doable things!”
In fact, early childhood education is the place where a soft and natural foundation for future digital skills needs to be created. Otherwise, it happens that a child goes to school, is supposed to do independent work, share information, write in digital environments, but cannot cope with it. So in early childhood education, a child does not need to be put in front of a screen, but he or she needs to learn to cope in this world .
How to increase the digital competence of already working teachers?
Hopefully, the new curriculum, which is awaiting adoption and which includes the digital field, will also contribute to this. But in the big picture, the best way is when the teacher feels that he or she needs it. That he or she has an interest and a need. And this must be supported. The kindergarten head is especially important here .
In an organization, it cannot work in such a way that the leader simply says: “Now you have to use digital tools.” It does not work. In order for something to really change, the leader must do systematic and conscious work: team training, common goals, joint discussions and plans. Not for one year, but for at least two, three, four. Continuous and consistent work.
When I've been training teachers, I've seen how team trainings bring out a completely different dynamic. If you invite a university, those who want to study come anyway. But if you go to a kindergarten or school, sometimes people come under pressure from the manager, and that's a good thing! Because that's where change often starts. You just have to do something very practical , something that makes people shine.
Teachers like to play and experiment. If I do something hands-on and playful in the training, their attitude changes. For example, one teacher, 64 years old, said at first that “I can’t find anything here”. But in the end, he made an animation with his group, and later sent me videos where he had also experimented with his grandchildren at home. The experience of creating an animation covers the entire digital competence model of the learner !
So every teacher has something that speaks to them. There is no teacher about whom you could say: “He or she is no longer useful.” They can. If there is interest and desire, then anyone can. It is not a question of age, it is a question of attitudes.
Can older teachers also develop digital competence? Or is it more the "land" of the young?
Absolutely they can! Age is not a barrier. The oldest teacher in my head teacher's year was 60+ and he always said: "We must not lag behind the times." He attended all the trainings, researched and experimented, helped the children use digital devices and learned with the children. He was the one who took the camera, tried to take pictures with the children, watched with them how the pictures turned out and always wanted to learn. A positive attitude is the key.
Age and digital competence are not related, and I can confirm this based on research. Quite the opposite: the more experienced a teacher is, the stronger their pedagogical competence is . And this contributes enormously to the meaningful use of digital technology. An experienced teacher does not use a digital tool just for the sake of using it, they can give it pedagogical value, they can set goals and direct it, they think about why and what they are doing.
Sometimes it is more difficult for younger teachers, they know how to use everything technically, they play by themselves and assume that this is enough. But if there is no pedagogical clarity or deeper purpose, then it may happen that the digital tool is used simply "for the sake of doing something", and not consciously for teaching.
So age is not a barrier. It's experience and the desire to learn that count.
What could be the role of ELIIS or other digital platforms in early childhood education?
I have to be honest, I don't have much personal experience with them. When I was working in kindergarten, ELIIS wasn't in use, and even now I haven't had the opportunity to look at these systems "from the inside" on a daily basis. I've heard and seen them more through students, who sometimes share their experiences.
But if you think about the ideal solution, in my view, such a platform should support the management of the entire learning process - from planning, implementation to analysis. This should also include communication with parents and a comprehensive picture of the child's development .
It could be an environment that helps teachers do their job better and more consciously, not as an additional burden. If the platform is user-friendly and meaningful, it will be a very powerful tool for teachers. For this to be the case, management and the team must also consciously adopt and support the system.
What do you think are essential digital tools for teachers and kindergarten children?
I can't give a definitive list of "take it and use it" because teachers and situations are very different. What works in one group or house may not work in another. But in general, a smart device is completely irreplaceable in a teacher's work . That's undeniable. Especially when you think about planning, communication, and information management.
However, when it comes to working with children, you should definitely not limit yourself to just one or two digital tools. This does not mean that there should be many different ones , but that there should be different types and ways of using them . For example, in robotics, the same names are often used – Bee-Bot, Blue-Bot, Ozobot, etc. However, functionally they are all similar. If a teacher sticks to just one, he or she can get stuck in a pattern.
