Robert Yin Case Study PDF

nia & Herzegovina • Bulgaria • Croatia • Czech Republic • Estoni
gia • Haiti • Hungary • Kazakhstan • Kosovo • Kyrgyzstan • Latv

uania • Macedonia • Moldova • Mongolia • Montenegro • Roman
sia • Serbia • Slovakia • Slovenia • Tajikistan • Ukraine • Uzbekista
• Albania • Armenia • Azerbaijan • Belarus • Bosnia & Herzegovin
Building Open Societies
aria • Croatia • Czech Republic • Estonia • Georgia • Haiti • Hun
Kazakhstan • Kosovo • Kyrgyzstan • Latvia • Lithuania • Macedon
Through Quality Early
oldova • Mongolia • Montenegro • Romania • Russia • Serbia • Sl
a • Slovenia • Tajikistan • Ukraine • Uzbekistan • Albania • Armeni
Childhood Care and

aijan • Belarus • Bosnia & Herzegovina • Bulgaria • Croatia • Cz
ublic • Estonia • Georgia • Haiti • Hungary • Kazakhstan • Kosov
rgyzstan • Latvia • Lithuania • Macedonia • Moldova • Mongolia
Education:
tenegro • Romania • Russia • Serbia • Slovakia • Slovenia • Tajikis
aine • Uzbekistan • Albania • Armenia • Azerbaijan • Belarus • Bos
rzegovina • Bulgaria • Croatia • Czech Republic • Estonia • Geor
iti • Hungary • Kazakhstan • Kosovo • Kyrgyzstan • Latvia • Lith
Case Studies
• Macedonia • Moldova • Mongolia • Montenegro • Romania • R
Serbia • Slovakia • Slovenia • Tajikistan • Ukraine • Uzbekistan • A
ania • Armenia • Azerbaijan • Belarus • Bosnia & Herzegovina • B
ia • Croatia • Czech Republic • Estonia • Georgia • Haiti • Hunga
of the
zakhstan • Kosovo • Kyrgyzstan • Latvia • Lithuania • Macedoni
dova • Mongolia • Montenegro • Romania • Russia • Serbia • Slov
Step by Step
• Slovenia • Tajikistan • Ukraine • Uzbekistan • Albania • Armenia
aijan • Belarus • Bosnia & Herzegovina • Bulgaria • Croatia • Cz
ublic • Estonia • Georgia • Haiti • Hungary • Kazakhstan • Kosov
Program
ti • Hungary • Kazakhstan • Kosovo • Kyrgyzstan • Latvia • Lithu
Macedonia • Moldova • Mongolia • Montenegro • Romania • Ru
erbia • Slovakia • Slovenia • Tajikistan • Ukraine • Uzbekistan • Al
• Armenia • Azerbaijan • Belarus • Bosnia & Herzegovina • Bulgar
tia • Czech Republic • Estonia • Georgia • Haiti • Hungary • Kaza
• Kosovo • Kyrgyzstan • Latvia • Lithuania • Macedonia • Moldo
Mongolia • Montenegro • Romania • Russia • Serbia • Slovakia • S
nia • Tajikistan • Ukraine • Uzbekistan • Albania • Armenia • Azerb
• Belarus • Bosnia & Herzegovina • Bulgaria • Croatia • Czech R
blic • Estonia • Georgia • Haiti • Hungary • Kazakhstan • Kosovo
Building Open Societies
Through Quality Early
Childhood Care and Education:
Case Studies of the Step by
Step Program
Step by Step case study researchers at the Central European

University Conference Center, February 2004.
The Open Society Institute (OSI) works to build vibrant and tolerant democra-
cies whose governments are accountable to their citizens. To achieve its mission,
OSI seeks to shape public policies that assure greater fairness in political, legal,
and economic systems and safeguard fundamental rights. On a local level, OSI
implements a range of initiatives to advance justice, education, public health, and
independent media. At the same time, OSI builds alliances across borders and
continents on issues such as corruption and freedom of information. OSI places
a high priority on protecting and improving the lives of marginalized people and
communities.
OSI’s Early Childhood Program supports this mission by supporting effective
early interventions in the lives of the youngest and most vulnerable children and
their families and holding governments accountable for their commitments to
young children and families. The Early Childhood Program also promotes the de-
velopment of a vibrant civil society that fosters children’s participation skills and
critical thinking, engages parents and communities to advocate on behalf of their
children, and supports a strong early childhood sector.
If you would like to know more about OSI, please visit: www.soros.org.
Established in the Netherlands in 1999, the International Step by Step

Association (ISSA) is an innovative network of early childhood development
professionals and organizations working to make quality early childhood
education accessible to all children. While ISSA offers general membership
and information sharing to all interested individuals and organizations, ISSA’s
core members are the 29 nongovernmental organizations, located primar-
ily in Central/Eastern Europe and Central Asia, that implement the Step by
Step Program initiated by the Open Society Institute (OSI) in 1994. Within its
network, ISSA supports a wide array of programs that collectively provide a
comprehensive set of educational services and advocacy tools intended to
influence policy reform for families and children, with a special focus on the
years from birth through primary school.
If you would like to know more about ISSA, please visit: www.issa.nl.
Copyright © 2008 by OSI unless otherwise noted. All rights reserved.

Table of Contents
Documenting Educational Reform: The Step by Step Case Study Project . . . . . . . . . . 4
The Step by Step Program: An Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Quality Early Education: Building a Foundation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Teacher Evaluation Using ISSA Standards: A Tool for Professional Development
and Quality Improvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
The Role of a Step by Step Certifier in Czech Republic . . . . . . . . . . . . . . . . . . . . . . . 14
The Professional Journey of Anja—One Teacher’s Experience of the Step by
Step Certification Process in Slovenia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Creating Child-Centered Environments and Learning Opportunities. . . . . . . . . . . . . .27

“A Good Beginning”: Democratic Education in Estonia. . . . . . . . . . . . . . . . . . . . . . . . 28
Imagination Unlimited: Introducing Child-Centered, Integrated Thematic
Units in Georgia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Education Reform in Montenegro: A Photo Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Reforming and Decentralizing Teacher Professional Development. . . . . . . . . . . . . . . 48

“Ecstatic to Try Something New”: Professional Development of Teachers in
Bosnia and Herzegovina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
“No Two Hares Looked Alike”: Quality Teacher Training in Kyrgyzstan. . . . . . . . . . . . . 55
“Who Said that We Can’t Change the World?”— Step by Step at the Vilnius
Training Center in Lithuania. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
“Every Puzzle Piece Is Unique”: Teacher Training in Romania. . . . . . . . . . . . . . . . . . . 67
Step by Step Journals in Croatia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Inside, Outside, or On the Border? Negotiating the Relationship between
Step by Step and the Ministry of Education System in Belarus. . . . . . . . . . . . . . . . . . . 80
Inclusion of Children with Disabilities: Step by Step Policy and Practice. . . . . . . . . . 85

Special Children in Latvia: Parents’ Roles in the Education of Children
with Special Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Dream for a Better Future: Inclusive Education in Mongolia. . . . . . . . . . . . . . . . . . . . . 91
Inkluzia: Inclusive Education in Ukraine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Reaching Children Outside of Preschools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

AHA! So Children Learn in Creches! Step by Step in an Albanian Creche. . . . . . . . . . 103
The Family School: Parent Education in Armenia. . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Step by Step to Survival: Saving Bobek Kindergarten in Kazakhstan. . . . . . . . . . . . . 114
A Place for Everyone: The Children’s Creative Center in Skopje, Macedonia . . . . . . . 119
Step by Step at the Roma Settlement in Jarovnice-Karice, Slovakia . . . . . . . . . . . . . 125
Family and Community Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

The School Without Socks: The Te Kase School in Haiti . . . . . . . . . . . . . . . . . . . . . . 131
Sustaining Democratic Change in Moldova: The Role of Partnerships. . . . . . . . . . . . 137
“Our School Is Another Family for Us”: Parent Involvement in Matreshka
Step by Step Nursery School, Russia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Parent Engagement in Tajikistan: A Case Study of Kulob Secondary School . . . . . . . 150
The Step by Step Case Studies are available electronically at the websites of the Open Society Institute,
www.soros.org/initiatives/childhood, and the International Step by Step Association, www.issa.nl. 3
Documenting
Educational Reform:
The Step by Step Case Study Project
A s the Step by Step Program approached its 10th anniversary, the Open Society Institute
and the International Step by Step Association launched the Case Study Project to chron-
icle a decade of efforts to reform early childhood education in Central, Eastern, and Southern
Europe, the Caucasus, Central Asia, Mongolia, and the Americas. Step by Step had, during
its first decade, accumulated a vast base of experience that could help inform international
efforts to improve early childhood care, development, and education around the globe.
Seeking to understand the experience intellectually challenged when in fact

of educational transformation and capture they are capable of reaching grade-level
lessons learned—from teachers, parents, expectations when provided with a sup-
program administrators, and children— portive learning environment; and
a case study research methodology was • A four-country study of the sustainabil-
selected; one that favored qualitative data ity of the Step by Step Program.
collected through in-person interviews and
on-site observation. To tell the story of Step
by Step—a program that began in 15 coun-
tries in 1994 and spread to 30 countries
T he Case Study Project, led by
Sarah Klaus from the Open Society
Institute, engaged an international
in its first decade—was, in itself, a daunt- Steering Committee including Larry
ing task. Inspired by the vision of building Bremner and Linda Lee of Canada; Teresa
research capacity in the regions where the Vasconcelos of Portugal; Tatjana Vonta of
Step by Step Program is active, the Case Slovenia; Hugh McLean of South Africa;
Study Project also aimed to develop a cadre and Cassie Landers, Steffen Saifer,
of skilled researchers, adept at using quali- and Robert Stake of the United States.
tative case study methods in educational Committee members used their expertise
settings. in early childhood primary education,
The Case Study Project supplements educational reform, and qualitative case
previous evaluations of the Step by Step study methods to support the develop-
Program, which include:
• Numerous national studies carried out in
The work was intense. With great enthu-
cooperation with pedagogic institutes, siasm, each country selected a team of
universities, and ministries in individual researchers and proposed a topic for their
countries, primarily focused on children’s study.
outcomes and changes in teacher prac-
tices;
• A four-country independent evalua- ment of training and mentoring for the
tion of Step by Step conducted in 1999, researchers and to develop guidelines for
which demonstrated the impact of the the national studies.
program on children’s democratic behav- The work was intense. With great
iors, ideas, and values; enthusiasm, each country selected a team
• The Roma Special Schools Initiative, of researchers and proposed a topic for their
which provided evidence that many study. At the international level care was
Roma children in the four participating taken to ensure that the breadth of the Step
countries are unfairly assigned to spe- by Step Program would be represented by
cial schools or remedial classes for the the topics selected for study.
4 The Step by Step Case Study Project
O ver the course of six months, more
than 100 researchers from 28 coun-
tries participated in an online course and
fessional development, providing inclusive
education for children with disabilities,
providing access to quality education for
two face-to-face seminars. At the same Roma children, promoting family and com-
time, and with the support of an interna- munity engagement, and reaching children
tional mentor, each national team initiated outside of preschools. Each country’s case
a qualitative case study on their topic. study contributes important insights to our
Between December 2003 and December understanding of specific program compo-
2004, the Steering Committee met in nents. Taken together, they weave a rich
person four times and kept up an active tapestry of the Step by Step experience.
dialogue on the Internet-based course The Case Study Project has also
website established for the project. Each given voice to truths about the process
committee member mentored a cluster of educational reform that transcend the
of three to five national cases. Mentors experience of individual countries. We
met their research teams at international learn in striking examples from each and
seminars and kept up communication by every country that change is not only
email, phone, and on the website between about program components and strate-
gies of implementation but also about
the change agents themselves: the Step
The Step by Step Case Study Project was by Step teachers and parents who have
an ambitious undertaking with far-reaching fueled the engine of transformation. These
goals. are stories about resilience in the face
of daunting obstacles. These are stories
about leadership, emerging in every Step
meetings. In a few cases, mentors visited by Step country from every level of pro-
countries to assist with field research or gram implementation. Most of all, these
with planning the case write-up. are stories about an allegiance to a new
The Step by Step Case Study Project set of values and democratic principles,
was an ambitious undertaking with the born of personal conviction. External con-
far-reaching goal to document and under- ditions may foster or impede educational
stand educational reform. Individual case reform efforts, but the knowledge gained
studies included investigations on promot- by teachers and parents, and the visible
ing quality early education through ISSA achievements of the children, cannot be
standards and teacher certification, creat- discarded or ignored. After a decade of
ing child-centered learning environments, Step by Step, we have learned that this
reforming and decentralizing teacher pro- new approach will endure.
With Thanks
OSI and ISSA thank the Step by Step NGOs for their work in identifying researchers and
providing information for the case studies; the Steering Committee members for their dedica-
tion and guidance; Rochelle Mayer and her team of editors—Carol Sternhell, Rachel Holmes,
and Hugh McLean—for their work in focusing, refining, and compiling the national studies;
Jim Herrmann for publication design; and Zsuzsa Laszlo and Laura Liliom for their support
in coordinating the online course and training events.
Documenting Educational Reform 5

The Step by Step Program: An Overview
T he Step by Step Program grew out of the
belief that democratic education in the
earliest years—child-centered, inclusive, indi-
in the classroom, second-language learning),
inclusion of children with disabilities, and
Roma and minority education;
vidualized, responsive, community-based—can • Teacher Education: Pre-service and in-
prepare an adult population that will be ready service teacher-training courses, student
to take active, informed roles in civil society. practicum opportunities, and preparation of
Although its goal is educational transformation, adult teacher trainers;
the Step by Step Program is not a “curriculum” or • Civic Participation in Education: Parent
a “methodology.” It is a vision, a network, and a advocacy and development of national early
series of program initiatives to make quality early childhood NGOs;
childhood education accessible to all children. • Professional Standards and Assessment:
In 1993, research linking experiences in Program and teacher standards, trainer stan-
the early years to lifelong human development dards, preschool and primary school child
inspired philanthropist George Soros, founder observation instruments.
of the Open Society Institute (OSI), to make a
significant investment in new programming in
early childhood education in regions where OSI
was then active. Evidence repeatedly demon-
S tep by Step has gained respect for its
comprehensiveness and the continuity of ser-
vices it provides for children from birth through
strates that quality interventions early in life age 10, as well as for its effective implementa-
disproportionately improve outcomes for those tion model, which links pilot programs with
children most at risk, offering an opportunity to teacher-training institutions and policy reform.
alleviate the effects of social disadvantage. OSI’s In most countries programs were initiated
Step by Step Program, launched in 1994, directly under the auspices of national Soros Foundations
responded to the decline in social service sys- and later established themselves independently,
tems supporting families and children in Central forming some of the first national professional
and Eastern Europe. Through implementation nongovernmental early childhood education
of quality early childhood programming, OSI and development organizations in the region.
sought to improve chances for target groups National Step by Step programs operate cur-
such as Roma and other minorities, children rently in 27 countries in Central, Eastern,
with disabilities, and children living in poverty and Southern Europe, the Commonwealth of
to participate actively and equally in democratic Independent States (CIS) and Baltic States, as
societies. well as in Argentina, the Dominican Republic,
Designed to implement child-centered Haiti, and Mongolia. These national networks
reforms and community engagement in pre- leverage a combined force of 1,300 trainers,
schools and systems that train preschool 400 school- and preschool-based training cen-
teachers, the initiative has grown to encompass ters, and 190 collaborating pre- and in-service
a wide range of interventions that serve children institutions to provide ongoing professional
from birth through age 10 and their families, development in innovative pedagogies to more
including: than 30,000 early childhood educators, parents,
• Early Childhood Programs (0–6): Center- and other stakeholders annually.
based preschool and infant/toddler At their initiative, the Step by Step NGOs
programs, and parent- and community-based established the International Step by Step
programs for children without access to pre- Association (ISSA) in 1999, a Dutch-registered
school; international association operating out of
• Primary School Programs (grades 1–4): Budapest. ISSA serves as an international voice
Child-centered methodologies for the early for the Step by Step Program, providing venues
grades, school improvement, community for professional exchange of information and
education, and transition to middle school; experience as well as deepening implementation
• Equal Access Programs: Education for Social and development of the Step by Step initiatives
Justice (anti-bias adult education, diversity in participating countries.

Quality Early Education: Building a
Foundation
I SSA’s mission statement begins with a dedication to quality and a core set of principles:
“To fulfill the promise of quality care and education for each child the International Step
by Step Association (ISSA) shall promote principles based on democratic values, child-cen-
tered approaches, active parent and community involvement, and a commitment to diversity
and inclusion.” Translating this mission into effective educational practices requires a clear
delineation of what is meant by “quality care and education.” It also means supporting teach-
ers—through training and mentoring—to implement classroom practices that help each child
to reach his or her full potential.
ISSA provides a spectrum of services and resources to promote the continuous professional
development of teachers. Underlying the concept of professional development is a view of
learning and mentoring as an ongoing, lifelong process.
Two Key Tools: Standards and Certification
T he ISSA Pedagogical Standards—developed by an international task force of early child-

hood professionals—provide a tool to monitor and assess teacher performance based on
principles of child-centered education. The Step by Step standards include individualization,
learning environment, family participation, teaching strategies for meaningful learning, plan-
ning and assessment, professional development, and social inclusion (see table below).
Standards help to educate children and families in principles of democracy. They advance
educational reform by encouraging administrators, government entities, and other professional
organizations to recognize the importance of child-centered education. They also help parents
understand and advocate for learning environments that promote intellectual curiosity, creativ-
ity, and social development.
ISSA Pedagogical Standards*

Standard 1: Individualization
Teachers use their knowledge of child development and their relationships with children and their families to
appreciate the diversity of each class and to respond to each child’s unique needs and potentials.
Standard 2: Learning Environment
Teachers promote a caring, stimulating, and inclusive classroom by organizing the environment in ways
that best facilitate children taking learning risks, practicing democracy, and working both cooperatively
and independently.
Standard 3: Family Participation
Teachers build partnerships with families to ensure optimum support for children’s learning and develop-
mental needs.
Standard 4: Teaching Strategies for Meaningful Learning
Teachers design and implement varied strategies to promote conceptual understanding and to encour-
age innovation, creativity, independent inquiry, social cooperation, and exploration within and across the
disciplines.
Standard 5: Planning and Assessment
Teachers create plans based upon national standards, program goals, and individual needs of children and
use a systematic approach for observing and assessing each child’s progress.
Standard 6: Professional Development
Teachers regularly evaluate and strengthen the quality and effectiveness of their work and collaborate with
colleagues to improve programs and practices for young children and their families.
Standard 7: Social Inclusion
Teachers model and promote values and behaviors that support human rights, social inclusion, and the foun-
dation of open democratic civil societies, including protection of the rights of all minorities.
*Previously known as ISSA Teacher Standards.
Quality Early Education: Building a Foundation 7
The Step by Step standards also pro- selves. Certifiers are inspired by their new
vide a framework for teacher certification role; they feel it is an exceptional opportu-
and professional development. ISSA and nity to observe and learn from others. The
OSI accredit nongovernmental organiza- researchers note that the sustainability of
tions operating Step by Step programs to Step by Step certification in Czech Republic
certify teachers. Teacher certification fol- is uncertain. On the positive side, the Step
lows a systematic process consisting of by Step standards reflect the general trend
self-assessment, portfolio review, classroom in both Czech and European education
observation by a Step by Step certifier, toward child-centered classrooms and dem-
development of an individual improvement ocratic values. However, the demand for
plan, and a second observation. ISSA accred- certification will be low if teachers them-
its nongovernmental organizations operating selves are responsible for covering the cost
Step by Step programs to function as of the process.
regional certifiers. These NGOs in turn train The third case study takes another
certifiers and certify individual teachers. close look at the certification process, this
Certification provides teachers with interna- time through the eyes of one teacher from
tional recognition of their commitment to a Slovenia. The researchers followed Anja,
child-centered environment and high-quality a teacher widely recognized for her excel-
teaching skills. lence, through the process in order to
develop a deeper understanding of the rela-
The following resources are
available from ISSA: The challenge will be to demonstrate to
teachers that the personal and professional
•P
edagogical Standards for Preschool benefits they gain from the certification
and Early Primary Grades process are worth any initial anxiety they
might feel.
•S
tep by Step Mentoring Guide for
Quality Improvement: A Master Teacher
Trainer Handbook tionship between teacher certification and
classroom practice, and to garner insights
•T
eaching for Quality Improvement:
about teacher motivation and the personal
Applying ISSA Pedagogical Standards in
challenges of engaging in the certification
Classrooms
process. Participation in the certification pro-
cess had a direct impact on Anja’s teaching.
The principal and parents agreed that a very
The Case Studies good teacher had become even better. Yet
Anja, despite the accolades of others, still
T his monograph brings together three

case studies that explore questions
of evaluation, certification, and educa-
regarded involvement in the pilot certifica-
tion process with trepidation. The challenge
will be to demonstrate to teachers that the
tional quality. The first case study, from personal and professional benefits they gain
Slovenia, investigates the validity of the from the certification process are worth any
ISSA Pedagogical Standards themselves initial anxiety they might feel.
and asks whether the certification process,
using the standards, could also be an effec- Conclusion
tive strategy for both teacher evaluation
and professional development. The answer
is “yes”—when the use of ISSA standards
is combined with constructive feedback,
I SSA’s experience with the certification
process underscores the need for close
collaboration between ISSA’s Pedagogical
reflective conversation, and the active par- Standards and those accepted by the
ticipation of teachers in creating a plan to Ministries of Education. Understanding the
improve quality. barriers to, and motivation for, certifica-
The second case study, from Czech tion underscores the role of legislation in
Republic, documents the emergence of supporting professional development. The
the process of certification in the Czech challenges and insights raised by these
education system and explores the role case studies will be of interest to those con-
played by certifiers from the perspectives cerned with the interface between policy
of both teachers and the certifiers them- and practice.
Teacher Evaluation Using ISSA
Standards: A Tool for Professional
Development and Quality Improvement
Photographs by Tatjana Vonta

Researcher: Tatjana Vonta, EdD, Director,
Developmental Research Center for Educational
Initiatives “Step by Step,” Slovenia
T he ISSA Teacher Standards, developed by the

International Step by Step Association (ISSA, 2002),
provide a model for teacher certification in the Step by Observation in the classroom.
Step Program. We were interested in the
question of whether the certification process, ISSA Pedagogical Standards*
using the ISSA Teacher Standards, could also
be an effective strategy for teacher evalua-
Teachers use their knowledge of child
tion and professional development. A study
development and their relationships with
was implemented in Slovenia (Vonta, 2003) children and their families to appreciate the
to address the following research questions: diversity of each class and to respond to each
1. How good are ISSA standards as a child’s unique needs and potentials.
measure of quality?
2. Does the quality of teaching improve for
Teachers promote a caring, stimulating,
teachers who participate in the certifi- and inclusive classroom by organizing the
cation process? environment in ways that best facilitate
3. What kinds of factors influence the children taking learning risks, practicing
results on ISSA standard scores? democracy, and working both cooperatively
4. What are teachers’ opinions about the and independently.
certification model and process? Standard 3: Family Participation
5. What are certifiers’ opinions about the Teachers build partnerships with
certification model and process? families to ensure optimum support for chil-
6. Do these opinions change over the dura- dren’s learning and developmental needs.
tion of the whole certification process?
Standard 4: Teaching Strategies for
Meaningful Learning
Research Design and Instruments Teachers design and implement varied
strategies to promote conceptual under-
B ased on the following characteristics, a
representative sample of 20 preschool
teachers was drawn from all 123 preschool
standing and to encourage innovation,
creativity, independent inquiry, social coop-
eration, and exploration within and across
teachers implementing the Step by Step the disciplines.
methodology in classrooms for children three Standard 5: Planning and Assessment
to six years old during the 2002–2003 school Teachers create plans based upon
year in Slovenia: national standards, program goals, and
• Years of job experience individual needs of children and use a
• Level of formal education systematic approach for observing and
• Average age of children in the class- assessing each child’s progress.
rooms Standard 6: Professional Development
• Amount of in-service training Teachers regularly evaluate and strength-
• Number of Step by Step classrooms in en the quality and effectiveness of their
the preschool work and collaborate with colleagues to
• In-service training of teacher assistants improve programs and practices for young
Two instruments were used to mea- children and their families.
sure quality: the ISSA Teacher Standards *ISSA Pedagogical Standards, previously known as
Observation Form (ISSA, 2002) and the Early ISSA Teacher Standards, now include a seventh stan-
dard on social inclusion.
Childhood Environment Rating Scale (ECERS)
Teacher Evaluation Using ISSA Standards: A Tool for Professional Development and Quality Improvement 9
ECERS (1980):
37 Items organized into 7 Subscales
Personal Care Routines Fine/Gross Motor Social Development
1. Greeting/departing 15. Fine motor 28. Space (alone)
2. Meals/snacks 16. Supervision (fine motor) 29. Free play
3. Nap/rest 17. Gross motor space 30. Group time
4. Diapering/ toileting 18. Gross motor equipment 31. Cultural awareness
5. Personal grooming 19. Gross motor time 32. Tone
20. Supervision (gross 33. Exceptional provisions
Furnishings/Display motor)
6. Furnishings (routine) Adults
7. Furnishings (learning) Creative Activities 34. Adult personal area
8. Furnishings (relaxation) 21. Art 35. Adult opportunities
9. Room arrangement 22. Music/movement 36. Adult meeting area
10. Child-related display 23. Blocks 37. Parent provisions
24. Sand/water
Language/Reasoning 25. Dramatic play
11. Understanding language 26. Schedule (creative)
12. Using language 27. Supervision (creative)
13. Reasoning
14. Informal language
with 37 items (Harms & Clifford, 1980). We • Systematic observation and assessment
selected ECERS as a second instrument of children’s development and learning
because ECERS has frequently been used for • Meaningful and process-oriented learning
comparative studies on quality. • Cooperative learning
The study proceeded in two phases: • Developing elements of critical thinking
preparation and evaluation. In the prepara- (anticipation, inference, asking ques-
tion phase we trained certifiers in the use tions, argumentation, planning, and
of the instruments, tested the certifiers on assessing)
inter-rater reliability, and created instru- • Active parent participation in the
ments for assessing teachers’ and certifiers’ learning process
opinions. In addition, we held meetings with • Planning
teachers to share information and materi- • Experience-based learning
als about the certification process. Teachers • Teamwork
completed a self-evaluation according to the
standards and registered for certification. Results
The activities in the evaluation phase of
the research are listed in Table 1. 1) ISSA standards are a valid tool for measuring
teacher quality.
Quality Improvement Planning In order to ascertain the validity of the
ISSA standards, we compared the results of
A key strategy for promoting professional

development and quality improvement
was the development and implementation of
the findings from the ISSA standards with
the ECERS findings. We found a high and
statistically significant correlation between
a Quality Improvement Plan. Based on find- the results on the ISSA standards and the
ings from classroom observation, the teacher ECERS at the beginning of the certification
and Master Teacher Trainer (MTT) jointly process (first observation) and at the end of
developed a plan for improving the quality of the process (second observation). After the
teaching. Areas identified in the plan might first observation the Pearson’s coefficient
include: of correlation was 0.88; after the second
• Structure of the physical environment observation it was 0.84. We also measured
• Individualization the regression between ISSA and ECERS
• Involving children in the planning process results and found them to be statistically
• Transition between activities significant. These results confirm that ISSA
Table 1
Activities in Evaluation Phase
What When Who
1. First observation with Beginning of November 2 Master Teacher Trainers (MTT)
ECERS (37 items) and receive training to become ISSA
ISSA standards certifiers
2. Discussion with teachers Beginning of November 2 Master Teacher Trainers

after observation in the
classroom
3. Quality Report Middle of November 2 Master Teacher Trainers cre-

ate and write the report; 1 MTT
communicates the findings in the
report
4. Development of a Quality Middle of November Teacher coaching by 1 Master

Improvement Plan (with Teacher Trainer (the same MTT
teacher’s active involve- who communicated the findings
ment) from the Quality Report)
5. Implementation of the Middle of November through Teachers

Quality Improvement the end of March
Plan
6. Second observation with End of March to beginning of 2 Master Teacher Trainers

ECERS (37 items) and April
ISSA standards
7. Discussion with teacher End of March to beginning of 2 Master Teacher Trainers

after the observation in April
the classroom
8. Quality Report End of March to beginning of 2 Master Teacher Trainers

April writing the report; 1 MTT com-
municating the findings from the
Quality Report
9. Quality Improvement End of March to beginning of Teacher coaching by 1 Master

Plan (with teacher’s April Teacher Trainer (same MTT as
active involvement) communicated the findings from
the Quality Report)
Teacher Standards are a valid tool for mea- These findings suggest that the activities
suring teacher quality. entailed in the certification process—
observation with follow-up discussion,
2) Teachers who participate in the certification identification of the teacher’s strengths and
process show improvement in the quality of weaknesses for each standard, and active
their teaching. participation of teachers in the creation of
The results on the ISSA standards a Quality Improvement Plan—provide an
after the second observation are statisti- opportunity for teachers to reflect on and
cally significantly higher than after the first improve their practice.
observation on all standards (see Table 2).
Moreover, the data indicate that teachers 3) The amount of in-service training has a posi-
improved their quality no matter what kind tive effect on ISSA standards scores.
of instrument was used to measure quality. We also examined the relationship
Table 2
Differences in Scores between First and Second Evaluation with ISSA
Standards
AVERAGE AVERAGE
MAXIMUM SCORES IN SCORES IN DIFFERENCE
FIRST SECOND
EVALUATION EVALUATION
STANDARD 1 9 7.0 8.3 1.3*

Individualization
STANDARD 2 9 6.4 7.9 1.5*

Learning environment
STANDARD 3 18 13.5 16.1 2.6*

Family participation
STANDARD 4 15 10.8 13.2 2.4*

Teaching strategies for
meaningful learning
STANDARD 5 21 15.0 18.2 3.2*

Planning and assessment
STANDARD 6 12 10.2 11.4 1.2*

Professional development
ISSA together** 72** 52.7** 63.7** 11.0*
*Differences are statistically significant (analysis of variance: Huynh-Feldt test).

** Total scores without scores at Standard 6.
between the results on ISSA standards with other hand, in-service training that was in
such variables as amount of in-service train- tune with the content and methods of the
ing, amount of formal education, and number new educational paradigm—provided mostly
of years of teaching experience. As indicated by the Step by Step Program—resulted in
high correlations with scores on the ISSA
standards.
The amount of in-service training has a
positive effect on ISSA standards scores. 4) Overall, teachers’ opinions about the certifi-
cation model and process were positive.
Teachers who were involved in the
in Table 3, we found that one variable— certification process said, at the end, that
the amount of in-service training—was they would recommend certification to
positively related to ISSA scores (Pearson’s their colleagues. They affirmed that quality
Coefficient of Correlation). However, we improvement can be achieved because it is
found no correlation between the level of based on a plan that is clear, operational, and
teacher’s formal education and ISSA scores. proactive. They valued the certification pro-
This result is surprising since we are aware cess because it was goal-oriented, promoted
from other research of the importance of a higher responsibility, and was better than
high level of teacher education for achiev- self-evaluation because help was provided.
ing quality. It may be that the content and
teaching approaches in higher education, 5) The certifiers identified challenges as well as
based on traditional educational methods, positive aspects about the certification process.
are too dissimilar from the knowledge and The certifiers noted that aspects of the
skills measured by the ISSA standards to certification process were stressful and dif-
have a positive effect on ISSA scores. On the ficult, especially the process of engaging low
Table 3
Correlation between ISSA Scores and Some Independent Variables
FIRST EVALUATION SECOND EVALUATION
CORRELATION OF N** CORRELATION
N SCORES WITH ISSA OF SCORES
WITH ISSA
DAYS ON TRAINING-SUM N=20 0.58* N=19 0.61*
AVERAGE AGE OF N=20 -0.25 N=19 -0.03

CHILDREN IN THE
CLASSROOM
JOB EXPERIENCE OF N=20 0.33 N=19 0.11

TEACHER
NUMBER OF SBS N=20 0.03 N=19 0.01

CLASSROOMS IN
PRESCHOOL
*Correlation coefficient is statistically significant.

** One teacher didn’t participate in the second observation due to an extended leave of absence for health reasons.
ISSA-scoring teachers in reflective conver- ture of teaching to improve children’s (and

sation and quality improvement planning. adults’) learning. This larger system includes
However, they had a high opinion of the training and workshops, exchange of ideas,
ISSA observation form and their prepara- and support from colleagues, principals,
tion for the certification process. Moreover, and Step by Step team members. Step by
they viewed their experience as one that Step seeks to build capacity for coaching
positively influenced their own professional and mentoring teachers in reflective teach-
development as well as that of the teachers. ing to achieve better quality and to develop
a “learning community” on both the school
6) Opinions change, becoming more positive, and network level.
over the duration of the certification process.
At the beginning of the process, teachers
thought that the certification process was
good because of the opportunity to receive
feedback on their teaching. At the end of the
certification process they felt it was good
because it contributed to their professional
and personal development and increased
their satisfaction and motivation.
Coaching the teacher in preparing an individual Quality
Conclusions Improvement Plan.
O ur research confirmed that ISSA

standards are a valid instrument for
external evaluation of teachers and, at the
References
Vonta, T. (2003). Kazalci kvalitete orga-
same time, can be used as an effective tool nizirane predsolske vzgoje. Doktorsko delo.
for professional development when com- Filozofska fakulteta, Ljubljana.
bined with constructive feedback, reflective International Step by Step Association
conversation, and the active participation of (2002). ISSA Teacher Standards Observation
teachers in creating a Quality Improvement Form. Hungary: International Step by Step
Plan. The certification process is, however, Association.
only one small piece in a larger system of Harms, T., & Clifford, R. M. (1980). Early
professional development that seeks to Childhood Environment Rating Scale. New
change the culture of the school and the cul- York: Teachers College Press.
The Role of a Step by Step Certifier in
Czech Republic
Case Study Researcher: Lenka Franova, PhDr
Snapshot: A Morning’s Visit

It is a cold February morning, but in the dining room of a Prague nursery school it is
warm and comfortable. Three of the new certifiers, Dana, Vera, and Ida,* are at their first
training in-class visit. They have already been observing for an hour. Children are all around
in ripped-up and painted T-shirts, smiling and talking. They are working on their prehistory
project in activity centers.
Vera is sitting under the blackboard at one side of the room. She watches the children
and their teacher make spears from colorful paper. Suddenly, a red-haired girl comes up
and shows her a picture of a brontosaurus she has just finished. Vera looks at the girl and
says, “That is a very nice picture.” The girl wants her to come to the center. Vera smiles
at her, but says, “I have some work here, you know,” turning away toward her observa-
tion notes.
Educational Reform in Czech has become increasingly child-centered,

Republic demand for the Step by Step education
methodology has skyrocketed. “This year,
S ince the fundamental political changes of

the 1980s, the Czech education system
has been in a process of ongoing reform.
the demand for the Step by Step seminars,
courses, and summer schools is almost twice
as high as this time last year,” says Zuzana,
The National Education Development certifier and certifier coordinator. The Step
Program, published in autumn 2000, known by Step Program is now working in 60 kin-
also as the White Book, formulated
a clear vision for the medium-term
reform of the Czech education sys-
tem and provides the foundation
for its development. Promoting
child-centered education and
democratic values, the White Book
shares close affinity with both the
key progressive directions cur-
rently advocated by the European
Union and the core principles
of Step by Step methodology.
Representatives of Step by Step
participated in the development
of the White Book, and the Czech
Republic Step by Step team were
chosen to design and implement
education modules presenting the
Ministry requirements and reforms
to the public. New directions in
teacher evaluation are central to
these reforms.
As national education policy
*The names of the individuals in the case study
were changed in order to keep confidentiality.
dergartens and 45 primary schools in Czech lum specifying the methods for achieving the
Republic. Its sustainability is conditional goals in their school. This legislative change
upon maintaining the quality of the program promotes individualization and diversifica-
and developing a well-functioning network tion of education methodologies.
of teachers trained in the program methodol-
ogy and its effective implementation. The Development of Certification
Initially, Step by Step Czech Republic in Czech Republic
focused mainly on the number of teachers
trained and schools involved in the program.
Now priorities are shifting. “How well the
program works in the classrooms became
T he initial certification trainings for a
group of seven education specialists
took place in Bucharest in October 2002,
more important than the number of class- followed by training for nine additional
rooms,” says Zuzana. Only a high-quality people in Prague in February 2004. Between
program can achieve change for children and November 2002 and March 2003 the proce-
have the potential to survive in the competi- dural framework was put in place for the
tive environment of Czech education. The successful implementation of the certifica-
certification process is a powerful tool for tion process. Several concerns were raised
supporting teachers in reaching and sus- in these early days, the main one being that
taining high-quality work, and thus is also Czech teachers did not traditionally aspire
a crucial tool for the survival of the Step by toward certification—a legacy of the conven-
Step Program. tions of the Soviet education system, which
Previously, teacher evaluation was state- stressed uniformity. There was also a fear
controlled, using criteria that evaluated the that underpaid teachers would not be able
quantity, not the quality, of teaching results. to afford this service, even though teacher
It measured errors, but offered little sup- fees cover only a portion of the costs, with
the remaining costs funded by Step by Step.
As this funding model is not sustainable
“For the Step by Step certifiers, reporting for the long term, schools are looking to the
on the current quality means just a starting Ministry for financial resources for profes-
point of a systematic support process.” sional growth.
Despite the concerns raised, by March
2003 18 teachers had applied to participate
port for improvement. Over the past few in the certification process. Of the 12 teach-
years, Step by Step certification practice has ers who embarked on the process, eight had
brought a new method of evaluation into the received their certification by April 2004 (six
education system, integrating evaluation after the second observation, and two after
with support for the professional develop- their third observation). Four teachers were
ment of teachers. Dana, a Ministry official still going through the process.
and Step by Step certifier, summed up the The teachers who were successful in cer-
importance of this difference: “For the Step tification had spent on average eight years
by Step certifiers, reporting on the current in the Step by Step Program, and taken an
quality means just a starting point of a sys- average of three trainings a year. Zuzana
tematic support process.” comments: “The basic conditions of the cer-
It is anticipated that soon every school tification procedure and the certifier’s role
will have to comply with the policy require- have already stabilized.”
ments of the White Book and its reform
principles. Ivana, a former Step by Step The Case Study
nursery school coordinator who is now
head of the Division of Further Education for
Education Staff, comments, “The great shift
from the previous education policy is that
B etween January and July 2004 a case
study was undertaken to describe and
evaluate the role played by the certifiers
the basic goals stated by the provisions are in the certification process. The case study
not expressed as a certain amount of knowl- explored how different people, from begin-
edge, but as crucial competencies children ning certifiers like Dana, Vera, and Ida to
should gain.” Decisions on practical ways to veterans in the field to the teachers being
achieve the stated goals are delegated to the observed, view and experience their roles
management of each individual school. Each in the certification process. We conducted
will need to write up an individual curricu- in-depth interviews with Marie, a certifier
The Role of a Step by Step Certifier in Czech Republic 15
and International Step by Step Association it allows team learning. The certifiers can
(ISSA) lecturer; Tereza, a primary school discuss and compare their observations,
teacher; Jiri, a school director; and Ivana, the thus increasing reliability, providing qual-
former Step by Step coordinator and future ity assurance, and ensuring the continuing
certifier who is now a Ministry official. We development of certifier expertise. As
focused on how different people involved certifier and ISSA lecturer Martin explains,
view the role of certification, and how certi- “There is a need to learn how to rate the
fiers experience their role. teachers well and how to ensure inter-rater
The case sought to identify the emer- reliability.”
gence of the process of certification, and What does a certifier’s typical day look
the shaping and defining of certifiers as a like? “A lot of traveling and effort,” says
professional group. Combining document certifier and ISSA lecturer Marie, and most
review, in-person interviews, observations, certifiers agreed that traveling provides
and questionnaires, we explored the key time for essential preparation. “It’s good to
issues determining the role that certifiers know the portfolio very well,” Marie adds.
play, and might further develop, in the Czech The observations take the whole morning.
education system. Following the observations the certifiers
do the scoring, discuss their findings with
The Certification Process in each other, and prepare questions and
Practice topics for interviews with the teacher.
Teacher interviews take place in the after-
T he certification process begins with the

submission of a teacher portfolio prior
to the first observation visit. This portfolio
noon, and the next steps in the process
are arranged before the certifiers leave the
school.
provides an instrument through which the
teacher can self-assess the quality of her/
It is crucial to “establish a cooperative
his work and reflect on professional-develop-
atmosphere, to ask very concrete and clear
ment requirements. The certifier reviews the
questions” and, when giving the teacher
portfolio, looks for all potentially useful infor-
feedback, “to praise her/him for specific
mation, and makes notes that might be used
behavior that complies with the standards.”
later in an interview or in writing reports.
Trained certifiers then observe the classroom
to assess the teacher’s quality level, using While observing, the certifiers do not
the Step by Step Teacher Standards. communicate with each other, the teacher,
After the first observation, a develop- or the children. They carefully observe
ment plan is devised to help the teacher the teacher’s and children’s behavior, their
improve implementation of the standards mutual interactions, and the classroom
in the period between observations. environment, making detailed notes on
Teacher and certifier work together to cre- the observation sheet. After the observa-
ate this plan, a mechanism that provides tion, each certifier scores to what extent
constructive and concrete suggestions the teacher meets the criteria outlined in
for professional growth and quality the Step by Step Teacher Standards. The
improvement. Six months later, the certi- certifiers then analyze and discuss the
fier returns to observe the classroom to observation sheet together and arrive at
evaluate the teacher’s attainment of ISSA a consensus scoring. Each certifier counts
standards. If the quality achieved is high the percentage of overlap between her/his
enough, the teacher receives an ISSA scoring and the consensus scoring. This
Certificate. If not, the teacher and certifi- overlap is called reliability, and for every
ers refine the individual development plan. certifier it needs to be at least 80 percent
In-class observation is the main source to consider the conclusions of the observa-
of information about the quality of teach- tion reliable. If 80 percent reliability is not
ing. The observation usually takes three achieved, the observation visit has to be
hours and involves three certifiers at a repeated.
time. It is not common practice to have The scoring and preparation of inter-
three certifiers present at one observation view questions usually takes two hours.
in other Step by Step countries. However, The teacher interview follows, with all
the Czech Step by Step team decided to three certifiers present. Sometimes, espe-
work this way, at least for a while, because cially when the teacher is nervous, only
one certifier conducts the interview while fier, Jiri, the school director, and Ivana, the
the others observe. More often all three Ministry official, use only positive language,
certifiers ask questions, a more natural and employing such vocabulary as “help,” “guid-
personal approach, but one that may be ing,” “support in personal and professional
more stressful for the teacher. According growth,” “taking care,” or “opening the
to Martin, it is crucial to “establish a coop- door to improvement.” In contrast, Tereza,
erative atmosphere, to ask very concrete the teacher, says the main role of a certifier
and clear questions,” and, when giving the is “pointing out the mistakes, pointing out
teacher feedback, “to praise her/him for what the teacher is doing wrong and what
specific behavior that complies with the could be done better and how.” She says
standards.” He also believes that it is very she appreciates the certification process
important to “formulate the criticisms in a because before she did not know what she
constructive way and offer some concrete had been “doing right and what wrong.”
suggestions.” These positions represent two distinct
points of view. One looks at the personal and
professional needs of a teacher to achieve
quality teaching—asking, How can we sup-
port this teacher to achieve her/his goals?
The other focuses on fulfilling given norms
and external criteria that set what is right
and what is wrong—asking, What are the
mistakes that should be corrected?
Training emphasizes that the certifica-
tion process is a service for teachers and
“does not mean control or seeking mis-
takes,” but this case study suggests that
this understanding is not yet commonplace
among teachers. Ivana, the Ministry official
in charge of professional growth of teachers,
says: “Many teachers do not understand it is
a service, they do not understand the certi-
fiers are there for them.” Czech teachers are
used to being controlled and evaluated by
the school management and by the Czech
School Inspectorate; they do not have previ-
ous experience with a service like this, and
are not used to receiving intense support on
a partner basis.
Providing feedback on quality is a dif-
Searching for Quality or ficult and sensitive task; some teachers are
Correcting Mistakes? nervous and not ready for a partner dialogue
about possibilities for improvement in their
A ll the people interviewed agreed that

the main role of a certifier is to support
teachers in improving their work, which
practice. As one certifier explains, a prob-
lem arises when a teacher perceives “the
certification as sort of an examination—‘Am
corresponds with the task of a certifier as I good or not?’”—and views the certifiers
formulated by ISSA. However, the various as authorities from whom s/he needs to
people involved in the process have a dif- get “reassurance and praise.” Receiving
ferent understanding of what such support suggestions for improvement and new stim-
means. These divergent views reflect dif- uli for further growth might then become
ferent approaches to the role, and different unpleasant and unwanted. Although such a
definitions of what is meant by quality and problem is not common, the certifiers face it
improvement. and need to deal with it.
An interesting contrast emerged
between the teacher’s perception of the role Rewarding Aspects of the Role
played by certifiers and the perceptions of
others involved in the process. While talking
about the nature of the role, Marie, the certi- J ane, a certifier and ISSA lecturer from the
United States, emphasizes that certifiers
represent a completely new Step by Step the time of the case study in 2004 proved that
position, a new level of responsibility that the process was valuable for the teachers
advances the development of the program. and certifiers involved. But the process is not
She notes the great impact this position yet widely available. According to Zuzana,
might have on an individual. “A certifier has “There was a strong need for broadening
an exceptional opportunity to observe and the network, because it was often difficult
learn from others, to gain fantastic experi- to arrange an observation date when three
ence she or he can use to improve as a certifiers were free, if there were just seven
teacher or anywhere else,” she says. certifiers in total.” The February Prague train-
Certifiers most frequently say that they ing was an important first step in the process
appreciate the opportunity to see how Step of extending the network.
by Step works in the classroom. One of the Cooperation with the Ministry, sus-
certifiers describes the role as “a constant tainable financing, and an analysis of
inspiration.” Marie delights in her close cost-effectiveness are vital for the future,
contact with teachers in classrooms. As a and the case study developed questions and
Step by Step lecturer, she says, she is really strategies for tackling these key areas.
excited to see the program working, “to see
results of my work.”
Difficult Aspects of the Role
C ertifiers reported that providing feed-

back in the interviews with teachers
and writing reports are the most difficult
aspects of their job. It is demanding to
reflect the teacher’s work objectively and
to communicate this to the teacher—“to
perceive and be able to express even fine
nuances of his/her work.” Feedback has to
be provided in a precise way that supports
and helps teachers in improving their work.
Such a task is especially difficult if the teach-
er is nervous and “not at all prepared to talk What will the role of a certifier look like
about possible growth opportunities.” in the future? It became apparent in the
Marie emphasized the need to use case study interviews that there was no
descriptive language and to be sensitive need for major changes in the role. However,
so as not to hurt or discourage the teacher. two concrete suggestions emerged. Jiri,
Certifiers follow this rule also in writing the school director, suggested the need for
reports. They always describe the teacher’s closer cooperation between the certifiers
behavior and evaluate according to the and the teacher. This might take the form of
standards. Findings must be backed by the consulting with the teacher on lesson plans
observation. between the scheduled observations. Marie
Writing reports is demanding and time- suggested expanding the certifiers’ role and
consuming. When discussing concerns for treating them as consultants able to provide
future certifiers at the February 2004 train- schools with a wide range of services, which
ing in Prague, report writing was frequently might include help with designing individual
mentioned. Thus, trainings on providing education programs.
effective and sensitive spoken and written Case study participants offered sweep-
feedback represent a vital educational need ing visions of the future of certification.
for certifiers. Some hoped certification would become
a natural part of the systematic educa-
Looking to the Future tion and career growth of teachers, while
others envisioned its use as a mechanism
T he future of certification is closely con-

nected with the future of educational
reform in Czech Republic. This study showed
for external evaluation by an independent
organization. “The work of certifiers could
develop in connection with the career
that certifiers are devoted to development of growth of teachers,” comments one certi-
the practice. The certifications completed at fier, “and also with joining the European
Union. I think that maybe a teacher with or White Book, “is the first time when leg-
the Step by Step certificate could get a job islation has overtaken the reality.” In this
in the EU more easily than others. And I context, she considers “the situation for
believe that the certifiers’ experience might implementing the Step by Step Program as
be used in creating a team of education very favorable,” adding, “It is not appropri-
supervisors and consultants.” ate to call it ‘an alternative pedagogy’ as
The future role of certifiers depends upon some people do, because it corresponds
many unpredictable factors. One impor- to the basic documents setting the rules.”
tant issue is the question of recruitment: Schools need concrete methodologies to
Will future certifiers be mainly the Step by help them design curricula that meet reform
Step teachers and lecturers, or will they be goals. Given this reality, Ministry official
recruited from other professions? The ISSA Ivana, the former Step by Step nursery
lecturers Jane and Martin, as well as all school coordinator, suggests, “The Step
those interviewed, believe that recruiting by Step Program standards might be the
certifiers from a variety of different profes- answer the schools are seeking.”
sions will benefit teachers; the teachers, A number of important challenges
however, disagree with this view. remain for the future. Certification is a new
According to Step by Step Director Klara, phenomenon within both the Step by Step
“The people from the whole area of education, network and the Czech education system.
not only teachers, can bring a bird’s-eye view Perceptions regarding teacher evaluation
into our system. The quality would not be will have to change, as will the perceived
jeopardized. There is a need to overcome the value of professional development. The role
opinion that only a teacher can understand the of certifier is recognized as being rewarding
teacher’s work. We are not afraid to look for for all involved; but how can it be expanded
new certifiers also in other professions.” further in a sustainable way while main-
Ivana, the Ministry official and future taining the credibility it must have to
certifier, agrees. “There should be a wide remain effective? The strategies developed
range of professions, including teachers from to address these questions will be critical
various types of schools, lecturers, education in determining the future of certification in
specialists, psychologists, and other helping Czech Republic.
professions,” she says. “However, among Meanwhile, demand for Step by Step
the three certifiers who observe in the class- methodology, of which certification is such
room, there should always be at least one an important element, is growing. More
who has experience with teaching.” and more teachers follow, or take inspi-
In contrast, Tereza, the teacher, believes ration from, the Step by Step Program
certifiers should definitely be teachers. She when designing their school curriculum.
considers teaching experience to be essen- According to Ivana, teachers “can be sure
tial to the integrity of the process. “To be that if their school meets the Step by Step
honest,” she says, “if somebody from the standards it will also meet the compulsory
outside is telling me something, I think he/ standards of the general programs with-
she might not understand it, whereas I really out taking any additional measures.” The
respect the people who come from the prac- Step by Step certification process plays
tice.” Tereza’s comments point to the crucial a vital role in motivating professional
issue of trust. At the time of the case study, growth, deepening and extending teacher
all the certifiers were experienced Step by qualification, supporting career develop-
Step lecturers, which probably accounts for ment, and providing quality assurance for
the high levels of trust teachers placed in teaching standards in the classroom. It
them. How teachers will perceive a new helps strengthen the partnership between
generation of certifiers—which may include Czech education reform and Step by Step
people with little education experience— Program methodology to address the needs
remains a question. of children, families, and communities by
promoting the implementation of child-cen-
Reflection tered education and democratic values.
D ana, the Step by Step certifier and

Ministry official, points out that
the educational reform contained in the
This article was prepared by Rachel Holmes,
based on the full-length case study by Lenka
Franova, The Role of a Certifier: The Czech
National Education Development Program, Republic Case Study.
The Professional Journey of Anja—One
Teacher’s Experience of the Step by Step
Certification Process in Slovenia
Case Study Researchers: Larry Bremner, MA, President, Proactive Information
Services Inc., with Mojca Jurisevic, MSc, External Collaborator, Mateja Rezek,
MSc, Master Teacher Trainer, Sonja Rutar, MSc, Master Teacher Trainer, and Tatjana
Vonta, EdD, Director, Developmental Research Center for Educational Initiatives
“Step by Step,” Slovenia
“To have a quality relationship with children and parents you always have to work at it—a
quality group does not happen by itself.”
—Anja, Step by Step preschool teacher in Ljubljana
A Concern for Quality ity? In 2003, Dr. Vonta undertook a Pilot

Certification Study in Slovenia to determine
S tep by Step took off quickly in Slovenia.

In 1995, a year after it was introduced,
seven preschools began implementing the
the validity of using the ISSA standards as
a teacher certification tool and to examine
whether the certification process could be
program. By 2002, 220 preschool teachers used as an effective strategy for profession-
were using Step by Step, with approximately al development.4 ISSA selected experienced
400 more using elements of its method- Step by Step preschool teachers to train as
ology in their classrooms. This success, certifiers. Certifiers learned how to observe
although gratifying, produced a new chal- and evaluate Step by Step implementation
lenge. Ongoing evaluation had been part of within the framework of the six Teacher
the implementation process from the outset, Standards.
but the rapid expansion of Step by Step led The Pilot Certification Study included
to concerns regarding program quality in the following components:
Slovenia, as well as in other countries imple- 1. Self-evaluation. Using an instrument for
menting the Step by Step Program. self-evaluation, the teacher assesses the
In 1999 the International Step by Step quality of her/his work.
Association (ISSA) established a Task Force 2. Classroom observation. Using the ISSA
on Standards to address these concerns, standards, a trained certifier observes the
comprising representatives from 10 coun- classroom to assess the teacher’s quality
tries, including Tatjana Vonta, EdD, director level.
of the Developmental Research Center.1 3. Professional development plan.
The Task Force developed the Step by Step Following the observation, the certifier
Program and Teacher Standards for Preschool and teacher discuss the results. Working
and Primary Grades, intended to ensure the together, they create a plan for profes-
development of child-centered programs “in sional growth and quality improvement.
which teachers facilitate learning in ways 4. Implementation and mentoring. Over
that are consistent with children’s develop- the next four or five months the teacher
mental levels, individual needs, interests, implements the professional development
and different learning styles.”2 plan, with coaching from the certifier.
The ISSA Teacher Standards include six 5. Second classroom observation. The
areas3 of emphasis (see Table 1). certifier again observes the classroom to
evaluate the teacher’s attainment of ISSA
The Pilot Certification Study standards. If the quality achieved is high
enough, the teacher receives an ISSA cer-
H ow can the ISSA Teacher Standards

best be used to ensure program qual-
tificate. If not, the teacher and certifier
refine the individual development plan.
Table 1
ISSA Teacher Standards
Teachers use their knowledge of child development and their relationships with chil-
dren and their families to appreciate the diversity of each class and to respond to each
child’s unique needs and potentials.
Teachers promote a caring, stimulating, and inclusive classroom by organizing the envi-
ronment in ways that best facilitate children taking learning risks, practicing democracy,
and working both cooperatively and independently.
Teachers build partnerships with families to ensure optimum support for children’s
learning and developmental needs.
Teachers design and implement varied strategies to promote conceptual understanding
and to encourage innovation, creativity, independent inquiry, social cooperation, and explo-
ration within and across the disciplines.
Teachers create plans based upon national standards, program goals, and individual
needs of children and use a systematic approach for observing and assessing each child’s
progress.
Teachers regularly evaluate and strengthen the quality and effectiveness of their work
and collaborate with colleagues to improve programs and practices for young children and
their families.
Anja’s Journey through 1. What motivated Anja to participate in

Certification the pilot certification process?
2. What impact did the certification pro-
T o develop a deeper understanding

of the relationship between teacher
certification and classroom practice, the
cess have on her practice?
Anja’s School
Slovenian case study research team par-
ticipating in the international Step by Step
Case Study Project decided to follow the
journey of one teacher who had completed
T he Ljubljana preschool where Anja
teaches is situated in an afflu-
ent neighborhood with an ethnically
the pilot certification process. Anja, a pre- homogeneous population, reflecting the
school teacher in Ljubljana, was selected composition of Ljubljana—there are few
because of the significant increase in her recent immigrants or visible minorities.
performance scores on the ISSA Teacher Ninety percent of the children attending
Standards between the first and second the school come from dual-income fami-
classroom observation periods. For the lies. Only 2 percent of the students are
case study, data from the Pilot Certification
Study were supplemented with in-person “I knew feedback would not be terrible. I
interviews with Anja, her principal, and the was doing my best, but maybe I could do
certifier, as well as with parents and their things a little differently.”
children.
Prior to the certification process, Anja
was recognized by her peers and parents of other nationalities, mostly children of for-
children at the school as being an outstand- eign consulate representatives.
ing teacher. The case study team examined Opened in 1967, the school has approxi-
what motivates a teacher who is already mately 600 students, ages one through six,
recognized for excellence to participate and 70 teaching staff, 35 teachers and 35
in the pilot certification process. The core teaching assistants. Between 90 and 95
questions that formed the basis of the study percent of children entering the preschool
were: at age one stay until they begin elementary
The Professional Journey of Anja 21
school. The preschool is open five days a it will help me be a better Step by Step
week from 7:00 a.m. to 4:30 p.m. Children coordinator.” She also said that she felt
receive breakfast, a morning snack, lunch, responsible for the professional develop-
and an afternoon snack. The school has ment and growth of the whole team, and
an excellent reputation. Parents, who are regarded the certification process as a
actively involved in school life at many lev- source of knowledge. As she put it, “You
els, subsidize the preschool fund. need knowledge to lead.” Anja had the
desire “to learn more, to get a better under-
Motivation and Values standing of my practice … I wanted another
person to observe me.”
B y August 2004, Anja had been teach-

ing preschool children for 31 years. She
has been involved in Step by Step for eight
Overall, the case study found that Anja’s
core motivations for certification were:
• The conviction that continuous improve-
years, and is currently the Step by Step ment is a professional responsibility;
coordinator in her school.5 Anja loves chil- • A quest for validation of her teaching
dren and wants to be the best teacher she quality;
can be. According to Anja’s self-evaluation • The desire to obtain an objective view of
undertaken during the first stage of the her own practice;
pilot certification process, she holds high • A wish to gain insight into her strengths
expectations for herself, achieves her goals, and weaknesses to develop strategies
stands up for herself, is not afraid to dis- for self-improvement;
agree with others, values the opinions of • A commitment to develop professional
others, and admits to her own mistakes. tools and self-assurance for mentoring
She regards “life as a process of change, other teachers; and
transition, and permanency.” Reflecting • The desire to gain more self-confidence
on her personal motivation, she says, “All in her mentoring practice.
these years I have been trying to change
that part of me which calls for change and The Process of Certification
at the same time I have been trying to
remain true to myself. … I have always felt
the need and wish for personal and profes-
sional growth.”
A t the beginning, Anja was unsure of
what to expect. Although she had vol-
unteered for certification, she admits now
On her questionnaire Anja wrote, “I that she had hoped not to be chosen. When
would like to know more about my weak- she was selected, however, she threw her-
nesses and strengths in teaching and hope self into the experience. “I put my real self

Table 2
Certifier’s Opinion about Teaching Style—First Observation

• She trusts the children and gives them opportunities for self-initiated learning and inde-
pendence. She gives the children enough time to organize themselves, supporting them
with clear goals in mind.
• There is less attention to multicultural approaches, since the group is ethnically homoge-
neous.

• She provides well-equipped centers of activities.
• There is less attention to the visual learning style.

• She involves parents in the classroom and organizes educational workshops for them.
• She has meetings for creating good relationships and a positive climate between families
and the school and for sharing experiences and information.
• She recognizes children’s interests and needs from conversations with parents individu-
ally or from the parents’ group meetings.
• She is planning long-term cooperation with parents.

• She enables cooperative learning and social cooperation.
• In times of transition and during routine tasks, she gives the children opportunities for
informal learning.
• Tasks are developmentally, individually, and culturally appropriate.

• The teacher and children together plan daily activities and evaluate daily work.

• She is a Step by Step Program coordinator in the kindergarten. She is a trainer on Step by
Step trainings and workshops.
• She is actively included in other educational trainings, with the aim of professional
growth.
behind and was acting as my professional time, she worked with her mentor—the
self,” she says. The most important part of certifier—and had meetings with school-
the process, she adds, was the “feedback based pedagogues and other teachers in
from the certifier on how I was working the school. She consulted with her teaching
with—and my relationship with—the chil- assistant and participated in a Step by Step
dren.” Anja admits to having been a “little workshop organized by the Developmental
threatened at the beginning … but I knew Research Center. She studied educational
feedback would not be terrible. I was doing literature, reviewed her training and semi-
my best, but maybe I could do things a lit- nar records, and revised her documentation
tle differently.” Professionally, she found the on observing and assessing children’s
pilot certification process gave her “inner development and the planning process.
strength,” in that “it reinforced my beliefs
about my practice.” Growth and Change
Following the first classroom observa-
tion, the certifier shared the results with
Anja (Table 2). Together they developed an
improvement plan that Anja believed she
I n Anja’s experience, “Certification was
the meeting point of theory and prac-
tice.” It gave her the opportunity to see
could accomplish (Table 3). “what I had to change and how to go about
After four months of working on the it.” As a result of the pilot certification
plan, Anja felt she was progressing accord- process, and as evidenced by the improve-
ing to the Teacher Standards. During this ment in scores from the second classroom
Table 3
Professional Development Plan after First Observation
Goal: Presentation of the families, their culture and family traditions.
Strategy: Develop folders about families, which will recognize children’s identity and help
to build good self-esteem.
Organize meeting with fathers, who are less involved in the school.

Goal: Rich environment for learning in a classroom.
Strategy: Display plans, graphs, summaries, daily schedule, attendance, weather chart in
the place for group meeting; present everything with attention to different learning styles.

Goal: Keep parents informed about their children’s work and learning in the group.
Strategy: Display information daily on the board in front of the room.

Goal: Develop long-term integrating units.
Strategy: Children participate in planning based on constructive learning: What I think I
know/ What I would like to know/ How I will get the information about it. Plan displayed
on the wall.

Goal: Transfer from content-oriented planning to goal-oriented planning.
Strategy: Define the goal first; then define content and activities.

Goal: Improve teamwork with teacher assistant.
Strategy: Share the tasks and responsibilities at work; share the power. Develop higher
expectations of the teacher assistant.
observation (see Table 4), Anja’s teaching improve children’s learning outcomes.
has improved in quality. Discussing how She described to colleagues how she
reflective practice has become a bigger had made adjustments to her pedagogy,
part of her teaching strategy, Anja says, including a revitalization of thematic
“I think more about my work … I critically teaching, the introduction of student
reflect on what I do to help and plan on feedback on classroom activities, and
what I need to do to meet students’ needs. enhanced vehicles for parent contact.
… I always try to act from behind, not the Parents and children supported these
center.” findings, and were very positive. Anja
The certifier agreed that the pilot cer-
tification process had a positive effect on
Anja’s “interaction with the children is
Anja’s practice and the learning environ-
more open,” one parent reported. “There is
ment. “Anja has more interaction with her
deeper cooperative learning. She has girls
students. She is more open; animated.
and boys do things together; interaction is
Now she thinks more about all children,
better.”
not just those who question or who are
bright. Before she was intrinsically good,
but she has started to think more about was viewed as having an inclusive class-
meaningful learning, structured planning, room in which children are engaged in
and assessment.” diverse activities. Anja’s “interaction with
Anja became a role model and men- the children is more open,” one parent
tor to others, able to share insights and reported. “There is deeper cooperative
knowledge with colleagues, helping learning. She has girls and boys do things
in turn to improve their practice and together; interaction is better.” Another
Table 4
Anja’s Scores on the ISSA Teacher Standards
Scores ISSA Standards
t t
t o r en men
e n n f g ssm p
tio ies nin se lo
nm ve
tio
n
viro ic ipa rateg Lear d As
l De
z a En r t St ful n a
ali Pa ga on
idu n ing ily hing ning nin essi
iv ar m a c a
Pla
n o f tal
Ind Le Fa Te Me Pr To
MAXIMUM SCORES 9 9 18 15 21 12 84
Anja’s scores after first observation 6 5 15 10 15 11 62
Anja’s scores after second observation 9 9 18 14 20 12 82
noted that she uses “more charts— Others said they liked to work in the
visual things for children,” especially kitchen, or another activity area.
when teaching mathematics. She was One child declared, “When we take a
seen as skilled in her ability to motivate walk, we learn something new.” Another
children—getting them to do things they said, “When we are in the woods and we
might not otherwise want to do. find something we talk about it.”
The high esteem in which Anja is held Art materials were available and
by parents was evident throughout the children liked having the opportunity to
interviews. Parents said she requested work with them “because you can stretch
and respected their
opinions and input.
They feel welcomed
when they go to the
school and mentioned
field trips, picnics,
and home visits as
ways in which Anja
involves them. They
commented that Anja
has a positive impact
on children’s academic
learning and supports
their social and emo-
tional development:
“She knows how to
individualize very well.
She gives the children the time needed them and make different shapes.” One
for good performance; she encourages described how he had learned “about
every child in strengthening her/his weak dinosaurs and how to build a bear’s
points.” Importantly, parents regard Anja house.” Another revealed she had learned
as “encouraging children to independence “we should not shout and rage around …
without unnecessary stress … every child we should walk down the street calmly.”
has an opportunity to express her/himself The principal and parents agreed that
in her/his own distinctive way.” a very good teacher had become even
Children don’t distinguish between better. A teacher’s practice is not limited
their teacher’s performance before and to teaching methods, but also includes
after certification, but their enthusi- strategies for building relationships with
asm for the learning opportunities and students and their parents. The power-
activities in their preschool classroom ful combination of good pedagogy and
is demonstrated in interviews. Talking a positive learning environment, where
about class activities, some of the chil- everyone is welcomed and valued, creates
dren described working with cubes: “I the necessary conditions for achieving
can build a ship or something like that.” student learning outcomes.
Reflections on the Certification the teachers to reassure them that the
Process certification process will be nonthreat-
ening. The process of certification has
A nja’s experience demonstrates clearly

the importance of the pilot certifica-
tion process, which supported an already
to be presented to the teacher as an
ongoing process of personal and profes-
sional development, rather than as teacher
high-quality teacher through collegial assessment. Teachers need to be provided
assessment and critical self-reflection, with individual support throughout the
resulting in positive personal and pedagogi- certification process.
cal changes. Anja’s experience shows the power
The benefits of the pilot certification of certification to create structures and
process were also reflected in its impact on processes that support teachers’ profes-
other teachers, who concluded that certi- sional learning. The challenge that remains
fication gave their colleague credibility in is how to engage reluctant teachers in a
her role as a leader and mentor: “Giving the personal and professional development
person importance.” There was initial resis- process that demands critical self-reflec-
tance to Step by Step from some teachers tion. Perhaps the answer lies in sharing
because they recognized that implementing personal stories like Anja’s.
a child-centered program requires addition-
al time and work. However, as the principal
Notes
1. Throughout the rest of the discussion, the
The challenge that remains is how to Developmental Research Center for Educational
engage reluctant teachers in a personal Initiatives “Step by Step” will be referred to as the
and professional development process that Developmental Research Center.
demands critical self-reflection. Perhaps the
2. International Step by Step Association (2002).
answer lies in sharing personal stories like Step by Step Program and Teacher Standards
Anja’s. for Preschool and Primary Grades. Hungary:
International Step by Step Association.
notes, “Many elements of Step by Step have
3. A seventh standard, on Social Inclusion, has since
been taken and implemented throughout
been added to the ISSA standards: Teachers model
the school.” and promote values and behaviors that support
The process is seen as augmenting human rights, social inclusion, and the foundation of
staff skills and enhancing the reputation of open democratic civil societies, including protection
the school, particularly among parents. A of the rights of all minorities.
sustainable model for the delivery of this
4. A report of the research study “Teacher Evaluation
type of programming would be welcomed.
Using ISSA Standards: A Tool for Professional
A potentially difficult issue remains. Development and Quality Improvement” is included
Anja, despite the accolades of others, still in this monograph, 11–15.
felt trepidation, initially, about involvement
in the process. In this case, Anja had the 5. In Slovenia each school implementing the Step by
strength to put aside her “personal self” Step methodology has a Step by Step coordinator
and focus herself as a professional. Not all who is responsible for building a team of teachers
and who acts as a bridge between teachers and the
teachers may have the courage and resil- Developmental Research Center.
ience to place themselves in a situation
which is perceived to be potentially high-
risk. Indeed, it may be the teachers who
most need help with their practice that are
least likely to engage in the process. The
challenge is to demonstrate to teachers
that the certification process is not risky,
and that the personal and professional This article was prepared by Rachel Holmes,
benefits are worth any initial anxiety they based on the full-length case study by Larry
might feel. Appealing to teachers’ intrin- Bremner, Proactive Information Services Inc.,
sic motivation, the goal that originally and the Developmental Research Center for
attracted them to the profession—helping Educational Initiatives “Step by Step,” Slovenia,
children learn—may be one answer. A Slovenian Case Study Step by Step Pilot
It is essential to establish trust with Certification Process: One Individual’s Experience.
Creating Child-Centered Environments
and Learning Opportunities
S tep by Step’s child-centered education is built around two core beliefs: that children
create their own knowledge from their experiences and interactions with the world
around them; and that teachers and parents foster children’s growth and development
by building on their needs and strengths. Using a thematic approach, classrooms are
organized around developmentally appropriate learning and activity centers. Step by
Step teachers facilitate children’s learning and focus on creating a community of learners.
Highly valued student skills include intellectual curiosity, independent learning, enthusi-
asm, empathy, and caring.
The case studies from Estonia, fueled a tension between a child-centered

Georgia, and Montenegro illustrate the and subject-centered focus. This case
educational context in which many Step study examines how the terms democracy
by Step programs operate. Traditional edu- and child-centeredness are understood in
cational standards reflect an overemphasis Estonian Step by Step. Noting that some
on knowledge-based curricula with little teachers feel that child-centered teaching
emphasis on practical life skills. Content requires extra time and energy, the case
is fragmented with few links between study investigates the degree to which
Step by Step methods are actually applied
Highly valued student skills include in classrooms.
intellectual curiosity, independent learning, In Georgia, teachers’ creative energies
enthusiasm, empathy, and caring. are unleashed through thematic lesson
planning. Information is conveyed through
observation, exploration, and experiment.
subjects. Teachers struggle with outdated These methods stimulate children’s think-
bureaucratic authoritarianism. By coming as they learn to explore and reach
parison, these cases show how Step by conclusions. There is a positive impact on
Step methods alter traditional methods language skills, self-esteem, and creativity.
and environments. Through classroom The case study from Montenegro focus-
observations and interviews with teaches on the impact of Step by Step principles
ers, parents, and children, the day-to-day on reading and writing. Through class-
workings of Step by Step classrooms come room observation, interviews, and
to life. Issues raised include the impact photography, the case study researchers
of child-centered teaching on children’s
language and self-esteem, the creation
Children create their own knowledge from
of high-quality teaching environments in
their experiences and interactions with the
spite of limited resources, and strategies
world around them.
for overcoming barriers to change.
Estonian educators describe how
child-centered methods complement and explore how the Step by Step Program
reinforce democratic principles. Since was implemented in a third-grade class in
Estonia became independent in 1991, Podgorica, the capital city of Montenegro.
there have been some remarkable changes The case study documents how the meth-
in education, including curriculum reform, ods used to develop reading and writing
freedom of choice, and the creation of a skills encourage listening, storytelling,
technology-based global learning envi- and a joy in learning.
ronment. Despite these dramatic shifts, These case studies all show how Step
Soviet-style teaching methods still char- by Step’s child-centered learning meth-
acterize many institutions. According to ods are consistent with and complement
some educators, such terms as democracy, ongoing reform processes. Step by Step
democratic education, and child-centered has firmly established child-centered
education are unfamiliar and difficult to approaches, and has paved the way for
understand. The confusion has in turn democratic educational practices.
Creating Child-Centered Environments and Learning Opportunities 27
“A Good Beginning”: Democratic
Education in Estonia
Case Study Researchers: Kristel Pau, Project Assistant Manager, Hea Algus; Judit
Strompl, PhD, Assistant Professor, University of Tartu; Maili Vesiko, MA, Academic
Consultant, Tallinn University; and Meeli Pandis, MA, Lecturer, Tallinn University
“This word ‘democracy’ is actually so difficult. I always thought that democracy meant freedom of speech
and saying out loud everything you think. But then we went to one lecture where someone said that
actually democracy means that there are elections; then decisions come back from above. That is not
ever so much freedom as I imagined. Is it?”
—Eva, a Step by Step teacher*
Learning Democracy and “What has delighted you and what has
made you sad during this week?” Each
T he children in Eva’s third-grade class

at Vanalinna School sit around tables
in small groups of four or six. Often this
child gets a turn to speak, and each one lis-
tens to the others. Everyone’s contribution
is important. Everyone’s voice is heard.
means that they have to twist their bodies Eva, an experienced Step by Step
uncomfortably to see the blackboard at the teacher, has implemented the program’s
front of the room, but this is one way they child-centered methods for seven of her 15
practice democracy: teamwork every day, years in the classroom. Her own daughter
and no rigid, old-fashioned lines of desks. was a pupil in the first Step by Step class
The room—shared with a first-grade in Vanalinna School, so she has both a par-
class—is bright and cheerful, with alpha- ent’s and a teacher’s appreciation for the
bets, poems, children’s drawings, and a program’s philosophy. Now many young
big map of Estonia on the walls. Children teachers come to observe her classroom as
gather on the fuzzy carpet, surrounded by part of their Step by Step training.
pillows and a comfortable armchair, for During one class, when the students
meeting at the beginning and end of the wanted to talk about the war in Iraq and
school day. At other times, they sprawl on how it might affect Estonia, Eva aban-
the carpet to play with puzzles and Legos, doned her prepared lesson plan and
read books, or listen to music. Blooming followed the children’s lead.
houseplants make the room feel cozy, alive. In traditional Estonian classrooms stu-
An ordinary classroom, perhaps—not dents were expected to be deferential to
so different from child-centered classrooms teachers, even subservient. Step by Step
around the world—but to many Estonians, children, teachers say, are outspoken, inde-
quite remarkable. For decades the aim of
education in Estonia—following the Soviet
model—was to teach children to be obedi-
ent citizens. A good student was one who
didn’t think for him- or herself and who
always knew the right answers. A good
teacher followed the rules and offered
fixed and predetermined lessons. In Eva’s
lively classroom, the children freely share
their opinions. For some, this is a novel
experience.
Gathering her pupils on the carpet,
Eva asks, “Does anyone have something to
share about what you did this weekend?”
*All the names of persons and places have been changed
to assure the confidentiality of the research subjects.
pendent, and confident. If something is tem remains troubled. And despite the
wrong in society, they believe, it is up to rhetoric of reform, many teachers and
them to take action and spark change. institutions remain mired in the old ways.
Anna, a Step by Step teacher trainer, In the first years after independence, the
recounts—with both bemusement and emphasis was on forming a new government
pride—one child’s reaction to a new teach- and expanding economic opportunities, not
er: “It was a first Valentine’s Day with on education. Teachers’ salaries declined
the new teacher and this child, Hendrik, and fewer young people went into the pro-
wrote the teacher a letter. ‘You are a good fession. The teaching and administrative
teacher, but you could teach us in a dif- staff at many schools became steadily older.
ferent way. And if you don’t know how Teacher-training colleges were academically
in deep crisis. Truancy and
school violence were on the rise.
Today most Estonian edu-
cators are committed—at least
in theory—to child-centered
methods. The goal of educa-
tion, they say, is to prepare
students to be citizens of a
democracy and to give them
the lifelong skills and knowl-
edge that will help them
function in their personal lives,
work, and the wider society.
But despite the new rhetoric,
older teaching methods persist
at many institutions. There
is a contradiction between
the new language of child-
centeredness and the old
you could do that then go to my previous subject-centered curriculum. Indeed, in
teacher and ask her. But if you don’t want the post-Soviet era, Estonian education
to do it, then it would be better if you were became even more subject-oriented than
not a teacher.’”
Hendrik, Anna comments, has under-
Step by Step children, teachers say, are
stood how to change a situation he feels
is not acceptable. He had the courage to outspoken, independent, and confident. If
speak out and offered a very democratic something is wrong in society, they believe,
solution: teamwork. The new teacher it is up to them to take action and spark
could have been offended—could have change.
punished the child for rudeness—but
in fact she went to another teacher and it was previously. Even preschool and pri-
asked her to collaborate. mary education focused more on academic
knowledge and less on the social and emo-
Education in Estonia tional development of children.
Step by Step—known as Hea Algus or
S ince the restitution of Estonia’s

independence in 1991, the words
“democracy,” “democratic,” and “child-
Good Beginning, in Estonian—was intro-
duced to Estonia in 1994, by the Open
Estonia Foundation and the Open Society
centered” have been frequently used Institute. Hea Algus, a member of the
when talking about education. The International Step by Step Association
changes from the old Soviet-era school (ISSA), was officially registered as a non-
system have been striking: the curricu- governmental organization in 1996. Today,
lum has been revised, students have been Step by Step is widely accepted in Estonia,
given more freedom of choice, and new with its methodology implemented in
technologies have been introduced in about 500 preschool and primary school
most classrooms. Despite these changes, classrooms in all the country’s 15 counties.
however, the Estonian educational sys- Some 10,000 children—about 10 percent
“A Good Beginning”: Democratic Education in Estonia 29
of Estonia’s pre- and primary-school- choose the best school and class for their
level population—have been reached by child. All parties are free, and encouraged,
the program. Elements of Step by Step to speak their minds.
methodology have been integrated into At Kalda School, in another cheer-
the curriculum at three teacher-training ful, plant-filled classroom, the children’s
institutions, Tallinn University, Haapsalu desks are in traditional rows so everyone
Teachers’ College, and the University can see the blackboard at the front of the
of Tartu School of
Teacher Education.
Currently much
of the Step by Step
Program’s activity in
Estonia is devoted to
providing further edu-
cation to preschool
and primary school
teachers. The Hea
Algus Koolituskeskus,
or Training Center,
known as HAKK,
offers in-service
training on Step by
Step methodology,
including special
training courses on
such topics as inclu-
sion of children with
disabilities or parent
involvement in the classroom. Hea Algus room. Besides, says their young Step by
also offers individual counseling to families Step teacher Iiris, they can no longer all
who are unable to provide optimal condi- fit on the carpet. Nevertheless, Iiris never
tions for the development of their children skips the morning meeting. “It’s impor-
from infancy until age three. tant to tell the news every morning even if
One goal of Step by Step’s approach they sit behind their desks,” she says. Like
to educational reform is democracy build- Eva at Vanalinna School, Iiris sometimes
ing, an idea discussed explicitly during puts aside her own lesson plan in order to
trainings. The program’s child-centered respond to student interests.
teaching methods, and its encouragement Step by Step children tend to be very
of family and community involvement in independent. They know where to get
education, aim to engender democratic information and they take responsibility
principles in young children and their for the different tasks, whether they have
families. By offering choices, encouraging to work alone or cooperate with others.
personal responsibility, teaching children At Kalda School, the director notes, the
to show respect to one another, practicing students, on their own, arranged parent-
honesty, developing critical-thinking skills, teacher conferences, contacting teachers
and rewarding independent thinking, the and parents and scheduling the meetings.
program helps educate the citizens a func- Some teachers worry that too much
tioning democracy requires. Yet what does democracy will make classroom manage-
“democracy” really mean? Even Step by ment impossible. Rita, a Step by Step
Step teachers aren’t always sure. teacher who defined democracy as “the
freedom to decide everything,” comments,
Democracy at School “To be honest, in our situation we can’t let
the children decide everything.”
T o many teachers, democracy is associ-

ated with freedom—freedom of choice
and freedom of speech. Children are free
But even freedom comes with rules,
as other teachers point out. Democracy
always has some bounds. “The laws are
to choose their activities, teachers are free the basis for everything and if you don’t
to teach as they wish, parents are free to follow them the democracy has no sense,”
Iiris says. recognizing each child’s individuality, is
“We have freedom, but within the laws what some Step by Step teachers mean
and rules,” agrees Mare. “Children have when they speak of child-centeredness.
to follow the class rules, have to take into “I take all the children as equal,” Kristiina
consideration their classmates, have to says. “I don’t favor one more, and I take
make sure everyone has enough peace to into account the individuality and abili-
work, have to put their things in order—all ties of everyone.” Another Step by Step
the elementary things.” The simple—yet teacher, Ingrid, agrees. “You have to con-
difficult!—lesson that everyone must raise sider the child, be fair, and offer them work
a hand and be called on before speaking is appropriate to their abilities. You have to
a powerfully democratic message. “Rivo, understand that he or she is a child, not an
you’re very helpful, but let the others also adult—yet you do not communicate with
provide answers,” Eva gently reminds a a child as if you were higher and the child
small boy who keeps calling out the solu- lower.”
tions to math problems. The next time he
wants to speak he almost trembles with Democracy in Society
the effort of keeping still, but he dutifully
raises his hand until Eva calls his name.
To many teachers, classroom democ-
racy is as much about consideration as
E stonia is a democratic state, with a
constitution that says the supreme
power is held by the people, yet many
it is about freedom. “This is already a in the country argue that the people are
too ignorant to
make important
decisions. As
one politician,
Peeter Kreitzberg,
famously put it,
“The biggest dan-
ger for democracy
is uneducated
voters.” Estonian
educators thus
feel a grave
responsibility: to
produce a new
generation of
informed citizens,
with the knowl-
edge to decide,
the ability to
think critically,
and the courage
to speak out.
little bit a democracy for me,” comments “The people in a democratic state can
Anita, “the tolerance and good attitude make their decisions themselves; not only
and taking other people’s needs into con- someone high up can decide,” Kristiina
sideration. And if teachers consider the says. “The people can also execute their
children, then I think they get used to con- decisions. The freedom to choose—the
sidering others as well.” young and old people would be taken into
In Eva’s classroom, when Andreas consideration—everyone would have an
reads a story out loud he makes many mis- even chance for living, for being, for educa-
takes, although he tries very hard. Some tion, and for culture.”
of his errors make the story sound comical Some teachers hope for democracy in
and the other children begin to laugh. But the future. “I imagine that democracy is a
Eva turns the laughter aside. “Andreas, freedom to decide absolutely by yourself,”
how wonderful; your reading has become says Rita. “Everything. Our society is not
much better,” she says. yet ready for such a democracy.”
Learning to think of other people, and Others note that the political authori-
ties seem far-removed from the lives of beginning.”
ordinary Estonians. “I think all these high- At Kalda School—originally established
level decision makers should step down a for children with special needs—the direc-
little bit and visit the schools,” Anita com- tor credits Step by Step for the school’s
ments. “It’s very easy to write the laws ability over the last decade to offer regular
if you don’t know how difficult they will and special-needs classes side by side.
be to carry out. I think the people who “Hea Algus was the key that helped us
write the laws for schools should work at a bring the parents and bring the tolerance
school for some time. I would like it if the flowering from the walls of the school,”
people who govern had such forbearance she says. “I consider that a very good
and understanding toward the people. achievement. I don’t know how it was
That is democratic government for me.” even possible that we managed to get the
It isn’t always easy for teachers, them- ordinary classes here beside the special-
selves educated under the old system, to needs classes. The parents who took their
implement the new child-centered meth- children here had a very positive attitude.
ods in their classrooms. But Eva, Iiris, And only a very few went away. The Hea
and their colleagues share a vision of the Algus classes were just so good!” Now,
society they hope to bequeath to their stu- though, she worries that the school will
dents, a new world these children will be have to close after all.
ready to embrace. Although Step by Step classes ide-
“From society democracy demands very ally include two teachers, most Estonian
much,” says Step by Step teacher trainer
Anna. “The generation who have never
experienced it and who have difficulties
“From society democracy demands very

much. The generation who have never expe-
rienced it and who have difficulties making
decisions now should think even more about
giving a chance to children to do it better in
the future.”
making decisions now should think even

more about giving a chance to children to
do it better in the future.”
schools simply don’t have the resources
Challenges to hire assistant teachers. “Our mate-
rial resources have never allowed us to
V analinna School, an architecturally

beautiful old schoolhouse in the center
of town, is always crowded. Because it
send two teachers to one classroom,” the
Vanalinna director comments.
Kalda School hired one assistant teach-
is too small for its 500 pupils, classes are er for two classes, but Iiris found that the
held in two shifts. Thus Eva’s third-grad- teacher was frequently unavailable and in
ers share their classroom with a first-grade practice she had to prepare the materials
class. Kalda School, surrounded by beds of for and teach two age groups alone. She
flowers and greenery, was built at the end was constantly exhausted and wasn’t able
of the Soviet era for more than 1,000 pupils. to implement as much of the Step by Step
Fewer than 300 children are studying there methodology as she would have liked. “If
now. If the school is closed—a step the I had an assistant teacher I would have
town is considering—Iiris’s students will done the learning centers,” she says.
be displaced. “But I just don’t because if I have even a
Both school directors have welcomed moment of free time I have to give classes
Step by Step, but neither can offer addi- for the teachers who are ill or in in-service
tional resources. “We have a lack of training. Anything more is absolutely
rooms,” says the Vanalinna director. above my head.”
“We cannot go further. Let it be a good Though both schools appreciate Step
by Step, neither offers primarily Step by and not all teachers are willing to do more
Step classes. At Vanalinna the adminis- work for the same salary. “If a person
tration encourages collaboration and the does not take herself such a burden will-
sharing of experiences so the Step by Step ingly,” says the Vanalinna director, “then
philosophy has a chance to spread—but there will not be anything. We have heard
careful not to spark rivalries among the this many times after someone has seen
teachers, they don’t privilege the Step by our teachers’ classes: ‘I will not do so
Step team in any way. “We can’t say that much work for the same money!’”
here ends Step by Step and here begins
everything else,” the director explains. Lauri’s Story
“We have too few people here for that
and we have too small a physical space.”
Each year the school opens one new
Step by Step class and one new common
A boy sits alone at a desk near the back
of Iiris’s third-grade classroom. He is
cheerful, frisky, active; eager to talk about
class. Until all parents choose Step by sports. He seems to know every good ath-
Step for their children, the director notes, lete in Estonia. It is hard to believe that
Vanalinna will continue to offer more than the year before he had given up going to
one option. school entirely.
Indeed, not all parents welcome alter- Lauri was a street child, Iiris explains.
native methods of education. “What’s Hea He went to a school for children with spe-
cial needs on an evening shift,
but was frequently late to
school. He had difficulty man-
aging the work. By the time
a social worker approached
Iiris and asked her to consider
letting the boy into her class,
Lauri had dropped out of sec-
ond grade. His file was thick
and disturbing, but Iiris decid-
ed to talk with him and find
out what was going on.
“I asked him why he didn’t
go to school anymore,” Iiris
recalls, “and he explained that
he never knew when to go.
School started at a different
time every day. There was no
one to tell him, and besides,
he didn’t know how to read
Algus?” asked one mother. “No, don’t tell the clock. The teacher at his old school
me. Let’s register for an ordinary class— never asked him why he was late, she only
you’ll not do any strange things with my shouted at him. Lauri didn’t like it when
kid.” people shouted at him.”
Not all teachers embrace child-centered Today Lauri has a safe place to live and
methods either. For one thing, they’re a comes to school every day. He enjoys learn-
lot more work, demanding more time, more ing and offers his opinions on many issues.
energy, and more creativity. It may be eas- Because one caring teacher listened to him,
ier for a teacher when the children just sit Lauri has found his voice. Not a miracle,
still and listen to what they’re told. “It is perhaps—but a good beginning.
simple to teach when children are sitting
quietly,” Eva explains. “It’s very comfort- This article was prepared by Carol Sternhell,
able. But the children are suppressed and based on the full-length case study by Meeli
don’t dare speak—that’s no way to learn.” Pandis, Kristel Pau, Judit Strompl, and Maili
School administrators say that teach- Vesiko, Understanding Democracy: The Case of
ers have to want to use child-centered Step by Step’s Democratic Education Idea and
methods; they cannot be forced. They get Its Realization at Estonian Pre- and Primary
no extra pay for the more intensive work, Schools.
Imagination Unlimited: Introducing
Child-Centered, Integrated Thematic
Units in Georgia
Case Study Researchers: Mariam Shonia, PhD, Step by Step Master Teacher
Trainer, Center for Educational Initiatives; Marine Japaridze, PhD, Step by
Step Trainer, Department of Psychology, Tbilisi State Pedagogical University;
and Mariam Goguadze, MEd, Step by Step Master Teacher Trainer, Center for
Educational Initiatives
Borscht: Delicious Integration of Vegetables
T he children of Tbilisi Preschool #1 are thoroughly absorbed in making borscht. “Last