It is much more exciting when a teacher can use digital tools creatively and context-sensitively . For example, making an animation with children. This is something that makes children's eyes shine. The most important thing is not what you use, but why you use it. A digital tool should not be just a gadget that a child presses. It should help achieve a specific curriculum goal . The teacher should feel that this tool supports his or her goals .
There is often a tendency that when a teacher gets a new tool, they immediately want their child to be able to do something great with it. But think about it, if you get a new phone, it will take you time to learn about its content, functions and capabilities. The same goes for a child. The prerequisite for using a digital tool must be a safe, familiar environment , not immediate expectations of results.
In every group, there is the “right” tool if the teacher knows what he or she wants to achieve . And sometimes that one and only tool is the best if it works and supports the child.
Artificial intelligence tools: can and should they be used in early childhood education?
Of course you can! The question is not whether to use them, but how . We already have students who have experimented with using AI both in writing their papers and, for example, in creating playful exercises. I even recently wrote an article based on their experiences and exactly how future teachers deal with it. And it will soon be published in English.
For me, AI is just another digital technology opportunity. There is nothing in early childhood education that should not be used, and it all depends on how and for what. Our teacher training also includes AI tasks, but the most important thing is to develop critical thinking : Do I understand where the information comes from? Is it reliable? Can I distinguish between truth and fiction?
I've also seen a student write a research paper using AI, and at first glance the work seems decent, but then you look at the cited sources and realize that some of them don't exist. That's when you have to talk to the student: "What really happened here? Are you also thinking along with them or are you just trusting them blindly?"
The same principle applies to children. We could start by explaining from a young age that not everything technology says is true. We need to teach children that thinking, doubting, and questioning are important. That “is this really real?” is a good question. We don’t need to “protect children from technology,” but teach them how to live with it meaningfully.
So my answer is yes, these tools can definitely be used in early childhood education. But only if they are accompanied by discussion, reflection, and the ability to ask why and for what .
Do students use AI a lot in their work and is this a problem?
Indeed, this is a very visible issue today. We are seeing more and more works where it is clear that the text has been created, either partially or completely, using artificial intelligence. And as a teacher, you immediately realize when you read it that something is not right.
Not that using AI is bad. On the contrary, I completely agree that if, for example, a student honestly says, “I used AI to better articulate my thoughts or help with structure,” then that is perfectly acceptable. That is the modern tool.
But the problem arises when the text is very general , when there is no personal experience or specific examples . If a student has been on an internship and cannot cite a single real-life incident or describe situations based on their own experience, then it is clear that the matter has not been thoroughly understood. And it is precisely this understanding and reflection that is most important in teacher training.
AI cannot replace human thinking and experience. You can have it point out, for example, the three most important points from the national curriculum for preschool , why not. But if a person cannot further explain why these points are important, how they relate to their experience, or how they can actually be applied in kindergarten , then this is not learning. It is simply copying.
And that doesn't mean the student is bad. It means we need to teach them how to use AI wisely . Not as a replacement, but as a companion in thinking and writing.
How can a teacher practically use AI today?
There are actually quite a few possibilities right now, and it doesn't mean anything complicated or big. With very simple steps, AI can make a teacher's job more creative, more meaningful, and also a little more fun.
For example, idea generation is the most direct and easiest way. If you need to plan some activity, but your head is empty, you can ask the AI: "Bring me 5 ideas on how to organize a kindergarten Father's Day event" or "Suggest topics on how to teach children values in a playful way." The AI offers you a kind of skeleton plan and then you can add your own flesh and blood to it.
Children can also engage AI, creatively and meaningfully. One really cool experiment, for example, was to have children describe their fathers. They described them honestly, sincerely, in their own childish language. Based on this, portraits were created in an image generator using artificial intelligence, just as the AI imagined these descriptions. And then the children drew their own fathers. A fascinating comparison emerged: how a child sees and how a machine understands their description.
Another example was in the context of folklore: children were read a passage from the book "Rehepapi" and asked to explain what a word or character meant. The children discussed, drew, the AI created its own vision from this description, and finally they were able to discuss what was similar or different between their vision and the technology's.