week we had borscht for dinner,” teacher Natela Kobakhidze tells us. “Tiko mixed
the soup with the spoon, carefully observing the ingredients. She asked questions, and
when I saw the other children listening with interest, I decided to ‘explore’ borscht with
them as a thematic unit.”
The children are familiar with these everyday vegetables, but their involvement in
the cooking process increases their interest and knowledge. They work together, touch-
ing, smelling, and tasting beets, carrots, cabbage, tomatoes, green onions, red and
white radish, and potatoes, all prepared for cooking.
The class discovers it has enough vegetables to make a salad as well. “My father
also cooks sometimes,” says Zura, and proceeds with grinding the beets. “I bet you
won’t be able to do this, it’s hard,” he tells Keti. “Besides, beets can color the fingers,
which women do not like!” Natela laughs. “How many tomatoes do we need? Let’s put
five leaves of lettuce on this plate and seven spoonfuls of salad over them! Don’t forget
the salt!” The children listen attentively to their teacher as they decorate the salad with
greens. When it is all ready, everyone sits at the table beautifully laid with colorful, deli-
cious-smelling borscht and salad.
T his case study observation from a Step

by Step classroom in Georgia exemplifies
The Traditional Approach
best practice in an integrated theme-based
curriculum. We now know that develop-
mental domains in children do not progress
T he goal of centralized Soviet preschool
education was to bring children up
according to Communist principles, drilling
separately and that an integrated teach- them to remember factual information whose
ing and learning approach fosters the most practical application was de-emphasized.
favorable conditions for whole-child devel- Early childhood education was based on
opment. In post-Soviet education, where a teacher-centered authoritarian approach
traditional authoritarian practice and a that ignored individualization. Thematic
highly fragmented subject approach still teaching existed, but was defined by ideo-
tend to dominate the educational process, an logical pressure. Obligatory units, such as
integrated teaching and learning approach— Collective Farms, the Day of the Red Army,
one that promotes independent thinking and Pioneers, were set for all preschool
and competent problem solving based on teaching. Even more “neutral” topics were
cognitive and analytical skills—is a core mostly knowledge- and information-based,
innovative trend. not skills-based, and had little to do with
children’s interests or initiative. accomplishments;
Even in art activities, creative think- • “Equality” defined as setting the same
ing was rigidly controlled. Children had to goals and requirements for every child,
draw according to a sample provided by the rather than creating equal opportunities
teacher, with emphasis placed on precise for all children;
representation rather than the child’s own • Teachers addressing themselves to a
perceptions. One teacher poignantly recalls notional “collective child” instead of
a little girl, Natya, crying from nerves when individual children;
she had to draw a “Frontier Guard with • Criteria for best performance based on
Dog,” as prescribed by the state curriculum. the most precise repetition of the infor-
“I was very upset and suffered together with mation delivered by the teacher;
the daughter and the mother,” the teacher • Discouragement of cooperative learn-
says. “I realized the absurdity of the situa- ing: teachers typically worked with the
whole group,
then compared
children’s work,
praising some
and reproaching
others; and
• Children
positioned
as passive
learners; free-
thinking and
classroom
exploration dis-
couraged.
The goal of
our research was
to understand
what changes
the introduction
of integrated
thematic units
brought to
Georgian pre-
schools. The
tion, but I was obliged to show children’s research made evident the important chang-
works to the inspector. The requirements es brought by the Step by Step Program in
were very strict: they checked the obligatory paving the way toward integrated teach-
number of works which every child had to ing and learning in Georgian education.
draw monthly; they even checked the dates The Step by Step Program in Georgia, first
on children’s artwork.” These so-called the- introduced in 1998, pioneered the practi-
matic units were not designed for integrated cal introduction of integrated teaching and
teaching and learning, the teacher adds, but learning approaches alongside other child-
served mostly the purpose of “pouring the centered methods. According to teachers,
obligatory information into children’s heads.” the introduction of integrated thematic units
has entirely changed the educational pro-
The key elements of a traditional cess in their classrooms, a view corroborated
approach included: by the case study findings.
• Teacher-centered thematic lessons deliv- Education has always been of primary
ering topic-based information using importance to Georgians. Traditionally,
visual aids, requiring children to memo- the family had ultimate supervision and
rize, then answer questions; authority over child development and edu-
• Hostility toward a child-centered cation. Soviet education policy replaced
approach: active discouragement of chil- this domestic family-centred approach with
dren’s creativity, interests, individualized the superstructural notion of the “Soviet
Imagination Unlimited: Introducing Child-Centered, Integrated Thematic Units in Georgia 35
family”; but despite 70 years of Soviet influ- preschools in 2000, which recommends the
ence, elements of tradition prevail, and elimination of the traditional distinction
child development and education are still between “play” and “learning process”—two
chiefly regarded as the family’s responsibil- concepts always strictly differentiated dur-
ity. Today, despite economic difficulties and ing Soviet times. In practice, however, the
numerous problems associated with the integrated teaching and learning component
transition from Soviet rule, Georgia continues in the National Program serves mainly as a
tool for assessing how children can apply
knowledge acquired in one content area to
“What is happening now is absolutely dif-
another sphere. This is different from a holis-
ferent. Children are so actively involved
tic approach that encourages a many-sided
in their work that they learn a lot more
study of an event or phenomenon. While the
now than when the education process was
new National Program contains elements of
mostly ‘information-based,’ and they are
integration, the process and goals still differ
not bored at all!”
considerably from Step by Step philosophy,
where the integrated thematic units intro-
duced into classrooms address all aspects of
its long tradition of high standards and inno- child development as a whole rather than its
vation in education. fragmented components.
Since the end of the 19th century, Thematic units integrate fragmented
Georgian educators have recognized the content areas, such as math, language, sci-
advantages of integrating theoretical content ence, and social studies, allowing children
and practical activities around one particular to see the connections among them. Using
theme as an effective
teaching method for
preschool-age children.
But because of Georgia’s
complex historical rela-
tionship with Russia, it
was only recently that
the first steps toward
implementing an inte-
grated approach in
educational policy were
finally taken: the intro-
duction of the Step by
Step Program in 1998,
and the new National
Preschool Program in
2000. While the lat-
ter instituted some of
the practical elements
of an interdisciplinary
approach, these are so far fragmentary and this approach, the teacher can organize
differ in kind from the integrated teaching curriculum development around topics, prob-
and learning practice in Step by Step class- lems, and children’s interest areas. Children
rooms. The successes and challenges of the actively participate in the planning pro-
contemporary Georgia experience provide an cess with the teacher. The curriculum web,
exemplary context for evaluating integrated which teachers use to organize ideas around
curriculum practice in contrast with tradi- themes, evolves from children’s interests and
tional approaches. questions. Integrated thematic units in the
classroom strengthen other essential program
The Integrated Theme-Based components: parent and community involve-
Curriculum Approach ment; team building; individualized learning;
observation; and ongoing progress-based
I ntegrated learning is one of the key com-

ponents of the new National Preschool
Program implemented in Georgian state
assessment. Teacher training provided by
the Step by Step Program has enabled the
introduction of this integrated approach to
curriculum in preschools, and
has sparked the beginning of
broader educational reform.
Dodo Tavadze, a teacher
at Preschool #1 in Tbilisi,
Georgia’s capital, reflects on
the differences in outcomes
between the two approaches:
“In the ‘old’ program thematic

teaching lasted for 20 to 25
minutes. All we did was deliver
information about the topic to
the whole group of children using
visual aids from time to time.
What is happening now is abso-
lutely different. Children are so
actively involved in their work
that they learn a lot more now
than when the education process
was mostly ‘information-based,’
and they are not bored at all!”
During three months of

intensive research, the case study team was one of the first sites to operate accord-
observed Step by Step classrooms at three ing to the Step by Step Program. Preschool
preschools in order to evaluate the chang- #17, lacking in resources but vibrant, is
es brought by the introduction of thematic located in a multinational suburb of Tbilisi.
units into classroom teaching. The study Preschool #162 is in the small village of
sites were selected for their diversity. Okrokana, seven kilometers (a little more
Preschool #1, situated in a prestigious than four miles) from the capital, set in a
neighborhood in Tbilisi and attended by beautiful natural landscape ravaged by
the children of relatively well-off families, pollution.
First Steps in Thematic Units

Preschool #1
E stablished more than 80 years ago, Preschool #1 was Georgia’s first state preschool, and
has long been regarded as the best in the country. Preschool #1 has a rich history both as
a center for methodological innovation and as a research laboratory for educators and psychol-
ogists. In 1998, the school principal, Nelly Kepuladze, and her staff opened the doors to the
Step by Step Program. Today, 245 children in 10 classrooms play, learn, and explore according
to Step by Step methodology. Site Manager/Family Coordinator Mzevinar Mikadze remembers
the first steps:
“Our first introductory training was conducted by American trainers. All I heard and saw was
beyond my expectations. The impressions were unforgettable: the smiling faces of the trainers,
their openness, the interesting and animated atmosphere. The attitude of the two trainers toward
their work was amazing: they brought colored crayons, pieces of glass, thread, shells all the way
over the ocean.
“The family involvement piece of the program seemed very important to me, and I was happy
when I was assigned the responsibility. We will never forget our first parent-staff meeting, which I tried
my best to organize. Parents were expecting something extraordinary and interesting to happen, and
they were not mistaken. One of the surprises was a dessert table laid specially for them. Introducing
the new program caused a lively discussion. The parents were so excited that none of us noticed until
after they had left that nobody even touched the sweets!”

Thematic Unit: My Family
Site Manager/Family Coordinator Mzevinar Mikadze’s story:
“Parent involvement is so important. They assist us in many ways. I remember one
particular case where the family involvement piece of the program combined with the
thematic teaching component helped me resolve a problem: Alexandre’s parents were
not as young as those of the other children. It was clear that the boy felt embarrassed
and even unhappy when his father came to pick
him up. ‘Your grandfather is here!’ the children said
to Alexandre, not realizing that they were hurting
him. The boy changed, became more reserved, rarely
smiled, preferred to play alone. One day Teah, one of
the girls in the classroom, ran in with a broad happy
smile. ‘I have a baby sister,’ she said. ‘Now we are
five in the family!’ ‘We are only three!’ ‘We are four!’
cried out the children. They were so excited that
the teacher, Tamriko Chkuaseli, introduced a the-
matic unit: My Family. The unit title appeared on the
information board for the parents, and family photos
adorned the classroom wall.
“Together with the teachers, we planned a visit to
Alexandre’s family, where we were warmly welcomed.
Besides being a wonderful host, Alexandre’s father
turned out to be a wonderful painter. He showed us
his artwork and promised the children to visit the classroom and work with them in the art
center. Alexandre’s mother treated us to cakes. After the visit Alexandre’s problem disap-
peared and he was especially happy when his father kept his promise and appeared in the
classroom.”
Thematic Unit: Tengo’s Family Cow

Teacher Dodo Tavadze’s story:
“Tengo’s family has a country house in a village near Tbilisi, where his grandparents
live. Tengo often told the other children about the cow his grandparents own. They were so
intrigued that I decided to teach them more about this animal.
“Tengo’s grandmother brought us milk from her cow and we made yogurt. I remem-
ber the impatience of the children during the four-hour wait for the yogurt to set, though
meanwhile they were busy with other activities. When it was ready we put the jars in the
refrigerator, and the next day the children tasted the yogurt with great pleasure.
“The following week we made butter from the cream Tengo’s granny brought us in
a firmly sealed jar. The whole classroom took part in shaking the jar to make the but-
ter. Although the process was time- and
labor-consuming, the children were very
enthusiastic. The jar moved from one pair “When the children are given an opportu-
of hands to another until, finally, we noticed nity to explore what they are interested
tiny yellowish pieces appear. Finally the but- in, they can achieve amazing results.”
ter was ready. Children watched with their
cheeks flushed, their eyes wide open, when
suddenly Mishiko asked: ‘There is so much butter in the supermarkets. Do they make all
this butter the same way as we did it?’ I was pleased with the question, and willingly
explained to all that there is special equipment for making the butter, which can make it
much faster and easier. Mishiko was relieved.
“We enjoy working with children using this method. We also have a chance to be creative.
When the children are given an opportunity to explore what they are interested in, they can
achieve amazing results. We also learn from the observations and discoveries they make.”

Preschool #17
S ituated in the multinational Tbilisi sub-

urb of Metromsheni, Preschool #17 was
established 50 years ago for the children
need of repair, but the yard is beautiful,
and every classroom has its own small lot
where children work with their teachers to
of metro construction workers. The school plant, water, and nurture flowers, plants,
building is under-resourced and in bad and vegetables.
Thematic Unit: Writing Poems

Parent Nana Metreveli’s story:
“One day Elene came back from preschool and loudly recited a short poem she had
written. I was surprised at the content, because it was so different from what I was used
to hearing from my three older children when they were in preschool. The poem’s theme
was ecological problems. I talked to Elene, and explained for the first time that it was
because of ecological problems that our family had moved to this area. The part of the city
where we lived previously was very polluted.
Now we own a private house with a small “I believe that children benefit a lot when
garden, and Elene often helps me look after they get a chance to look at a problem
the plants and flowers and clean the garden, or event from different perspectives
but until that day, we had never talked about and learn by practical involvement. The
the environmental problems that personally teachers have also changed, and this
affected our family. makes us parents closer to the pre-
“After this, I became interested in every- school.”
thing happening at the preschool, and the
methods teachers used. I visited the classroom and spent a couple of hours with the chil-
dren, observing at the same time. The teachers welcomed me. Later, my older daughter
helped the children make dolls and other toys from recycled materials. We also baked a
cake, which made the children happy.
“I have four children. The other three also attended preschool, but the whole experience
and atmosphere was so different. I was amazed how much the children learn with ‘thematic
teaching,’ as the teachers call it. I believe that children benefit a lot when they get a chance
to look at a problem or event from different perspectives and learn by practical involvement.
The teachers have also changed, and this makes us parents closer to the preschool.”
Preschool #162
O krokana, meaning “golden field,”

is aptly named. The village over-
looks Tbilisi from the top of the Mount
exchanging artwork, writing letters, and vis-
iting each other’s classrooms.
Despite the mounting pollution, the well-
Mtatsminda. The well-heeled have built cared-for preschool yard looks beautiful on
summerhouses here, and the village is very a sunny spring day. The children appear dif-
lively in the summer. Yet despite its great ferent from their city peers, with apple-rosy
natural beauty, the landscape is scarred by cheeks, suntanned faces, and carefree move-
environmental pollution. Green mountain ments. The school’s hard-working young
slopes adorned with colorful spring flow- principal, Mary Chkhenkeli, often joins the
ers nestle beside ravines filled with human pupils in the yard.
garbage. It’s not surprising that ecological Preschool #162 integrates ecological
issues have become so urgent. and regenerative themes into a range of cur-
Children at Preschool #162 in Okrokana riculum activities. In one classroom teacher
send stories on the theme of ecologi- Shorena Chotiridze calls the five- and
cal problems to their fellow students at six-year-olds to the drama center to play
Preschool #17 in Tbilisi. The two schools “Flowers Wake Up.” The children stand with
have been cooperating for four years on this their arms stretched out and their fingers
joint thematic project: sharing experience, folded. “The flowers are asleep at night,”
says the teacher, “but now the day is break- In Dali Dabrundashvili’s class, the chil-
ing and the flowers wake up!” The children dren are tackling ecology and renewable
slowly unfurl fingers like petals, and the resources. She explains how apparently
flowers open: “One, two, three, four, five….” used, useless materials, like metal and
the children count. Then the children fold paper, can come back as new objects
their fingers to signify night, counting back- through recycling. The children particularly
wards from five, and the flowers fall asleep like the idea that useless paper can be recy-
once again. cled into colorful picture books.
Thematic Unit: Caring for Our Environment

Principal Mary Chkhenkeli’s story:
“Our efforts to instill in children love and care toward the environment are showing
promising results. Several months ago teachers and children carried out an experiment:
they buried a piece of plastic, tea leaves, veg-
etable peels, and pieces of small branches “When they dug out the soil recently,
into a large pot full of soil. When they dug out they discovered that everything except
the soil recently, they discovered that every- the plastic had been absorbed by the
thing except the plastic had been absorbed soil and disappeared. This helped the
by the soil and disappeared. This helped the children understand that plastic, for
children understand that plastic, for instance, instance, pollutes the environment for a
pollutes the environment for a long, long time. long, long time.”
“Parents tell us that our efforts really make
a difference. They confess that sometimes they really learn from their children’s ‘preschool
stories,’ which they bring back home. Time flies: these children will soon be adults. We
hope that if we manage to instill care for the environment in them, they will contribute to
keeping the world a clean and healthy place to live.”
Reflection positive outcomes that I don’t know of any

preschool that would not be happy to join
N elly Kepuladze, principal of Preschool

#1, eloquently expresses what
our case study research demonstrated,
the Step by Step Program. Teachers from all
over the different regions of Georgia visit our
classrooms. Education system officials also
expressing the core differences between a express their interest and approval. Parents
traditional, fragmented approach and the give information to their peers. Almost
introduction of integrated thematic units: everybody knows about the Step by Step
Program.”
“I have been a principal since 1984. Many
years of my professional experience It is clear that thematic units provide
were associated with the authoritarian an effective tool for achieving inter-
approach. Deep in my heart I always disciplinary integrated practice in the
suffered from the fact that the children classroom and promoting child-centered
were mostly ‘forced’ to learn against their education.
interests and desires. That was why they
were not motivated. When we opened the This article was prepared by Rachel Holmes,
doors to the Step by Step Program, I was based on the full-length case study by Mariam
skeptical that established attitudes and Shonia, Marine Japaridze, and Mariam
stereotypes would change easily. But now Goguadze, Innovation in Preschool Education:
we are all happy. The components of the Integrated Thematic Units in Georgia.
integrated thematic approach bring such

Education Reform in Montenegro:
A Photo Essay
Case Study Researchers: Milja Vujacic, MA, Program Coordinator and Master
Teacher Trainer, Pedagogical Center of Montenegro, and Dusanka Popovic, Program
Coordinator and Master Teacher Trainer, Pedagogical Center of Montenegro
“I especially like to read different interesting books, like Doctor Doolittle and Pippi Longstocking and
something about families and how babies are made. Knowledge of language helps us acquire knowledge
of other subjects—in mathematics to read and understand the task, in nature study to read the text and
write what is important, to know how to speak nicely. I like going to my school.”
—Katarina, a third-grade pupil in a Step by Step classroom at Boro Cetkovic
Elementary School in Podgorica, Montenegro
Meet Class III-3 writing compositions, reading, solving

interesting tasks from worksheets, and day-
T he 20 children in Class III-3 at Boro

Cetkovic Elementary School in
Podgorica, Montenegro’s capital, are eager
dreaming,” says Vuk.
Their teacher, Dijana Gajovic, has been
using Step by Step methods in her class-
to show visitors around their cozy, color- room for the last three years. “The greatest
ful classroom. They go to school gladly
because, as Monika explains, “Here we Books are everywhere. The well-organized
make friends.” The walls are bright and library, with its comfortable reading chair
inviting, adorned with student work, cheer-
and soft pillows, includes chapter books,
ful posters, and lists of classroom rules.
picture books, magazines, and original
Books are everywhere. The well-organized
books written by the children themselves.
library, with its comfortable reading chair
and soft pillows, includes chapter books,
picture books, magazines, and original advantage of the Step by Step Program,”
books written by the children themselves. she says, “is freedom, for both children
“I like writing stories from pictures, and teacher.” Since she introduced the
illustrating stories, reading books, and mak- new methods, this 10-year teaching vet-
ing greeting cards,” says Monika. eran adds, “my children all like coming to
“I like writing stories from pictures, school.”
Education Reform in Montenegro: A Photo Essay 41

A City at Many Crossroads dence more than once, Montenegro was
swallowed up by Serbia in 1916 and dis-
P odgorica, Montenegro’s thriving

capital, is located in the heart of the
country in lush Zeta Valley, at the cross-
appeared from the political map. After
World War II it became one of six equal
republics of the Socialist Federal Republic
roads of the Ribnica and Moraca rivers of Yugoslavia, but Yugoslavia’s violent col-
and of highways leading in all directions, lapse in the 1990s saw Montenegro once
to both winter ski centers in the north again yoked to Serbia as the only two
nations in a new Yugoslavian Republic.
In 2006 Montenegro declared its indepen-
dence. The United Nations recognized
Montenegro as its 192nd member country
on July 27, 2006.
As social, economic, and political
changes buffeted Montenegro, many of
the country’s leaders began to feel that
their educational system was in need of
change as well. In this age of innovation
and globalization, education is one of the
prime levers of development. Knowledge
and flexibility are necessary resources
in every modern society, the basis of
competitiveness in a global, information-
based economy. Montenegrins eager to
build a democratic nation argued that one
and sunny resorts on the Adriatic Sea. key step was educational reform and the
Home to about 200,000 residents—a mix of establishment of a democratic educational
Montenegrins, Serbs, Albanians, Croatians, system.
Muslims, and Roma people—it is by far
Montenegro’s largest city, a vibrant center Everyone Has a Voice
of culture, industry, and media.
An ancient and beautiful city founded
before the 11th century, Podgorica was
bombed to the ground during World War
T he eager learners in Class III-3 may
not have heard of democratic educa-
tion—but they enjoy it every day. “Step by
II, and most of the old architecture was Step has helped me improve myself as a
destroyed. The city today is modern, home teacher,” comments Dijana Gajovic. “And
to high-rise buildings shining with glass in a friendly, relaxed atmosphere, so differ-
and steel, along with remnants of Turkish ent from a traditional classroom, everyone
architecture from the old Ottoman Empire feels better and is motivated to write and
days and blocky gray Soviet-style struc- read.”
tures erected after the war. Traditional schooling in Montenegro was
Montenegro itself has had a tur- authoritarian—teacher-based rather than
bulent history. This mountainous and child-cen-
Mediterranean country—“the crossroad tered—and
between Europe and Asia,” according to emphasized
its tourism office—is one of Europe’s old- the acqui-
est states, changing its name many times sition of
as political situations changed. During the ready-made
time of the Roman Empire, as the Kingdom packets of
of Zeta (meaning harvesters in the old knowledge.
Slavic languages), it became one of the Children were
first independent states in the Balkans. tested and
The name Crna Gora, or Montenegro— measured
black mountain or black forest—was first on how well
used in the 13th century. they repeated
The 20th century was a difficult time back that
for the small country. After centuries of knowledge,
upheaval, losing and gaining indepen- but innova-
tion and originality were discouraged. In Milorad Musa Burzan Elementary School,
the philosophy and methods of the Step by with Boro Cetkovic classrooms only on the
Step Program, educators like Gajovic found third floor. The younger Boro Cetkovic pupils,
a model of democratic, child-centered, from first to fourth grade, attend classes in
inclusive education and began remaking an old but partly reconstructed accessory
their classrooms. building nearby.
A democratic educational system should: Children go to school in two four-hour
shifts, attending either morning or afternoon
• Promote learning opportunities that will classes. Two sections share each classroom,
enable all students to reach their full as space is very tight. Classes are small,
potential and take an active role in their with no more than 18 pupils in each Boro
society; Cetkovic first grade, compared with more
• Offer full and equal
access to all students;
• Promote a positive self-
image, self-esteem,
and confidence in an
atmosphere of equality
and opportunity;
• Value the individual
and appreciate individ-
ual differences; and
• Develop partner-
ship and trust among
teachers, students,
parents, and the com-
munity.
The 20 pupils of
III-3—8 girls and 12
boys, one with spe-
cial needs—report that
they have learned to
work in groups, to listen
when others talk, and
to cooperate. “We don’t
interrupt,” they say. “We
speak when we are given
the floor. Everyone has something to say.” than 40 in a first-grade class at Milorad
Their teacher, Gajovic, agrees. Her Musa Burzan.
Step by Step pupils, she says, express There are plans to build a new building
themselves much more fluently than chil- capable of housing the entire school, but in
dren in a traditional classroom, both when the meantime teachers have managed to
speaking and in writing. Thematic plan-
ning—exploring a topic of interest to her
Thematic planning—exploring a topic of inter-
pupils in many different ways—and inter-
est to her pupils in many different ways—and
active teaching methods enable children
interactive teaching methods enable children
to be both independent and creative. An
to be both independent and creative.
appreciation of diversity and lessons that
recognize each child’s individuality give
the students confidence. make their classrooms pleasant and invit-
ing.1 It helps that 11 of the first-, second-,
Boro Cetkovic Elementary School and third-grade classes are following the
Step by Step Program, as these rooms have
B oro Cetkovic Elementary School in

downtown Podgorica is housed in an
old, dilapidated building in need of repair. It
been furnished and organized in line with
the program’s philosophy and offer children
an appealing environment in which to learn
shares the space with the more traditional and play.
“It’s Very Important for a Writer to reading a story to a younger sister or
to Daydream” brother. Some keep diaries, solve crossword
puzzles, or play computer games. All can
O ne of the coziest spots of all in Class III-

3—and the very heart of Gajovic’s
curriculum—is the Reading and Writing
write and address a letter, and most corre-
spond this way with friends or relatives.
Most children in Class III-3 read fluently
Center. The students agree that they enjoy and correctly. They easily answer questions
coming here and say they have learned a lot. about a text, identifying plots, characters,
“We love to read sto-
ries,” they say.
“We read poetry and
drama.”
“We write both Cyrillic
and Latin letters.”
“It’s very important for
a writer to daydream.”
In the Reading and
Writing Center children
can find books, workbooks,
student work-in-progress,
and an appealing variety
of useful supplies: many
types and sizes of paper,
pencils, colored pencils,
paper clips, glue, and
more. Some may be busy
illustrating a story, concen-
trating on characters or a pivotal
scene, while others may pore
over a scientific magazine.
Development of children’s
communication skills—listening,
speaking, reading, and writing—
is a central component of the
Step by Step Program for elemen-
tary schools. While all schools
teach reading and writing, Step
by Step philosophy suggests that
these skills can develop organi-
cally when children are offered
stimulating written material in a
comfortable environment. Class
III-3 is rich in printed material of
all kinds, from books and maga-
zines to charts and messages on
the walls.
Parents report happily that their chil-
dren enjoy reading at home, and that they
In the Reading and Writing Center children

can find books, workbooks, student work-in-
progress, and an appealing variety of useful
supplies: many types and sizes of paper,
pencils, colored pencils, paper clips, glue,
and more.
use language for a variety of purposes, from

delivering a message to narrating an event
and settings. They read a variety of genres better readers and writers they become.
and understand how they differ. They eager- “We are happy because we read so many
ly borrow books from both the school and books,” the children say.
the classroom library, choosing both classics
of children’s literature and lively, exciting Sitting in the Author’s Chair
stories of all sorts.
The more opportunities children have to
read and write, explains their teacher, the E very child in Class III-3 is an author.
Indeed, an Author’s Chair handsomely
awaits young writers who want to intro-
duce their original works of literature.
All the children have written books this
year; several have written two or three.
Every child in Class III-3 is an author.

Indeed, an Author’s Chair handsomely
awaits young writers who want to introduce
their original works of literature.
The books are attractive, often illustrated;

some are printed on a computer while
others are written painstakingly in their
authors’ very best handwriting.
Working on their books the
young authors pass through
all the stages a published
writer experiences: they make
a plan, discuss it with the
teacher and friends, write a
draft, show it around for edit-
ing, correct errors, and then
produce a polished final copy
(generally with pictures!).
With the help of parents,
Class III-3 has even produced
a book, Wings of Friendship,
highlighting the children’s
best work.
In addition to students’
individual books, many group
books are displayed
around the classroom
or in one of the two
libraries. Some of these
deal with common feel-
ings or events, perhaps
school, the theatre, or
an excursion. Others
focus on topics studied
in class.
“We like to work
together,” the children
say. “We are not jeal-
ous when our friends
do well. We are happy
about their success,
and about our own.”
gives a fuller, more
nuanced, and
ultimately more
accurate view of
each child’s abili-
ties. And the good
news, Gajovic adds,
is that her Step
by Step pupils are
doing remarkably
well by every mea-
sure.
A 2002 research
study comparing
the achievements
of Step by Step
third-graders with
third-graders in tra-
ditional Montenegro
“Of Course They Learn” schools supports Gajovic’s point of view.
Achievement was measured in math, sci-
T he children in Class III-3 are cheerful

and busy, enthusiastic about their work.
Their parents report that they have learned
ence, and language (reading and writing
in the children’s native tongue). The study
found:
a lot at Boro Cetkovic and their teacher says • Step by Step students achieved better
their abilities have outstripped those of chil- results in all academic subjects than
children in traditional classrooms;
• Step by Step students were more suc-
Test scores become merely one part of the
cessful at solving complex problems
teacher’s evaluation of each child, along that demanded interdisciplinary under-
with portfolios, notebooks, homework, con- standing of more than one subject area;
versations, and ongoing student work. • Step by Step students were more suc-
cessful at defining broad concepts; and
dren in more traditional schools. But how • Step by Step students were more likely
can educators be sure that these reports are to recall material presented to them
accurate? How is children’s learning mea- months earlier in the school year.
sured in a nontraditional classroom? None of these results would surprise
Assessment in a Step by Step classroom Dijana Gajovic.
isn’t narrowly
based on exams,
although students
are indeed tested
throughout the
year. Test scores
become merely
one part of the
teacher’s evalua-
tion of each child,
along with port-
folios, notebooks,
homework, con-
versations, and
ongoing student
work. This whole-
child approach
to assessment,
teacher Dijana
Gajovic notes,
“Come Visit Our School” books. To be able to read and write makes
my life easier.”
T he students in Class III-3 are too busy

having fun—and learning—to worry
about research studies or educational
“I especially like when we act and work
together in the drama section,” says Monika.
“We make friends, discuss, and our teacher
reform. A few may be engaged in a lively shows us how to speak nicely and correctly.
conversation about a book, or puzzling out I also like it when we make a play for chil-
a math problem, or reading their work out dren in other classes.”
loud. “Come visit our school,” they say eagerly.
“I like when we write with brainstorm- “We learn with our friends and share ideas.”
ing, and solving puzzles,” Dusan says. “I
like reading stories and also when there is a This article was prepared by Carol Sternhell,
game so we have to solve something.” based on the full-length case study by Milja
“I like language classes,” says Milica. Vujacic and Dusanka Popovic, Reading and
“Knowledge of this subject helps me in writ- Writing in the Step by Step Curriculum in
ing a composition, similar to those in real Montenegro: Grade Three.
1
Construction of a new school is now under way.
Reforming and Decentralizing Teacher
Professional Development
T he Step by Step approach to teacher training provides innovative strategies for preschool and
primary school professional development. The Step by Step cycle begins by creating model
classrooms in several public and private preschools and primary schools in the country. Core
training is provided to a team of early childhood experts responsible for developing the country
program. Expansion to additional classrooms is dependent on resources available in communities
or from the Ministry of Education. The goal is to establish high-quality, self-sustaining programs
that are officially accredited by the appropriate Ministry and are available to and affordable by all
teachers, schools, and communities.
Exemplary Step by Step programs in learned how to implement the key concepts of
schools are transitioned into training centers. individualization and parent involvement. In
The centers, which can be found in remote Kyrgyzstan the training center transformed the
rural communities and central cities, provide vision of teachers as they moved from authori-
cost-effective, comprehensive training through tarian to child-centered classrooms.
classroom observations, courses, ongoing We learn from Croatia that professional
supervision, and on-site mentoring. Many journals can be an effective vehicle for building
training centers are linked to teacher-training a community of educators sharing innova-
institutions and universities, where skilled tive teaching practices; but also that limited
teacher trainers influence teacher-preparation resources make sustaining publication initia-
and retraining systems. tives a challenge. We learn from Belarus that
The cases from Bosnia and Herzegovina, the relationship between an educational reform
Kyrgyzstan, Lithuania, and Romania provide program and the Ministry of Education is cru-
insights into the operation and management of cial to the program’s survival; and that the
Step by Step training centers and professional intricate dance of garnering legitimacy—as
networks. Through observations, question- well as the independence necessary for inno-
naires, and interviews with teachers, trainers, vation—requires the skill of an accomplished
and parents, the authors compare Step by Step choreographer, even as the political rhythm
training to previous methodologies. Responses might change.
highlight Step by Step’s emphasis on active All cases acknowledge the complexity of
participation and the ways in which par- educational change at both institutional and
ticipants are encouraged to find answers to individual levels. They illustrate the hidden
practical challenges. Many respondents com- and visible tensions between spontaneity and
mented on the respect shown by Step by Step planning, between alternative and traditional
to teachers, students, and families. pedagogy, and between teaching in the con-
Training centers located within schools are text of teacher training and teaching as daily
an innovative and enthusiastically welcomed classroom practice. Of major concern, noted
strategy. In Bosnia and Herzegovina, the train- specifically in the cases from Kyrgyzstan and
ing center works in partnerships to support an Bosnia, are the sustainability of training cen-
educational reform process focused on increas- ters and the measures that must be taken at
ing access to high-quality teaching methods. all levels to ensure financial independence and
Their efforts have fostered a spirit of collabora- security. The cases highlight several factors
tion across ethnic boundaries and strengthened influencing long-term sustainability, includ-
cooperation among schools, ministries, and ing licensing, relationships to Ministries of
pedagogical institutes. In Lithuania, the train- Education, and the openness of communities
ing center created a team of professionals, to alternative methods of instruction. Reforms
encouraged self-training, and provided access to encourage and reward professional develop-
to information and resources. Teachers designed ment are critical. These case studies illustrate
and managed the training center, and found how Step by Step’s training centers bring inno-
that a team approach made it much easier to vative teaching methods to a wide range of
spread and support the methodology. Focusing teachers. It is in the interest of all to secure leg-
on process and outcomes, the case from islation and policies to ensure that their efforts
Romania describes how Step by Step teachers are sustained.
“Ecstatic to Try Something New”:
Professional Development of Teachers
in Bosnia and Herzegovina
Case Study Researchers: Radmila Rangelov-Jusovic, EdM, Director, Center for
Educational Initiatives Step by Step, and Elvira Ramcilovic, Pedagogue, Step by
Step Macedonia
“My main motive for applying the child-centered approach was a strong desire to change. I had prac-
ticed the traditional approach in my classroom for six years. To me it seemed somehow boxed in,
framed, without freedom and creativity, mine or the children’s. When I got the chance to move into
child-centered methodology, I was ecstatic. My main motive was for something new to happen.”
—Amira Sehic, a teacher and Step by Step trainer at Suljo Cilic Elementary School in
Jablanica, Bosnia and Herzegovina
“The first time I came in touch with this methodology was in the kindergarten next door. When I saw
how the children worked, how free they were, how they used materials, and then the meeting area,
everything was a revelation. The way children began each day by thinking, talking together, all of it
excited me. I then started reading books to understand it and to learn what’s at the center of it all.
That was my first bite into Step by Step.”
—Aida Cilic, also a teacher and trainer at Suljo Cilic Elementary School, who along with
Sehic now organizes and conducts Step by Step training sessions for colleagues in schools
around the country
Training Center Jablanica: explodes in laughter.

A Snapshot The scene might take place in a particu-
larly delightful kindergarten classroom—but
T he bright, inviting classroom at Suljo

Cilic Elementary School in Jablanica,
a small, war-battered, mountain town in
today’s eager students are a little large for
child-size seats. Some knees even creak as
participants get up from the cozy rug. These
southeastern Bosnia and Herzegovina, is students are themselves teachers, enrolled
immediately appealing, well stocked with in a Step by Step workshop led by Sehic and
books, blackboards, and flip charts and Cilic at the Jablanica Training Center. The
adorned with chil-
dren’s colorful artwork.
The banner outside
announces the school
motto: We Learn for
Life. On this rainy
spring day, everyone
gathers on the carpet in
a happy circle. Amira
Sehic and Aida Cilic,
enthusiastic young
teachers, welcome
the group to Morning
Meeting and lead their
class in a warm-up
activity called “My
Birthday.” As class-
mates share birthday
information, the room
“Ecstatic to Try Something New”: Professional Development of Teachers in Bosnia and Herzegovina 49
teachers, from many different schools in the Meliha Alic. “The Training Center is the core
region, are learning how to introduce child- of our professional development and growth,
centered methodology in their classrooms. a place where we can find answers. At first
For many teachers, Morning Meeting—a a few teachers resisted. Not now. We are
chance for children to share their thoughts— self-confident. Our feelings of privilege are
is a novel concept. They explode with growing. It is not like this at other schools.
questions. “How long does the Morning We have created a professional atmosphere
Meeting last?” “Is it possible to implement around a common goal. This is something
a child-centered methodology in a class with the previous professional development sys-
over 30 students?” “Does every day start tem, focused on control, could not do.”
with a meeting?” Sehic and Cilic, both Step
by Step trainers and mentors, answer every Education in Bosnia and
question, offering rich examples from their Herzegovina: Step by Step toward
own years of experience. The participat- Reform
ing teachers are hungry for information and
eager to share their own stories with col-
leagues. “So far I have participated in three
workshops at Training Center Jablanica,”
B osnia and Herzegovina, a highly mul-
tiethnic and multireligious country of
about 3.9 million citizens, is home to three
comments Zvonko Dzidic, a veteran teacher official languages—Bosnian, Serbian, and
from “the other side” of River Neretva in the Croatian—and two alphabets, Cyrillic and
politically divided city of Mostar. “They Latin. It is divided politically between two
have helped me a lot, especially at the entities, the primarily Muslim and Croat
Federation of Bosnia and Herzegovina and
the Serbian Republika Srpska. In the three
“Something is happening inside our school. and a half years between gaining indepen-
The Training Center is the core of our pro- dence in 1992 and the signing of the Dayton
fessional development and growth, a place Peace Agreement in December 1995, the
where we can find answers.” nation was the site of some of the worst
warfare in recent European history. About
beginning when I felt I was just wandering. 250,000 residents were killed and more than
We got answers to many questions there.” one million sought refuge or were forced
At a later session of the workshop, Sehic from their homes, including hundreds of
and Cilic ask participants to design an thousands of children. Virtually all children
ideal classroom environment, one that they living in the small country witnessed killing
would like to teach in, without financial or and destruction.
practical limits. The teachers come from a After the war, economic disarray was
variety of urban and rural schools, some with rampant, with unemployment hovering
inadequate space and supplies. In small around 40 percent and about 20 percent of
rural schools several grades often share one the population living below the poverty line.
classroom. Some schools are far from the Most school buildings were damaged or
teachers’ homes, limiting their opportunities destroyed. Under these conditions, it was
for networking with colleagues. “Knowing difficult to provide children with even a mini-
the poor conditions we are working in, I can- mally adequate education. And even before
not allow myself to dream about an ideal the war, the educational system in Bosnia
classroom,” one teacher comments. “All the and Herzegovina was far from meeting
time I expect someone to tell me, ‘It is too European standards—a key long-term goal,
expensive for us. Be more realistic!’” according to country officials.
The teachers begin the exercise cautious- The Center for Educational Initiatives
ly, but as the day progresses their visions Step by Step of Bosnia and Herzegovina
of space, equipment, and materials become (CEI-Step by Step), established with the
more elaborate. Innovation and creativ- support of the Open Society Institute and
ity soar; the atmosphere becomes buoyant. now a member of the International Step by
Everyone is surprised when one participant Step Association (ISSA), was one of the first
cries, “It is two o’clock already. So soon!” child-centered educational projects started
The workshop has run an hour over schedule. after the war. Step by Step—established
The teachers leave, still talking animatedly. to promote democratic change in education
“Something is happening inside our and equal access to high-quality education
school,” says Jablanica School Pedagogue for all children—entered the country’s kin-
dergartens in 1996 and primary schools in Child-Friendly Schools Project: a program
1998. In 2002, local authorities developed dedicated to creating a high-quality teacher-
their own document on educational reform training system and an ongoing program of
strategies, incorporating many of the ideas professional development. Through train-
of Step by Step. Over the last seven years, ing centers, mentoring, and networking, the
more than 2,000 educators, administra- Child-Friendly Schools Project aims to raise
tors, and parents from all over Bosnia and the quality of teaching and learning for all
Herzegovina have participated in special Bosnia and Herzegovina’s children.
training programs designed by CEI-Step by “I believe that teachers have always
Step for implementation of a child-centered been interested in innovation in teach-
methodology in more than 250 kindergartens, ing,” comments Master Teacher Trainer
primary schools, and other educational insti- and CEI-Step by Step Coordinator Sanja
tutions. Five kindergartens and one school Handzar. “But conditions in schools badly
were reconstructed or newly built, and some affect teacher motivation for innovative
500 preschool and school classrooms were teaching. Advancement in the profes-
sion is based on some general, fixed
criteria that poorly take into consid-
eration efforts of teachers to improve
their teaching. Concerns for quality
in general come from the outside and
mostly amount to control. Schools are
not professional communities develop-
ing from the inside. Often the school
climate is very poor. Few schools
have improvement plans based on
needs. Child-Friendly Schools is trying
to overcome these problems. This is
why we put a lot of effort into creat-
ing a system that supports a teacher
equipped with furniture, educational materi- attempting to improve his or her teaching,
als, and professional literature. As a result of a system of professional exchange, coopera-
the Center’s initiatives, schools and kinder- tion, and teamwork.”
gartens, in partnership with parents, have
created a child-centered learning environ- Teachers Welcome Innovation
ment for more than 15,000 children.
Despite the Center’s efforts, however—
and despite Bosnia and Herzegovina’s own
commitment to educational reform—most
C ertainly Amira Sehic, the first—and
for some time, the only—Step by Step
teacher at Suljo Cilic Elementary School, was
of the country’s elementary and secondary eager to embrace innovative teaching meth-
school teachers were woefully unprepared ods after six years in the classroom. “Simply
to use child-centered methods. Almost all put, year in and year out, everything seemed
needed additional training. Teachers were to repeat itself, as if carbon copied,” she
poorly educated and poorly paid, with few says now. “I could not show what I could
opportunities to acquire and practice new do, and neither could my children. I was
skills. Their participation in the development ecstatic to try something new.”
of school curricula was limited. Perhaps Sehic’s enthusiasm, and that of her col-
worst of all, teachers were isolated from one league Aida Cilic, helped spread Step by
another and from parents and the wider com- Step ideas throughout their school. Today
munity. The Ministry of Education and the nine primary school teachers have adopted
Pedagogical Institute in Herzegovina-Neretva child-centered methodology and three
recognized the teachers’ need for profession- subject-matter teachers are introducing the
al development, but were unable to provide approach to higher grades. The Suljo Cilic
sufficient training themselves. School now houses the Jablanica Training
In response to these problems, CEI-Step Center, one of a network of 14 Step by Step
by Step partnered with the Open Society training centers operating across Bosnia
Foundation, Soros Foundation Bosnia and and Herzegovina. “Before the training
Herzegovina, UNICEF, and all the country’s centers were formed, formal training took
13 Ministries of Information to start the place only at the Pedagogical Institute,”
explains Pedagogical Institute Director Working Together: A Mentor’s
Sabaha Bijedic. “Experience in the field Support
has shown that it is much better to have
training conducted within a school, as at
Jablanica. There the participants see men-
tor classrooms and ask relevant questions.
W hen Aida Cilic says “together,” the
word seems to resonate, like a musi-
cal note. For the work she, Amira Sehic, and
It is important that the teachers feel that the their colleagues are doing doesn’t stop at
Training Center belongs to them.” the Training Center’s doors. All trainees are
Sehic and Cilic are two of the 40 Step assigned more experienced teachers as men-
by Step trainers in Bosnia and Herzegovina, tors, and both mentors and trainees report
chosen from more than 1,500 trained teach- that their relationship is key to Step by
ers throughout the country. In order to Step’s success. “Having a mentor makes me
become trainers the two women completed feel safe,” one teacher says. “It is particu-
more than 150 hours of intensive training larly important not to be left alone.” Support
themselves and passed a demanding cer- from more experienced teachers, many
tification process. The Jablanica Training trainees report, is needed to sustain the
Center serves more than 40 primary schools transformation begun at the Training Center.
in the local area, offering seminars, work- “A mentor is very important, especially
shops, lectures, and group discussions. at the beginning,” explains Zvonko Dzidic,
Teachers flock to its doors. “I am delighted who has been teaching for 25 years but
refers to himself as a “beginning teacher.”
He urged his mentor, Sehic—20 years
“Experience in the field has shown that it younger—to visit his classroom more often.
is much better to have training conducted “Without a mentor, it is much harder to
within a school, as at Jablanica. There the introduce the Step by Step methods to a
participants see mentor classrooms and class,” he says. “Constructive feedback is
ask relevant questions.” most important for a beginning teacher. I
also appreciate comments and suggestions
to hear from all those teachers who come from other colleagues.”
for seminars and visits, learning how satis- As mentors, Sehic and Cilic report, they
fied they are with everything they have seen begin work with new protégés with direct
and heard,” says Suljo Cilic Principal Resid or telephone communication, then visit the
Subera. “The doors of this Training Center teacher’s classroom to observe both teaching
and this school are open to all those inter- and the organization of the learning environ-
ested in Step by Step and all innovation.” ment. Next the teacher receives basic Step
Both Sehic and Cilic say that the Center, by Step training either at Training Center
and Step by Step, have changed their Jablanica or the Center for Educational
lives. Encouraged by the response to her Initiatives. After training, the protégé visits
trainings, and by the changes she helped the mentor’s classroom. “I believe that peo-
spark in many classrooms, Sehic decided ple have been helped by being present in my
to continue her education at the University class, by listening and observing, by having
of Sarajevo, hoping to influence the quality a chance to see the reality inside a Step by
of her country’s educational system even Step classroom,” says Cilic. “Everything
more. Cilic, a mother of three, even feels they see they find useful and practical. After
that the skills she learned through Step class, we have a meeting to talk about any
by Step—critical thinking, self-confidence, matters of interest to the new teachers. I try
active listening, the ability to appreciate to coach them so they don’t make the same
each child as an individual—have made her mistakes I made at the beginning. I try to
a better wife and mother. And both say share my positive experience. According to
that the ties they have forged with other them, it helps a lot.”
teachers are invaluable. “I am happiest Intensive communication continues,
when I see that teachers are motivated and either with return visits or by telephone.
seriously interested in what I’m doing,” More visits would be welcome, but the lack
Cilic comments. “I am glad to share my of funds for travel and an insufficient number
experience with my colleagues, as well of trained mentors means that much com-
as to hear theirs. Together we can make munication must take place by phone. Sehic
something better.” alone has mentored 41 protégés. “One of
the difficulties in my work as a mentor is
that teachers expect a mentor to solve all the allow for development based on quality of
problems, even the technical difficulties they work and knowledge.”
encounter,” she says. “A second difficulty is Some teachers want to create a child-
our inability to visit our protégés often, pri- centered classroom, but find it difficult to
marily because we lack the time. One of the break away from their old methods. “It is
challenges is the distance between towns important to understand that the teach-
and schools, making it impossible for us to ers, like children, are different,” comments
meet often.” Sehic. “An individual approach is necessary.
Despite the enthusiasm of both new Sometimes protégés just copy their men-
teachers and their mentors, challenges tors’ work plan and classroom environment,
arise. All participants are overworked and without creativity—but given cooperation,
underpaid, with little free time for training this can be changed in time. Mostly they do
or mentoring. Many schools struggle to pro- what they do because they feel insecure and
vide even basic resources. Communication are afraid of making mistakes.”
Despite the challenges, all agree
that the mentoring process is invalu-
able, and is rewarding to both
mentors and trainees. “These visits
are beneficial to me because I can see
myself in what they do and get feed-
back on how I am teaching in my own
classroom,” says Cilic. “I question
myself and my mentees at the same
time.”
And Cilic, now an experienced
mentor, remembers her own days
as a teacher new to Step by Step.
She and her mentor—Step by
Step Executive Director Radmila
Rangelov-Jusovic—corresponded
for months about the best ways
of teaching math. In heartfelt let-
with teachers can be a challenge, Cilic says. ters Cilic reported her struggles with one
“What I do not like is teachers expecting pupil who was unable to understand how
me to tell them what is good and what is to calculate with numbers greater than
not. It is unpleasant to point out errors. I try 10: days and weeks spent working with
to point out what could be improved rather manipulatives, practicing with worksheets,
than characterizing it as a mistake.” Some reading and rereading the professional lit-
trainee teachers lack motivation. “The big- erature. “I taught all of that,” Cilic wrote,
gest problem I have had,” comments Sehic, “but something was wrong.” Her mentor
“was when teachers were not motivated for responded with advice and support. And
their own development, when everything finally the new approach clicked; Cilic
they do is done just because the principal reached her bewildered pupil. “I began to
said so.” understand better how hard it can be for a
Even unmotivated teachers, however, child to pass from concrete experience to
may embrace innovation if their circumstanc- symbols,” Cilic reported to her mentor. “I
es change. “Teacher motivation varies,” almost felt my own brain struggle to make
explains Marko Nedic, Deputy Minister of the connection. Now my girl teaches oth-
Education in Posavina Canton. “A small per- ers in the class who need help.”
centage of teachers are completely prepared
and motivated for their professional develop- A Wider Community: Partnerships
ment. The main reason for poor motivation and Teamwork
is financial. They receive the same salary
for high- and low-quality work. Teachers
are seldom ready to sacrifice their free time
for professional development. The existing
M ost Step by Step teachers—from new
trainees to mentors to experienced
master teachers and trainers—agree that
system for professional development and interaction among teachers is crucial to
advancement of teachers is rigid. It does not the success of Step by Step in Bosnia and
Herzegovina. The training itself is not only from canton to canton in Bosnia and
enough, they say. The mentor-protégé rela- Herzegovina, but even to Republika Srpska,
tionship is invaluable—but also not enough. the separate Serbian political entity. “We
As Cilic comments, “Almost all teachers con- had one situation,” Aida Cilic remembers,
tinue to communicate and work cooperatively “where teachers in Trebinje and Bileca, in
after the training. This makes them stronger Republika Srpska, needed help. Both sets
and helps them move forward. Now a grow- of teachers decided to find the will to begin
ing number of teachers are following this communication. They came to our school
methodology. They are forming teams and first to see our first-grade teaching. With
planning and solving problems together.” political and national barriers high, all of us
Within an individual school, teamwork is at the school tried to make them feel at ease.
fundamental to the success of any innovation They came afraid, but also with great desire
in teaching. Master Teacher Meliha Alic, the to see how we worked. Toward the end of
Suljo Cilic pedagogue, comments, “I try to their visit, a conversation ensued. They told
organize cooperative teaching in our school. us how safe and pleasant they felt at our
Most of my colleagues are not used to team- school. It pleased us very much.”
work, but it is fundamental to Step by Step. I Later, Cilic adds, she and other Step by
encourage teachers. I talk about their work.” Step teachers attended a seminar with par-
While teamwork takes place within indi- ticipants from around the country. “I was
vidual schools, networking transcends local overjoyed when a teacher from Republika
boundaries. In Bosnia and Herzegovina—a Srpska stood in front of everyone and said
nation divided into ethnically homogeneous how good they felt in Jablanica, where
cantons and still struggling with ethnic hostili- Moslem teachers work.”
ties and mistrust—the networking sparked
by Step by Step has been striking. “Teachers Moving Forward
from different schools and cantons are working
together,” says CEI-Step by Step Coordinator
Sanja Handzar. “It’s a big deal, seeing teach-
ers from schools in Jajce come to Zenica or
I believe we have done a lot,” com-
ments Sabaha Bijedic of the Pedagogical
Institute, “but of course it is never enough.”
Jablanica or Mostar. Many have to commu- New teachers, Step by Step trainers, and
Ministry officials all use the same word:
While teamwork takes place within indi- “More.” More partnerships—with schools,
vidual schools, networking transcends local the Ministry, the Faculty of Pedagogy,
boundaries. In Bosnia and Herzegovina the nongovernmental organizations—more net-
networking sparked by Step by Step has been working, more mentors, more resources,
striking. more time, more money. Their vision of
what is possible keeps expanding—and in
the meantime, they describe the Jablanica
nicate by telephone, because of the physical Training Center as the heart of their proj-
distance but also because of the political divi- ect, their home. “It is our aim to have the
sions in our country. What these teachers are Training Center the main meeting point for
doing, many said was impossible.” all teachers and others actively involved in
Until recently communication and coop- quality improvement and professional devel-
eration among schools from different cantons opment in education in our country,” says
simply didn’t exist, a casualty of both geo- Step by Step Coordinator Sanja Handzar.
graphical separation and postwar ethnic “Everyone wants to visit Jablanica,”
intolerance. But Training Center Jablanica Handzar adds. “Once a small mountainous
prides itself on its cooperation with schools settlement famous for a World War II battle,
from almost all cantons. Amira Sehic com- it is becoming renowned for the quality of
ments, “Teachers from Zenica, Trebinje, the teaching and a friendly school team from
Medugorje, Orasje, Bileca, Konjic, Mostar, which everyone wants to learn. Good voices
Tuzla, and Jajce have visited or contacted carry far!”
us. We think it is a great success. Our
Training Center has been visited by teachers This article was prepared by Carol Sternhell,
from abroad—from Montenegro, Denmark, based on the full-length case study by Radmila
and Sweden. Some of the meetings after the Rangelov-Jusovic and Elvira Ramcilovic,
formal observations have lasted for hours.” Professional Development through Networking
Step by Step has built bridges not and Partnership in Bosnia and Herzegovina.
“No Two Hares Looked Alike”:
Quality Teacher Training in Kyrgyzstan
Case Study Researchers: Alima Abdyvasiyeva, Deputy Principal, School #16,
Osh; Anara Tentimisheva, Senior Instructor, Arabayev Institute of Pedagogics and
Psychology; and Nurbek Teleshaliyev, EdM, Consultant
“My kids love me. Their parents are grateful to me. My colleagues value me. It would appear that
everything is fine, but alas, there are problems facing not only our school but also other schools in the
south of Kyrgyzstan where I go as a Step by Step trainer. Still, I am persuaded and am trying to per-
suade others that the sense of life is in an endless conquering of the unknown, in an eternal aspiration
to learn more.”
—Yelizaveta Vladimirovna Bubenova, Step by Step teacher and
trainer at School #16, Osh, Kyrgyzstan
W hen Yelizaveta Vladimirovna

Bubenova, an experienced and
dynamic teacher, first entered a Step by
authority?’ I lamented.”
The curriculum seemed irrational.
“When I first saw Step by Step classrooms,
Step classroom she was not impressed. In believe my sincerity, it was absolutely
fact, she recalls now, she was horrified. beyond my understanding why children
“I have to confess that my heart was cry- are facing each other,” Bubenova says.
ing,” she says. The vibrant, colorful room “Why instead of a sensible lesson—say, of
in School #16, located in the ancient city Russian language—with a check of home-
of Osh, Kyrgyzstan’s southern capital, work, vocabulary dictation, penmanship,
seemed noisy, disorderly, and confusing. an explanation of new content, a new
“Frankly speaking, my eyes popped from homework assignment, I am witnessing a
my sockets when I saw children—during lesson fragmented into something called
the lesson!—go and sprawl out on the centers?”
sofa to have some rest,” Bubenova says. The classroom itself seemed chaotic.
“It seemed to me in these classrooms “Why turn the classroom into a public
there was perpetual noise. ‘Where’s the thoroughfare by inviting parents, grandpar-
discipline, the order, the clear sequence, ents, and siblings to come to visit nearly
the beginning and end, the teacher’s every day?” Bubenova thought. “Strangers
in the classroom distract
children, or, even worse,
make them relax and
behave as if they were at
home.”
Today—five years
later—Yelizaveta
Vladimirovna Bubenova
herself teaches in such
a classroom, blooming
and buzzing with eager,
engaged children. To her
own surprise, she has even
become a Step by Step
trainer, teaching the child-
centered methods that
once shocked her to other
teachers. “After the train-
ing I learned to formulate
my thoughts and express
“No Two Hares Looked Alike”: Quality Teacher Training in Kyrgyzstan 55
them,” she says now. “The workshop devel- training center,” she comments. “A com-
oped my ability to be self-sufficient. In the mission visited our school and decided to
past people did everything instead of me, set up a center and use us as a model.”
they were responsible for me, they spoke on Today the center—launched in
my behalf. Now I know I’m perfectly capa- 1998—is home to four trainers, including
ble of making my own decisions.” Yelizaveta Vladimirovna Bubenova. The
actual, physical Training Center is just
The Training Center at School #16 one tiny padlocked room, packed with
equipment provided by the CEI: comput-
S chool #16—with children bursting out

of classrooms and a long corridor dis-
playing student drawings and paintings
ers, a printer, a television, a tape recorder,
a photocopier, and an extensive collection
of educational literature. Trainings and
alongside the work of great artists—is workshops are conducted in the school’s
one of 11 Step by Step training centers auditorium, but the heart of the experi-
throughout Kyrgyzstan. Created in 1997 ence, trainers say, is located in this one
by the Center of Educational Initiatives tiny room. Teachers call the Training
(CEI), the Soros Foundation Kyrgyzstan, Center “a spring,” says trainer Alima
and the Open Society Institute, the Abdyvasiyeva, the school’s deputy prin-
regional training centers disseminate cipal, “because here thoughts and ideas
Step by Step methodology and materi-
als to as many schools and teachers
as possible, currently offering 15 to 20
seminars a year. “The goal is to make
the Step by Step Program accessible and
to demonstrate to traditional educators
“The workshop developed my ability to be

self-sufficient. In the past people did every-
thing instead of me, they were responsible
for me, they spoke on my behalf. Now I
know I’m perfectly capable of making my
own decisions.”
the existence of alternative programs,”

explains Gulnar Satarovna Sultanaliyeva,
director of the Center of Educational
Initiatives Step by Step in Bishkek,
Kyrgyzstan’s capital. “We want the pro-
gram to be accessible not only in the
training center, but also in all the regions.
If the CEI was engaged in these activities
alone, we would not be able to tackle our sparkle like welling water.”
country’s problems. Child-centered edu- The classrooms of School #16 seem
cation is for all our children.” to explode with children. Because of the
According to Sultanaliyeva, School school’s popularity, a building designed
#16 is an ideal training center, with its for 960 students now serves 1,776. Even
excellent teachers, its accessible location the restrooms have been remodeled into
near a Step by Step kindergarten and the classrooms. The school houses 25 pri-
Regional Teacher Retraining Institute, mary classes—two taught in Uzbek, six
and its involved families. Yet the decision in Kyrgyz, and the rest in Russian—but
to house a training center in an ongo- employs only 18 teachers. Parents in the
ing school is unusual in Kyrgyzstan and community fight to get their children into
School #16 Principal Lyudmila Vasilyevna School #16, says principal Klykova, espe-
Klykova recalls her surprise when CEI cially into the Russian-language classes.
officials informed her that the school had “They are getting to us at our homes even
been selected. “We had been unaware at night requesting that we accept their
that we would be able to become a children to our school,” she says.
A New Approach to Training likely obliged to attend the course,” she
recalls. “I thought that our lecturer resem-
W hen Yelizaveta Vladimirovna

Bubenova transferred to School #16 in
2002, after more than a decade teaching in
bled the audience, as if he also had been
forcibly made to read lectures to us. He
read us a lecture, we made our notes, and
traditional schools, she immediately decid- there was no discussion of the content. The
ed that she couldn’t possibly stay. “At the time was up and everybody left. During the
time I was very skeptical about innovations 10 days of these courses it is sometimes
of any kind,” she explains. “I thought it was difficult to learn the names of teachers sit-
an easy emptiness, something secondary, ting next to you. The entire atmosphere is
a narrow-mindedness called ‘interactive permeated with the despondency of the
practices.’ I was seriously persuaded that a participants.”
traditional system of education has no alter- With this experience in mind, Bubenova
native.” She handed in her resignation to approached the Step by Step training at
Alima Abdyvasiyeva, but the deputy princi- School #16 with trepidation—but from the
pal urged her to stay just a few more days moment she entered the school assem-
for the upcoming Step by Step training. bly hall nothing seemed familiar. “The
“I decided to attend the training because first thing that caught my eye was the
teaching runs in my blood,” Bubenova says. desks arranged around the room,” she
“Also, the deputy principal’s words kept says. “There were flowers on the tables.
ringing in my ears: ‘Okay, so what will you Participants, five to a table, were sitting
do at home? In public you will be able to facing each other. There was no dais for the
realize your potential, to demonstrate your lecturer, and I could not understand where
capacity.’” the lecturers would be standing. The envi-
Bubenova had attended in-service ronment was conducive for communication
teacher-training courses before at Osh and conversation from the very start.”
Teacher Retraining Institute and had not Not only did the trainers treat par-
been impressed. She remembers dry, inter- ticipants as peers, Bubenova says; they
minable lectures and no discussion. “Sitting expected participants to come up with
at desks arranged in rows one after another ideas themselves. “Questions of the type
were teachers like me, who had been most ‘What would you recommend in this case?’

always told me that I had to think and rack
my brains,” she comments. “It is remark-
able to find the best answer for yourself
from among the variants of answers pro-
posed by the group. The main difference
between the Step by Step training and
other trainings is the fact that you are not
given any ready-made materials, or ready-
made answers either.”
Even in this accepting atmosphere,
Bubenova says, she weighed her words:
“I was anxious not to blurt out something
that would make everyone think that I
am a blockhead.” And she frequently
disagreed with other workshop partici-
pants. “I was the only source of negative
moments in the training,” she says now.
“My thinking was stereotyped, and I
thought that I had to say only things cor-
rect and necessary.” But the trainers,
particularly CEI director Gulnar Satarovna
Sultanaliyeva, gradually encouraged
Bubenova to loosen up. “What struck me
in the play aspects,” she remembers, “was
the fact that Gulnar Satarovna, who is not
a young person, made me and my school spending three days on each.”
principal practically crawl on the floor. This An ideal client institution, Klykova adds,
was stuck in my mind because nobody had “should be looking for innovations, trying
done this to me before. This helped me in to get rid of monotonous routine. We try
my future work with the students.” to work directly with the administrator of
the educational institution, because unless
A Different Frame of Mind he or she is interested in implementing
the program, the teachers won’t be able
T rainings at School #16 vary consid-

erably, from substantial multi-day
seminars to one-day sessions after the
to do anything.” Some schools approach
the Training Center not because they want
to change their methods, she says, but
regular school day is done. In all cases, because they hope to benefit from some of
says principal Lyudmila Vasilyevna Klykova, the assistance the center receives from the
the trainings are based on a careful needs CEI.
assessment of the client. Educational insti- The abbreviated one-day sessions,
tutions wishing to participate in Step by deputy principal Alima Abdyvasiyeva
Step trainings must submit written propos- explains, occur mainly because participants
als specifying their goals and proposed lack both time and funds. Often the partici-
topics and providing background informa- pants are teachers at city schools who must
tion on the institution and its teachers. fit the trainings in around their jobs and
Trainings may be conducted in Kyrgyz, family responsibilities. Longer sessions—
Uzbek, or Russian. two-day to five-day field workshops—are
Trainers target the workshop or work- offered as part of the PEAKS program, or
shops to their clients. For instance, Klykova Participation, Education, and Knowledge
explains, “for trainees at the Regional Strengthening program, funded by USAID
Teacher Retraining Institute, we might and implemented by the Academy for
organize an awareness seminar in the form Educational Development, in collaboration
of a presentation. For students from Osh with the Open Society Institute, Save the
State University, we demonstrate work in Children, and Abt Associates. Planning
the activity centers, an age-appropriate for these workshops takes two weeks and
approach. For teachers from other schools incorporates suggestions by participants
in the city, we teach all five modules of Step in previous trainings. “One can’t come
by Step content, strategies, and techniques, to a training unprepared,” comments
showed us another aspect
of individualization by giv-
ing us the example of a
hare. In the initial phase
of the project we were
asked to make a hare using
templates, after which
we discussed our works
together. During the second
phase we were asked to
make our individual hare
the way we see it—to make
our favorite one. We were
free to choose our own
materials and make our
own hares.”
At this point, Bubenova
Abdyvasiyeva. “Teachers see everything!” says, the teachers were almost paralyzed
Even at Step by Step trainings, some with indecision. How could they make a
participants remain passive and unen- hare without a template? “It was a com-
gaged. “Some participants come and keep plete surprise for us and we sat there
looking at their watch,” says Klykova. looking at one another,” she recalls now.
“They are looking forward to leaving. Not “We were unable to start working because
everyone is willing to learn something we were confused. Gulnar Satarovna came
new.” to the rescue and said that we could make
In the most successful trainings, partic- any hare we wanted. All of them would
ipants learn through play—just as children be accepted and no critical remarks would
learn in a Step by Step classroom. “When
play is used some people believe it is done After a training, “teachers are in a different
because the participants have nothing to
frame of mind. They are no longer afraid to
do,” explains Abdyvasiyeva, “while really
try, to experiment, to be creative. You can
the aim of the play is to teach teachers to
come into a classroom and everything there
do it with children.”
has been made in a new way.”
After a training, says Klykova, “teach-
ers are in a different frame of mind. They
are no longer afraid to try, to experiment, be made. After a little more thinking we
to be creative. You can come into a class- set down to work. The process turned out
room and everything there has been made quite interesting. We worked the way our
in a new way.” children would have worked. We hardly
noticed that the time given for this work
Learning by Doing was already up. But the most interesting
thing was waiting for us later when we
C ertainly Yelizaveta Vladimirovna

Bubenova was taken aback when
the leader of her training, CEI director
began to hand in our work. It was evident
that no two hares looked alike.”
For Bubenova, this realization—a herd
Sultanaliyeva, gave the teachers an art of wonderfully nonconformist hares—was
project to work on. Pleasantly surprised by the pivotal moment of the training. “It was
the relaxed, interactive atmosphere of her then that the ice was broken,” she says.
first Step by Step training but still skepti- “I realized at that moment that internally I
cal, Bubenova hardly knew how to begin. had been afraid of anything new and tried
“One of the first topics at the train- to keep myself in cotton wool. So I decided
ing was individualization of teaching,” to give it a try.”
she recounts, “but we thought we already
used individualization: we would make a Challenges
struggling child stay behind after the les-
sons and provide extra teaching for him or
her, using flash cards or recapitulating the
content of the lesson. Gulnar Satarovna
C EI director Sultanaliyeva and prin-
cipal Klykova wish every teacher in
Kyrgyzstan could have a transformative
experience like Bubenova’s. But resources Kyrgyzstan can be daunting. “There are
and energy are limited. Preparation for small classroom facilities, old school build-
trainings requires a great deal of time and ings, too many students per class (up to 46
effort from teachers who already have their in a classroom),” says Bubenova. “Children
hands full doing their everyday teaching, often sit with their backs to the teacher
and most of whom also take care of homes and the blackboard, syllabi are not good, it
and children. Many can only conduct train- is difficult to involve teachers, and salaries
ings during vacations. Trainers are not are low. If the work were paid, it would be
paid and tend to laugh when the question a good incentive. There are teachers who
of salary is raised; indeed, they often must abandon classrooms like this because they
use their own money to buy supplies for have to work at a full stretch there.”
the trainings. Only the PEAKS workshops, Everyone involved with the center is
financed by USAID, pay the trainers for overextended. Ideally, says Abdyvasiyeva,
their work. “there should be a person responsible for
“We do this work because we deem the activities of the Training Center—a
it our duty,” says Klykova. “Once we had coordinator who would only be responsible
received this knowledge we had to dis- for the work of the center and for the train-
seminate it.” ers. I happen to be a deputy principal, a
If trainings are conducted during the coordinator, and a teacher. As a teacher,
school day, substitute teachers must be I have to give my lessons; as a trainer,
found to take the trainers’ classes, “but to prepare for the workshop; as deputy
this is sometimes impossible because the principal, to visit classrooms, prepare the
substitute teachers themselves have two timetable, supervise the teaching process,
classes to teach,” says Abdyvasiyeva. All meet the demands of the municipal educa-
the trainers agree that they need more tional authority; as a coordinator, to work
preparation time, but Abdyvasiyeva asks, and to submit reports to PEAKS. It’s so
“At the expense of what?” Trainers also difficult to cope with everything. I can’t be
feel that they need more training them- everywhere at once. I have to work with-
selves, particularly in the area of adult out leave.”
education. They ask for more
opportunities for profes-
sional development, but at
the moment, Abdyvasiyeva
explains, the best way for
trainers to develop profes-
sionally “is through the field
workshops they conduct
themselves.”
Turnover at the Training
Center is high, and at the
moment four trainers, includ-
ing Bubenova, bear the brunt
of the work, down from
seven. The exodus of teach-
ers from School #16 is similar
to the situation through-
out Kyrgyzstan. “There are
not enough teachers,” says
Abdyvasiyeva. “Sometimes
the CEI asks us to send three
teachers for a training and
we send only one, which
leads to misunderstandings.”
Sultanaliyeva adds, “We are
suffering because of the turn-
over of our staff.”
The conditions the train-
ers find in schools throughout
The Training Center would function ods in her classroom was only beginning.
more efficiently, Abdyvasiyeva adds, if “When the time came to integrate Step by
trainers’ teaching loads could be reduced Step in my practice, it resembled the situ-
from two classes to one. “It is impossible ation when you are dropped into water
to have two classes and also conduct and the people around you are watching
trainings,” she says. But finances are to see whether you will swim or drown,”
a struggle: “They have to teach two she says.
classes because life makes them do it, Step by Step methods are demand-
since the minimum monthly salary is so ing—too demanding for many already
low.” The trainings themselves are gen- overstressed teachers. Even today,
erally provided for free, although the CEI Bubenova says, she sometimes falls back
has offered paid trainings upon request. on the older techniques. “At some stage
I realized that preparation of a lesson
according to the Step by Step standards
“We have done this work on a voluntary would take oodles of my time, which
basis, considering it our duty. People was lacking as it was,” she comments.
would come to us from a small town and “In my mind I became indignant and
say that they would like to learn about started struggling with myself. It would
the program.” be great if I could at least teach chil-
dren to read, write, and speak Russian.
Why exert myself and offer them Step
But as CEI director Sultanaliyeva notes, by Step? Needless to say, I combine
ordinary teachers can never afford the traditional lessons with Step by Step,
fee. “Of course, the charge is too high because sometimes I lack both time and
for the teachers,” she comments. “We strength.”
charge 100 soms a day per participant, But when she finds the time,
and in principle this is below the cost. Bubenova says, the results can be
The amount should be higher. One has to remarkable. She still remembers one of
bear in mind that the monthly salary of the first lessons she prepared as a Step
primary teachers is only 600 soms” [just by Step teacher. “I came into my class-
under $15]. room after the Step by Step training and
“It’s a very painful issue,” says School I remember that the lesson topic was
#16 principal Klykova. “It’s unlikely that Water,” she recalls. “I had rummaged
teachers will pay us for trainings. We through so much literature! I even made
have not discussed it in our school yet, my husband help me draw cards, and
nor have we thought about sustainable my son also wrote something. I brought
development. We have done this work on heaps of literature from home to school.
a voluntary basis, considering it our duty. When I had given the lesson I asked
People would come to us from a small myself a question: ‘My God, what are
town and say that they would like to learn the children learning? I have to sat-
about the program. We deemed it our duty isfy the demands of the Ministry that
to conduct a workshop for them.” require that a student be able to read
Some trainers suggest that the CEI 25 words a minute and know the multi-
should run Kyrgyzstan’s training cen- plication tables. And those sprints from
ters in a more centralized manner, but one center to another—say something
Sultanaliyeva vehemently disagrees. “How here, explain something there. What am
long can we lead them by the hand?” she I doing?’”
asks. “The idea of the program lies in fam- But Bubenova persisted. “I tried this
ily involvement. This is a matter for parent lesson for the second time and it was
associations in every school. Do something better organized,” she says. “The third
if you want to live; if you don’t want to do time, this lesson was remarkable.”
anything, you will merely exist.”
Rewards This article was prepared by Carol Sternhell,

based on the full-length case study by Alima
F or Bubenova the Step by Step training

was an exhilarating experience—but
the struggle to implement the new meth-
Abdyvasiyeva, Anara Tentimisheva, and Nurbek
Teleshaliyev, Do Training Centers in Kyrgyzstan
Have a Future?
“Who Said that We Can’t Change the
World?”: Step by Step at the Vilnius
Training Center in Lithuania
Case Study Researchers: Antanas Valantinas, PhD, Department of General
Psychology, Vytautas Magnus University, and Deputy Director, Education
Development Center; Regina Sabaliauskiene, Director, Lithuanian Step by Step
Program; and Regina Rimkiene, Coordinator, Lithuanian Step by Step Program
“In the summer of 1996 American trainers started preparing 10 Lithuanian primary-grade teachers to
apply Step by Step methods. I enjoyed the experience, and acquired more self-confidence. I had many
joyful revelations, and learned to value my work differently. I thought that if I managed to recreate the
feeling I got from the workshop in my classroom, I would be the luckiest person in the world. In autumn
1996 I started applying the knowledge in my work. The classrooms of all the pioneers were as busy as
railway stations—everybody wanted to see how we were doing it! Back then, I got accustomed to my
classroom being observed. I learned how to explain what I do to other teachers; therefore, when in 1998
the Open Society Fund Lithuania decided to open a Step by Step training center in our school, I was
ready to take the challenge to lead it.”
—Aldona Barisauskiene, primary-grade teacher, methodologist, and now coordinator
of the Step by Step Training Center in J. Basanavicius Secondary School, Vilnius,
Lithuania
Background became one of nine new Step by Step train-

ing centers, with professional development
T he Step by Step Program was intro-

duced in Lithuania in 1994 by the
Soros Foundation Lithuania and the Open
as one of its chief goals. The Training Center
has played a pioneering and dynamic role
in the practical dissemination of Step by
Society Institute in 16 preschool classrooms Step methodology across the region, making
across the country. In 1996, Step by Step it an important representative site for our
expanded its activities to include reform of case study. The goal of our research was to
teacher education, introducing programs in analyze the impact of teacher professional
three pedagogical universities, including development on teachers, children, and
Vilnius. In 1998, the Step by Step Center families. The study also examined teachers’
for Innovative Education (CIE) at the J. feelings, assessments, and experiences of
Basanavicius Secondary School in Vilnius the center. Document analysis, interviews,
and questionnaires were
used to complete the case
study.
J. Basanavicius
Secondary School is a large
school with, currently, 1,494
pupils and 120 teaching
staff. There are 18 primary
classes, 16 of which apply
Step by Step methods. In
total, there are 462 pupils in
primary grades, 823 enrolled
in Grades 5 to 10, and 209 in
Grades 11 and 12. A sepa-
rate block in the school is
allocated for primary grades
to ensure a safe environment for young chil- opportunity to share their experience
dren. The key school governing body is the and knowledge.
school council, comprised in equal parts of • Hands-on training of university and
parents, teachers, and children. The school college students. Following the intro-
also has an active pupils’ parliament. duction of Step by Step methodology
in teacher education, it became neces-
Center for Innovative Education sary to provide the students of Vilnius
(CIE) Pedagogical University and Vilnius
Pedagogical College with practical expe-
T he Center for Innovative Education runs

nine training centers, evenly distributed
across the country, so they can be conve-
rience of Step by Step implementation
in the classroom. In the first six years,
63 student teachers were trained at J.
niently accessed by teachers in all regions Basanavicius Secondary School.
who want to gain professional-development
experience. The professional-
development programs,
encompassing 76 topics, are
approved by the Education
and Science Ministry. CIE
is authorized to certify par-
ticipants, making it an official
member of the professional-
development process in
Lithuania’s national education
policy.
The core activities of
the Training Center in the
J. Basanavicius Secondary
School (as well as in the other
eight CIE training centers) are: Rebecca Juras, one of the numerous visi-
• Workshops for primary-grade teachers, tors, describes the combination of practical
subject teachers, parents, students, and assistance, professional development, and
university teachers. Between 1996 and inspiration many have acquired from partici-
2004, 104 workshops were organized at pating in the center’s activities:
the J. Basanavicius Secondary School
Training Center involving 3,120 teachers. “I am a parent of a first- and a second-grader
• Public class lessons that can be and I recently attended a seminar at the
observed by any members of the com- CIE Training Center on communication and
munity. More than 2,000 teaching staff cooperative learning. I regularly participate
from different institutions have visited in conferences and other educational oppor-
the training center and observed Step tunities in the field of inclusion and special
by Step lessons at the school, among education, and the philosophy of Step by Step
them university teachers, students, is familiar to me; however, it is rare to find
Vilnius secondary school teachers, organizers as true to their commitment to
and teachers from other towns. There active learning as those at the session present-
have been 450 foreign visitors from ed by CIE. From the moment we walked into
other countries including the United the room, we were swept from our seats by our
States, United Kingdom, Ireland, France, instructors and engaged in a morning greeting
Slovenia, Croatia, Slovakia, Czech exercise. The team of instructors managed to
Republic, Poland, Latvia, Estonia, Russia, maintain the friendly atmosphere and lively
Finland, Moldova, Armenia, Albania, and momentum throughout the entire weekend.
Macedonia. As we moved from one activity to another,
• Visitor days. More than 700 individu- we stopped briefly for reflection and analysis,
als attended the annual Visitor Days but transitioned quickly enough that we were
between 1998 and 2004. not drawn off course. I have recommended
• Conferences. The Training Center the seminars to friends of mine working as
arranges an annual conference, provid- educators as well as to social workers and
ing Step by Step practitioners with the counselors. I think that we all left the training
“Who Said that We Can’t Change the World?”: Step by Step at the Vilnius Training Center in Lithuania 63
with at least 10 new ideas to incorporate into a Step by Step team, noting that a team
our work with groups of children.” approach made it much easier to spread and
support the methodology. They knew they
Teacher Perspectives were setting the standard for education,
and were proud to work hard. However,
W hen the Training Center came to the J.

Basanavicius Secondary School eight
years ago, teachers could only imagine what
not all of the teachers adopted the Step by
Step methods and everything took longer
than expected. If they could do it again, the
the impact might be. Both primary-grade teachers would hire a full-time employee to
run the Training Center.
“It is rare to find organizers as true to
“It would probably be necessary to hire a full-
their commitment to active learning as
time employee of this center who would only be
those at the session presented by CIE.
involved in the activities of it. When the center
From the moment we walked into the
has visitors from other schools, the immediate
room, we were swept from our seats by
work of our teachers commonly gets neglected.
our instructors and engaged in a morning The operation of our center is successful in gen-
greeting exercise.” eral, yet if we had somebody employed in it full
time, it could be even more productive.”
teachers and teacher-trainers—who are
representatives of the Step by Step Training Sometimes, circumstances change and
Center as well as being regular teachers— the unexpected or unwanted happens. Did
shared their expectations: teachers think that Step by Step practice
would be maintained if the Training Center
“Of some things we were absolutely sure: a team had to close?
would be formed, and it would be so much easier
to spread the Step by Step ideas in our own “We do not think that in several years the ideas
school and beyond. We were almost sure that of the Step by Step practice would die back; we
our school would become more attractive to the know that the main initiators of it would not
parents of our present and would-be students, leave our school. Yet the teachers would become
and that it would develop into the center for pro- tired of defending their ideas without any sup-
moting these ideas and methods in Vilnius. We port, and our primary grades would be less
expected to become the beginners of developing attractive to parents. It is possible that the num-
and spreading this methodology in Lithuania. ber of schoolchildren in primary grades would
We realized how responsible it might become, for decrease.”
ourselves and for other educators. We realized
that we would be setting the standard.” Teachers and staff agreed that working
in a school with a Step by Step training cen-
Which of these expectations came true? ter brought tremendous advantages. “We
teachers can test the ideas of the center in
“We did become a team sharing the same ideas our work on a daily basis. Thus the Step by
and our positive experience. We became much Step ideas become embodied into real life.”
more successful in promoting the Step by Step They stressed that they felt they belonged
ideas outside our own school and in our school. to a team and could count on methodologi-
It is too hard to determine if the school had cal support and standard-setting. Teachers
acquired its own unique image. Yet it is obvi- who visited from other schools provided an
ous already that our school became so much opportunity to self-assess their work from
more well-known, and if it has added some to its different viewpoints, and the visits of par-
unique image it is because of the strong group ents to the center increased the personal
of teachers and the successful implementation of responsibility of teachers.
the new methodology.” Yet teachers from other schools who
were trained at the center faced significant
In order to have an effective training cen- obstacles, including skeptical administrators
ter, the teachers and principal agreed that it and colleagues; a fear of introducing radical
is vital for the administration to support the changes; a fear of parents’ reactions to new
teachers and to create a team atmosphere. methods; and the absence of a supportive
Teacher-trainers and primary teachers were team of colleagues.
emphatic about the importance of having We asked teacher-trainers to identify the
difficulties encountered in training teachers al’s inner world.”
from other schools that do not have a Step “The children are active in the classroom, brave,
by Step training center. and possess self-confidence. They are not afraid
to ask questions, and they are not afraid to stand
“Some do face some threats. We fear that other up in front of the class and present and defend
their own opinions.”
teachers will ignore this initiative, that, having
met the resistance, they would simply choose to “They like working for results, not just a grade.”
work in their old way. We also frequently fear
that these teachers might not be supported by Asked to reflect on the potential weak-
their administration, and will revert to applying nesses of Step by Step methodology, subject
only the knowledge they had before.” teachers commented that some pupils were
insufficiently adapted to
working on their own, some-
times lacking in boundaries,
over-reliant on being helped
by the teachers, and used to
being praised regardless of
the quality of their work.
Despite these criticisms,
however, most subject
teachers agreed that ele-
ments of the Step by Step
methodology could be
adopted and adapted to
secondary-level teaching
practice.
The case study demon-
strated the positive impact
of the Training Center upon
other schools in Vilnius. It
became evident that Step
by Step methodology is
becoming widely accepted
throughout Lithuania’s
educational system—and
indeed, is central to the pro-
cess of educational reform.
Parent Perspectives
W e wanted to find out

about parents’ expe-
riences in Step by Step
Subject teachers commented that they classrooms and their attitudes toward the
enjoy working with pupils from the Step by long-term impact of Step by Step meth-
Step Program, and are increasingly familiar odology on children’s education. We also
with it. In their view, the key advantages wanted to know how child development
and benefits of the program are: in Step by Step classes differs from that in
primary grades of other schools. To do this,
“It fosters and encourages students’ creativeness, we focused on the responses of parents from
independence, and sense of group, and involves the first grade, fourth grade, and fifth grade.
parents.” The contrasting responses across these
“The system is tailored to look for some potential grades were revealing.
in every child.”
“It encourages communication and cooperation; it Parents of first- and fourth-graders
fosters a friendly attitude toward others.” Parents said that Step by Step was
“Knowledge and information get more closely the main reason they chose to send their
integrated into the development of the individu- children to the school, that all their core
“Who Said that We Can’t Change the World?”: Step by Step at the Vilnius Training Center in Lithuania 65
expectations had been met, and that they “There are fewer game-type activities, and more
focus on serious assimilation of information.”
would make the same decision again. Most
parents felt that the Step by Step school “The fifth grade is dominated by individual, and
paid more careful and thoughtful attention to not group, work. They do not work nor answer
child development than other schools, and questions in groups. In the fifth grade they are
assessed for their individual knowledge, not for
that the class environment had a different,
teamwork.”
better, more exciting quality. They particu-
larly valued Step by Step’s emphasis on the “Some problems that had been successfully
individual nature of every child’s progress. handled by the primary-grade teacher have
resurfaced.”
They told us:
Despite these concerns, most parents
“The child feels free.” were enthusiastic about Step by Step meth-
“The teachers are competent professionals, odology and would welcome its expansion
trained in good, effective teaching techniques.” into more classrooms throughout Lithuania.
“We like the positive relationships and mutual
respect between our children and the teachers.”
“The environment is safe, and the children feel Reflections
comfortable.”
“The children are active in the classroom,

T he Training Center provides teachers
with the resources and a support system
to effectively implement the Step by Step
brave, and possess self-confidence. They Program. These include:
are not afraid to ask questions, and they • A team of professionals who share the
are not afraid to stand up in front of the same philosophy;
class and present and defend their own • Consistent support of other teachers and
opinions.” professionals;
• A safe atmosphere and a natural setting
for self-training as well as continuous
“The classroom and school environment are demo- access to professional development; and
cratic, and use interesting teaching techniques.” • The enrichment of ideas and consistent
“Children learn easily.” implementation and verification of the
“Our child became more independent, able to Step by Step philosophy in everyday
generalize in her thinking, acquired a sense of practice.
responsibility, and attended school willingly.”
As Step by Step embodies the most vital
requirements of educational rethinking in
Parents of fifth-graders Lithuania, it has become a reliable support
Transition to fifth grade, which includes for national education reform. In a sense,
more traditional teaching approaches and it even predicts the direction of change.
subject teachers, was flagged as a difficult As soon as the community of educators
area. The subject teachers’ difficulty with demands a workshop on any pressing topic,
applying Step by Step methods, along with Step by Step lecturers are ready and quali-
the higher independence needs of Step by fied to offer a seminar. During a seminar for
Step children in this environment, came preschool teachers, a representative of the
up frequently in the discussions with both Ministry of Education and Science good-
parents and subject teachers of fifth-grade humoredly observed: “We develop laws and
students. write strategies, and the advocates of the
Step by Step methodology and the lecturers
“Schooling is conducted in the traditional manner. of the Center for Innovative Education will
Teachers apply dictatorial methods, and there is tell you how to implement them in reality.”
no dialogue with the pupils.”
“Group work is over; quite serious individual work This article was prepared by Rachel Holmes,
has started.” based on the full-length case study by Antanas
“In primary grades, there was more emphasis on Valantinas, Regina Sabaliauskiene, and Regina
child development. Now the focus is on present- Rimkiene, Network of Step by Step Training
ing information, and insufficient attention is Centers: Ongoing Professional Development and
dedicated to personality development.” the Impact after Training in Lithuania.
“Every Puzzle Piece Is Unique”:
Teacher Training in Romania
Case Study Researchers: Catalina Ulrich, PhD, Faculty of Psychology and
Educational Sciences, University of Bucharest; Ioana Herseni, Head of Preschool
Department, Center for Educational and Professional Development (CEPD) Step by
Step; and Luciana Terente, Program Assistant, CEPD Step by Step
“Step by Step children learn not because they fear the teachers, but because the teachers are well
trained. Teachers who know how to stimulate children are better than those who know how to give bad
marks. The teachers trained by Step by Step will know better how to work with children. We have a
great deal to win.”
—Mihai Albota, former General Inspector, Tulcea County School Inspectorate, Romania
“Without educational pluralism, no democracy can exist.”