And of course, AI can be a conversation partner for a child. We have also tested experiments where the teacher enters a topic, for example, "let's learn about the seasons," and the child can have a conversation in simple language, as if in a game, with AI, who asks questions, corrects answers, or explains concepts. Of course, all of this needs to be done in a supervised and responsible manner, but the possibilities are there and are developing rapidly.
It is important that the teacher dares to experiment , and understands why he is doing it. AI is not a toy, it can be a companion if used meaningfully as a tool.
What has been the most memorable teaching experience at university in your life?
I think those moments where I teach something… and then a student writes to me years later. They say, look what we did with the kids, it turned out so cool. Those are the moments where you realize that you have created some value. That what you taught was actually remembered and used. When someone writes to you five or six years after graduating, you know that this thing touched them.
Social media is also awesome in the sense that students always show up at some point. You're connected to them through mentoring or projects, and then you read how they share what they're doing and mention you in it. When someone writes in a post that you were important in that path... well, then you get the feeling that you've done something right.
But perhaps the warmest feeling comes when it's graduation time. University ceremonies are generally quite academic. The student receives a diploma, a flower, and shakes the hands of the professors. But then someone comes along and says, "Can I hug you?" And they do. Or when other professors say afterward, "Hey, you got the most hugs!" - well, then it's like, ah, someone really did it.
How much does Estonia's strong PISA results depend on the level of our early childhood education?
Estonia's strong PISA results are directly linked to the very good level of early childhood education. It is precisely in kindergarten, the first six to seven years of a child's development cycle, that the foundation of education is laid. If, for example, digital competence, problem-solving and social skills are consciously paid attention to in kindergarten, it is much easier to move on to later school levels. Unfortunately, early childhood education is not valued enough in Estonia - at the national level, kindergartens are often seen as independently functioning units, although in fact early childhood education should be the central pillar of the entire education system.
Why do so many young teachers quit their jobs within their first year? What can we do to prevent this?
Yes, it's a big concern. And it's not just about school teachers, there are also quite a few in early childhood education who quit their jobs quite quickly. There are of course many reasons for this, but one common theme is the lack of support .
A young teacher has a huge desire to do well. He wants to be good at everything. But “being good” often means trying to do everything at once, and everything right, everything according to expectations. And that can be quite exhausting, especially when he is left alone with it.
I'll give you a personal example. We once had a young teacher who came to work for us while she was still in her third year of study, but she was already working full-time. And it wasn't easy. I remember how she would sometimes just come out of the group crying. You could see and hear it. She wanted everything to go well, but it was hard for her. We did everything to support her – we talked, we listened, we tried to understand, and she stayed. She graduated from school, had her own children, and is still working as a teacher. And I'm absolutely sure that she is a great teacher.
So what to do? It is very important to value the teaching profession , offer support and let the young teacher grow. Not to expect that he or she can do everything from the first day, like those who have been working for twenty years. And there should certainly be no shame in asking for help – it is a sign of wisdom and care.
Is the teaching profession valued enough in Estonia?
I think that's one of the key issues. We're talking about the teaching profession, but valuing means more than just words . It also means support, understanding and resources. As long as young teachers feel they are not noticed or supported, the risk of burnout remains very high.
We need the teacher to feel that they have the right to ask for help. That it is not a sign of weakness. And that their contribution will be seen, not only by how well they complete the papers, but also by how they function as a person in a group .
How can a leader spot teacher burnout and provide timely support?
You don't notice burnout unless you want to notice it. This means that a support system needs to be in place from the beginning , not only when the teacher is visibly exhausted.
A young teacher is very similar to a child who has a problem at home or in a group; he may not dare to come and talk to them himself. He is afraid that he will be misunderstood, that he will be judged, or that he will be told: “You know what you have to do.” But if he has someone he can go to at any time , who says right from the start: “If you have any questions, come and ask. If you want to come and see how I do the teaching – you are welcome. I will help.” , then that is a huge support.
From my own experience: when I became a teacher myself, my older daughter's teacher was just such a person. She didn't look at me askance, but she actually invited me: "Come, ask, I'll show you." And she helped sincerely and with her heart. This is exactly the kind of culture that should come from management : that a young teacher has a safe place to turn to, and someone who really cares, not just formally supports.