—Viorel Nicolescu, President, Center for Educational and Professional Development
(CEPD) Step by Step, Romania
town, matching large and tiny versions of

the same scenes. They remember seeing the
big stage in the Civic Square, where per-
formers sing and dance. Perhaps they too
are dancers! Perhaps the classroom can be
a stage! Children and teachers get up and
dance the geamparaua and the hora, tradi-
tional Romanian melodies. Some boys seem
shy or embarrassed at first, but soon throw
themselves into the dance.
Around the outskirts of the room, visitors
stand quietly watching. A few take notes.
“These large blocks give children a quick
sense of accomplishment,” one visitor says.
Another studies a child’s drawing displayed
on the easel, wondering what it represents.
With the Smart Bunnies “What matters is the context and the pro-
cess,” says Jeni Batiste, a pioneer Step by
T he Smart Bunnies room in Kindergarten

#3 in Tulcea, Romania, is comfortable
and cheerful, with children’s colorful artwork
Step teacher. “The children are active and
engaged, that’s what we want to see.”
adorning the walls and welcoming lace cur- “Training Keeps Us Alert”
tains framing the high windows. Children
work busily at activity centers, building with
blocks, drawing, pouring out cups of sand
and water, slicing bread. A teacher leads
T he 21 visitors watching the Smart
Bunnies’ impromptu dance are them-
selves preschool teachers, but today their
one small group of children on an imaginary task in the brightly furnished classroom is
tour of Tulcea, passing the monument and to learn. Kindergarten #3 in Tulcea is an
the harbor, gateway to the Danube Delta. official Model Training Site of the Center for
One small boy, Tudor, wears a driver’s cap. Educational and Professional Development
His classmate, Radu, is trying to invent a (CEPD) Step by Step and the visiting teach-
steering wheel. The children study photos ers are hoping to use Step by Step methods
they took on an actual class trip around with their own pupils. Jeni Batiste, Eliza
“Every Puzzle Piece Is Unique”: Teacher Training in Romania 67
Caramilea, and Maria Cirstoiu are veteran notes, but isn’t sufficient; direct classroom
Step by Step trainers who—in addition experience with children is essential for
to their own work as preschool teach- every trainee. Or as one young trainee com-
ers—devote many hours to training their ments at the end of a demanding day of
colleagues from other schools in the philos- practice teaching: “Today I learned that half
ophy and methods of Step by Step. my dissertation for my first teaching degree
“The training is good for us,” comments was wrong.”
Batiste. “Our training sessions are good for “It would be easier if you only had
the teachers, but also for ourselves. Training to take ideas from books,” Batiste says,
keeps us alert.” “but these ideas have to be studied
Already embarked on their second three- experientially. The trainees need time
day training module, the visiting teachers and more experience in Step by Step
are familiar with Step by Step concepts and classrooms. Sharing ideas with their col-
techniques, but often find the amount of leagues and mentors, asking questions and
expressing doubts—
characteristics of
reflective practice—
are the best ways of
improving personal
teaching.”
The Engine of
Reform
I n many countries, of
course, teachers are
eager to embrace new
and innovative teach-
ing methods, but the
work feels particularly
urgent in Romania,
where education
work required daunting, and the lessons reform has been seen as a key to integration
difficult to apply. “I very much like the child- into the European community—and where
centered focus of Step by Step,” one teacher teacher training is seen as the engine of
says, “but planning is very difficult. How do education reform. “Alternative methods of
we plan a lesson that takes into account all teaching give oxygen to the system,” com-
children’s needs?” ments Prof. Ioan Neacsu, an official of the
Batiste, a nine-year veteran of Step
by Step, agrees that planning effective “The trainees need time and more experi-
lessons—organized but flexible, responsive ence in Step by Step classrooms. Sharing
to the needs of many different learners—is ideas with their colleagues and mentors,
a key task for both teachers and the train- asking questions and expressing doubts—
ers themselves. “The trainees find Step characteristics of reflective practice—are
by Step planning very difficult,” she says. the best ways of improving personal
“They come with traditional methods and teaching.”
can’t understand how to adapt them. They
find they can’t use their present methods Ministry of Education and Research.
to conceptualize the teacher’s role in child- After the Romanian Revolution of 1989
centered activity.” After completing their and the bloody overthrow of dictator Nicolae
two training modules teachers must be Ceausescu, enormous economic and social
able to create a child-centered lesson plan changes took place. During the 21 years of
that follows both Step by Step Pedagogical Ceausescu’s reign Romania had declined
Standards and the formal requirements of from a moderately prosperous country to
the National Curriculum. Trainers follow up one on the edge of starvation. Even after
with monitoring visits, observing and men- the revolution, conditions remained poor,
toring teachers at their home schools. with unemployment high, life expectancy
Theoretical training is important, Batiste low, and infant mortality high by European
standards. Although Romania had been the rooms and Kindergarten #3 was one of five
first country of Central/Eastern Europe to Preschool Model Training Sites supported
have official relations with the European by CEPD Step by Step. Another seven Core
community, it was only twelfth in line to join Training Teams worked in primary schools
the European Union, and the poorest of the throughout the country. Among the many
12. There was widespread agreement that services provided by CEPD, teacher training
full integration within the EU—which finally was the most important and was delivered
took place in 2007—depended in part on at all levels: day nurseries, preschools, pri-
educational reform. In 1991 education offi- mary schools, principals, school inspectors,
cially became a national priority. babysitters, and parents.
A new philosophy of teaching and “When we started with training we had
learning—more child-centered, flexible, few expectations,” recalls CEPD Executive
and individualized than the old Soviet-style Director Carmen Lica. “We hardly knew
model—began appearing in Romanian what Step by Step was. After 10 years, it has
policy documents during the 1990s, and in become more than any of us imagined. We
the rhetoric of many educators as well. But hardly had a plan—it was an adventure. We
implementing these new ideas and policies all grew together, all the people involved, the
remained a challenge. Most teachers were teachers, the parents.”
trained in a traditional model: an authoritar-
ian teacher, standardization of the process A Model Kindergarten
of education, ranking of children, attention
to uniform outcomes rather than individual
A serious-looking woman in a chic black
suit stands at the door welcoming
visitors to the Smart Bunnies room. When
trainer Jeni Batiste asks everyone to intro-
duce themselves with an adjective starting
with the initial letter of their names, the
woman first says “agitated,” meaning excit-
By 2004 some 26,000 Romanian children

were learning in Step by Step classrooms
and Kindergarten #3 was one of five
Preschool Model Training Sites supported by
CEPD Step by Step.
ed, but then changes her mind. “I am quite

ambitious,” she says. “This characterizes me
most of the time.”
The woman in the black suit is Ana
Pantea, principal of Kindergarten #3, and
indeed, the effects of her ambition can be
discovery. “We have many very good teach- seen throughout the building. Before the
ers who do their jobs very well,” says Mihai entrance of Step by Step, Kindergarten #3
Albota, former General Inspector for the Tulcea was much like other kindergartens in
Tulcea County School Inspectorate. “But our the public education system, despite its rep-
training strategy was bad. It is difficult to utation for high achievement. The school’s
train adults who have already learned other future mentor and partner, CEPD Step by
methods. Perhaps the greatest problem for Step in Bucharest, Romania’s capital, was
education is the educators.” much like other Step by Step centers as well.
The Step by Step Program entered The striking success of the collaboration
Romania in 1994 and was recognized as can be attributed at least in part to Pantea’s
an official alternative to the public educa- inspired leadership. “There is ambition in
tional system the following year. From the this kindergarten too,” she says, “and good
beginning, Step by Step was linked to twin and fair competition among my colleagues.
ideas: educational alternatives and teacher All the teachers have ambition.”
training. By 2004 some 26,000 Romanian Kindergarten #3 operated in an anti-
children were learning in Step by Step class- quated school building built in the early
other community spon-
sors helped renovate the
building, built lavatories,
parqueted the floors, and
built a handsome loft in
each classroom for small
children’s naps. “Without
the sponsorships we could
not have transformed a
building that looked like a
horror movie into a large,
beautiful, and welcom-
ing kindergarten,” Pantea
says.
When Pantea calculat-
ed food prices and decided
that the school needed
a car in order to shop for
better quality food for the
children, she remembers,
“One of the parents gave
me one of those ‘you must
be crazy’ looks. I asked
if he considered my plan
foolish. He admitted he
years of the 20th century. In 1994, faced with did, but later he was the first to congratulate
unemployment and a declining birth rate, me. We were able to improve the quality of
it had only 70 children. Pantea remembers meals, because wholesale food store prices
her shock when she first saw the building. are very different from those you find in
She had studied Step by Step principles and
knew that it was important for children to Parents and other community sponsors
learn in an appropriate physical environ- helped renovate the building, built lava-
ment. “In my heart I had an image of the tories, parqueted the floors, and built a
program and of what we should do,” she handsome loft in each classroom for small
says. “All the things I had imagined were
children’s naps.
completely different from what I found I
could do here. Here there was nothing, not
even water or a toilet.” normal stores. Now the parents always ask
Step by Step provided money to refurbish their children, ‘What did you have for lunch
two classrooms, but Pantea felt it was unfair today?’”
to have two beautiful gleaming rooms while Most of all, Pantea was determined to
the others had neither finished floors nor hire only excellent teachers committed to
functional windows. She began lobbying for the Step by Step philosophy. Albota, the
help from every quarter. “Everybody thought General Inspector, supported her. “In the
we were asking for money,” she says, “but first place, she knew how to choose her
that wasn’t all. Anything could help, any- people, to create the team. If you know how
thing was useful: roof materials, wall and to choose people, you succeed. There were
floor tiles, 15 meters of cable. Within three some who did not fit in, so they had to go.
days everything was done. I told myself I What you see is her idea and her sweat.
would crawl to Bucharest if I needed to. I She is the leader.”
wanted that program that bad. How could Pantea herself, with 32 years of experi-
they possibly reject us? It was my dream.” ence as a teacher and 14 as principal, speaks
In addition to Pantea’s strong lead- often of the importance of teamwork. “I’ve
ership, Kindergarten #3 has had other tried to build up the team. Almost all my col-
advantages, most notably a highly involved leagues can take over some of the work very
group of parents and the strong support well. If I have a problem, I explain it and it is
of former General Inspector Mihai Albota solved. I know I could leave this kindergar-
and the County Inspectorate. Parents and ten for a month and the work would go on.”
From the earliest years of Step by Step classroom. “We try to make the teachers
in Tulcea, comments Albota, “parents vol- understand that each set of plans is differ-
unteered to bring their children here. Now ent from one preschool teacher to another,
they all want to get them in. They drive from one group to another,” Batiste adds,
their children here from all over the city. You “but when we offer examples, there is a
should see the cars lined up. The parents tendency of teachers just to copy. When
understand Step by Step. It does not stuff we publish examples in magazines, they
them with tons of information. We teach the are copied word for word. It can’t go on
children to search for themselves.” like that!”
When individuals are respected, every-
A Puzzle with Many Pieces one’s voice has value; each child, and each
teacher too, has something to contrib-
I t is the end of a long day of training, the

experiential learning by doing that is the
heart of the process, and both trainers and
ute. “Step by Step was a child-centered
approach appearing directly in schools, not
going through many levels of bureaucratic
trainees are tired. A group of children in the decision,” says CEPD Executive Director
literacy center have been learning English Carmen Lica. “It was something designed
words with trainee Mirela and teacher/ for teachers, for children, and for parents.
trainer Marinela Peiciu, but now the lesson I think one of the most important charac-
is over. All the children but Teo have left. teristics was that Step by Step teachers
were supposed to contribute their own
A key Step by Step principle, and a focus experience in adapting Step by Step to the
of the training, is individualization…. Each national requirements.”
child is different, but capable of learning Albota adds: “Step by Step kids are
allowed to think by themselves, to work with
and entitled to equal access to a quality
the team, in order to discover their skills and
education.
whether they are responsible for their own
actions. They are not afraid of inspection.
Teo chooses to stay, talking enthusiasti- Before, they were shaking, with their hands
cally of dinosaurs, his latest passion. Finally behind their backs. You should not raise chil-
Mirela asks a bit desperately, “Won’t you go dren like that. You should give them some
to another center too?” She turns to Peiciu space.”
and murmurs, “He’s driving me crazy with Pantea asks the trainees to think about
these dinosaurs.” jigsaw puzzles. Usually a child solves a
“Yes,” Peiciu agrees, “this is Teo’s new puzzle more quickly than an adult, she
hobby. He used to be interested in sail- notes—and in order to construct a puzzle, it
boats. His dream was to become a captain, is necessary to see the entire picture. “Think
although he knew that these days there of the class as a puzzle,” she suggests.
aren’t many sailing boats. That’s why I
have painted a sailboat on this cloth on
the wall.” She points to a cloth displaying
colorful paintings of a boat, a plane, and
a train. “And that’s why I’ve bought him
so many different books about boats.” No
doubt books about dinosaurs would soon
appear in the kindergarten library.
A key Step by Step principle, and a
focus of the training, is individualization.
Each child comes to school from a particu-
lar family, with a particular personality and
temperament, with individual interests
and styles of learning. Each child is differ-
ent, but capable of learning and entitled to
equal access to a quality education. “Our
principle is individualization,” says trainer
Jeni Batiste.
Not only is each child unique; so
is each trainee, and each Step by Step
agement for
teachers to be
coauthors of
Step by Step,
drawing on their
own aspirations
and experi-
ence. Budget
constraints and
limited human
resources make
the mentor-
ing process
less effective
than teachers
and trainers
would like it to
be. Some new
trainee teachers
feel vulnerable,
“Each piece is different. Each piece is an eager for more support through regular
individual child. What do you have to do in classroom visits by either trainers or CEPD
order to work with the puzzle? You have to staff members.
observe, to think hard about every person in The success of Step by Step in Romania
the room. Just as every piece is different, so has sparked criticism from more traditional
is every child unique.” teachers who both resent and envy the
A Desk or a Dollhouse?
When trainees themselves rank Step by
T raining is a painful process for some Step’s most “forceful ideas,” they list
participants. At one session, train- “child-centered activity,” “respect for the
ees are asked to draw their “roles” for child,” “parent involvement,” and “teacher
the day—teacher, assistant teacher, par- dialogue.”
ent, observer—from small slips of paper
tucked into a hat. Diana, a young pre-
school teacher, is upset when she draws children’s performance outcomes. “Other
the role of teacher, and protests loudly. kindergarten teachers say that all our chil-
“But why me?” she asks. “I shouldn’t have dren are from wealthy homes, but it is not
taken that ticket. I don’t have the experi- true,” comments Pantea. “Our children
ence.” She angrily rejects all suggestions, come from all social classes. Their success
remaining sulky and on the verge of tears. is indeed something different. It is the fruit
Eventually another trainee volunteers of our work.”
to take on the teacher’s role. “Maybe it More and more confident in their
would have been better if we had assigned achievements, and surrounded by an
roles in advance,” Batiste comments later. increasing number of Step by Step-
“The training is very demanding. Diana affiliated teachers in Tulcea County who
felt upset. The responsibility seemed too share their vision of child-centeredness,
great.” Kindergarten #3 teachers have gradually
Trainers complain that there is never given up the idea of assisting their col-
enough time for either training or men- leagues in traditional education. A similar
toring. “With time so short, the training situation has occurred in other counties.
itself needs very careful planning,” Batiste Elena Mihai and Carmen Anghelescu of
says. “The standard topics have to be pre- the CEPD note the dangers of this isola-
sented. Other topics in which the trainees tion. “The gap between ‘traditional’ and
are interested get short shrift.” Training ‘alternative’ could deepen,” they say—
sessions sometimes seem overly formal “which would be detrimental to education
and didactic—surprising, considering Step in general.”
by Step’s philosophy—with little encour- Despite these difficulties, Step by Step
continues to thrive. When trainees them- Danube flows 80 kilometers (about 50
selves rank Step by Step’s most “forceful miles) before reaching the Black Sea. “The
ideas,” they list “child-centered activity,” Danube Delta is the mother of Europe’s
“respect for the child,” “parent involve- youngest land,” comments Albota. “It
ment,” and “teacher dialogue.” Parent leads to the sea; predictable and unpre-
involvement in Step by Step classrooms is dictable at the same time. It gives you
high. “I never thought that parents would countless options: channels and mean-
be so interested in what really happens ders, spontaneity and control. All these
in a school,” comments Silvia Craciun, make up the Delta we are sailing on.”
Inspector for Preschool Education for the The river splits in two, then into three,
Tulcea District. “But parents participate branches—the Chilia, the Sulina, and the
when they know their opinion really mat- Sfantu Gheorghe—to create a unique and
ters.” Pantea represents the relationships somehow exotic landscape. The water
among child, family, school, and commu- spreads into some 120 tributaries and
nity as a network of concentric circles, rambles through a widening riverbed.
complete within themselves yet necessary Black Sea waves repel the sediments of old
to one another. Danubius brought from far away, deposit-
ing this rich earth at the mouth of the river,
a realm of reed and refuge for many rare
Community
species of bird, fish, and fowl. The refuge
suffers, victimized by careless and destruc-
Kindergarten tive human intervention—but the refuge
also continues to thrive. Surrounded by
Family Romanians, Bulgarians, and Ukrainians,
the Danube is both a bridge between lands
and a gateway to the world.
Child A month after the cruise, the National
Commission on Educational Alternatives
holds Romania’s first conference devoted
exclusively to the topic of educational plu-
ralism. Step by Step is well represented,
and is described by many participants as
the most popular educational alternative
across Romania. Educators speak movingly
of choice as the foundation of democracy,
even shouting, “I choose, therefore I exist.”
State Secretary for Pre-University
And even where resources are lim- Education Minister Irinel Chiran returns for
ited, imagination runs free. When trainer a moment to the river. “A river delta com-
Marinela Peiciu visits Kindergarten #41 in municates with the sea,” she says, “and so
Galati to observe two of her trainees, Nela do educational alternatives. Alternatives
Mogos and Rodica Tireavu, she finds that are a loyal competition to traditional
the furniture is inaccessible, too high for education. They all go toward the same
the children. The Galati kindergartens have destination: a high-quality education, to
not been permitted to buy more appropriate the children’s benefit and the benefit of the
furniture. Nevertheless, Peiciu reports, “We whole system.”
found clever solutions. In one classroom, a
teacher’s desk was transformed into a doll-
house.” This article was prepared by Carol Sternhell,
based on the full-length case study by
The Danube Delta: A Metaphor for Catalina Ulrich, Ioana Herseni, and Luciana
Alternatives Terente, Teacher Staff Development at the
Tulcea Model Training Site in Romania, pub-
O n a sun-radiant Sunday afternoon at

the end of the second training mod-
ule, exhausted trainers enjoy a cruise
lished in Multiple Case Study Analysis, by
Robert Stake (Guilford Publications, 2005). The
authors gratefully acknowledge the expert
on the Danube Delta, one of the richest mentorship provided by Dr. Stake in guiding
ecosystems on earth. From Tulcea, the the research process.
Step by Step Journals in Croatia
Case Study Researchers: Boris Jokic, BSc, Assistant Researcher, Institute for Social
Research, and Zrinka Ristic Dedic, BSc, Assistant Researcher, Institute for Social
Research
OUR FRIEND MISHKO

I decided to bring my “friend” Mishko to the first day of school. Mishko is actually a soft toy
with messed-up hair and a long red nose, somewhat like Pinocchio. The role I first had in mind for
him was to create a joyful atmosphere in the classroom and alleviate the fear that usually arises
in children when they are faced with a new environment, a new situation, and an experience that
they are not familiar with.
Once everyone was in the classroom the children and I sat in a circle on the floor, with the
parents around us. I introduced Mishko as my friend, who is slightly shy but eager to meet each
of them and their parents. The introductions started and Mishko moved from child to child.
Everyone had a turn, and there was not a child who did not say at least a sentence about himself/
herself and his or her mom or dad. The first contact was thus established in a simple way that
children were familiar with, and as I predicted, soon enough Mishko played an important role in
helping the children adjust to their new environment.
Mishko slowly became a real classroom pet, our mascot and a participant in all important
classroom events. Every weekend, he goes home with one of the children where they spend time
together. He has his own folder to which the children make contributions inspired by his visit to
their household (drawings, pictures, essays). In his folder, Mishko now keeps records by each and
every child on how he spent his exciting weekends. Writing, and thus contributing to Mishko’s
record file, has become a joyful activity for my first-graders, one that they see the purpose of.
Through such an approach creativity and conversation are encouraged and a child’s vocab-
ulary is expanded. Parents and children contribute together to the reports on the weekend
activities in their home. These reports are a fruitful source of reading and speaking exercises, but
also valuable because of the pride and self-esteem they spark in every child in the classroom.
From Dijete, Skola, Obitelj (Child, School, Family)

Written by Vesna Bedekovic, teacher, Petar Preradovic Primary School, Pitomaca, Croatia

Creating a Professional Community through Publishing
S onja Ivic, a first-grade teacher at the

Vladimir Gortan Elementary School
in Rijeka, teaches in one of Croatia’s rare
second grade, Anastazija Balas—must
build their community beyond the school’s
walls, often turning to educational journals
Step by Step classrooms. Rijeka is an like Dijete, Skola, Obitelj (Child, School,
old, progressive seaside town, Croatia’s Family), where Ivic read the story of Vesna
major port, a cultural center in the north- Bedekovic’s friend Mishko and wondered if
ern Adriatic region. Vladimir Gortan
Elementary School serves as a method- Step by Step’s two journals provide sup-
ological center for pedagogy connected port, fresh ideas, and a sense of community
with the University of Rijeka. Even here, for educators committed to the principles
however—and despite tremendous interest of child-centered education, and are a rich
from parents—only three of the school’s 11 source of material even for teachers not yet
classrooms follow Step by Step methods. exposed to Step by Step.
Parents choose this school because of Step
by Step, says principal Josip Sikic, and
he would love to offer these classes to all she should introduce a similar friend in her
pupils, but there are simply not enough first-grade classroom.
teachers available who are educated in A key activity of Korak po Korak,
the Step by Step methodology. Those who Croatian Step by Step, is publishing. In
are—like Sonja Ivic, and her colleague in addition to books—the Step by Step Book
Series was established in 1998 in coopera- constraints of both space (two teachers
tion with local experts from the University frequently share classrooms) and curricu-
of Zagreb—Step by Step publishes two lum (required curricula often don’t leave
journals, Child, School, Family (where room to explore pupils’ interests). There
teachers read the story of Mishko) and are no schools in Croatia that exclusively
Dijete, Vrtic, Obitelj (Child, Kindergarten, follow the Step by Step Program. There are,
Family). Child, Kindergarten, Family, pub- however, many Step by Step classrooms
lished four times a year, focuses on themes scattered throughout the country—
of interest to preschool teachers, present- particularly in preschool programs—and
hundreds of teachers who have completed
initial training in designing child-centered
While both journals publish theoretical educational programs and creating child-
discussions of Step by Step principles, centered classrooms. While not all of the
their strength—and their appeal to read- teachers who complete training use Step
ers—lies in the articles by regular Step by by Step principles in their practice, many
Step teachers about real-life classroom do and others would like to. Step by Step’s
experiences. two journals provide support, fresh ideas,
and a sense of community for educators
ing Step by Step theory but also giving committed to the principles of child-cen-
examples from everyday Croatian class- tered education, and are a rich source of
rooms. Child, School, Family, published material even for teachers not yet exposed
three times a year, highlights themes of to Step by Step.
interest to elementary school teachers, Josip Sikic, the Vladimir Gortan prin-
focusing on implementation of the Step cipal, is an enthusiastic subscriber to
by Step Program in Grades 1–4. The mis- Child, School, Family, but says that the
sion of both journals is to aid Step by Step two copies of each issue that his school
educators in their work and promote the receives are not nearly enough. And at
program to a wider audience. Bacun kindergarten, in a residential area
Implementation of the Step by Step on the northern outskirts of Zagreb, pre-
Program in Croatia faces many chal- school educator Sanja Kobescak reports
lenges. The Croatian educational system that copies of Child, Kindergarten, Family
is somewhat rigid—all programs must be fly off the shelves. “Two copies are not suf-
approved by the Ministry of Education, ficient,” she says, as educators never know
Science, and Sports—and educators face when they will need to consult the journal.
Step by Step Journals in Croatia 75
Because of working conditions at Bacun— launched officially in 1998, but the precur-
shared space, dilapidated building, and sor Bulletin for Teachers (Bilten za Ucitelje)
strict management—Kobescak is unable to was distributed in 1997, the year Step by
implement the full Step by Step Program, Step entered Croatian elementary schools.
Both journals are intensely practical in
their focus. While both publish theoreti-
Teachers report that the journals are a key cal discussions of Step by Step principles,
source of material on curriculum and peda- their strength—and their appeal to read-
gogy, especially valuable for thinking about ers—lies in the articles by regular Step
the next day’s class and organizing content. by Step teachers about real-life classroom
experiences. Even articles about scien-
tific theory, such as “How Does the Brain
but she is committed to its principles and Learn?” (the theme of the third issue of
an eager reader of the journal. She is also a Child, School, Family), include practical
private subscriber—rare in Croatia, where suggestions and useful advice for teachers.
the price of an issue, 42.7 kuna or about This blend of theory and practice, of edu-
$7, is considered very high. “We’re desper- cational experts and local teachers, gives
ate for good educational materials here,” the journals their special flavor, making
Kobescak says. Neither Ivic nor Balas, them accessible and interesting to readers.
the Vladimir Gortan teachers, subscribes Each issue is likely to be organized
to the journals on her own, but both read around a main theme—“The Child-
them eagerly in the school library or the Centered Classroom,” for instance, or
principal’s office, and both have them- “Emotional Intelligence”—accompanied
selves contributed articles. by a variety of related practical articles
written by primary school teachers who
The History of the Journals endorse Step by Step. The journals also
include regular columns (such as “The
C hild, Kindergarten, Family began

publishing in 1995 and immediately
became well known among preschool
Educator’s Diary” in Child, Kindergarten,
Family), articles about child-centered
teaching practices in other countries and
educators, playing a vital role in establish- cultures, translations of scientific texts
ing the Step by Step Program in Croatian relevant to the current theme, and articles
kindergartens. Child, School, Family was about school-parent cooperation. The

writing style is almost always simple, experiences are likely to become repetitive.
straightforward, vivid, and personal. While Class preparation is very demanding,
the journals are intended for educational particularly in Step by Step classrooms.
scholars, teachers, and parents, generally Teachers report that the journals are a
parent interest—as readers or writers—is key source of material on curriculum and
minimal. Teachers would welcome more
parent participation, both in the journals Whatever their financial struggles, Child,
and in their classrooms. “I don’t have Kindergarten, Family and Child, School,
enough time to properly introduce the phi- Family offer Croatian teachers something
losophy and ideas behind the Step by Step many find priceless: a community of child-
Program,” Ivic comments. “The journal can centered educators who believe that every
help me explain the details.” child can think and learn and that every
The journal editors—school program voice should be heard.
manager Sanja Brajkovic and preschool
program manager Helena Buric—work
out of the Step by Step office in Zagreb. pedagogy, especially valuable for thinking
Both editors say they particularly value about the next day’s class and organizing
the scientific articles, but most teachers content. Ideas discussed in journal articles
who read the journals disagree. Teachers may be copied wholesale or adapted to
like Ivic and Balas report that the most individual needs and resources. Some
interesting and useful articles describe teachers say that they consult the journals
teachers’ personal experiences and every- more frequently than any formal curricu-
day teaching techniques or solutions to lum because the contents of the journals
problems. “It’s very helpful to compare my are more diverse, more imaginative, and
experience teaching to someone else’s,” more practical. Even past issues, Balas
Ivic says. “It gives me new ideas, and I points out, can contain valuable solutions
think it makes me a better teacher.” Ivic’s to current problems. And communica-
colleague Anastazija Balas agrees, but tion doesn’t feel one-sided, Ivic notes,
adds, “The “because the authors are all real teachers.”
scientific Teachers also welcome articles on the sen-
parts are sitive topic of teacher-parent interaction
also good, and enjoy comparing their experiences
in a way with those of educators in other parts of
that you the world. Teachers say they particularly
don’t need value:
to reinvent • Receiving feedback or being encour-
the wheel.” aged to reflect on their own work;
Kobescak, • Being confronted with other teachers’
the pre- practices;
school • Learning new approaches and being
educator at motivated to try them out; and
Bacun kin- • Publishing in the journals themselves,
dergarten, thus increasing their professional vis-
says the ibility and self-esteem.
personal
experiences Sustainability
are her
favorite
sections of
the journals. She also stresses the impor-
D espite the enthusiasm of educators,
the journals’ future is not assured.
Although subscription prices are too high
tance of pictures, noting that classroom for ordinary Croatian readers, they are
layout is very important in Step by Step not high enough to cover printing costs.
methodology. Where the editors might Originally it was hoped that the journals
stress theory, the teachers want to read would be profitable, providing a source of
about practice. Both editors say they are funds to help support local Step by Step
aware of this discrepancy and plan to fol- efforts, but according to Nives Milinovic,
low the teachers’ wishes—but also worry country director of the Step by Step office
that descriptive accounts of classroom in Zagreb, in fact the local organization
loses money with each issue. The key Many are blurred and unappealing.
problem is that the subscription base is too Educators particularly value photos of
low. “Not enough work has been done to classrooms and other workspaces as
raise the number of subscribers,” Milinovic sources of information and inspiration.
says. The circulation goal has always • Devote a section of the journals to
been 1,000 copies, but neither journal has children with special needs. Inclusion
ever had more than 600 subscribers. Few is an important aspect of the Step by
institutions subscribe to more than one Step Program, one many people are
copy and teachers say that the cost of an unaware of. The journals can serve as
individual subscription is too high. In the a significant resource in this area—and
beginning the journals were funded both this focus can help differentiate Step by
by subscriptions and by the Open Society Step from other educational programs.
Institute, but now they are independent • Target parents as contributors and
and are hoping to become self-sustaining. readers. Not only would this approach
The obvious solution is to broaden the sub- expand the potential audience; teach-
scription base, but as Milinovic remarks, ers say it would be very interesting to
“That’s easier said than done.” Another them and to the parents to read about
approach is to sell more advertising, but children’s classroom experiences from
both editors, Sanja Brajkovic and Helena the parents’ point of view.
Buric, feel strongly that the proportion of Whatever their financial struggles,
ads should be kept as low as possible. Child, Kindergarten, Family and Child,
Currently ads take up one or two pages at School, Family offer Croatian teachers some-
the end of each issue.
While Child, Kindergarten, Family is
widely recognized among preschool and Teachers report that the journals are a key
kindergarten educators throughout Croatia source of material on curriculum and peda-
and has a fairly stable subscription base— gogy, especially valuable for thinking about
currently around 550—Child, School, Family the next day’s class and organizing content.
is less successful. The competition in this
market is stiff, with several other journals
targeting the same market, elementary thing many find priceless: a community
school educators and parents. Large pub- of child-centered educators who believe
lishing houses even distribute free journals that every child can think and learn and
and bulletins, hoping to then sell textbooks that every voice should be heard. Vesna
and educational materials to the same Bedekovic of Pitomaca, the teacher who
readers. And both journals were affected charmed her small pupils with her cuddly,
by serious financial problems in 2003: disheveled friend Mishko, and her distant
although issues of the journals were pre- colleague Sonja Ivic, eagerly reading about
pared, no money was available for printing Mishko in her own school in Rijeka, may
and subscribers never received their cop-
ies. Milinovic, who assumed her post well
after this setback, says that Croatian Step
by Step is still struggling to regain sub-
scribers’ trust.
Moving Forward
J ournal readers, contributors, and the

editors themselves offer suggestions for
improvement, including:
• Improve quality by developing con-
sistent criteria for accepting articles.
Currently almost all submitted articles
are published.
• Improve graphic design. Both editors
feel that the design is not attractive never have met in person—but their minds
and could be livelier and more colorful. have met, and together those minds can
• Improve quality of photographs. slowly change their world.
A STORY FROM ZAGREB
We live in a time of disturbed social relations between people. There is an
increase in interpersonal distrust, disaffection, disinterest, denigration, exploita-
tion, violence. Of course, no teacher wants these negative social phenomena in
his/her classroom. We desire cooperation, interpersonal respect, tolerance, reso-
lution of conflicts through argumentation. However, our pupils and their parents
are immersed in the given environment and it is only to be expected that it has
had an influence on them, too. So, how can we make our classroom, a small world
inside the big one, a home for tolerance, cooperation, and empathy? The answer
is: through multiple activities that affirm such positive social phenomena. These
activities take place in the classroom on a daily basis, and are repeated outside
the classroom, with the parents.
There are a variety of activities that involve parents and contribute to coopera-
tion, tolerance, and parental engagement, such as:
1. Classroom festivities;
2. Field trips involving children, parents, and teachers;
3. Parent workshops;
4. Cooperation on classroom decoration.
Here we shall describe the possible options for classroom festivities. The pur-
pose of a classroom festivity is to display the pupils’ achievements and creative
abilities, but also—and why not?—to highlight parental achievements, abilities,
and cooperation. In the part of the festivity where children perform, it is good to
present to the parents as varied a repertoire as possible, to include perhaps—in
addition to recitations, songs, acting, and dance—an acrobatics performance,
magic tricks, communal dancing, or solo recitals.
It is very interesting to see parents in the performing role, and it is very useful
to them to gain the experience of public performance and everything that accom-
panies it (stage-fright, excitement). Of course, public exposure is uncomfortable
to many people, so it is possible that some parents may refuse to participate,
upsetting their children. Because of this, we pick an act, such as choir singing,
that will not force any single parent into the spotlight.
Understanding the benefits of this idea, the parents of my class agreed to
perform a number of acts at our end-of-school party. Accompanied on accordion
by a father of one of the pupils, the parents sang a couple of popular songs. One
of the mothers then read a poem, one of her own, about the children in the class
and their teacher. Such parental acts require rehearsals, which give the parents
an opportunity to get to know each other and socialize and can be combined with
parent-pupil field trips.
Is it at all necessary to stress how much such communal engagement of
pupils, parents, and teachers contributes to a better social climate in the class-
room, strengthens our bonds, and enhances the joy of socialization?
From Dijete, Skola, Obitelj (Child, School, Family)

Written by Kresimir Calic, teacher, Marija Juric Zagorka Primary School,
Zagreb
This article was prepared by Carol Sternhell, based on the full-length case study by Boris Jokic and
Zrinka Ristic Dedic, Evaluation of Step by Step Journals in Croatia.

Inside, Outside, or On the Border?
Negotiating the Relationship between
Step by Step and the Ministry of
Education System in Belarus
Case Study Researchers: Steffen Saifer, EdD, Educational Consultant, USA, and
Iryna Lapitskya, Project Director, Belarusian Parents’ and Teachers’ League Step by
Step, Belarus
T his case study addresses the research question: Is national education reform best imple-
mented and sustained within the system, outside of it, or some other way?
The subject of this case is the Belarusian Parents’ and Teachers’ League, Step by Step.
Researchers used documents (decrees, memos, articles, and letters), observations, and inter-
views as their primary tools. Interviews were conducted during the spring and summer of
2004 with Step by Step Program staff, teachers, and parents as well as administrators and
Ministry officials.
Background and Context or some other way. Although location is only

one dimension of reform, it is a critical one
I n all countries in which Step by Step

operates, the Ministry of Education—the
formal state system of schools and pro-
because Step by Step is countrywide in scale.
All educational reform programs must reside
somewhere on the location continuum and
grams—is its most critical “partner.” The usually change locations over time, either
Ministry of Education typically controls by volition or necessity. In addition, how a
all aspects of the education system in the program operates in any of these locations
country. Relationships between Step by varies. It may be possible to work inside the
Step programs and Ministries of Education system but maintain the role of a change
range from close partnerships to sepa- agent, or to function far outside the system
rate fiefdoms with little communication and still have a significant impact on it.
or acknowledgement. Most Step by Step Location has a strong affective compo-
programs, however, operate somewhere in nent to it. Step by Step staff can feel very
the middle and are continuously negotiat- distant from the Ministry and its programs
ing the relationship. Even if the relationship and personnel yet have many cooperative
is apparently stable, the situation agreements and practices in place, or have
could potentially change quickly
with the turnover of just one
key Ministry staff person. And,
as there are a large number of
people involved with Ministry pro-
grams—from regional authorities
to classroom teachers—there are
always both allies and detractors
within the system. This is especial-
ly true when the reform represents
a dramatic departure from tradi-
tional education.
This issue of the relationship
between Step by Step programs
and Ministries of Education can
be characterized by the concept
of location—working inside or out-
side the system, “on the border,”
no formal relations with the Ministry but without state support,” he comments. He
enjoy strong, positive relationships with believes that Step by Step is now mov-
many officials. ing too far to the outside and would better
This case study explores the dynamics assure its future by accepting a secondary
involved in negotiating location in one coun- role and working to obtain the support of
try. The success, and even the very survival, the Ministry and its various entities.
of the Step by Step Program in Belarus, as Another former Ministry of Education
in many other countries, has depended on official, Dr. L., who also has a long history
expertly negotiating its location in relation to with Step by Step, says, “Some periods of
the Ministry’s system. time were friendly, some were neutral, some
were hard. It was not through the fault of
On the Border: Step by Step in the program. Administrators are generally
Belarus not interested in deep theoretical issues but
in ensuring that things are working well.
T he metaphor of location provided staff

of the Belarusian Step by Step Program
with a clear way to analyze their relationship
By sidestepping the theoretical issues and
focusing on methods, Step by Step was
able to find acceptance.” Of particular
with the Ministry. They viewed themselves importance, Dr. L. notes, was the ability of
as operating primarily from the border and Step by Step Director Iryna Lapitskya—who
as having done so since the beginning of the successfully maintained a nonthreaten-
project in 1994. Still, they report, there have ing balance of personal and businesslike
been times over the past 10 years when relationships—to establish mutual goals
they have been more “inside” or more “out- with the Ministry. Step by Step staff negoti-
side.” Sometimes the shift was strategic, ated the inside/outside dynamic by working
sometimes serendipitous, and sometimes on the border: focusing on methods to
necessitated by circumstances. avoid conflict over content, finding points
When the staff of the Belarusian Step of collaboration, and keeping relationships
by Step Program sought to implement a friendly but professional.
new initiative on the inclusion of children Fortunately the Step by Step Program
with disabilities, they went first to the is a reform system focused not on content,
Ministry for support, assistance, and access. but on methods, and came with significant
However, when they received an unenthusi- financial resources. It was able to assist
astic response they went to various regional, with some issues of concern to Ministry offi-
district, and city entities where they found cials, as well as to regional and local school
some supporters interested in the ideas and staff, while also meeting its own goals. The
the training. In places where there was no primary issue of mutual concern was bet-
district support, they enlisted principals and ter alignment of teaching methods with the
teachers who were excited about the initia- social changes taking place, but there were
tive. In this way they made “forays” from the other issues. These included making kinder-
border to the inside system in creative and gartens places where children were happy
responsive ways. The initiative continues to attend (and where parents were happy
strongly to this day—there are many schools to send their children), improving adult/
throughout Belarus where children with dis- child ratios (achieved largely through family
abilities are fully included in classrooms. involvement and collaborations with colleg-
Had Step by Step been more inside, staffers es, youth groups, and other organizations),
may not have been able to go around top and improving the physical environment.
management. Had it been too far outside, “A reform program should teach people
they may not have had adequate access to to fish, not feed them fish, and continue to
local schools. develop better fishing rods,” comments Dr.
L. This maxim has clear implications for the
The View from the Ministry issue of location: it is crucial to work both
inside and outside in a methodical way. The
A former high-ranking Ministry of

Education official, Mr. G., who worked
extensively with the Step by Step Program
border may be the ideal place to do this.
Moving at times to the outside allows the
distance necessary to see problems clearly
in its earlier years, characterizes the loca- so the right improvements to the “fishing
tion of the program as outside, but having rod” can be made. Being on the inside is
the support of the state. “You can’t work necessary to help the fishers use the new
Inside, Outside, or On the Border? 81
‘Steppers’ meet, we feel we
are citizens of this state and
we serve it,” she says. She
views Step by Step as exist-
ing above the state system
because she believes that
it provides a higher quality
education for children, which
for her is the “main thing.”
Ms. N. strongly believes that
it is advantageous to be as
separate as possible from
the state system, but recog-
nizes that some support and
acceptance from the state is
necessary. She feels that the
best way to gain this accep-
tance is for the program to
be strong and united, a force
Middle school students in Minsk—all of whom started in Step by Step as to be reckoned with, not a
kindergartners—show their facility with active learning methods. collaborator. Illustrating this
Photo by Steffen Saifer 2004 point of view, she explains
what happened in her former
school after a supportive
“rod,” to see if it is effective, and to plan fur- assistant principal left.
ther improvements. “Some of the parents suggested changing
schools, together with the whole class, as
The View from the Field there was a newly opened school in the
neighborhood. It was a shock; I was pre-
A s teachers and principals operate very

much within the system, they provide
an important perspective on the issue of
pared to leave the school myself but not
together with the children. The parents
insisted, and I and a parent went to this
Step by Step’s location. The three educa- neighboring school to discuss the matter.
tors interviewed all work daily within the The principal was greatly confused, but
system while also working with Step by did not refuse and told us to come back at
Step. They describe three distinct views of the end of the summer. Finally he agreed
location. to accept the whole class. The school had
Ms. H., a principal in a mid-sized indus- their own regulations and traditions but
trial city who is active both in Step by no Step by Step teachers. But they had
Step and in national and regional educa- strong primary school teachers and a very
tional activities, views herself as living in good parent committee. Our class easily
both places at the same time. She is fully joined this school.
engaged in the work of the system and But in the old school there was a very
the work of Step by Step. However, her good Step by Step environment with
description of the day-to-day integration activity centers, furniture, and learning
of Step by Step in her school sounded like resources and we all missed it. The parents
a compromise. The school provides the decided to arrange the same environ-
option of traditional classes, but uses some ment and we managed to do this; even
Step by Step methods in these classes and the colors were the same. However, there
some traditional methods in Step by Step was a conflict with the school administra-
classes. Although this principal feels “bi- tion because the posters that we put on
cultural”—comfortable and facile in both the walls were going to spoil the walls.
places—such an approach may dilute pro- I explained that we couldn’t do without
gram implementation. them and the administration got interested
Ms. N. is a teacher in a Step by Step as to why and attended our lessons to find
primary program who views Step by Step out. As a result, a process developed for me
as being on the outside: a separate, inde- to train five teachers in Step by Step.”
pendent, but very small “state.” “When we Clearly there is a strong correlation
between views of location and actions. also be viewed as a strategy to establish
Compromising and negotiating are “border” a location on the outside. After six years
actions; finding a new place to continue to of having NGO status, the Step by Step
work is an outsider action. Program staff still view themselves as func-
The third representative from the field, tioning primarily on the border, but moving
Dr. R., is a faculty member of a teacher- more to the outside.
retraining institute. His view is that the The emerging strength of the program
program works on the border and that this is and its ability to work with the Ministry on
the ideal place to be. “It is very dangerous to a more equal basis can be seen in a recent
stay both completely outside or completely event: the publication of a Step by Step
inside,” he says. “It is just here that double journal within Public Education, the major
standards crop up.” However, like Ms. N., he Belarusian journal of elementary education
views this border as being above rather than published by the Ministry of Education for
adjacent to the state system. “Only this posi- the Minsk Region, the capital and largest
tion gives the freedom to shift from outside city. Journals have long had an important role
to inside and vice versa,” he explains. Dr. R. in education in Belarus, being the primary
expressed admiration at the ability of Step means of disseminating new information and
by Step to negotiate a place “above” over creating a sense of shared practice. In 2003,
many years. “They have mastered the situa- Step by Step negotiated an agreement with
tion from inside, but have a strategy of their the Regional Ministry, the first formal agree-
ment in many years with any Ministry entity,
The “journal within a journal” is itself a good to publish its journal within the Ministry’s
metaphor for location. It is a way to be journal. In each issue of Public Education,
inside, while still being separate and distinct. Step by Step now has a substantial sec-
tion devoted to its program. The first issue
focused on standards and the new teacher
own; they are not subordinate to the state certification process based on these stan-
system,” he comments. “They are mobile dards. Subsequent issues will explore each
and flexible and amaze me with their ability standard separately. Although the standards
to speak in the language of the state, but to and the certification process were developed
say what they think.” collaboratively by the nearly 30 countries of
These perspectives on location appear the International Step by Step Association,
to be related to the different roles of the they were interpreted and presented in a
speakers. A principal must meet the needs completely Belarusian context by the coun-
and demands of many stakeholders and try’s Step by Step director, Iryna Lapitskaya.
is a visible representative of the system. This strategy was a way to keep from being
Teachers feel compelled to take a strong perceived as too far outside by the Ministry.
stand on behalf of the approach they The “journal within a journal” is itself a
believe in and use daily. A teacher trainer good metaphor for location. It is a way to be
is not directly engaged in the system and inside, while still being separate and dis-
is charged with encouraging growth and tinct. Lapitskaya was surprised when, for
change; thus, like the Step by Step leader- the first time in Step by Step’s 10-year histo-
ship, the trainer views operating on the
border as advantageous.
A Place on the Outside:

Step by Step Becomes a
Nongovernmental Organization
I n 1998, the Step by Step Program made a

strong move to the outside by establish-
ing itself as a nongovernmental organization
(NGO). This was encouraged and supported
by the Open Society Institute (OSI). From
OSI’s perspective the move was helpful in This issue of Public
sustaining Step by Step and in establishing Education included
institutions of civil society. From the analyti- 70 pages devoted
cal perspective of this study, however, it can to Step by Step.
Inside, Outside, or On the Border? 83
ry, she received an award from the Ministry having greater freedom than insiders.
of Education to recognize her agency’s con-
tribution to the journal. Areas for Further Research
Findings and Reflections
A survey of a substantial number of teach-
ers, principals, regional administrators,
T he Belarusian Step by Step staff see

themselves as having operated on the
border from the beginning of the program
parents, and others in several programs
would shed light on the important ques-
tion of whether roles determine views about
but feel they are now moving to the outside. location. Another area for further research
As evidence they point to the establishment is to understand the pattern of location over
of the program as an NGO and their journal time. Is there a typical or ideal pattern and
within the Ministry of Education’s journal. time frame? What factors influence the pat-
Teachers, parents, and Step by Step staff tern and timing and how do they operate? Is
use such terms as “Steppers” or “Stepniks” there an optimal amount of time a program
to refer to themselves. These terms indi- should work on the border or other loca-
cate their sense of being part of a distinct, tion? How do other aspects of the work of
unique group and their desire to embrace an reforming education interact with or relate
outsider identity. Most interviewees viewed to location? Is location as important to suc-
moving to the outside as a positive direc- cessful reform as the clarity and power of the
tion, as long as Step by Step maintained ideas being promoted?
strong relationships with teachers and other
staff in the field and collaborations with the Conclusion
It may be possible to work inside the system

but maintain the role of a change agent, or
T he issue of location provides a helpful
way to analyze the work of large-scale
educational reform programs such as Step by
to function far outside the system and still
Step. Even if there is little that program staff
have a significant impact on it. can do to control its location, it is important
to know the location—where it has been and
Ministry. Few viewed moving fully from the where it may be going—as location is critical
border as a realistic option now or in the to the program’s impact and sustainability.
foreseeable future. The best or ideal location appears to be
Yet working on the border is very chal- a matter of timing and context. It is not ideal
lenging. One staff member describes her to be on the outside, without the respect
constant fear of writing the wrong word in and trust of those on the inside. It is not
a memo to a Ministry official, a word that ideal to be on the inside if one is forced to
might result in a canceled training session or compromise unduly or is indistinguishable
severed relations with a school. On the bor- from other insiders. Nor is it ideal to be on
der, the timing and content of every decision the border if one is torn painfully in opposite
and every communication must be carefully directions or paralyzed by fear of stepping
considered. This staff member’s description over that line.
of being on the border included both positive The Step by Step Program in Belarus
and negative adjectives—caution, limited provides one example of the dynamics of
freedom, creativity, maneuvering, long-term location. Building the program has been a
change—while adjectives for inside were challenging process requiring great effort
only negative and adjectives for outside only and care: life on the border is difficult, even
positive. Although she recognized that being if it can be effective. It has also been a suc-
on the border might be necessary, she did cessful process: the program is thriving and
not see it as anywhere near ideal. continues to grow.
While most interviewees visualized
the border as a line between two adjacent
“territories,” a number of others saw it as Case study researcher Steffen Saifer, EdD,
suspended in space separating “above” from prepared this article based on the full-length
“below.” This image conveys three qualities: manuscript Inside, Outside, or On the Border?
being better and more progressive; being Negotiating the Relationship between Step by
able to see the insiders more clearly, from a Step and the Ministry of Education System in
sharper perspective; and being “unbound”— Belarus over 10 Years.
Inclusion of Children with Disabilities:
Step by Step Policy and Practice
Philosophy and Values their role as advocates for their children;
• Awareness-raising and antibias train-
T he case studies from Latvia, Mongolia,

and Ukraine offer a glimpse into Step by
Step’s response to families of children with
ings to promote acceptance of children
with disabilities;
• Dissemination of best practices for chil-
disabilities, and to their teachers. Through dren with different types of disabilities;
observation of Step by Step classes in these • Development of fiscal and administrative
countries, the authors document how the procedures to sustain programs; and
child- and family-centered Step by Step • Development of advocacy and communi-
methodology meets the individual learning ty-awareness programs to affect policy.
needs of these children.
An important indicator of a vibrant Taking a Closer Look at Inclusion
democracy is the extent to which people
with disabilities participate actively in soci-
ety. Children with disabilities must have
access to high-quality, appropriate educa-
T he case study from Latvia presents the
experiences of two families with children
with special needs. Qualitative methods,
tion. In Latvia, Mongolia, and Ukraine, as including observations, photos, video
well as in many other countries in Central materials, interviews, and questionnaires,
and Eastern Europe and the former Soviet document the experience of being included
Union, policies in the past promoted segre- in a Step by Step classroom. This case also
gation of children with disabilities. Children underscores parents’ need for concrete infor-
with disabilities were often hidden from the mation, expected outcomes, and support.
public at home, deprived of an appropriate The case study from Mongolia poses
education and the opportunity to grow up questions regarding the infusion of inclu-
with their peers, or placed in orphanages sive education within a preschool education
or specialized boarding schools, further college. How has inclusive education been
isolated from their communities and their infused into the existing course? What was
families. Moreover, prevailing public opinion the impact on faculty and students? Can
and education policy created a large cadre of reform of teacher-training systems precede
specialized professional caregivers invested implementation of model programs? What
in separate education for children with dis- aspects need improvement?
abilities. Such inequities are only slowly Ukraine tells the story of one child
being acknowledged. diagnosed with autism and his parents.
Against this background, Step by Step Observations and interviews provide
promotes inclusive education, a system in insights into teacher training, parent advo-
which children with disabilities attend their cacy, the role of NGOs, development of new
local schools and learn in classrooms along- education policies, and relationships with
side their peers. The following activities are institutions and the media.
supported to achieve this objective: These cases highlight the complex chal-
• Ongoing training and mentoring for lenges inherent in the training of classroom
educators to support implementation of teachers. There is demand for ongoing
inclusive classrooms in preschools and professional development, supportive edu-
primary schools; cational material, and opportunities to share
• Integration of special educational servic- experiences. The need to reform policy and
es (for example, physical, occupational, legislation in order to meet the tremendous
and speech therapies) into education demand for services is a common theme
settings in the regular school system; throughout the cases. Creating responsive
• Development of new courses and cur- and developmentally appropriate services
riculum in systems that train and retrain for parents as their children move from
teachers; preschool to primary school is a complex
• Development of services, training, and and rarely acknowledged requirement of
information to support families of chil- educational reform. These cases powerfully
dren with disabilities and strengthen illustrate what can and must be done.
Inclusion of Children with Disabilities: Step by Step Policy and Practice 85
Special Children in Latvia: Parents’
Roles in the Education of Children with
Special Needs
Case Study Researchers: Elfrida Krastina, Professor, Daugavpils University;
Zenija Berzina, MA, Director, Center for Education Initiatives; Daiga Zake, MA,
Program Manager, Center for Education Initiatives; and Sandra Kraukle, MA,
Trainer, Center for Education Initiatives, Latvia
“The first step is made: we know the problem and have started to think about how to help our children.
We have understood that there is no need to be ashamed and isolated. We have to provide our children
with possibility—the hope that they will learn among their peers and live their lives of full value.”
—Parent of a child with special needs after participating in a Step by Step
Parent Education Program in Latvia
Victoria born Victoria, their first child, was diagnosed

with cerebral paralysis as a result of birth
T he preschool children in the warm,

cheerful classroom are learning about
textures, passing around beans, shells,
trauma, doctors in Latvia’s capital city, Riga,
weren’t sure that the baby would ever sit up,
speak, or respond to human contact. Certainly
stones, bits of carpet, and cotton wool. there was little hope that Victoria would ever
“Oh, soft!” one boy exclaims. “Smooth and attend school. But Victoria’s parents—and her
sharp,” observes a tiny girl. When they pass very involved grandmother—were determined
the objects to Victoria she sits quietly, but that this child would live as full a life as possi-
her eyes are wide. She watches solemnly.
When the children hand her a big stuffed
In Latvia, children with special needs have
dinosaur with letters and numbers attached
traditionally been isolated in educational
to its back, she looks a bit surprised. A few
moments later, she smiles. institutions far from home…. And the “edu-
Victoria is seven years old. For the first cation” offered in these schools was often
six months of her life, she was fed through more medical than intellectual or social.
a tube because she was unable to swal-
low. She still needs to be fed at mealtime. ble. And Latvia’s Step by Step Program, with
At nine months she smiled at her parents its commitment both to inclusion and to parent
for the first time. She is unable to walk, but education, made it possible for the family to
can grasp objects from her wheelchair tray realize its dream.
and play with them. She can hold a crayon “When I took Victoria outside for walks I
or paintbrush and draw with the help of an noticed that she liked other children,” says
adult. When she entered a Step by Step pre- her mother, Alla, who has devoted herself to
school—Zvaninsh in the city of Jekabpils—at the full-time care of Victoria and her typically
the age of five, she didn’t speak at all. By developing younger sister Anastasia, now
her second year of inclusion, she had learned three. “She always followed children with
to say “Mummy,” “Daddy,” and “Granny.” her eyes, and it seemed that she was trying
She loves coming to school. The preschool to find a friend. I thought it would be a good
nurse comments, “At the beginning, Victoria idea if she could visit a kindergarten even a
was apathetic; she did not respond to oth- couple of hours a week, but I was afraid all
ers. Now she is more outgoing and open. schools would turn her away. When I asked
She feels happy in the company of other chil- the director of the Step by Step preschool if
dren. Her eyes are sparkling now.” this could be possible at all, she offered me
To Victoria’s parents, those sparkling eyes even more than I had hoped: Victoria was
are worth more than diamonds. When new- allowed not only to visit the school from time
to time but also to become a student. I was tive schools and teachers. The 1997 Law
so happy and surprised! Of course, I accept- on Special Education mandates that people
ed the offer right away.” with disabilities receive a basic general
Before enrolling Victoria in the Step by education and training in social and profes-
Step school, she adds, she sometimes felt sional skills, but focuses mainly on practical
ashamed of her child and isolated from her skills. Most children with special needs—
community. “Some people have the attitude, defined as those with physical and mental
‘Why should we help such children if the soci- disabilities, severe illnesses, some learning
ety will never get any benefit from them?’” disabilities, and some behavioral and social
she explains. “They say it is much more problems—attend one of the country’s 63
reasonable to give the money to our ‘normal’ special schools or are placed in one of the
children. But in this classroom everybody is more recently opened special classrooms
welcoming and understands us.” within mainstream schools. Although class-
rooms for children with special needs bring
The Education of Children with these children closer to their families, they
Special Needs in Latvia do not resolve the problem of labeling or
stimulate genuine inclusion into the com-
I n Latvia, children with special needs

have traditionally been isolated in edu-
cational institutions far from home. They
munity. About two-thirds of the children
attending special schools come from low-
income families who cannot afford medical
were often housed in these schools for treatment and frequently are unable to buy
weeks or months, separated from their suitable clothing or food. In addition, in
families and their communities. Because rural areas the lack of public transportation
of these arrangements, it was very difficult from home to school deepens the problems
for parents to be involved in the education of these families. Latvia’s increased unem-
and development of their children. Parents ployment and severe economic problems
themselves had no opportunity to become over the last 15 years have made it even
educated about how best to help their chil- more difficult for poor and rural families to
dren. And the “education” offered in these provide appropriate care for their children
with special needs.
The Step by Step Program, first imple-
mented in Latvia in 1997 by the Soros
Foundation–Latvia and continued by the
Center for Education Initiatives since 2001,
introduced a radically new and innovative
model of education for children with special
needs, the model that makes Victoria’s eyes
sparkle. Step by Step’s fundamental com-
mitment to child-centered education was
transformative in the Latvian context, par-
ticularly for children with special needs. Two
of its principles are key: (1) the importance
schools was often more medical than intel- of parent, family, and community involve-
lectual or social, with attention paid not to ment in children’s education, and (2) the
the child’s strengths and needs, but to the participation of children with special needs
“defect.” Persistent isolation not only had in inclusive classrooms.
a negative impact on the children’s cogni- Since 1997, 120 preschools and 70 pri-
tive, social, and emotional development, but mary schools have joined the Step by Step
affected their relationships in their local com- Program. From the very beginning, parents
munities. Instead of the easy acceptance were invited along with teachers to partici-
that comes with familiarity, communities pate in Step by Step trainings, where they
viewed these children from afar, sometimes learned about the importance of child-cen-
with suspicion and fear. tered, individualized education. This was
Even today, most Latvian children with shocking to some, as the traditional Latvian
special needs are isolated from the com- point of view, reinforced in Soviet times, was
munity. The inclusion of children with that whatever takes place in schools is out-
special needs in mainstream schools began side of parents’ competence; parents were
in 1999, but only when initiated by innova- neither expected nor permitted to intervene.
Special Children in Latvia 87
Step by Step invited parents into both the offers choice,” Peter’s father comments. “It
conversation and the classroom, initiating a is very difficult to force my son to do what he
stunningly new model of parent-school coop- does not want to do.”
eration. In 2003 the Center for Education Peter’s parents appreciate the ongoing
Initiatives began offering a special Parent feedback they get from teachers, so differ-
Education Program specifically for parents ent from the experiences of their friends and
of children with special needs. More than relatives with children at traditional Latvian
300 parents have participated in the Parent schools. “I find it very helpful to have the
Education Program as of June 2004. regular learning achievement reports and
“At the seminar I understood the ste- dynamic development charts,” Peter’s father
reotypes and prejudices that exist in our
society,” one parent comments. “But I also
Parents of children with special needs come
understood that we are able to cope with
them if only we want to and know how to— together regularly to exchange experience,
that is most important.” offer encouragement and assistance to each
“I understood that inclusive education is other, and plan for the future.
our main task in the nearest future,” another
parent says. “Not only children and their says. “In such a way we can learn a lot
families, but also all of society, will benefit about our child. That is very helpful. We get
from it.” information, and then we know the area we
have to pay more attention to. We know also
Peter* how to help.”
L ike Victoria, 10-year-old Peter attends a

Step by Step school. He is a bright boy,
fluent in both Latvian and Russian, with
Parent Involvement in Step by
Step
a congenital physical limitation: his right
palm is missing all five fingers. He began
preschool at the age of two and has finished
T he Step by Step Program recognizes
that parents are their children’s first
and most important teachers. According to
second grade at a Step by Step primary Step by Step philosophy, parents have both
school, always in inclusive classrooms. All the right to choose the most appropriate
18 teachers at Peter’s school have completed educational program for their children and
Step by Step training. “I am very thankful to the concomitant responsibility to contrib-
the director of the preschool that she did not ute as much as they can to their children’s
refuse to accept Peter when he was a tod- education and development. Thus it’s not
dler and that she recommended the Step by surprising that both Victoria and Peter have
Step Program,” his father, Robert, says. “I highly involved parents who sought out the
was fully convinced that he had to be among best possible educational environments for
children.” their children and became active partners
A naturally right-handed person, Peter with their teachers.
finds writing difficult, though he has learned “The openness of Victoria’s mother and
to do it with his left hand. Reading came her trust of us has been of great help,” says
slowly, but he now enjoys reading encyclo- the nurse at Zvaninsh, Victoria’s preschool,
pedias. In mathematics he has always been a city school serving 290 children, three with
very strong. His teacher notes that Peter significant special needs. “I highly appreci-
thinks mathematically, so she tries to create ate her enthusiasm, energy, and motivation
activities for him based around this interest. to work with her child.”
Step by Step’s child-centered, individual- “When Peter started to learn in the first
ized approach to education has been of great grade his parents tried to plan their personal
benefit to Peter, his father says. Choice, one life so they could devote extra time to his
of the characteristics of the Step by Step learning, especially to reading and writing,
classroom, helped him develop compensa- where he struggled,” reports Peter’s teacher.
tion strategies as he worked with a variety “They participated in class activities and
of materials and allowed him to accentuate sometimes watched the learning process so
his strengths. “The Step by Step class is they could learn how to help.”
very suitable for Peter because Step by Step At first, the parents stayed in class for
* Peter’s name was changed for confidentiality.

hours, perhaps afraid their children would be versity branches and several art and music
helpless without them. Peter needed help schools. About 15 kilometers (9.3 miles)
with basic tasks like dressing; Victoria didn’t from the city are two schools for children
even speak. Separation was difficult—for with special needs. Neither of Victoria’s par-
the parents. ents has a regular paid job as their lives are
“At the beginning Victoria’s mother focused around their children. The family
stayed with her in the classroom,” a teacher lives with Victoria’s grandparents, who pro-
recalls. “Gradually Victoria gained interest vide financial and emotional support.
in other children and started to follow them
attentively. Children were full of love and
willing to help her. Gradually Victoria’s moth-
er became engaged in activity centers with
other children. She helped to prepare teach-
ing materials for the activities. When Victoria
got used to the other children, her mother no
longer stayed in the classroom all day.”
Peter’s teacher tells a similar story.
“Peter’s parents showed a constant interest
about their son’s successes and failures,”
she says. “His mother participated often in Peter’s family lives in a small town.
different activities in the activity centers. At There are two secondary schools and one
the beginning she tried to do everything for preschool in the area, and a school for chil-
him. Then she realized that the process of dren with special needs 20 kilometers (12.4
getting involved and attempting to be self- miles) from town. Peter’s parents have a
confident was more important for Peter than small private business, but worry about
the actual result he could reach. When Peter future medical costs.
started to feel comfortable in the classroom Although the state provides some finan-
his mother started to work in the family cial support to families with children with
business. The parents were convinced that disabilities, it comes nowhere near the
their son needed the company of peers and real costs of their care. And dealing with
started to trust the teachers and the school.” the bureaucracy creates its own stress.
In order to help more families become as Every year, for instance, Peter is required
involved as Victoria’s and Peter’s, the Step to go before the State Pedagogical Medical
by Step Parent Education Program supports Commission in order to prove that he still
Parent Support Centers in all participating cit- has a disability. “It’s absurd!” his father
ies. Parents of children with special needs come explodes. “Do they think that his fingers
together regularly to exchange experience, offer could grow in a fortnight?”
encouragement and assistance to each other,
and plan for the future. “I hope it will be easier Training in Inclusion
to solve problems concerning inclusion in the
future,” says one Parent Support Center partici-
pant. “Parents will be better advocates for their
children after this project.”
T he Step by Step Program’s trainings
brought parents together with teach-
ers, educational administrators, and social
workers, all committed to inclusion and to
Family Support parent-school partnerships. In many cases,
it was the first time these different constitu-
T aking care of a child with special needs

can be overwhelming for families,
whatever their level of commitment or their
encies had collaborated, or even spoken to
one another. Not all teachers were open
to Step by Step’s approach, of course—
resources. When Peter was born his mother at Victoria’s preschool the former teacher
wept in fear and shame, keeping him away assistant refused to work in an inclusive
from other children. He frequently fell ill, classroom—but those who made the leap are
but doctors disagreed about what treatment enthusiastic about the results.
was best. Victoria spent every other month “We strongly believe that inclusive
in the hospital during her first year of life. school curriculum can be adapted to the
Victoria’s family lives in a regional center, needs of all children by setting the proper
with a population of about 27,000. There are individual aims,” comments one educator
about 15 schools in the area, plus three uni- after completing a Step by Step training.
Special Children in Latvia 89
“Much depends on teachers’ will to change difficulties,” one educator comments. “The
their traditional work, on the positive atti- social meaning of inclusion is that all chil-
tude of society, and on the initiative of dren obtain an education, which helps them
parents—so what we need is teamwork.” create a relationship with the surrounding
When Victoria entered her school only society and prepares them for life.”
some of its classrooms worked with Step
by Step, but now all 12 classrooms are Turning Boulders into Pebbles
affiliated with the program. All teachers,
administrators, and the school nurse regu-
larly attend Step by Step training seminars
and workshops. Teachers who work with
A mid all this enthusiasm, the move
toward inclusion of children with spe-
cial needs in mainstream education is slow.
children with special needs are required to The process has begun in Latvia, but it will
complete the training module Creating an take time and legislative as well as finan-
Inclusive Step by Step Classroom. At Peter’s cial support from the government. Many
preschool, all teachers had attended Step by obstacles remain. Some communities are
Step trainings. At his primary school, where intolerant and even hostile toward people
the Step by Step Program was introduced with special needs and their families. Some
in 1998, half the classes in each grade now parents of children with special needs lack
implement the program. knowledge and confidence about what
kind of education they can demand. Some
teachers are unwilling to teach in inclusive
“Much depends on teachers’ will to change classrooms or don’t have the necessary train-
their traditional work, on the positive ing. Many schools lack such basic resources
attitude of society, and on the initiative of as accessible classroom furniture and learn-
parents—so what we need is teamwork.” ing materials.
Sometimes obstacles loom like boulders,
but when educators look at children like
“I liked that the aims of the training were Peter and Victoria they suddenly skip and
clearly defined from the very beginning: to roll away, mere pebbles in a long but hope-
change the attitude toward children with ful road. When he started school, Peter had
special needs,” says a teacher. “It is good difficulty making friends. Now, his teacher
that we had a team from my school that says, he is often a leader. “He is full of
participated at the training. Now we can energy and sociable,” she says, “and much
promote this kind of attitude and thinking, more patient in his relationships with other
and what is most important—the inclusion children. Peter is honest and not afraid to
in our school—and share our experience acknowledge his mistakes. His communica-
with others.” tion skills are strong.” Victoria, who didn’t
Teachers are eager for the pedagogi- speak at all, now proudly says her age—
cal tools and methods they need to work seven!—and understands both Latvian and
with children with special needs. Several of Russian. Whenever anyone mentions her
Victoria’s teachers comment that they would beloved Granny, she smiles. She likes listen-
appreciate more knowledge of how to work ing to music and moves her body in delight
with a child with significant learning dif- to the sounds.
ficulties. “I seek the answers in my heart,” “I have come to the conclusion that it is
one teacher says, “but I’d like to have some not right to keep such children at home,” says
scientifically approved tools, which I know Victoria’s grandmother. “They have to be
could give better results. But I don’t know taken out in the society. Society should get
what they are.” used to it that not all people are the same,
Teachers recognize that inclusion is a long- that there are different people who need sup-
term process: “We have to remember that port and help. People will never think about
inclusion is a creative and not an easy process, another person’s pain until they see it. None
and it will give proper results in time.” of us is protected from suffering and trouble.”
But despite the difficulties, they are
enthusiastic about the possibilities. This article was prepared by Carol Sternhell,
“Children can’t be neglected or discriminat- based on the full-length case study by Elfrida
ed against by excluding them from school or Krastina, Daiga Zake, Zenija Berzina, and Sandra
by sending them to a special school because Kraukle, Educating Children with Special Needs:
they have a physical disorder or learning Parent Involvement in Latvia.
Dream for a Better Future: Inclusive
Education in Mongolia
Case Study Researchers: Dari Jigjidsuren, MA, Step by Step Consultant, United
Nations Population Fund, and Narantuya Sodnompil, BA, Faculty, Shinjeech-21
College, Ulaanbaatar, Mongolia
“Now I understand that children with special needs exist, that they should be educated and their dream
for a better future needs to be built up. I know they should be respected and we should work together.”
—A student at the Preschool Education College in Ulaanbaatar, Mongolia
Educating Children with Special outside her range of both expertise and
Needs interest—excluded from both her classroom
and her consciousness. She now views them
T he Preschool Education College in

Ulaanbaatar, Mongolia’s capital city,
has been training teachers since 1964. It
as part of the larger student population with
whom she has to work. “Before I didn’t pay
much attention to children with learning dif-
is currently the only institution in Mongolia ficulties,” she says. “I thought that it was a
educating the country’s preschool teachers. specialist’s job to work with them. But now
Yet despite increased demand for educators when I meet such children I try to talk to
trained to work with children with spe- and understand them.”
cial needs, until the Mongolian Foundation
for Open Society launched its Inclusive The Inclusive Education Project
Education Project in 2002, the college did not
train specialists in this area.
“To be frank, even the terminology we
used before was different,” comments one
B y the time the Inclusive Education
Project came to Ulaanbaatar, there was
a growing realization in Mongolian society of
Preschool Education College faculty member. the importance of inclusive education. After
“We used the the collapse of the centrally planned econo-
words ‘handi- my, many special schools previously funded
capped’ and
‘disabled.’ “We used the words ‘handicapped’ and ‘dis-
But now abled.’ But now we use the term ‘special
we use the needs’ to talk about children with various
term ‘special difficulties.”
needs’ to
talk about
children with by the state had to close. The country expe-
various difficulties. Both teachers and stu- rienced a steep increase in the number of
dents try to avoid the old attitude.” children with special needs not receiving
In the past, Mongolian children with adequate educational services and was cop-
special needs were educated in segregated ing with the demands of parents who were
settings, or not at all. Children with disabili- determined to ensure that their children had
ties were so severely stigmatized that many the same rights accorded to typically devel-
parents chose to hide them away at home. oping children, particularly the right to an
Professional special educators were “defec- appropriate education. International docu-
tologists” trained in the Soviet Union. It was ments—such as the 1990 World Declaration
not considered possible—or desirable—to on Education for All and publications of
include children with special needs in gen- the International Step by Step Association
eral education classrooms. (ISSA)—presented a vision of inclusive edu-
As one Preschool Education College cation as one basis of civil society. ISSA
(PEC) teacher explains, she used to assume promotes the principle that children with
that students with special needs were special needs are part of civil society and
Dream for a Better Future: Inclusive Education in Mongolia 91
have the right to contribute to the develop- approached MFOS with a request to sup-
ment of that society. port school reforms. The funding came with
Mongolia has a population of 2.5 million, a recommendation that part of the grant be
the majority of whom are under 25 years of spent on developing and teaching an inclu-
age. Preschool-age children make up more sive education course—and with a pledge
than 20 percent of the population. Many that Step by Step would assist PEC in this
people lead nomadic lives and depend upon process. By December 2003, when Mongolia
herding for their livelihood, moving several adopted its National Program on Inclusive
times a year. The population—comprised Education, Step by Step mentors had been
of about 30 different ethnic groups—is
widely dispersed, with slightly less than
half living in sparsely populated rural areas
and the rest in three major cities, Erdenet,
Darkhan, and Ulaanbaatar. In the 1990s,
when Mongolia underwent the transition
from a centrally planned economy to a free-
market economy, the GNP per capita fell
from $1,600 to $463. About 36 percent of the
population is considered poor. According
to J. Myagmar, an official of the Ministry of
Science, Technology, Education, and Culture
(MOSTEC), Mongolia’s new openness to the
idea of inclusive education reflects the coun-
try’s desperate need for a more flexible and working on inclusion with college faculty for
responsive education system able to adjust several years. Step by Step provided train-
to changing political, social, and cultural ings, workshops, and educational materials
realities. on inclusive education and helped PEC fac-
C. Purev-Ochir, an officer at the Inclusive ulty revise their curricula. In 2003–2004 a
Education Unit located within the Ministry, new course, Inclusive Education, was intro-
but founded by Save the Children–UK
(SC-UK), notes the Unit’s three goals:
• Improving the quality of inclusive educa- “Before my fellow students and I didn’t
tion services; know that children with special needs also
• Creating enabling learning environ- include children of vulnerable groups in our
ments for all children; and society and children whose native language
• Building an understanding throughout is not Mongolian. Now we know that.”
Mongolian society that children with
special needs learn best in general edu-
cation classroom settings. duced for all third- and fourth-year preschool
The Mongolian Foundation for Open education students.
Society (MFOS) was established in 1996 At the time of this case study, the
as an autonomous nonprofit, nonpartisan, Inclusive Education course was only in its
nonreligious organization dedicated to initi- first year and no students had yet gradu-
ating and supporting Open Society activities ated. But both students and faculty report
in Mongolia. The Step by Step Program, that they now view inclusion much more
which operates under the auspices of MFOS, positively, as a goal rather than an obstacle.
began in Mongolia in 1998. By 2004, Step “I think all the teachers have changed,” one
by Step methodology was reaching more faculty member comments. “We no longer
than 8,600 children in 267 classrooms and are shocked or amazed about children with
53 kindergartens. A key area of Step by special needs.”
Step activity has been its effort to institu-
tionalize its methodology into pre-service Changing Attitudes of Preschool
teacher education, most notably in partner- Education College Students
ship with the Preschool Education College
(PEC). In 2000—in the wake of a National
Program for Preschool Strengthening report
urging improved quality of and increased
S tudents at the college are enthusiastic
about the new curriculum and are eager
to gain the skills and knowledge that will
access to preschool education—the college enable them to work with children with
special needs. “Kindergarten teachers who classrooms. “Inclusive education means
graduated from the college in the past and educating children with special needs
many rural teachers do not know how to together with other children based on their
approach children with special needs and needs and interests,” one student explains.
their parents, but we will know,” one stu- Some are even working to develop strate-
dent says. Indeed, students hope that their gies to encourage this sort of socialization.
new skills will help them convince wary “A colleague of mine has a book on sign
parents, afraid their children with special language,” a student comments. “Now I
needs will be shunned, to send the children am thinking about learning sign language
to school in the first place. “Parents tend to to teach my children. It is important to
keep children with special needs at home,” teach sign language to normally develop-
a student explains. “As a result of learning ing children, because if only the child with
the inclusion concepts, we will be able to special needs knows that language how will
convince parents to send their children into he communicate with others? Children will
kindergarten.” not tease him once they understand his lan-
In the past many student teachers guage.”
refused to accept children with special Students have also learned to define
needs into their classes, feeling both inad- “special needs” much more broadly, mov-
equate and afraid. Now students say they ing beyond the limits of defectology to more
feel more confident of their ability to ensure complex social and cultural analysis. “Before
the social participation of all children. “We my fellow students and I didn’t know that
have recently had teaching practicum,” children with special needs also include
one student reports. “Because we already children of vulnerable groups in our society
started learning some theory we were not and children whose native language is not
surprised to see children with special needs; Mongolian,” one student explains. “Now we
we approached them and tried to communi- know that.”
cate. We believe that through learning more Studying inclusive education as part of
in our courses our knowledge and skills will their curriculum has given PEC students the
improve.” confidence to work with children with a vari-
Many Preschool Education College stu- ety of needs and to use individual education
dents now believe that children with special plans and differentiated instruction as mem-
needs learn most effectively when they bers of a team. They believe that they are
can socialize with their peers in inclusive well equipped to use strategies that engage

children in learning. “During our practicum,” examples of effective teaching strategies.
one student says, “we noticed that some- “We only teach our students about how we
times teachers ignored one child in the class. should work in theory,” one faculty member
Then that child sits in the same corner all comments. “About the practice we are not
day through and doesn’t participate in activi- sure. If someone brings a child with special
ties. But after learning about inclusion, we needs into the room I will be very nervous
will know more about dealing with this kind because I have never had direct interaction
of child.” with such a child.”
Faculty members agree that student The teaching of inclusion has also been
reaction to inclusive education has been difficult for faculty because of their lack of
very positive. “By the time they graduate the practical experience with diagnostics and
assessments, and because few teaching
materials, visual aids, and other educational
resources are available in Mongolian. Many
faculty members believe there is a need for
a stronger link between their courses and
the Inclusive Education course. They urge
the Inclusive Education teacher to work with
them more closely and to share her knowl-
edge with her colleagues. “This course has
to be compulsory,” one faculty member com-
ments. “I think it is not enough to take this
course for just two semesters.”
Students, too, lack the opportunity to put
students might not have mastered perfect theory into practice. Some have no time to
teaching skills and methods,” one instruc- work with children at all; others complete
tor comments, “but at least they will have their practice teaching in kindergartens with
understood that children with special needs no children with learning or physical dif-
deserve to be educated and raised along ferences. With no chance to practice their
with their peers. I think this is our new cur- recently acquired skills, some students fear
riculum’s greatest impact.”
Challenges Ahead “Before I didn’t pay much attention to

children with learning difficulties. But now
D espite the enthusiasm of students

and faculty, the road toward inclu-
sion remains rocky, like much of Mongolia’s
when I meet such children I try to talk to
and understand them.”
terrain. As Adiya Narmandakh, the coun-

try’s Step by Step Program director, noted, they will be unable to identify and diagnose
“Inclusive education is a new topic for children with special needs. “I simply feel
Mongolia, which still has a very segregated afraid of working with children with special
educational system.” Faculty and students needs,” a student admits. Another student,
both lack practical experience in working an experienced teacher, comments, “I am
with children with special needs. Some par- now prepared to teach a few children with
ents are unwilling or afraid to enroll their mild disabilities, not children with severe
children with special needs in preschools. disabilities. I can deal with children with
Educational support materials and assistive mild visual or hearing impairment or mild
devices are difficult to obtain. A number of speech defects who can pronounce some
specialists—the former defectologists—still syllables.”
work throughout the country and need to be Students feel a need for more training in
retrained, but the large dispersed population both theory and practice. They have request-
makes retraining time-consuming and costly. ed an expanded Inclusive Education course,
Some PEC faculty members are uncom- with an increased number of practicum
fortable teaching inclusive education as they hours. “I think that the Inclusive Education
have little hands-on experience and have course needs to have more hours,” one
never themselves worked with children with student explains. “We study theory and
special needs. While familiar with the theory, methodology, but we do not know how to
they lack practical knowledge, including incorporate them into practice. Working
with children is very different from theory; needs. New interactive teaching methods,
therefore, I think it is important to increase influenced by Step by Step methodology, are
practice hours.” In a heartfelt plea for more now widely used by faculty. A Supportive
practical support, this student adds, “Also Technology Resource Center has been estab-
we need to know about equipment—for lished with support from MFOS and Save
instance, how to operate a wheelchair. We the Children–UK. The Center, equipped with
lack handouts!” assistive technology, will serve not only PEC
Students and faculty both note the students and faculty but also children with
importance of incorporating inclusive edu- special needs and their parents. Families
cation concepts into all PEC classes rather will receive professional support and coun-
than isolating them into only the one special- seling—extremely important, because early
ized course. At the moment, little integration identification of and support for disabilities
occurs, perhaps because faculty members is more effective and less expensive than
still feel unqualified to teach inclusion. late diagnosis.
S. Tserennadmid, the officer in charge Much more needs to be done, of course.
of preschool education at the Ministry of While MFOS has provided the college with
Science, Technology, Education, and Culture, some literature—the Step by Step Program
points out key challenges along the road supported the translation and publication of
toward inclusion, including: two manuals on inclusive education—there
• Professionals’ continued inability to is a pressing need for more. The college
reliably diagnose children with special urgently needs user-friendly training packag-
needs; es for students and parents of children with
• Parents’ reluctance to enroll children special needs. And while Step by Step has
with severe disabilities in kindergartens; provided two specialists on inclusive educa-
• Teachers’ and other children’s lack of tion, many defectologists educated prior to
acceptance toward these children when the transition still work in special schools,
they are enrolled; and schools of education, and colleges. “These
• A perceived need to provide incen- teachers were trained to work exclusively
tives to kindergarten teachers whose with children with disabilities,” comments
workload significantly increases when Purev-Ochir, the Inclusive Education Unit
children with special needs enter their official. “They need to be retrained to learn
classrooms. more about inclusive principles.”
The officer notes that the 2003 National The concepts of inclusive education must
Program on Inclusive Education—with its be embedded throughout the entire Preschool
emphasis on improving preschool quality, Education College curriculum and students
extending access, and increasing enroll- and faculty must have opportunities to work
ments by addressing the varied needs of directly with children with special needs.
children and parents—should help Mongolia Perhaps the Step by Step approach—the
deal with these challenges. selection of model classrooms, provision of
training and support, and establishment of
Reflection regional training centers with certified train-
ers—can be applied to the implementation of
A t the time of this case study, the

Preschool Education College students
were the first in all of Mongolia to study
inclusive education in Mongolia.
Step by step, the road from segregation

inclusive education as part of their course to inclusion may be long. But the Mongolian
work. Inclusive education models did not journey has begun.
yet exist in Mongolia. Most children with “Before I might have turned my back on
special needs were educated in segregated a child with special needs,” comments one
classrooms or hidden away at home. The Preschool Education College student. “Now
Inclusive Education Project sparked strik- I will open my heart.”
ing changes in faculty and student attitudes
toward children with special needs—but
behavioral changes had not yet followed. This article was prepared by Carol Sternhell,
Since the case study was completed the based on the full-length case study by Dari
college has selected pilot sites for the stu- Jigjidsuren and Narantuya Sodnompil, Inclusive
dents’ practice teaching that include special Education at the Preschool Education College in
kindergartens serving children with special Mongolia.
Inkluzia: Inclusive Education in Ukraine
Case Study Researchers: Svitlana Efimova, Senior Lecturer, Department of
Psychology and Pedagogy, Lviv Oblast Scientific-Methodological Institute of
Education, and Natalia Sofiy, Director, Ukrainian Step by Step Foundation
“I take him as a regular person with whom I have a common language—a language I understand com-
pletely. However, I also understand that Liubchyk has to become more adapted to life in the future. I
think that together we will be able to solve all problems.”
—Romanna, mother of Liubchyk, a child with special needs attending the Maliuk
School in Lviv, Ukraine

“The philosophy of our program is that all children who can be involved in a regular classroom experience
should be given the chance.”
— Oksana Havryliuk, Liubchyk’s teacher
Meeting Liubchyk* in a basket. At lunch he sits carefully in

his favorite spot, a corner of the long table
W hen Liubchyk enters the bustling

first-grade classroom in the Maliuk
School, Halyna Stepanova, the teaching
near the lunchroom entrance. Yet during the
afternoon music lesson, when the children
listen to contrasting musical passages and
assistant, greets him cheerfully. “Halyna, draw their reactions, Liubchyk draws vigor-
at seven!” he replies (a somewhat mysteri- ously, enthusiastically. He appears to hear
ous comment that seems to refer to the time neither the teacher nor the music, but in fact
she leaves work). They look through some his drawing is carefully executed. On the
photographs and he comments, “Halyna, right side—the sad picture, he explains—is
lunch twelve,” pointing to the clock. “Yes, the sun, nearly hidden by clouds from which
lunch is at twelve,” she answers. The other
children are practicing their numbers, work-
“The philosophy of our program is that all

children who can be involved in general
education classroom experience should be
given the chance.”
ing in two teams. “Liubchyk, you could join

either team,” the teacher, Oksana Havryliuk,
says, but the quiet eight-year-old with the rain is falling. On the left side, responding
big gray eyes refuses. He watches steadily to a cheerful melody, is a brightly colored car
as the children call out answers. Then driving at high speed. Liubchyk proudly
he touches Marianna, the social worker prints his name and the date in careful block
assigned to him, with a finger, says “Lunch,” letters.
and leaves the room to check the day’s “If an activity makes a child happy to
menu. go to school every morning, this is a break-
When Liubchyk returns, two friendly through,” says Havryliuk, who also works
girls invite him to play, but he hides his as a trainer for the Ukrainian Step by Step
face behind Marianna. Havryliuk, known as Program.
Ms. Oksana, asks him to finish writing let-
ters in his notebook, but he refuses. During Liubchyk’s Special Needs
the reading lesson he plays with a chain,
first putting blue and yellow links together,
then pulling them apart and placing them W hen Liubchyk’s parents first real-
ized that something was wrong with
*The names of Liubchyk and the other children, as well as of Liubchyk’s mother, were changed.
their beautiful, expressive, deeply cherished now goes off to school in high spirits. “We
two-year-old son they were devastated, his can thank the atmosphere of this place,” his
mother, Romanna, says. Liubchyk is their grandmother says gratefully.
first, and long-awaited, child. All seemed
well for the first two years, and then sudden- Inclusion in Step by Step
ly, the toddler stopped communicating. “For
a long time, we couldn’t comprehend why it
occurred or what we should do,” Romanna
explains. “The doctors gave us contradic-
T he Maliuk Kindergarten–Primary School
in Lviv, one of Ukraine’s finest schools,
has been working with the Step by Step
tory information. Some said they saw no Program since 1994. In 1996 it became one
problem; others said the child was extremely of the first Ukrainian schools to include chil-
ill and nothing would help. My husband dren with special needs in its classrooms. In
and I made a decision: If there were even the past, most children with special needs
one chance, we would fight for it. We didn’t had been enrolled in segregated schools or
close up, to be left alone facing our problem. boarding facilities known as internats, iso-
We started looking for support from around
the world—one way or another!”
Romanna describes Liubchyk as autis-
tic, with both serious delays and striking
talents. “Liubchyk is a very interesting
child,” she says. “He has unique skills. For
example, when he was only two and a half,
I showed him puzzles containing 15 pieces
in a frame. He saw the way I was piec-
ing them together and immediately put it
together—but in a different way. He would
take a piece and place it in a certain spot
that later proved to be its exact place. At
the age of five, Liubchyk started telling time
by the position of the hands of the clock.
He had other skills oriented to space. He is
amused when people lose their bearings.
Once his grandmother and I went to the
wrong bus. He showed us where we really
should go and laughed. When later we sat
in the kitchen, we said, ‘Do you remember,
son, how we almost got on the wrong bus?’
He only laughed. He also likes mechanical
things, especially trains. Thanks to them, he lated from their communities and even from
learned to count. Liubchyk keeps a keen eye their families. The Ukrainian Step by Step
for things related to time. He counts every- Foundation (USSF), committed to providing
thing and gets agitated about days until all children with equal access to a qual-
holidays, hours until feeding the animals, the ity education, found willing partners in the
times I am supposed to take my medicine.” educators at Maliuk. In 2001, the school
The greatest challenge, Romanna adds, became part of a seven-year national experi-
was finding an appropriate school for her ment, Social Adaptation and Integration of
unusual son. The Ukrainian Psychological- Children with Special Needs into Regular
Medical-Pedagogic Consultations (PMPC) Classrooms, organized by USSF and the
office recommended educating the boy at Institute of Special Pedagogy of Ukraine and
home. A specialized kindergarten for chil- supported by the Ministry of Education and
dren with speech problems turned him Science. Maliuk School currently serves 205
away, saying he was “not one of theirs,” pupils from the age of two through Grade 4,
Romanna says. “Then we remembered that including eight children with special needs.
extraordinary school, Maliuk. The director “We are proud of our achievements,”
signed us right in.” Liubchyk began attend- says Julia Kavun, USSF training coordina-
ing preschool at the Maliuk School when he tor. “Eight children—six of whom under
was four, joining an inclusive class of chil- former conditions would have been assigned
dren his age. He was anxious at first, but to a special educational institution—attend
Inkluzia: Inclusive Education in Ukraine 97
Maliuk. They are learning in accordance she wondered, thinking, “The problems
with the program of the general educa- of one child cannot be solved by generat-
tion school, modified to suit their learning ing problems for other children.” Perhaps
abilities. The parents take an active part Liubchyk really would be happier in a spe-
in the inclusion process. One mother told cial school. Perhaps she would find him
us, ‘When our child was born, we felt that difficult to control.
she was loved only by the family. Now our At their first meeting, both Havryliuk
daughter enjoys an active social life, learning and Liubchyk’s parents were uncomfortable.
and eagerly anticipating her future.’” Havryliuk felt that Romanna, Liubchyk’s
mother, was pushing the boy to perform,
perhaps beyond his abilities. Romanna
Romanna describes Liubchyk as autistic, felt that the teacher didn’t appreciate her
with both serious delays and striking tal- son’s skills. But as they worked together,
ents. “Liubchyk is a very interesting child,” trust developed. Havryliuk became one
she says. “He has unique skills.” of Liubchyk’s strongest supporters, and
Romanna became a parent leader at the
Maliuk School. Both women are enthusiastic
Adds Natalia Pastushenko, vice director advocates of inclusive education.
of the Lviv Oblast Scientific-Methodological “In time,” says Havryliuk, “the ice of
Institute of Education: “This practice, inclu- mistrust melted. First, thank God, I started
sion, has two advantages. First, all children seeing the child with different eyes. I under-
learn to be tolerant, even to appreciate the stood his parents’ worries and concerns,
importance of their neighbors. Second, chil- their earnest desire to see Liubchyk attend-
dren with special needs get a greater sense ing this very class. And they understood my
of themselves as people.” insistence on protecting the academic condi-
Indeed, Liubchyk has his own particular tions of the other children and my striving to
friends, Anychka and Katrusia. These girls create a friendly atmosphere for Liubchyk’s
possess qualities that may not have blos- interaction with others.”
somed in a classroom without Liubchyk, Partly because of Liubchyk’s progress,
a readiness to help and a sense of respon- Havryliuk now conducts training seminars
sibility toward others. And in a nearby for parents of children with special needs,
third-grade classroom at Maliuk, Natalia, a teachers working with them, and represen-
girl with cerebral palsy, is something of a tatives of NGOs. She tells other teachers,
star. The children consider it a special privi- “Just like every teacher, I had my notions of
lege to be the one chosen to help Natalia how to organize education for children with
climb the stairs. special needs placed in a general education
classroom. But when I was faced with the
Liubchyk’s Teacher and Parents problem myself, it proved much more dif-
ficult. When we meet a child like that, we
A t first, Havryliuk, Liubchyk’s teacher,

found it difficult to imagine working
with him in an inclusive first-grade class-
understand that he or she needs help, but
we don’t know much about how to help.
Then, when we see that child achieving
room. An experienced Step by Step teacher, something with our help, we start having
Havryliuk had been teaching at the Maliuk feelings that this is even more valuable than
School since 1998. She had participated in giving knowledge to other children.”
many training seminars organized by the Thinking perhaps of Liubchyk, so care-
Ukrainian Step by Step Foundation and was fully and proudly printing his name, or of
herself a trainer in the Step by Step Program. Natalia, surrounded by children eager to be
She was cofounder of the nongovernmental her friend, Havryliuk adds, “The neglect of
organization Lad, which assists families in children with disabilities will always echo
the protection of children’s rights, and chair back. But it is not the fear of punishment
of the widely recognized group Ukraine that compels us! I simply remember this:
11, a branch of the Ukrainian Amnesty Inclusion is an idea implemented by people.
International Association. Nevertheless, The philosophy of our program is that all
Havryliuk had only recently begun working children who can be involved in the general
with children with special needs and was education classroom experience should be
apprehensive about welcoming Liubchyk. given the chance. I have become deeply
What about all her other first-graders? convinced that only when we work directly
with a specific child, and not merely through their children hidden. Whether hidden at
his or her diagnosis, can conclusions as to home or hidden in an internat, children with
the potential benefit of enrollment in a gen- special needs were isolated from society.
eral education school be drawn.” Children who remained at home through
the preschool years were evaluated at age
Treatment of Children with six by the Psychological-Medical-Pedagogic
Disabilities Consultations (PMPC) office. This first diag-
nosis determined where the child would
W hen Step by Step began its work in