It doesn't always have to be the leader themselves, but the leader must create an atmosphere and structure where support is visible, accessible, and encouraging. It's simple, yet very powerful: "Call, write, if you need it - I'm there."
What can a kindergarten principal do when a teacher is on the verge of burnout, but there is nowhere to hire a new teacher?
This is one of the most difficult moments as a leader, when you see that a teacher is visibly exhausted, but at the same time you know that finding a new teacher in the middle of the school year is practically impossible. So what to do?
First, support must not come too late . It is important to notice and act before the teacher has “hit the wall.” If the person is so burned out that they say, “I don’t even want to see the kids,” then a crisis has occurred.
But if the leader sees it earlier and acts, there is still a lot to be done. For example:
Offering the opportunity to take time off
is not a shame , but an investment in a person who can be a bright and creative teacher again after recovery.Find temporary support , such as through substitute teacher programs or in collaboration with universities where you can find interns, students, or job shadowing.
Create a truly safe space to talk.
Sometimes it’s enough for a leader to say, “Come on, let’s talk. Every day, even for a quarter of an hour. Let’s talk honestly, without judgment.”
I have had students who have considered dropping out of college because work and life are too much at the same time. But they didn’t give up because we talked, we considered options, and eventually the difficulty was overcome. One student recently said, “That unpleasant feeling is gone. I no longer feel like I have to leave.”
A leader doesn't have to do everything themselves. But a leader can create a culture where burnout is not taboo and taking a break is not a shame, but a part of being human.
What message would you give to Estonian kindergartens and teachers?
"Play with children. A lot. And with your heart."
This is Kaire Kollom's clearest recommendation to every teacher. He emphasizes that play is the most powerful tool in a child's development , the impact of which should not be underestimated: "Play develops, supports, comforts, unites. This is what really works."
Another important message is the development of teachers themselves: “A teacher is never ready. There is something to learn every day, and I am always learning from my students.”
Kaire also reminds leaders that in addition to organizing work, it is necessary to maintain a sense of unity and value their teachers : "Leaders have a lot of bureaucracy, but the understanding that we are all working for a common goal – for the child. Not just for work must not be lost in it."
Do society and the state value early childhood education enough?
In general, it does not seem that the state or society values early childhood education enough. Many parents see kindergarten more as a place of care than as an educational institution. However, we have a national curriculum and teachers do a very good job of preparing children for school. They work to ensure that children can cope well in school and later in life. Although the school may sometimes comment on why a child does not know something yet, it must be understood that not all children in kindergarten are expected to read fluently. Children develop at different rates. Fortunately, many parents are grateful to teachers and value the work they do.
What could an Estonian kindergarten be like in 20 years?
"I hope that all the good things we have today will remain."
This is the first thought that comes to mind for Kaire Kollom. According to him, there is much that is valuable in current Estonian early childhood education: the emphasis on play, a child-centered approach, and strong cooperation with families. These are values that must be maintained in the future.
"I wouldn't want this kindergarten of the future to become purely digital-centric, just tools and technology. That shouldn't be an end in itself," he says.
Kaire emphasizes that Estonian early childhood education already has a very strong foundation . "We have a very good system. Honest and strong. There is no need to build a lighthouse on top of it, but rather to maintain and strengthen what is already working well."
In conclusion
Kaire Kollom's journey into education is a prime example of how life experiences and an inner calling can shape a teacher into an educational innovator. He believes that a good teacher works with his heart, values every child, and is ready to constantly develop himself. The interview clearly reveals concern about the low appreciation of early childhood education in Estonia, both at the societal and national levels, but also a deep belief in the dedication of teachers and the strength of the system.
He emphasizes that an evidence-based approach, conscious development of teachers' digital competence, and practical tools (such as ELIIS) can help make teachers' daily work more efficient and meaningful. According to him, the use of digital technology and also artificial intelligence in early childhood education is possible and necessary if it is done consciously, playfully, and with the child's development in mind.
But what he considers most important is human contact, a sense of security, and the power of play. The message for kindergartens and teachers is simple but profound: play a lot with children, learn together, and never be afraid to ask for help. This is the secret to a good education.