Ukraine, even the language was resis-
tant. Ukrainian simply didn’t have a word
In the past, most children with special needs
for “inclusion” in the context of education.
had been enrolled in segregated schools or
The term inkluzia—now quite common—
was simply transliterated from the English. boarding facilities known as internats, iso-
Ukrainian educators sometimes spoke of lated from their communities and even from
integration, the melding of dissimilar people, their families.
but never of genuine inclusion: the melding
of dissimilar people in ways that ensure the
sharing of benefits. Both the concept and be educated, and the decision of the PMPC
the word itself were foreign. was usually final. One mother describes the
During the Soviet period, children with process: “They take my child. I’m confused,
special needs did not attend general educa- and the child, what can you say? Besides,
tion schools anywhere in Ukraine. Parents he gets scared. They ask him this question:
were pressured to send their children diag- ‘What is the weather today?’ It’s sunny
nosed as “defective” to the specialized outside, the sun is bright—but very cold.
boarding schools known as internats. A Yarik says, ‘Cold.’ And they go, ‘Oh, Yarik,
physical therapist describes her visit to one how could it be cold? Look, the sun is shin-
of these internats: “Children with cerebral ing, the sky is clear,’ and he says, ‘It’s cold.’
palsy were severely disabled, all lying in And this takes exactly two minutes. That’s
one big crib. You’d have four or five children it. ‘Mom, we are setting up the specialized
lying together, just lying there. There was school for you. Your child’—they said ‘retard’
no nurturing.” Parents who refused to place or something like that—‘go outside and wait
their child in an internat often felt they were for the documents.’ That is the whole con-
sentencing him or her to home imprison- versation.”
ment. Many felt such shame that they kept In the last decade, however, Ukraine has
one, to children with gifts of every kind.
Inclusion is a philosophy, a new model of
education, and a human value.
In practice, however, inclusion is not
always easy to implement. Some parents
of children with special needs fear that
they will be shunned in an inclusive class-
room, and some parents of typical children
fear that the slower pace of the pupils
with special needs will hamper their own
child’s education. Even today, with both the
Ministry of Education and Science and the
Academy of Pedagogical Sciences advocat-
been moving rapidly toward inkluzia. In ing a more humanistic system of inclusive
the more than 10 years that have passed education—partly in order to smooth
since Ukraine chose to transform itself into Ukraine’s integration into the European com-
an independent democratic society, a series munity—many Ukrainian educators believe
of important policy changes have swept that children with special needs learn better
through the educational system. Even the in segregated settings. Inclusion is not yet
PMPC now supports inclusion, collaborating widely considered a serious alternative to
with the Ukrainian Step by Step Foundation special education.
and helping families place their children As Victor Ogneviuk, the vice minister,
explains, “In the past people with deficien-
cies were to be considered inferior. Today
The parents take an active part in the inclu-
we must understand that we have to resist
sion process. One mother told us, “When
this ill mentality. In the past the problem
our child was born, we felt that she was
was unknown to most of the population, hid-
loved only by the family. Now our daugh-
den away. That is the reason why today,
ter enjoys an active social life, learning and
when a child who requires specialized help
eagerly anticipating her future.”
enters a general education class, some par-
ents raise questions: ‘How come? Why is
in inclusive schools. The 2001 initiative a child requiring special help studying with
on inclusion—the “experiment” Liubchyk my child?’ The community has stereotypes
enjoys—was approved by the Ukrainian that have to be challenged.”
Ministry of Education and Science. Vice The key problems, Ogneviuk notes, are
Minister Victor Ogneviuk, who signed the lack of funds and lack of qualified teach-
document authorizing the experiment, is an ers. “Today it is not uncommon for these
outspoken advocate of inclusive education. individuals to join classes in general edu-
“In my mind it is absolutely wrong when, cation schools,” he says. “However, we
using specialized boarding schools or other have yet to complete a tall order: preparing
institutions, we create reservations for chil- teaching and mentoring personnel, equip-
dren, preventing them from seeing life in all ping learning facilities. All the schools
of its forms, manifestations, and complexi- were built in such a way that it is impos-
ties,” he says. “And this is true not only for sible for a child with a disability or special
children with disabilities. The healthy chil- need to enter them without the help of
dren have to see that within human society, others.” Many schools are inaccessible
alongside the healthy ones with able minds, and many classrooms lack equipment and
hands, and legs, live children who require teaching assistants. Even typical children
their help and compassion. Understanding in general education schools benefit greatly
this problem should become a motivating from the presence of teaching assistants,
factor for us.” he comments. “The idea is wonderful.
Unfortunately, financial difficulties stop it
Challenges to Implementation from being implemented. Possibly one day
this dream will come true.”
T he promise of inclusive education is com-

pelling. Every child is special. Every
child is skilled. Every child is capable of
Vyatcheslav Zasenko, deputy director of
the Institute of Special Pedagogy, believes
that inclusive and segregated classrooms are
learning. Education is available to every- both necessary and can coexist. “Inclusive
education can only exist in combination with “The blind,” Hanusia replies.
specialized education,” he says, “opening up “Is that what we call someone who can-
opportunities for children with special needs not see?” the teacher asks.
and satisfying their constitutional right of “He didn’t like the sun,” the children
equal access to quality education.” Many chorus. “He used to say that the birds were
of the specialist teachers, he adds—trained fools.” “He only counted on his wealth.”
in a separatist model of education—believe Halyna Stepanova, the teaching assistant,
that “the mainstream schools are not capa- asks Liubchyk to say the names of the chil-
ble of providing a correctional program for dren answering questions. He turns around
the children with special needs.” whenever he hears an answer and accurate-
Ogneviuk agrees that the quality of ly says each name.
teaching is key. “Today, the most important “Perhaps he was shallow-minded and
issue is preparation of a new generation of refused to acknowledge and understand
teachers capable of helping children with things because he couldn’t see them,” Ms.
special needs,” he says. “Without well- Oksana comments. “However, he can’t be
prepared teachers and mentors, our talk is in blamed for how well he can see. All living
vain.” creatures have their purpose, and the moles
play their important role as well.”
Later each child is asked to color a scene
from the fairytale and place them in the
order the scenes appear in the story. The
“Today, the most important issue is prepa-

ration of a new generation of teachers
capable of helping children with special
needs. Without well-prepared teachers and
mentors, our talk is in vain.”
children work in groups. Liubchyk chooses

a picture to color, but refuses to join a group.
He is not pressed to do so. “What is this
bird?” Stepanova asks, looking at Liubchyk’s
picture. “A swallow,” he replies, spreading
his arms into wings.
Even if some segregated schools for chil- When the coloring is completed, the chil-
dren with special needs must remain active, dren gather and place their scenes in order.
he adds, “It is our preference to have chil- “Liubchyk, come here, we are missing your
dren with special needs attend the general picture,” says his friend Anychka. Liubchyk
education schools, giving them the opportu- gives her the neatly colored swallow, but
nity to experience the life of the society.” refuses to join the group.
Liubchyk’s mother Romanna has her own “Children, you have done a very good
point of view. “We deeply hope that with job today,” says Ms. Oksana. “Let us take
time everything will be all right,” she says. each other by the hand and sing our favorite
song.” Liubchyk holds Stepanova by one
Seeing with New Eyes hand and Anychka by the other. The chil-
dren sing enthusiastically.
T he first-graders in Ms. Oksana’s class-

room sit in a circle around their teacher
and discuss the fairytale Thumbelina.
Liubchyk puts his head on Stepanova’s
shoulder. “Lunchtime,” he says, pointing at
the clock.
Liubchyk sits with his back to the other
children, laying out geometrical shapes.
“Children, let us spread our circle out a bit This article was prepared by Carol Sternhell,
wider to include Liubchyk, shall we?” Ms. based on the full-length case study by Svitlana
Oksana suggests. Efimova and Natalia Sofiy, Inclusive Education:
Then Ms. Oksana asks, “What did Influencing Children, Teachers, Parents, and
Thumbelina call the mole?” State Policies in Ukraine.
Reaching Children Outside of Preschools
O ne of the major challenges facing educators and policymakers around the world is the
provision of quality services to the greatest number of children and families possible.
Where formal preschools reach only a small percentage of children, flexible and creative
alternative models are in great demand. Step by Step is reaching out to children and families
without access to quality preschool programs. The development of community learning cen-
ters that address the learning needs of both parents and children is a high priority. Working
in collaboration with a range of existing childcare providers and systems, Step by Step
is developing a variety of home-based early education program materials and parenting-
education initiatives. The goal of these efforts is to provide parents with the knowledge and
skills to create more effective home-learning environments. Five case studies from Albania,
Armenia, Kazakhstan, Macedonia, and Slovakia illustrate the tremendous possibilities of
these exciting innovations.
Step by Step Armenia developed a community members as active stakeholders

home-based nine-month school-readiness in the resolution of issues both specific to
curriculum in order to respond to the grow- the preschool and important to the wider
ing number of children arriving at primary community. The case also offers a moving
school without the necessary early-learning account of how the kindergarten created a
skills. While the materials were designed to family resource center serving the commu-
increase children’s math and literacy skills, nity’s most at-risk families.
the authors reported a range of unexpected In Macedonia, the authors describe a
positive benefits to parents, families, and Children’s Creative Center—a museum that
communities. All participants requested provides informal learning opportunities
additional learning materials and requested for children and their families. With their
that the program be expanded to include emphasis on learning through play, Step by
younger and older children. Recognizing the Step methods have greatly influenced the
critical importance of the first three years of design of activities. Through focus groups
life for later development, Albania has inte- and interviews, the case examines the
impact of the center on children’s devel-
opment and explores new directions to
The goal of these efforts is to provide par-
strengthen and enhance its programs.
ents with the knowledge and skills to create
The case study from Slovakia documents
more effective home-learning environments. strides toward improving the educational
opportunities of Roma children through the
grated a parenting-education program into implementation of community center-based
an existing creche serving families char- and home-based early childhood programs,
acterized by multiple social problems and attempts to integrate Roma children in the
chronic unemployment. Through interviews state-run preschool, initiatives to promote
with parents, and observation of caregiver- high academic achievement of Roma in the
child interactions, the long-term impact of special school, and activities for parents
Step by Step training on the creche and and the wider community.
its staff was investigated. The authors This set of case studies highlights
explored ways to reach out to a greater the potential for alternative strategies to
number of families with young children. complement child-centered, center-based
The case from Kazakhstan explores programs. The authors also point out the
how one kindergarten, led by a dynamic shortcomings of these initiatives, including
director and using the problem-solving program sustainability, resistance of firmly
skills embodied in Step by Step methods, entrenched traditional models, the difficul-
managed to survive despite dire economic ties of creating appropriate content, and the
circumstances. Crucial strategies included struggle to encourage the involvement of
parent participation in the teaching and fathers and other family members. Despite
learning process, closer communication these challenges, the cases clearly illustrate
between the kindergarten and the com- the crucial importance of these alternative
munity, and an expansion of the role of programs to their communities.
AHA! So Children Learn in Creches!
Step by Step in an Albanian Creche
Case Study Researchers: Gerda Sula, MEd, Executive Director,
Qendra Hap pas Hapi—Step by Step Center, Albania, and Milika
Dhamo, PhD, Associate Professor, Department of Psychology and
Education, University of Tirana
“All efforts in reshaping the creche into a child-centered approach have

been focused on giving the message that young children grow better when
they have the chance to develop secure attachments to significant adults
in their lives. What we are asking from the caregivers is to move beyond
the classical caregiver’s role of nutrition and health care towards the more
complex role of educators.”
—Rebeka Pali, Step by Step representative
Background to develop a creche network in Albania.

During 1999–2000, staff at the Kombinat
T he Albanian term for creche is cerdhe,

meaning nest—aptly describing the
place that provides safety, food, and nurture
creche received extensive training and tech-
nical assistance in Step by Step methodology
as well as furniture and materials to create
to infants while encouraging their growth a child-centered learning environment. The
and independence. Before Albania’s political case study of Kombinat creche was conduct-
transition from totalitarianism to democracy, ed from March to May 2004, three years after
which began in 1990, the Ministry of Health the completion of the training and technical
administered institutional day care. Creches assistance provided by Step by Step, to eval-
were responsible only for the health and uate how much Step by Step methodology is
basic care of preschool infants from birth to still present in its practice.
age three, and caregivers lacked early child-
hood education skills and training. Kombinat Creche
The introduction of Step by Step child-

centered methodology in Albanian creches
T irana, the heterogeneous capital of
Albania, has a population of about
485,000, with 29 creches. Of the 331 care-
has played an important role in re-visioning givers who work in them, most are general
education for the very youngest learners. secondary graduates, while some are nurses.
They work in shifts, with an average ratio of
Today, creches are under the jurisdic- one caregiver to six or seven children. The
tion of local governments and health and day care system serves only 10 percent of
care departments. Child-centered education infants in Tirana; the rest are cared for at
reform is an essential part of the process home, usually by grandmothers or other fam-
of democratization, yet the Ministry of ily members while mothers work.
Education is not involved, nor planning to Situated on the southwest edge of
become involved, in the creche system. In Tirana, Kombinat is a fast-growing informal
this context, the introduction of Step by Step settlement of some 52,000 people (14,000
child-centered methodology in Albanian families) living in an area of 6.5 square
creches has played an important role in re- kilometers (about 4 square miles) in condi-
visioning education for the very youngest tions of acute economic and social privation
learners. and urban underdevelopment. Some 3,000
In 1999, Step by Step and UNICEF joined families occupy state property, such as aban-
forces to launch a one-year project to cre- doned factories, offices, and buildings that
ate model creches in the cities of Tirana and once were schools and kindergartens. These
Shkodra as part of a collaborative initiative buildings are gradually being privatized and
Reaching Children Outside of Preschools 103
renovated, but 6,000 families remain squat- very well-equipped playground. A nicely
ters, without irrigation, water, electricity, or tiled path winds through the bushes to
drainage. Kombinat has deep social prob- the creche building, from which comes
lems, and despite a threefold population the sound of folk music. Inside, there are
increase, has fewer schools, kindergartens, shelves with toys, books, comfortable
and creches than before 1990. For preschool- chairs for children, and halls smelling of
ers, there are four kindergartens, and only baby powder and filled with drawings—
one creche. some by the caregivers, and some by
children. On the Parents’ Information
Bulletin are leaflets regarding child rear-
ing and the menu of the day.”
—Gerda Sula and Milika Dhamo, March
2004
Research Questions and

Methodology
O ur study of the Kombinat creche, which

serves 120 children, investigated the
implementation of Step by Step’s child-cen-
tered methodology and how it encouraged
the values of democratic citizenship and the
Before and After development of civil society. Using method-
ological techniques of observation (14 days,
Kombinat creche before the implementa- approximately three to four hours per day),
tion of Step by Step: recording, and interviews with project par-
“The first time I visited the creche, I ticipants, we posed the following questions:
was shocked: it was a huge building in • Is it possible to create new teaching
which only three rooms were function- behavior in caregivers, whose education
al—full of iron beds, and just a small is not field-related, through a one-year
space with a wood stove, a big crib, and project? Which behaviors change,
an adult-sized table. The children were which do not, and why?
either in beds or in the crib, because the • How self-sustaining is the Step by Step
caregivers were worried that the stove methodology?
might burn them—and they were right. • How can a project adapt to a newly set-
The caregiver took the children one by tled community with a fragile, emergent
one to feed on her lap. She would smile sense of citizenship and civic belonging?
and speak with a loving voice, hurrying • Does the Step by Step creche develop
the child to finish fast so that she could children to their full potential?
feed the next. The children were still • Are families empowered to participate
using diapers because it was too cold more actively in the life of the creche,
to toilet-train them. The caregivers said and in the overall growth of the child?
they would potty-train them in spring, • Do children of marginalized groups ben-
when it got warmer and children could efit from the program? Specifically, what
stay longer in the bathroom. I remem- about children from low-income families
ber the sounds of baby cries, caregivers’ (the majority in Kombinat), Roma chil-
randomly released deep sighs, and heav- dren, and children with special needs?
ily dragging slippers on the uncarpeted • What is the impact of this model creche
floor.” on other creches in the city of Tirana?
—Aurora Bushati, UNICEF Education Is knowledge and experience being
Project Officer shared, and, if so, how?
Kombinat creche after the implementa- How Step by Step Was

tion of Step by Step: Implemented in the Kombinat
“The locked gate opens onto a wonderful Creche
sunlit garden with birds singing among
the dark green branches of the pine “We were aware of the fact that the
trees, blooming flowers, grass, and a caregivers didn’t have an education back-
ground; the zero-to-three institutions in the Step by Step Program in 1999. They
were created with the purpose of caring in turn trained their remaining 14 col-
for the children while the parents were at leagues. The trainings, which caregivers
work. The program encouraged caregivers evaluated as very successful, provided
to find out about individual children under practical skills and information on:
their care, and to help their healthy and • Creating a child-centered program for
secure development. We collaborated with infants and toddlers linking caregivers
UNICEF in designing child-appropriate with families.
environments, and then UNICEF recon- • Creating a safe and healthy environment
structed the creche in Kombinat from the using materials that promote learning
beginning. We worked with the caregivers through play and exploration.
to create warm, inviting learning environ- • Understanding the developmental
ments, without leaving aside traditional stages of early childhood and using
cleanliness and safety. The methodology observation techniques to learn how to
reinforced the need to establish a relation- allow children to develop skills at their
ship of love, trust, and respect between own pace.
the caregiver and the child.” • Working to build a team that joins
—Rebeka Pali, Step by Step representative together the program, family, and child.
A child-centered environment was cre-
At the outset of the program, caregiv- ated through on-site practical training.
ers received information and advice from
early childhood development experts in
key areas: how to support infants’ and Caregivers received information and advice
toddlers’ emotional, social, cognitive, lan- from early childhood development experts
guage, and physical development; how in key areas: how to support infants’ and
to recognize and respond to each child’s toddlers’ emotional, social, cognitive, lan-
temperament and interests; how to create guage, and physical development; and how
a safe, healthy, and stimulating environ- to work with families and other profession-
ment; and how to work with families and als to ensure a quality program.
other professionals to ensure a quality pro-
gram.
Caregivers and specialists under- UNICEF provided appropriate furniture, and
took an intensive five-day basic training Step by Step donated toys and other materi-
course and three-day advanced train- als. This was the first reconstruction of the
ing, supplemented by research literature creche since its founding in 1953. Technical
and professional materials. Six of the 20 assistance, on-site visits, feedback, and
Kombinat creche caregivers were trained support took place weekly during the first
AHA! So Children Learn in Creches! Step by Step in an Albanian Creche 105

six months and monthly during the last six. givers. Caregivers are better able to respond
Three important publications were pro- to nonverbal cues, listen attentively and
duced that year: patiently to children, and monitor those with
• Creating Child-Centered Classrooms difficulties. Caregivers listen most keenly
for Infants and Toddlers. This cur- during activity time. They are knowledge-
riculum guide provides all the able on language development levels for
necessary research information, practi- specific ages, and understand that children
cal techniques, and skills required by develop individually. However, insufficient
caregivers to apply Step by Step meth- attention is given to expressing children’s
odology. It was distributed to program actions in words and to avoiding the use of
participants and all creches in Tirana. infantilizing language interactions. Step by
• Manual of Creches’ Administration. Step training emphasizes the importance of
This publication surveys the adminis- books for language development, but books
trative problems common in Albanian are not placed in reach of children.
creches and offers new ideas to solve
them based on child-centered phi- Family Involvement
losophy. It was distributed to creche
directors (participating and non-partici-
pating) and local government agencies.
• Learning and Growing Together. This
F amily involvement has been a key
reform. The institution is no longer
closed to parents, who now share informa-
is a guide for parents of infants and tion beyond health and feeding issues with
toddlers on understanding and sup- caregivers. Parent participation remains
porting children’s growth. It was uneven, but all agree that relationships have
distributed both at parent meetings changed dramatically for the better.
and to parents of children not attend- “My older child went to the same creche. It
ing creche. was so totally different from what you see
now. …The main difference is that care-
Findings givers are very friendly. With time, I have
become friends with some of them.”
T he case study research documented the

continued implementation of child-cen-
tered methodology at the Kombinat creche
—Engjellushe Hekuri, parent
Parents participate in the enrollment
and initial entry of babies into childcare,
in key areas. Although the researchers noted staying with their child during the first
the need for improvement, they observed week to ensure a supportive environment
enriched language interaction between for children’s attachment and separation
children and caregivers, increased family experiences. Information-sharing processes,
participation and community involvement, including a questionnaire, help caregivers
and a greater emphasis on individualization get to know families and babies better.
of instruction.
Community Development
Positive changes were noted in:
• Language interactions between care-
givers and children
K ombinat creche is evolving into a com-
munity development center. Parent
meetings, parenting classes, and confer-
• Family involvement ences have been organized. Nevertheless,
• Community development more parents attend celebrations than meet-
• Observation, planning, and individu- ings. The creche has an elected parents’
alization committee with decision-making powers.
• Learning environment However, the committee spends much of its
• Daily routines time managing funds collected from parents
• Physical development and support to provide food and materials, for which
there is no state provision. In order to keep
children in the creche, parents must pay $20
Language Interactions between (USD) per month for food and also contrib-
Children and Caregivers ute toward the purchase of paper, pencils,
and other teaching consumables. A third of
T he research showed improved language

interaction between children and care-
Kombinat households live below the poverty
line. Many children attend creche spo-
ticipate. Children need greater
freedom to determine their activi-
ties. Rules are often stated in
negative terms, and caregiv-
ers tend to deploy conditional
love—both behaviors are contrary
to a child-centered approach.
Attention is given to children
who show special needs, and
caregivers are committed to rais-
ing awareness of the importance
of specialized treatment and
resources in this area.
Learning Environment
W e found the creche extremely

clean and orderly. Toys are
placed on reachable low shelves—
an uncommon practice in Albanian
creches. Marjeta Gogo, a caregiver
for 22 years, remarks, “I thought
that this was not very smart, as
children would make a mess. But I
see now that children learn to take
care of things if the caregiver teach-
es them to.” Tablecloths are neatly
ironed, shelves and beds are tidy,
and even the leaves on pot plants
radically, due to inconsistent family income. are polished. However, Step by Step training
Without local government support for fami- emphasizes education, and the environment
lies in need, unemployed parents cannot seems overly, even excessively, orderly, sug-
enroll children in the creche. gesting too much time spent on cleaning.
Observation, Planning, and Daily Routines

Attention to Individualization
W hile fundamental Step by Step goals

and methods concerning observa-
E ating, dressing, cleaning, and toileting
routines are used as learning oppor-
tunities. Because of the region’s poverty
tion, planning, attention to individualization, children’s diet in Kombinat is generally poor,
and inclusion of children with special needs and parents, most undereducated them-
have been introduced, there is still much to selves, have little knowledge of children’s
be done to close the gap between under- nutritional needs. The creche provides a bal-
standing objectives and achieving them. anced diet, fresh food, appropriate portions,
Caregivers find observation a useful tool for and timed feeding. Children help lay the
organizing teaching strategies. The creche table. They eat together, serve themselves,
follows a weekly observation practice, focus- and use forks, knives, spoons, and napkins
ing on two children and monitoring their with ease. At home, children ask to help set
developmental progress, temperament, the table as they do in creche. This was an
and interaction with others. Planning has area in which we observed the sensitivity to
brought fresh perspectives to establishing gender roles encouraged by Step by Step:
child-centered learning environments, and “Once, the caregivers encouraged only girls
trained caregivers have become sensitive to to help with tables. Now it is both, boys
individual differences between children and and girls, they all love to. However, the
their emotional development. families often undermine the elimination
However, contrary to the principle of of gender differences, as the culture is
individuality, activities are selected by largely masculine.”
carers and all children are required to par- —Lavdie Lamce, caregiver
AHA! So Children Learn in Creches! Step by Step in an Albanian Creche 107
Physical Development and Support 18. Step by Step has successfully trained
local education professionals through the
W hen the day is warm and sunny, the

children play outside in their won-
derful garden, developing gross motor
local training teams for pre- and primary
schools, who now regard the maintenance
of good standards as part of their job.
skills. Caregivers monitor their safety. Expanding this system would perpetuate
Parents describe the garden as “the nicest and institutionalize government training of
place in the neighborhood.” The play- caregivers in child-centered methodology.
ground is well equipped because UNICEF Step by Step has also recognized the need
wanted it to become a community center for pre-service and advanced/university
where parents could bring children even if certification to support professional devel-
they were not enrolled in the creche. The opment.
hope was to serve as many children as In Albania, Step by Step has created
possible, but unfortunately the intensity new models replicable within the existing
of this community’s need makes the play- education system that promote child-
ground oversubscribed. Creche director centered methodology, educate children
Behie Gjakova reports that she is forced to in the qualities of democratic citizenship,
keep the gate locked “because too many and seek to empower communities to build
children would come, and it would be
destroyed. This playground is the nicest
thing in the creche.” “When we heard what was asked of us
during the training, we thought that we
Reflections couldn’t make it. But we got better step by
step, and now it’s impossible for us to go
P arents bring their children to creche
because they believe they will be better
cared for and educated:
back to the old style.”
“The older was brought up at home, with a strong civil society. And so it is, three
the TV and looking at Grandma’s back as years after Step by Step withdrew direct
she was doing chores in the kitchen. The support, that the Kombinat creche is still
development of the second who goes to applying Step by Step methodology. There
day care is beyond comparison with that of is still a long way to go. It is often hard
the first. She is better behaved, more orga- for caregivers, especially those trained
nized, more self-responsible, more careful, as nurses, to reconceptualize their role
more skilled, more linguistically active, and as educators. Despite these challenges,
empathic.” the caregivers in Kombinat creche have
—Arta Likollari, parent made gigantic steps toward child-centered
practice. The Albania case study showed
In every country where it has been clearly that some aspects of the methodol-
introduced, Step by Step has looked ogy need more reinforcement, but there is
beyond short-term emergency inter- no turning back:
ventions to develop partnerships with “When we heard what was asked of us
government and other agencies and during the training, we thought that we
encourage policy reform. In Albania the couldn’t make it—it was so much more
municipality has started restructuring than what we were used to doing! But
creche education and is demanding radi- we got better step by step, and now it’s
cal reform. So far 21 of Tirana’s 29 creches impossible for us to go back to the old
have been reconstructed. The municipal- style.”
ity encourages trainings with different —Behie Gjakova, director of Kombinat
donors, has introduced staff-development creche
policies, and welcomes the contributions
of NGOs to implementing advanced prac-
tices for infant and toddler development. It This article was prepared by Rachel Holmes,
has hired a psychologist and aims to bring based on the full-length case study by Gerda
social workers into the creche system. Sula and Milika Dhamo, AHA! So Children Learn
Local government is setting up a new edu- in Creches! The Application of Step by Step Child-
cational structure that will address more Centered Methodology in an Albanian Creche.
needs for children from ages one through
The Family School: Parent Education in
Armenia
Case Study Researchers: Gayane Terzyan, Yerevan State Pedagogical College, and
Luiza Militosyan, PhD, Yerevan Linguistic University
“The most difficult profession is to be a parent.” —Lala Soukiasyan, parent from Martuny, Armenia
Introduction southern side of the Vardenis Mountains.

Some old dwellings from the fifth century
Q araglukh is a small and ancient village

in Armenia where fewer and fewer
children are born every year. There is no
still stand—the church, St. Mamas, was built
in 1230. Today, the village has 220 farms
and 930 residents. Many families survive
kindergarten. Villagers took part in a Step on money sent by a family member work-
by Step pilot program to implement an inno- ing abroad, mostly in Russia. There are 184
vative curriculum designed to help families
prepare their kindergarten-age children
for school. This case study focuses on the
implementation of the Step by Step pilot
parent education project in Qaraglukh, and
also notes the effects of parent seminars
in Yerevan and Martuny. It examines key
policy issues related to reaching children
and families outside of preschool, includ-
ing the preparation for schooling by parents
and families, the role of kindergartens in
supporting home-based child development
and providing support for young mothers,
cooperation and collaboration among donors pupils in the local school: 21 in tenth grade
and other partners, and the ability of Step but only 15 in the first. The village has never
by Step to influence national policy through had a kindergarten. The building that was
good program results. constructed in 1996 to be a kindergarten
was instead made available to villagers as
Reaching Out in Qaraglukh apartments.
The village is not far from the town
G ohar Poghossyan walks along the vil-

lage street. Children playing on the
edge of the road see her from a distance and
Yeghegnadzor, but the bus only goes there
once a day: it leaves the village in the morn-
ing and comes back in the evening. Armenia
run toward her. is a small country, but the territory is very
“Hello, hello!” they greet her warmly. rocky and steep. Even small distances can
“She is our teacher,” one of the children be too far. This is the reason there are so
explains to his friend. “She also teaches our many Armenian dialects that not only sound
mothers.” so different but that vary also in vocabu-
“Your teacher? Or your mother’s teacher?” lary and structure. Kindergarten No. 5 in
the friend asks, disbelieving. Yeghegnadzor is a model Step by Step center
“Both mine and my mother’s,” the first and an outreach partner in the pilot parent
child says proudly. education project. Step by Step educators
“Mothers don’t have a teacher!” the decided to deliver the training in the village,
friend confidently objects. as they knew it was difficult for parents with
“They do! Ask Mrs. Gohar,” comes the little children to leave home for the whole
reply. day. The lessons were conducted at the vil-
The village Qaraglukh is located in the lage school.
Armenian marz (district) of Vayk, on the “My husband is from Qaraglukh,” says
The Family School: Parent Education in Armenia 109
Gohar Poghossyan, who is also the director to literary language. Children, of course,
of Kindergarten No.5. “I know the situation understand literary language, but they speak
there very well. There is no kindergarten dialect at home. We have been working with
in that village and this is why we imple- our children the whole year. It will be inter-
mented our first outreach program there. The esting to see the results of our work once
school principal was very happy, because they go to school.”
the children there start school with a very “This program also inspired me so
poor knowledge of literary language and much,” Gohar Poghossyan adds, “because
they speak in the local dialect. In the year children in our villages are deprived of so
we offered the parent education program many things and the social conditions are
there, 12 out of 15 first-graders’ mothers par- very poor. When children happen to see me
ticipated and we looked forward to a good in the village, they feel happy. ‘Our teacher is
first class at the school. The life in the vil- coming,’ they say.”
lage is very difficult. There is a lot to do for
the household. But it’s gratifying to see how Preschools in Armenia
those overloaded women make time for their
children, what interesting work they bring
and show at each seminar. Parents were
inspired, therefore the results were good.”
E ducation has traditionally enjoyed high
prestige in Armenia. By 1988 an extensive
network of preschool institutions included
And mothers who participated in the 1,255 nursery schools and kindergartens
program were enthusiastic: “These seminars enrolling 44.2 percent of all eligible children.
helped me a lot,” says Shoushan Amiryan, Social and political changes since 1988
“especially the materials. I used to teach my had a huge impact on the educational sys-
boy numbers and letters, but now I do it in tem of the country, resulting in a diminished
a more organized way and the methodology capacity to provide preschool education. The
is interesting—teaching through play. Now earthquake of 1988 was also a heavy blow,
I know what I should do, how I should do it, destroying 277 schools that accommodated
and in what order. My boy often brings his more than 100,000 students.
friends home, demonstrates the materials, Above all, however, the decline of pre-
and teaches his friends.” schools in Armenia can be attributed to
“We had heard a lot about the kinder- the 1996 policy decision to decentralize
garten in Yeghegnadzor that worked with education and place preschools under the
the Step by Step Program,” says Yether supervision of local government. With this
Michaelyan, another mother in the program. policy move, the extensive network of pre-
“My neighbor’s grandchild attends there and school institutions established during Soviet
my son was very interested. He often asked times was lost. The number of kindergartens
me: ‘Mum, why don’t I go to kindergarten?’ sharply decreased, as did child enrollment in
all preschool institutions. In many communi-
ties, the very survival of preschool education
was threatened. By the year 2000, the num-
ber of children enrolled in kindergartens was
less than half of enrollment in 1990.
The Pilot Parent Education Project
I n 2002 the Ministry of Education in

Armenia approved a broad program of
parent education that included the estab-
lishment of regional resource centers. The
government and UNICEF initiated a pilot
parent education project in five communities
When we began to participate in those semi- of Gegharkunik marz. Step by Step under-
nars, my son was happy that the teachers took the Early Learning and Preparation for
from Ellen’s kindergarten would come and School component of this project.
teach him. The program materials helped In December of 2002, Step by Step in
us very much. I learned that I could com- Armenia, in cooperation with the Ministry
bine teaching with my daily work. We have of Education, UNICEF, and other partners,
serious problems trying to turn from dialect began implementing Step by Step’s child-
centered model of parent education in several ferent things. “Before, the most interesting
marzes throughout Armenia. The project theme of my talk with my neighbors was
aimed to help parents whose preschool-age discussion of the events of the last series of
children did not attend kindergartens pre- a soap opera,” says one mother. “Now we
pare their children for school. The hope was talk much more about our children and their
that children would reach school age not only success in learning.”
healthy and well nourished, but intellectu- Mothers in Yerevan and Martuny also
ally curious, socially confident, and equipped flocked to the parent seminars. Suzanna
with a solid foundation for lifelong learning. Chibukhchyan, director of Kindergarten
The content of the materials was based No. 184 in Yerevan, explains that despite
upon existing Step by Step child-centered their different backgrounds, all seminar
curricula and classroom activities. Age- participants believe that children who do
specific sets of parent materials as well as a not attend kindergarten desperately need
series of developmentally appropriate child
activities and workbooks were created with
support from an international early child-
hood expert, Cassie Landers. In addition, a
four-day training workshop was designed,
both to introduce trainers to the materials
and to focus on how to work with parents
and children.
The project was implemented through
the 11 Step by Step training centers. Twenty-
two experienced Step by Step teachers were
selected to participate. They attended the
initial training course and continued with preparation before starting school. “They
on-site follow-up observations. became a community that shares the same
The project had a large geographic concerns,” Chibukhchyan says. “Most of the
coverage: six kindergartens and five pri- parents come to seminars and consultancies
mary schools in four marzes. In the first 10 with their children. They bring the children,
months 416 caregivers were trained, but the so that they can communicate with the chil-
project’s influence was wide: participants dren of the same age, play and interact with
frequently passed the seminar materials on them. Children attend with pleasure. ‘Today
to their neighbors, relatives, and friends. is our kindergarten day,’ they say.”
Since the project included children of dif- Tamara Farmanyan, a mother from the
ferent age groups (five to seven), as well as town of Martuny, comments: “Before, my
different learning abilities and backgrounds, husband never spent time with children,
parents were trained to expand or sim- played with them or read books… he did
plify the assignments to adapt them to the not consider it to be something to be done
diverse needs of their children. by a man. He used to come home from his
To monitor project progress, and to iden- work tired and just lie down on the sofa and
tify challenges faced by the parents and watch TV. However, now, when the children
provide them with timely assistance, the ask him, he helps them, he participates.
trainers introduced the Parent’s Monthly First, he got angry when I was attending the
Feedback sheet, Trainer’s Notes for Group seminars. ‘Why should a woman be out for
Meetings, and End of Year sheets for record- four hours? What were you doing there all
ing the children’s achievements. that time?’ Now he feels comfortable with
that. He likes the program.”
Mothers’ Clubs Ani Ohanyan, also from Martuny, says,
“We have formed a sort of mothers’ club.
I n Qaraglukh, the parent seminars effec-

tively became “mothers’ clubs.” These
were especially successful in rural areas,
The manager gives advice just like a friend, a
mother. When we learn something new, we
want to change ourselves. When we get out of
where opportunities for information and our houses and have contact with each other
communication are limited. Young women we feel more relaxed and more comfortable.”
particularly looked forward to the seminar “I can get lots of advice from these
and consultation days. They had noticed an seminars,” says Martuny mom Lala
interesting change: they spoke about dif- Sukiassyan. “Not only on education, but also
on childcare, health, and Example of a Workshop to Prepare Teacher
interfamily relations. Even
Parent Trainer Workshop Helping
Facilitators Who Children
Parents Prepare Will Workfor
with Parents
School
my husband has noticed
that I have changed and
Introduction
that I became more toler-
ant and friendly.” • An Introduction to Child Development for Parents
• Principles Underlying Home-Based Curriculum
Developing the • Basic Principles of Adult Learning
Content • Building Effective Partnerships with Families
• Parents’ Expectations for Children’s School Readiness
D uring a meeting with Curriculum: Introduction and Overview

the authors of the Step • Teachers’ Expectations (Standards) for School Readiness
by Step parent education • Developmental Domains Profile
program, parents evalu- • Introduction to the Curriculum Materials
ated the program materials • Principles Underlying Curriculum
and offered a number of • Overview of Monthly Themes
interesting suggestions. • Activity: Small Group Work—General Review of Months
They wanted more puzzles One to Three
and math assignments, • Matching Exercise: School Readiness Expectations and
and more songs and Month One Activities
poems. They thought the • Small Group Work: What a Child Learns
modules should include • What Does this Activity Communicate to Parents?
activities with scissors. • How Might You Extend/Adapt the Activity?
They also wanted material • What Problems Might Be Anticipated?
to be developed for young- • Summary: Guidelines Emerging from Small Group Work
er children. • Characteristics of Effective Parent Facilitators
As the material relies • Skills of Effective “Parents as Teachers”
heavily on stories, parents Curriculum Review and Development
felt that short, adapted • Conducting Parent Groups: Facilitation Skills
texts with big letters were • Parent Group Session Planning Guide
necessary so that children • Group Work: Monthly Planning Guides—Months One,
could learn to recognize Two, Three
letters. They also recom- • Gallery Walk: Session Planning Guides (cont.)
mended that it might be • Songs and Poems: Identification and Activities
useful to skip one episode • Plenary Brainstorm: What to Do about Handwriting
in a picture story and let • Common Problems in Early Learning
children complete it on • Pair Work Vignettes
their own, thinking out the • Parent Tip Sheets: Behavioral and Learning Issues in
missing part of the plot. Early Childhood
Parents suggested that • Project Planning and Management
the readings include sto- • Designing Your Program: Project Planning Process
ries about school in order • Who, What, Where, When, and How?
to introduce children to • Materials Development
school before that scary • Monitoring and Evaluation Instruments
first day. And they thought • Family/Child Enrollment Form
texts about the world, • Parent Feedback Form
environment, and events • Facilitator Feedback Form
surrounding the children • Child Assessment Form
would be interesting and • Project Administration and Coordination
educational.
• Summary and Reflection
Policy Change and
Systemic Effects
A ccording to Ruzanna Tsarukyan, direc-

tor of the Step by Step Benevolent
Foundation, there is now effective coop-
(MOE). “The parent education program is
officially recognized by the MOE and was
included in the State Program for Education
eration with the Ministry of Education Development, 2001–2005,” she says. “The
Example of a Monthly Activity Module for a Parent Seminar
How to Use Learning Materials to Prepare Your Child for School
How to Teach Math Activities Literacy Activities Month 1 Theme Activity
Recognize letters • Learn the letters in the names of various family members
• Game: “Matching Letters”
• Read the picture together
• Make a book together
• Look for letters everywhere
• Read a poem together
Count, write, • Find the matching cards

recognize, and • Read the picture together
present numbers 1–10 • Grouping the cards
• Pick them up
• Game: “Numbers All Around the House”
• How to work with the materials

• Keeping track (every month fill in the calendar-diary with the child)
• How to make these activities useful for your child (tips on how to adapt them to the
child’s age and capacity)
• Final thoughts
Ministry also encourages the application of state policy through promoting access to
Step by Step methodology and the creation quality education and extending a high level
child-centered classrooms.” of services to a vulnerable population.” The
An important achievement of the par- project, in turn, has had its impact on the
ent education project is that the 11 training educational system—the project materials
centers have become community education and methodology are borrowed and used by
centers, operating—like the “mothers’ club” other educational institutions.
in Qaraglukh—as havens for often isolated
parents. Family members come to the cen- Reflections
ters for more than learning: they discuss
many personal, family, and social issues
with each other and the trainers. Especially
in rural areas, such “clubs” address serious
I nnovative and participatory approaches
to early childhood schooling such as the
parent education project provide flexible
issues of isolation faced by young women policy options. Universal state provision of
who do not work outside the home. The preschools is, in any case, not achievable
seminars also helped many parents develop in the near future. Expensive, privatized
skills for self-discovery and self-realization alternatives are not the only options left for
as well as parenting. One of the mothers parents and communities. The experience
reports that while she was working on a in Armenia demonstrates that parents and
drawing with her own child she discovered families themselves, with the right guid-
that she could draw well. Now she volun- ance and support, are a huge and largely
teers in a kindergarten to teach drawing. undertapped resource for preparing children
Very significantly, notes Ruzanna Tsarukyan: for school and for meeting early childhood
“Project participants testify to tangible development needs.
changes that have taken place in their men-
tality, behavior, and attitudes. Most of them
note that, as a result of this project, they
think differently now and communicate with
children differently.” This article was prepared by Hugh McLean,
The Ministry of Education and Science based on the full-length case study by Gayane
also evaluated the results of the pilot proj- Terzyan and Luiza Militosyan, Preparing Children
ect, concluding that the project “supported for School: Parental Education in Armenia.
Step by Step to Survival: Saving Bobek
Kindergarten in Kazakhstan
Case Study Researcher: Zhumagul Taszhurekova, PhD, Master Teacher Trainer,
Community Foundation Step by Step
“Who said we are unable to change the situation for the better? Our kindergarten must operate
despite the constraints!”
—Olga Kotorova, Director of Bobek Kindergarten, Talgar, Kazakhstan, when faced with the
closure of her school
A Kindergarten Faces Extinction look for contributions from parents and the
local community.
B obek Kindergarten, located in one of

the most deprived areas of Talgar, was
for many years attended by hundreds of
Olga Kotorova, the school’s dynamic and
tireless director, appealed to local authori-
ties for support, but with no success. She
children from different ethnic groups, often appealed to the parent community as well,
from vulnerable communities. A Step by but at first her pleas fell on indifferent ears.
Step model school since 1996, Bobek, or It was difficult for parents to understand—
Kindergarten #2, was thriving, with 200 or face—the severity of the situation. What
pupils a year and active, engaged parents. was to be done?
But when government support for preschools
throughout Kazakhstan was withdrawn in Historical Background: Preschool
1999, the kindergarten was threatened with Education in Transition
total closure.
With the sudden loss of government
funding, Kazakhstan preschools began to
flounder. In Talgar alone, 24 of its 26 pre-
S ince the declaration of Kazakhstan inde-
pendence in 1991, political transition
has had a huge impact on the national pre-
schools closed their doors. From 1992 to school education system. During the 1990s,
1998 Kindergarten #2 had received state Kazakhstan was faced with enormous
funding. In 1996, it was reborn as Bobek social change and economic upheaval. With
Step by Step Kindergarten with funding from unemployment running at 50 percent, fami-
both the Soros Foundation Kazakhstan and lies and communities were placed under
the state. But now Bobek Kindergarten was severe economic and emotional stress. The
faced with extinction. In order to stay open impact of these changes on ordinary people
without state support, its only hope was to and vulnerable communities can be seen
in the case of Bobek
Kindergarten.
Prior to inde-
pendence, a strong
public preschool system
in Kazakhstan played
a key role in both the
socialization of children
and the development of
civic awareness among
parents of the values of
education. Access to
preschool services was
practically unlimited.
About 30,000 preschool
institutions operated,
serving a population of
20 million people. “Before the closure of measures that enabled this valuable kin-
kindergartens, children aged five to seven dergarten to keep its doors open—and
were properly prepared for schooling,” indeed, to expand its mission to provide
comments primary school teacher Aiman care and services to families most at risk.
Abraimova. But the economic destabiliza-
tion caused by transition led to the closure Steps to Survival: Measures Taken
of numerous kindergartens. The Republic to Tackle the Problem
of Kazakhstan Ministry of Education and
Science reported that between 1992 and
2000, the preschool network was reduced
by 85 percent. Although local government
B obek Kindergarten was fortunate
to have a passionate, persuasive,
and persistent director: Olga Kotorova.
was vested with the power to implement Undeterred by the many obstacles, and
social reform, it lacked sufficient funds to with the support of Step by Step, she
do so. eventually motivated families to contrib-
International funding has been crucial ute their time and energy to keeping the
to supporting the Kazakhstan education school open. But the road to success was
long and rocky, with difficult curves along
the way.
The case study explored how the Bobek
Kindergarten director and her team,
No state assistance
equipped with problem-solving skills from
Before approaching parents, Kotorova
Step by Step methodology, responded to
looked for external support. After being
impending school closure and challeng-
turned down by the local authorities, she
ing circumstances of economic and social
approached the Oblast Department of
deprivation.
Education and Ministry of Education. But
that effort too was in vain.
system through this transition period.
NGOs such as UNESCO, UNICEF, and the Parents
Eurasia Foundation have made consider- When Kotorova turned to the parent
able contributions, as have government community, their first reactions were dis-
agencies like the British Council. The couraging. According to a questionnaire
Soros Foundation Kazakhstan was also completed by the parents of children at
a leading contributor to the early child- Bobek preschool, 70 percent believed that
hood development sector in Kazakhstan. the only way to keep the kindergarten
In 1997, the Step by Step Program helped open was with the support of the local
many preschools avoid closure and authorities. Another 20 percent believed
destruction. that there was no way at all. Fortunately,
however, some parents were willing to
The Bobek Kindergarten Story assist Kotorova in her effort to save the
school. A small group, 10 percent, pro-
D espite the support of Step by

Step, without state funding Bobek
Kindergarten was faced with closure. Yet
posed strategies. A full 15 percent were
willing to actively contribute to the opera-
tion of the kindergarten.
Bobek endured and became an exemplary
story of survival in a nation that saw pre- Teachers and staff
school after preschool die. How did Bobek Teachers and staff confronted a problem:
beat these daunting odds? should they leave and find another job, or
The case study explored how the take the risk of staying on and trying to do
Bobek Kindergarten director and her team, something for the survival of the school on
equipped with problem-solving skills from a volunteer basis? Four people chose to
Step by Step methodology, responded to stay on. With Kotorova’s leadership, this
impending school closure and challeng- team of staff and parents planned to estab-
ing circumstances of economic and social lish a parent fund for 18 to 20 children and
deprivation. Through research based on three or four employees.
one-on-one interviews and focus groups
with parents, teachers, and community Community and media cooperation
members, the case study explored the Working with Step by Step, these parents
survival strategies and documented the and staff organized television coverage
Step by Step to Survival: Saving Bobek Kindergarten in Kazakhstan 115
to advertise the kindergarten. This TV the Step by Step team, teachers, parents,
coverage, which reported on the Step by and representatives of the community
Step Program and the activities of Bobek address the needs of at-risk children. The
Kindergarten, raised a great deal of inter- project aimed at community mobilization,
est within the city and local community. social partnership, and volunteer participa-
Small and medium-sized local businesses tion to promote community interests.
offered to donate specific services, such With a small amount of external start-up
as providing the school with heating facil- funding, Bobek renovated an unused area
ities, food, and linen. Cooperation with of the kindergarten into a Family Resource
the media and the support of local com- Center. Some community members were
munity businesses proved two vital keys trained in Step by Step methodology; a small
to success. library for the purpose of parent education
was set up; psychological and pedagogical
Step by Step Kazakhstan consulting and family visits were organized;
According to Olga Kotorova, her most joint celebrations of holidays and achieve-
crucial move was deciding to approach ments were arranged. In 2004, Biorn and
Step by Step for help. “My first move was Vera Kal Varsen, a Swedish family, bought
to appeal to Dina Aidzhanova, director a sewing machine for the kindergarten and
of Community Foundation Step by Step, offered some financial sponsorship.
as our collaboration with Step by Step Today, the activities of the center are
has always been
fruitful,” she says.
“And again they
did not frustrate
my plans. They
contributed a sec-
ondhand automobile
to deliver food and
other necessities
to the kindergar-
ten, shared their
didactic materials
with us, found vol-
unteers, discussed
our need for support
with USAID and
other stakeholders,
and met with our
parents and com-
munity leaders.” many, and continue to expand. They include
The combined efforts of all these a Step by Step parent-education library,
groups—the moral and material support home visits, group activities for young chil-
of the Step by Step team and the hard dren, and celebrations. The center now
work and dedication of teachers, parents, provides early-learning opportunities for 25
and director—were successful. Against families with children from ages two to six.
all odds, Bobek Kindergarten survived. Parents report that the Family Resource
Center is extremely important, as it enables
Working with the Community: the them to participate in the social and cultural
Family Resource Center life of the kindergarten together with their
children. The kindergarten teachers conduct
T he kindergarten had been saved—but

mere survival wasn’t enough. Disturbed
by the critical needs of the families in the
classes and consultations on a voluntary
basis with the children and the parents,
alongside other kinds of educational services.
community who were unable to send their Attending the Family Resource Center
children to kindergarten, teachers, parents, reduces parents’ social isolation and
and the Step by Step team developed an provides them with an opportunity to com-
innovative program initiative called Working municate and exchange knowledge and
with the Community. The goal was to help experience. It promotes social networks,
provides emotional and psychological com- Resource Center, parents of children from
fort, and encourages an optimistic view more economically and socially secure
of life that parents communicate to their circumstances became aware of the diffi-
children. As preschool networks expand culties faced by less advantaged members
and children’s clubs and sports facilities are of their communities, and developed
established, parents build stronger social greater empathy and understanding for
ties and feel increasingly empowered. their situations. “I never ever understood,
Family Resource Center activities have chal- nor did I try to understand, the constraints
lenged and changed the stereotypes of both faced by poor families,” comments the
categories of parents: the jobless and those father of Alisher Marimov, a child attend-
who are more or less economically and ing the kindergarten. “I thought that they
socially secure. themselves were the source of their griev-
Currently the Family Resource Center ances. In the kindergarten, I saw how
is regularly attended by about 25 parents the Family Resource Center helps these
from poor unemployed families—among ‘lost’ people gradually change and become
them single mothers, alcoholics, and capable of resolving their vital problems
drug addicts. The families are struggling independently.”
financially, and therefore experience feel- At a joint holiday celebration for both
ings of insecurity, inferiority, and social the children attending the kindergarten and
and cultural prejudice. Many have lost those from the Family Resource Center, the
children from different backgrounds played
together with enthusiasm. The children
“I never ever understood, nor did I try who attend the Family Resource Center
to understand, the constraints faced have become more self-confident, open,
by poor families. I thought that they and cheerful, and the kindergarten children
themselves were the source of their have become friendlier and more empathic
grievances. In the kindergarten, I saw toward their less fortunate peers.
how the Family Resource Center helps Parents and teachers describe the
these ‘lost’ people gradually change and Center as a small island of joy and hap-
become capable of resolving their vital piness. Children have responded to an
problems independently.” environment where they are cared for and
—Father of Alisher Marimov, a child respected.
attending the kindergarten The most profound and unanticipated
benefit of the program has been its impact
on parents. Parents are actively involved.
self-confidence and no longer believe in Even fathers were seen mending old furni-
their own potential. In consequence, it ture and making toys. “I am thankful to my
is natural that their children also suf- neighbors whose children attend the kin-
fer from various mental and physical dergarten,” one parent comments. “It was
ailments and emotional disturbances. they who invited me to come to the Center.
These parents say that they highly For the first time in many years, I feel useful
appreciate the Family Resource Center and important to my children.”
activities and the role of the kindergarten
in the community. An Ongoing Success Story
“For a long time I did not feel useful
for anybody,” comments Anna Borovikova,
who frequently attends the Family Resource
Center with her two children. “This Center
T wo key factors contributed to the sur-
vival and ongoing success story of Bobek
Kindergarten:
has had a positive impact on my outlook. I • The role played by motivated individu-
understand now how important I am for my als, parents, and communities.
children.” • The role played by Step by Step philosophy.
Through contacts established with other
parents whose children attend the kinder- Motivated individuals, parents, and
garten, Borovikova found a job. Several communities
other unemployed parents found employ- It is impossible to overstate the importance
ment through parent networks established of the role played by one dynamic individual,
at the Center. Olga Kotorova, the kindergarten director.
Furthermore, through the Family Her maxim—“Who said we are unable to
Step by Step to Survival: Saving Bobek Kindergarten in Kazakhstan 117
change the situation for the better?”—has was down to 50 children. Today, there
been key to her strategies and tactics in are 100. Yet the school remains without
the heroic effort to keep the kindergarten government funding and is financially
going. supported only by parents and the com-
In interviews, Kotorova’s colleagues, munity. Salaries of teachers and staff are
Bobek parents, and the Step by Step team inadequate. Times remain hard—but the
members stressed her optimism, determi- mutual respect, support, and partnership
nation, and commitment. These personal among the staff, parents, and Step by Step
traits would not let her take the same path team help Bobek Kindergarten continue to
as other kindergartens in the town that survive.
had been refused funding in those most This case study demonstrates how
difficult years, and showed how one indi- the Step by Step methodology on which
vidual can make a difference by inspiring the activities of Bobek Kindergarten
and supporting colleagues and a communi- have been based since 1996 has sub-
ty to overcome apparently insurmountable stantively changed the thinking and
obstacles. Leading by example, she moti- convictions of many community mem-
vated the people around her to seek means bers, notably their attitude to events
and ways out of the situation. taking place in their communities.
Of equal importance is the contribution Bobek Kindergarten has become the
of parents who wanted to preserve the
kindergarten for the benefit of their own
children. In this context, the combined “I enjoy the friendly atmosphere, cozy envi-
forces of parents and community form a ronment, and the teacher’s desire to help
vital part of the social infrastructure, capa- our children. We parents learn to commu-
ble of facilitating change and community nicate, share grievances and achievements,
development. and help our children. It seems to me that
adults also learn to live a new life and
Step by Step philosophy hope for a better future.”
Dina Aidzhanova, director of Community —A
nna Borovikova, who frequently
Foundation Step by Step, attributed much attends the Family Resource
of Bobek Kindergarten’s success to the joint Center with her two children
efforts of children, teachers, and parents.
She stressed the role of the Step by Step
methodology as a crucial, solid foundation, center of cultural and social life of the
providing the skills needed to face unex- area. Through shared cooperation
pected, severe challenges. These skills among the Step by Step team, teach-
included parent participation in the teaching ers, parents, and members of the
and learning process, closer communication public, the joint educational project of
between the kindergarten and the communi- the Family Resource Center and Bobek
ty, and the active involvement of community Kindergarten is rendering aid to the
members in the resolution of issues both most vulnerable population in the area
specific to the preschool and important to and asserting their civil right to quality
the wider external community and society. education.
Or, to give the last word to Bobek par-
Reflection ent Anna Borovikova: “I enjoy the friendly
atmosphere, cozy environment, and the
T oday, Talgar’s economy is improving:

new jobs are emerging in small and
medium businesses and in agriculture.
teachers’ desire to help our children. We
parents learn to communicate, share griev-
ances and achievements, and help our
The strengthening local economy should children. It seems to me that adults also
improve the economic security of families learn to live a new life and hope for a bet-
and communities, and revive interest in ter future.”
the possibility of sustaining and develop-
ing preschool education.
Bobek Kindergarten is also more This article was prepared by Rachel Holmes,
secure. The administration has restored based on the full-length case study by
20 jobs, and has re-employed former teach- Zhumagul Taszhurekova, Bobek Kindergarten in
ers and staff. In 2002, the kindergarten Kazakhstan: Keys to Survival.
A Place for Everyone: The Children’s
Creative Center in Skopje, Macedonia
Case Study Researchers: Atina Tasevska, Educational Coordinator, and Darko
Marchevski, Roma Educational Initiative Coordinator, Foundation for Education and
Cultural Initiatives (FECIM) Step by Step
Kristijan’s Story
“Kristijan told me he would like to draw. He took my hand and pulled me to the art studio. I sat close
to him, but he ordered, ‘Give me some paper! Give me the brown color … now give me the black
one.’ I noticed that my new friend held his head very close to the paper—only a few centimeters
away. I did not know the reason. I wanted to warn him that this could be bad for him, but I stopped
at the last moment. After some time, he raised his head. He had made the most beautiful sketch of
a lion I have ever seen. Kristijan simply stood up and left the art studio very confidently. I asked the
teacher to tell me about Kristijan and I discovered he is seven, and that he only has 20 percent vision
in one eye and no vision at all in the other. My respect for him grew. I felt that everything would
be all right with little Kristijan. In spite of his physical handicap, his soul is obviously strong and
untouched, and will keep him together in life.”
—Miroslav Stojanovic, art instructor
A Snapshot this modern house has different things to

see and play with,” a girl says excitedly.
T he Step by Step Children’s Creative

Center in Skopje is alive with the sound
of children playing games, visiting houses,
Another group enters a traditional Muslim
home for the very first time. “I have only
seen it in the movies; it is the first time I got
and taking “trips” to different cities in to go into this kind of house,” says one child.
Macedonia. Another observes, “This house is different
A child enters one of many model dwell- from mine; here you sit on the floor, not on a
ings—perhaps the Indian tipi or the African chair, and it is so colorful.” Children are fas-
village hut or the Roma caravan. She is cinated by the experience: “Every house is
transported, making discoveries through different,” one small boy says eagerly, “and
role-play: “I live there, sleep and cook there,” you learn many different things, different
she says. Other children cram into the mod- music and traditions.”
ern Macedonian house: “It is beautiful… A group of Roma children on a visit sup-
my house doesn’t have many things and ported by the Open Society Institute’s Roma
Educational Initiative (REI) are singing and
smiling as they learn about three different
towns in Macedonia, Skopje, Ohrid, and
Tetovo. “Look at how different Skopje looks
and sounds in Macedonian, Albanian, Turk,
and Romani!” a child cries out in delight.
As the children leave the model dwell-
ings they enter an art studio where they
draw, paint, and work on projects in a vari-
ety of media, including paper, paint, and
clay. Many choose to create replicas of the
amazing homes they just visited.
Parents at the Center—some of whom
are visiting Skopje for the first time—are
pleased that their children are meeting
A Place for Everyone: The Children’s Creative Center in Skopje, Macedonia 119
new friends from other cities, includ- a place where children can develop their cre-
ing “children of other nationalities.” The ativity and learn new things about the different
children, one mother says, “learn about cultures in Macedonia. They learn about other
different cultures” and have an “opportu- places and cultures, about our old customs
through play and conversation in the old village
and city houses. They learn how to behave in a
different environment and become aware of the
characteristics of the country they live in. They
get to know the structure of the population and
how many languages are spoken in Macedonia.
Here they become aware of the diversities of the
everyday world in which they live.
The case study utilized a number of

information-gathering methods, including
focus groups, in-person interviews, and
questionnaires.
Housed in the Youth Cultural Center,
the Children’s Creative Center is a large
building of approximately 1,000 square
meters (almost 11,000 square feet), with a
big outside courtyard. Entering through a
dim empty foyer, visitors go up to the sec-
ond floor and encounter a huge, colorful
nity to see children who are different from wall inviting the young ones to experi-
them—and even very young ones learn the ence an entirely new world, built just for
main cities of the country.” In the Center
“all children are together,” comments a
parent, noting Macedonia’s mix of cultures
and ethnicities. “The multiethnic parts
The Children’s Creative Center is “a place

where children can develop their creativity
and learn new things about the different
cultures in Macedonia.”
here are very precious.”

The children also appreciate the diversity
they find at the Center. “Here we have a
chance to play with different children, and
we don’t have conflicts—there are no fights,”
one boy says happily.
The Children’s Creative Center:

A Living Interactive Museum them. Bright color is everywhere, from
green and yellow dinosaurs painted on
O pened in 1997, the Skopje Children’s

Creative Center is the only children’s
museum in the international Step by Step net-
the windows to a basketball court out-
lined in red. Tables and chairs are set up
for snacks and drinks.
work. It has successfully implemented Step When children enter the first exhibit
by Step philosophy in an informal environ- area, called Dwellings—the model homes
ment. For these reasons the Center provided visited by the eager children described
a unique opportunity to evaluate the impact above—they learn that not all children
on children of participation in child-centered live the same way. The exhibit, originally
creative play activities. As described in its named Celebrating Our Differences, was
project proposal, the Center is: financed with a grant from the Balkan
Children and Youth Foundation. To their implementation of high-quality education pro-
left is a traditional Macedonian house with grams to which all children have equal access.
furnishings used in the past and present. Since starting with 18 classrooms in 10 kinder-
Across the way is a traditional Muslim gartens in 1994, Step by Step has evolved to
house, very colorful with a large terrace. include more than 600 classrooms in 84 prima-
As they wander, children discover a mod- ry schools and has delivered extensive training
ern house, a cart, a cave displaying rock activities throughout Macedonia.
In the spring of 1996, the
Step by Step team organized a
10-day exhibition in the Skopje
Museum, presenting children’s
drawings along with work by
parents and teachers. The
exhibition was an enormous
success, attracting some 6,000
visitors. Parents and children
enjoyed and valued the experi-
ence and asked for more. At
the same time, the Step by
Step team was concerned
about the small number of
Macedonian children enrolled
in preschool. Public kindergar-
tens in Macedonia could only
accommodate about 20 percent
of the preschool population;
art, a Mongolian ger, a traditional Native the remaining 80 percent did not attend
American Indian tipi, and an African shelter preschool at all, either because of economic
full of interesting facts. Wall displays rep- hardship or because there simply weren’t
resent people from different cultures and enough kindergartens. Hoping both to
parts of the world. build on the success of the exhibition and to
The Planetarium area includes a mock- increase educational opportunities for young
up of a television studio, a computer center, children, the Step by Step team envisioned
and a small library. The Art Studio is “an interactive learning-through-play envi-
packed with interesting materials and all ronment” open to all children, “not only the
children are encouraged to experiment. On children going to kindergarten.” Their vision
a Stage volunteers from the Faculty of Arts was that the development of a Children’s
and Drama at Skopje introduce children Creative Center would be a way to support
to theater. In the Greenmarket area chil- these types of learning opportunities for all
dren use weights and measures in their children in Macedonia.
shopping, then compute the cost of their fic- The Open Society Institute (OSI) pro-
tional purchases on a cash register. In one vided 50 percent of the initial funding for the
corner of the market an enclosure, designed Children’s Creative Center for the first three
for small children between the ages of years. The other 50 percent was provided by
two and four, is filled with big sponges in the Youth Cultural Center, which had a long
different colors and shapes, intended to tradition of providing creative activities for
accustom them to basic geometric shapes young people, but had suffered a dramatic
and help develop their motor skills. loss of resources during Macedonia’s politi-
cal transition. The Children’s Creative Center
Development of the Children’s opened in 1997 with a mission to provide:
Creative Center
…a unique informal educational environment
S tep by Step was introduced into

Macedonia in 1994. In 1999, the
Foundation for Education and Cultural
that welcomes all children from our multicul-
tural country, from every neighborhood and
different family background; and, to be a place
Initiatives (FECIM) Step by Step, a non- where the children are valued and encour-
profit nongovernmental organization, was aged to participate in exhibitions that educate,
established to ensure the development and engage, inspire, and entertain.
The Relationship between the An example of this approach was provided
Children’s Creative Center, Step by Step by Step’s response to the refugee
by Step, and the Macedonian crisis during the NATO intervention in the
Educational System former Yugoslavia, when staff used the
Center to welcome and provide organized
S ince 2001, all Center funding, including

salaries, building rental, maintenance,
and utilities, has been provided by the
activities for children from the refugee
camps. Programs to help children and par-
ents cope with stress were developed for
Ministry of Culture, supplemented by ticket families displaced from their homes.
fees and facility rentals. Recently, “fund- The Center has provided a model to
ing has become a huge problem,” Center establish similar centers in Tetovo, Gostivar,
officials say, due to the limited resources and Radovis in cooperation with the Mott
available from the Ministry. The unstable Foundation and Save the Children–UK. The
economy means corporate sponsorship is not Roma Education Initiative, funded by OSI
yet a possibility. Budapest, has incorporated visits to the
Step by Step continues to “set the edu- Center by groups of Roma children and their
cational direction” for the Center while teachers. The Step by Step team’s work
maintaining connections with local schools with parents has included a range of well-
and parents. In order to help address the attended workshops and seminars with
funding shortfall, FECIM Step by Step such titles as How to Be Better Parents and
ensures that “all grant applications include Improved Communication as a Means of
an effort to bring children into the Center.” Enhancing Parenthood Skills.
What Happens in the Center: Activities and Impact

Cece’s Story
Twelve-year-old Cece, now in sixth grade, started visiting the Center when she was six.
The Center “has influenced Cece’s development enormously, ” comments her mother. “She
is an only child, and here she has found many new friends.” Cece learned to make origami
at the Center and the quality of her work led the staff to encourage her to share her skill
with others. She now teaches origami workshops every Wednesday with the help of her
mother. Cece says:
“As a very young girl I wanted to become a teacher and my wish has come true. I want to share
my knowledge with others. Maybe, when I grow up, I will be a teacher. I think that children and
parents in my workshops learn how to make origami figures, but the children also enjoy the pres-
ence of other children. They make new friends. My students sometimes show me new origami
figures they have made at home, so I learn from them. We learn together!”
T he bright and colorful Children’s

Creative Center is equipped with mate-
rials unavailable in many kindergartens or
“for children to move and develop skills…
to touch things or play with toys,” one
teacher comments. The Center’s large size
schools. Many kindergartens have “very provides children and teachers with “plenty
small activity rooms,” making it difficult of space to improve on the work we do at
the kindergarten. There are art, multiethnic,
drama, motor skills, and literacy activities.”
Experiences at the Center expand on what
children have learned at school: “They can
touch things, make different creations, and
their cognitive and creative skills are stimu-
lated.” The activities incorporate many
areas outlined in the curricula and after vis-
iting, children identify topics in which they
are interested: “They ask for it, the children
initiate it themselves.”
Educators say the Center is a happy
place that children enjoy. Through play and
mother says. Another parent describes
the effect of being in “a new space with
children who speak different languages”
on her son: “He learned new words and
this inspired him to ask questions and
find out new things.” Parents agree that
their children learn “skills needed for
everyday life, like coping with failure and
success.”
The Center provides a meeting place
for teachers and parents involved in the
Step by Step Program. “We are working
on several topics in our kindergarten in
cooperation with the parents and other
kindergartens,” one teacher explains. “We
meet in the Creative Center and we are
pleased; the parents become involved in
the activities.”
Teachers say:
“The Center is a warm and friendly place.”
“There are no restrictions and we as educators
feel the children are secure and safe there.”
“Children get to touch new things and toys
they have not seen in their kindergartens.”
“Many children are very poor and the Center
exploration, they explain, children “learn to gives them a chance to play with toys they do
socialize and to have fun. They learn how to not have at home.”
control their behavior in the games with the “The work children do in the art studio helps
other children and to make new friends.” A to raise their self-confidence…they are valued
Center staff member comments that chil- for something.”
dren experience art, drawing, and drama, “The Center is a good guide for the social,
all of which are “good for their self-esteem emotional, and cognitive development for all
as they have the pleasure of making some- children.”
thing on their own.” The “visual impact
of the Center stimulates them to ask more Parents say:
questions,” says a teacher. Children are “The Center provides more relaxed time to be
provided with “different choices, ” another with the children.”
“Children can express what they really like—
their individuality comes into being—they can
“The Center is a very precious place for all find their own interest and explore.”
children—it’s their kingdom.” “Working with my son has helped to develop
my relationship with my child.”
“As a parent I could see communication skills
teacher adds. “They can create, they can developing and a new aspect of their personal-
socialize, they feel secure and they feel like ity emerging.”
it is their place.” They learn new perspec- “This is a way to develop the creativity of chil-
tives: “The Center fills the cultural gap dren. Usually at home we don’t have time or
found in many communities.” never do it.”
Parents stress the Center’s importance “Through drawing, clay work, origami, my
to their child’s socialization. Center staff son learns patience, precise movements with
view “the presence of parents as crucial small things—fine motor skills.”
when the child is playing…it involves “Children make a choice to meet their own
them in the learning process.” needs.”
For one child, who did not attend kin- The Center is a “very safe place to play.”
dergarten, the Center provided “contact
“The painting corner gives children freedom
with other children...socialization, and
to use materials and have instruction to help
developed her communication skills,” her
with techniques they didn’t have the oppor- refurbishment needs to be addressed to
tunity to experience at preschool or primary counter the declining attendance. Many
school.” parents recognize the need “for more
“Patience and tolerance are things children equipment” and for broken equipment to
learn a lot here.” be replaced. They also desire “more fre-
“The Center is a very precious place for all quent changes in content.” Staff agree
children—it’s their kingdom.” there is a need for new exhibits and con-
tinuous refurbishment. Both staff and
parents want the Center to expand.
Taking Stock and Moving Forward
Children are provided with a safe setting in
E ducators and parents believe the
Creative Children’s Center is a great
asset to Macedonia. Yet the Center faces
which to meet and interact across different
ethnicities and cultural groups. The impor-
tance of this cannot be overemphasized and
severe financial struggles that make its the extent to which it is appreciated cannot
mission more difficult to fulfill. be overstated.
Both teachers and parents note that
children are provided with a safe setting
in which to meet and interact across dif- The Children’s Creative Center has
ferent ethnicities and cultural groups. become a resource to thousands of chil-
The importance of this cannot be over- dren in Macedonia. According to one Step
emphasized and the extent to which it is by Step team member, regardless of the
appreciated cannot be overstated. The hurdles that the Center must overcome:
Center provides children with activi- “We are continuing the dream. Once,
ties and encounters not readily available to many people it was unbelievable that a
elsewhere in Macedonia, and with oppor- small country like Macedonia could open
tunities to explore and play in ways not an informal place for promoting the Step
possible either in their homes or at school. by Step philosophy. The love we carry in
The exposure to Macedonian towns and ourselves for the Creative Center as well
cities they would otherwise not see as for all children who love the Center
and the ability to visit and role-play in forces us to continue our mission. We
different dwellings helps to kindle an will continue to dream and we know our
appreciation of Macedonian culture and dream will stay true!”
history.
However, the Children’s Creative This article was prepared by Rachel Holmes,
Center is being affected negatively by based on the full-length case study by Atina
shrinking financial resources. The issue Tasevska and Darko Marchevski, Children’s
of static exhibits and the need for ongoing Creative Center—A Place for Everyone.
Step by Step at the Roma Settlement in
Jarovnice-Karice, Slovakia
Case Study Researchers: Eva Koncokova, PhDr, Executive Director, Wide Open
School Foundation, and Jana Handzelova, PaedDr, Supervisor, State School
Inspectorate
“When I told the other teachers I was interested in the integration of Roma children into regular school,
they said, ‘You must be crazy!’ Maybe I was, but I was keen on this new methodology. It brought a new
sense of meaning to my teaching.” —Maria Lichvarova, Step by Step teacher and social worker
Parents as Teachers system. Most Roma children are regu-

larly confronted with linguistic barriers at
N ine children, ages two to six, are sitting

at the table. Their mothers are crowded
closely behind them. A big sheet of paper
schools with Slovak (the majority language)
or Hungarian as the language of instruction.
In a large number of cases, Roma children
with the week’s plan written on it is hanging are tracked into special schools for men-
on the door. One of the mothers is holding a tally disabled children based on aptitude or
big, colorful picture book. She reads loudly readiness tests given in Slovak, a language
and clearly a Slovak version of the fairytale that many Roma children do not understand
Cinderella. She reads one sentence, and well. The tests also often include references
immediately another woman repeats it in to objects outside the children’s experience.
the Romani language. The children listen
carefully. The mother then asks the children
about the content of the fairytale. She checks
to see that they understand all the words.
“We wouldn’t accomplish anything if the

parents themselves didn’t want it. It all
starts with them.”
The mothers gathered for their weekly

training session are part of a group of 30
parent volunteers who implement a home-
based preschool program for 42 children
and their families in the Roma settlement in
Jarovnice in eastern Slovakia. At one time For both these reasons, reform groups see
Maria Lichvarova, the Step by Step teacher the tests as culturally and linguistically dis-
and social worker, taught all the preschool criminatory.
children herself, “but as the number of Approximately 50 percent of 15-year-
children and parents increased, I could no old Roma students have repeated at least a
longer do it, so we gradually involved the year of primary school or have finished their
family members,” she says. “We wouldn’t formal schooling in special schools for men-
accomplish anything if the parents them- tally disabled children. According to local
selves didn’t want it. It all starts with them.” sources, the proportion of Roma who went
beyond basic education was only 6 percent.
Education among the Roma In other words, even most of those who
Population obtained basic education did not continue
their studies—either at secondary gram-
T he Roma minority in Slovakia has been

poorly served by the Slovak educational
mar schools, at another type of secondary
vocational school, or at apprentice schools.
Step by Step at the Roma Settlement in Jarovnice-Karice, Slovakia 125
Without equal opportunity to attend schools into integrated child-centered settings
of high quality, the Roma face a major obsta- with appropriate support.
cle in reaching their full potential in Slovakia. WOSF’s communication and
The goal of dedicated individuals like Maria cooperation with other beneficiary
Lichvarova, and of Step by Step in Slovakia, institutions—particularly the Ministry of
is to help change this situation. Education of the Slovak Republic and the
Plenipotentiary of the Slovak Government
The Wide Open School Foundation for Roma Communities—has been dis-
tinctive. It has reinforced and enhanced
S lovakia’s Wide Open School Foundation

(WOSF), home of the country’s Step
by Step Program, started its work in 1994.
the services provided to the Roma com-
munity and secured their long-lasting
sustainability.
According to its director, Eva Koncokova,
“Our goal was to support preschools hav- Step by Step in Jarovnice
ing a high proportion of children from less
supportive family environments. The Open
Society Institute gave us strong support. J arovnice lies in the valley of the Mala
Svinka river surrounded by woods and
hayfields in the Presov region of eastern
Without equal opportunity to attend schools Slovakia. For a long time, the ethnic minor-
of high quality, the Roma face a major ity—the Roma—have been the numerical
obstacle in reaching their full potential in majority. The social conditions of the Roma
in Jarovnice are harsh.
Slovakia.
For decades, Jarovnice’s Roma
inhabitants—73 percent of the village’s
This was the beginning of our journey population in 2002—have endured severe
to help Roma children and their families. hardships. Many of the dwellings in the
It was the beginning of Step by Step in settlement have consistently been in the
Slovakia, in a period of deep social change.” worst possible condition; many had poor
WOSF has implemented a variety of edu- sanitary facilities, lacked toilets, and were
cational initiatives in the area of Roma and too small for the number of people liv-
general education, framed by the following ing there. The 1,566 children under the
ideas: age of 15 living in the Karice settlement
in 2002 had little access to quality educa-
• Sensitivity and respect toward the
Roma culture and language and the
aspirations of the Roma community,
with decision-making power in the
hands of Roma leaders.
• Equal opportunity in the education sys-
tem, following legislation eliminating
all segregation and discrimination.
• Free, high-quality preschool education
for economically disadvantaged chil-
dren, and curriculum reform connected
with the professional development of
teachers.
• A comprehensive approach for chil-
dren from infancy to age 18 and their tion. Unemployment has been a constant,
families, including prevention of school with the unemployment rate reaching 96
failure; intervention to decrease the percent in 2000. Life has been difficult and
dropout rates; and development of men- dangerous. In 1998, when the Mala Svinka
toring and tutoring for dropouts.
flooded its banks and inundated Karice,
• Implementation of child-centered meth- it swept away not only property, but the
ods and parent engagement as core lives of 44 children. The Roma, living in the
principles in the education of children valley, were battered by the raging water.
from birth through age 10. Slovaks, generally living on higher ground
• Inclusion of children with special needs in the village above the valley, escaped the
worst of the flood’s devastation. attitude toward school and education and
In the same year as the flood, WOSF have radically changed the learning envi-
started its cooperation with the settle- ronments both in the homes and in the
ment. It offered the Roma help in community.
improving the educational level of their Teachers, Roma assistants, and parents
children. In a short time, WOSF raised are involved in the preschool programs. The
funds to build a new Community Center teachers work directly with the children,
and implemented a multipronged approach focusing on Slovak language and mathe-
to achieve Roma inclusion. matics. The curriculum covers material that
will be on the entry test to regular school
The Community Center (recognition of shapes, vocabulary, etc.) as
well as active learning activities typical of
T he programs at the Community Center

strive to change interethnic relations
and to improve life in a multicultural envi-
the Step by Step curriculum. Children who
would otherwise have no access to pencils
or crayons for the first time learn to draw.
ronment by undertaking a comprehensive Emphasis is placed on the “whole-lan-
community approach, emphasizing the local guage” approach to developing pre-reading
and pre-writing skills, pro-
viding context and meaning
by broadening children’s
exposure to language. The
teachers assess the devel-
opmental level of each child
in terms of performance.
Instruction is individualized
by using different kinds of
observation and creating
portfolios.
Parent and Community

Engagement
T he focus on family
involvement goes well
beyond such traditional
practices as parent-teacher
needs of the Karice settlement. The core of conferences, parent meetings, and helping
the work at the Community Center is the children with homework. Parents and com-
preschool program. The goal is to prepare munity members are invited to school to
tell stories and to talk about the history of
the community. Parents also participate in
In preparing the children for primary school, the cooperative learning for an additional
these preschool programs encourage a more reason—for personal self-improvement. The
positive attitude toward school and educa- Community Center provides adult classes in
tion and have radically changed the learning cooking, parenting, language, and sewing
environments both in the homes and in the and is also used as a place for community
community. meetings and sports. In the community, one
can now see greater interaction and com-
munication, more effective use of resources,
the Roma children for admission to regular increased coordination, and greater emotion-
school, and thus end their segregation into al involvement.
special education. The neediest children
attend half-day classes in the Community The Special Primary School at
Center building. Other children partici- Jarovnice
pate in the home-based preschool program
staffed by parent volunteers. In preparing
the children for primary school, these pre-
school programs encourage a more positive
I n Slovakia special primary schools were
intended to provide special education for
children with disabilities, using specialized
instructional methods, tools, and forms. • Appropriate methods to support second-
The pedagogy and materials were devel- language learners.
oped nationally for students with mental, • A Roma teacher assistant at each
sensory, or physical handicaps; students project site to bridge the cultural and
with behavior problems; and ill or weak- linguistic gaps between school and com-
ened students placed in medical facilities. munity.
Most Roma children in special schools were
classified as having language delays and The Step by Step classroom in the
related disabilities, such as dyslexia or dys- Special Primary School at Jarovnice was
graphia. one of five classrooms in four countries
Placement in special schools was deter- participating actively in this experiment;
mined by tests administered in the Slovak five other classrooms served as controls.
language by psychologists and special com- Almost all test results were higher in the
mittees. For financial and other reasons, treatment classrooms, whether these were
most Roma children did not have access measurements of intellectual abilities, com-
to preschools where experience with the
Slovak language could be obtained. Their
lack of fluency and their cultural and behav-
ioral disadvantages, combined with a lack
of other school readiness skills, resulted in
their being labeled “handicapped.”
Many Roma parents agreed to place
their children in special schools without
understanding the long-term consequences.
However, most of those parents who did
realize the constraints these schools placed
on their children’s future thought they had
no alternative. Of the 64 pupils attending
the Special Primary School in Jarovnice, 59
were Roma.
Step by Step implemented a special- munication skills, social and emotional
school initiative in four countries to promote skills, or speech and language develop-
equal education for Roma children by pro- ment. Eighty percent of the students in the
viding appropriate conditions for learning, five treatment classrooms passed the tests
pedagogy, and personal support. One class- with a score of 75 percent or higher. This
room in Slovakia, in the Special Primary initiative was seen as demonstrating that
School at Jarovnice, participated in the ini- Roma children were capable of academic
tiative. The goals for this classroom were: success when provided with appropriate
conditions for learning.
• To identify Roma children who were mis- The process of changing the attitudes
placed in special schools. and practices of school staff members
• To improve their academic skills and was seen as key, with major implications
integrate them into the mainstream. for the design, delivery, and funding of
professional development at both the pre-
• To develop and implement a viable model service and in-service levels. The staffs
of school success for Roma children. at the pilot sites identified aspects of the
• To propose changes in national educa- Step by Step methodology and antibias
tion policies. education as some of the most important
things they did to try to meet the needs
Key project components included: of students in their classes. They also
• Use of the mainstream curriculum in indicated that more information on Roma
place of the special-school curriculum. culture, strategies for involving parents,
and training sessions would help them be
• Implementation of Step by Step early even more effective in the future. Almost
childhood methodology as the vehicle for
all staff members in the pilot classes said
delivering the curriculum.
that participating in this project would
• Instruction in antibias education for all have long-term benefits for them and for
teachers and administrators in the project. the students.
“Children from Step by Step classrooms to become involved in decision-making
appear to show more empathy to their processes. At all levels they have dem-
peers,” comments Eva Lukacova, head- onstrated a capacity for problem solving,
mistress of the Special Primary School. “I management, and self-evaluation. Thanks
think that the methodology leads to bet- to lessons learned through formal educa-
ter school readiness of Roma children. It tional activities, they have improved their
skills not only in intercultural communica-
tion, but in communication among families,
“Children from Step by Step classrooms children, and volunteers.
appear to show more empathy to their The Roma themselves have upgraded
peers. I think that the methodology leads the organizational and cultural work in
to better school readiness of Roma chil- their community. Knowledge of Roma cul-
dren. It increases their independence and ture—particularly of the Romani language
ability to solve problems. This methodology and of Roma history, ethnography, and
becomes a kind of guarantee of further sociology—has improved the self-identity
cognitive, emotional, and social growth.” and self-awareness of Roma youth and has
strengthened their ability to face oppres-
sion and conflict.
increases their independence and abil- The potential of the Step by Step multi-
ity to solve problems. This methodology pronged and multigenerational approach to
becomes a kind of guarantee of further mobilize a local community in such a way
cognitive, emotional, and social growth.” as to profit the community and to recip-
rocally benefit the project itself is aptly
Reflections on Program demonstrated by the words of one of the
Accomplishments parents involved in the project: “I expect
to change. For this reason, I have started
D espite major problems such as increas-

ing poverty, harsh social conditions,
continuing prejudices, and a high dropout
to work as a volunteer at the Community
Center. I made a book for the children. It
is about carving things such as animals,
rate among Roma, the benefits to Slovakia birds, and handles for kitchen utensils.
of the Step by Step Program have been Iveta Fabulova, the coordinator of the
substantial. They include an accelera- Community Center, helped me put Slovak
tion of school success for Roma students, and Roma names on them. I am proud of it.
experimental verification of Step by Step Now the book is used for teaching at the
methodology for preschools and primary Community Center.”
schools, and integration of Roma students
from the socially and educationally less This article was prepared by Hugh McLean,
supportive environments of special schools based on the full-length case study by Eva
into participation in the life of the majority Koncokova and Jana Handzelova, Impact
population. of Step by Step at the Roma Settlement
WOSF’s program of multicultural activi- Jarovnice-Karice: Slovakia Community Resource
ties has also stimulated Roma families’ Mobilization.
interest in the formal education
of their children. It has strength-
ened relations between the Roma
and non-Roma communities,
especially between representa-
tives of the municipality and
Roma parents and community
leaders. WOSF’s director, Eva
Koncokova, reports that the Roma
people have become commit-
ted to facilitating their children’s
learning processes. They have
gained a better understanding
of the policy issues involved, as
well as of the role of the social
environment, and have started
Family and Community Engagement
F amilies have the greatest influence on a child’s life. The active participation of
families is an integral component of the Step by Step Program. Teachers and fami-
lies must work together to develop mutual relationships based on communication and
respect. The involvement of parents in all aspects of school planning and decision mak-
ing reinforces Step by Step’s democratic principles. Parents are involved in a range of
activities, including parenting-education programs, formal and informal parent associa-
tions, making learning materials, and participating directly in the classroom activities.
Step by Step seeks to develop a recip- practices. The study explores how this
rocal relationship between the school and initiative became a catalyst for change in
the community. Teachers use the commu- the Chiscareni community and its school.
nity as a resource for learning by inviting The case study from Russia examines
community members into the classroom to the impact of Step by Step on the atti-
share their experience, cultural traditions, tudes and practices of both teachers and
skills, and knowledge. Links with the parents toward active parent involvement
community go beyond the classroom and in the classroom, exploring Step by Step’s
include provision of additional resources, effort to establish mutually supportive
school-improvement programs, and com- relationships between parents and teach-
munity/school partnerships. Families and ers based on communication and respect.
communities play a critical role in long- Genuine involvement of families in their
term program sustainability. children’s learning, rather than delegating
this function to the state, brings an indi-
vidual into the life of the community, thus
Families and communities play a critical accelerating the progress of civil society.
role in long-term program sustainability. The Tajikistan case study examines
the degree to which parent involvement
The case studies from Haiti, Moldova, in the classroom has been accepted by
Russia, and Tajikistan highlight some of teachers and parents. Of particular inter-
the creative ways parents and commu- est is a discussion of factors influencing
nities contribute to the development of parents’ motivation to participate, which
quality preschool and primary school ini- examines why some are more receptive
tiatives. The authors provide insights into than others to the Step by Step learning
some of the most challenging aspects of environment. This case illustrates that
these partnerships and the ways in which the Step by Step Program changed the
roles are shaped over time. attitudes of teachers and parents. Parents
The case study from Haiti documents began to see their child’s unique person-
the power of community links. In Haiti, ality. Teachers began to see children as
most children do not attend school. As open, friendly, free, and competent. This
illustrated in this case study, one Step is a significant achievement in societies
by Step village school has managed to where children’s opinions and individual
improve these odds. The school belongs differences are traditionally neglected.
to the community, and teachers and fami- While the challenges of sustaining
lies engage in joint problem solving. both community and family participation
The Moldova study examines the role are at times daunting, Step by Step com-
of a joint initiative between Step by Step munities learn that they hold the power
and the World Bank’s Moldovan Social for change when they assume responsibil-
Investment Fund (MSIF) targeting the ities and work together to solve problems.
physical rehabilitation of rural schools Their effort to build democratic education-
as well as curriculum reform through the al practices creates democracy within the
introduction of democratic educational communities as well.

The School Without Socks: The Te Kase
School in Haiti
Case Study Researchers: Caroline Hudicourt, EdM, and Dominique Hudicourt,
FOKAL Tipa Tipa Program—Step by Step, Haiti
T he children, bright and eager, walk up the stairway of their beautiful pink concrete school
to their classrooms, leaving behind the schoolyard with its newly planted ornamental gar-
den, their small homes made of clay soil blocks or palm tree wood, the pale green grass and
the often dusty—or slippery and muddy—dirt road they have trudged here on. They chatter
cheerfully, both disciplined and delighted, like children in happy schools everywhere. Not one
of them, from the tiniest three-year-old to the most gangling sixth-grader, wears socks.
To traditional educators, explains were made for children who drive to school
Veronique Phanor, director/principal of the in cars and walk on clean concrete, for chil-
Te Kase School on Haiti’s Central Plateau, dren whose parents have washing machines
a citizen “is a person wearing a tie, always and the soap to put in them. For peasant
well-dressed, wearing socks, perfectly children walking to school through squishy
waxed shoes, always clean.” But at the Te mud, they were merely one more problem
Kase School, Ecole Marie Educatrice, “a citi- to take care of, one more piece of clothing to
zen is not a person with a tie. It is a person buy and wash, one more source of stress on
who likes his environment and who adapts parents’ limited resources. In rainy season
well to his own reality.” they keep children’s feet hot and wet. In dry
Not all that long ago, the children of Te season they become flaked with dust. Today,
Kase were required to come to school in the children of Te Kase no longer wear socks
shoes and socks like the city kids. But the to school. Those who arrive with socks are
charismatic local religious leader Brother asked to take them off. During the rainy
Franklin Armand protested. Socks, he said, season they even remove their shoes, slip-
The School Without Socks: The Te Kase School in Haiti 131

ping their feet into plastic or rubber sandals, community would welcome Step by Step.
keeping their feet cool and dry and the class- “Ask the parents what is the most important
rooms clean. to them,” she comments. “They will tell you
The children of Te Kase “come to school their children’s education, even if they are
to learn so that they can change the society hungry. School is perceived as a gate that
in which they live,” says Phanor, a former helps them get away from the peasant con-
nun who left her congregation to marry and dition, and that enables the children to help
then studied public health as a nurse. “Even their parents.”
if they go to other places to study they As impressive as the gleaming pink con-
should come back to their home to help the crete is, the Te Kase School stands out from
area. If they wear ties and beautiful shoes, its surroundings in more intangible ways
they might not want to come back to the as well. It distinguishes itself even among
country and get them all dirty.” Step by Step pilot schools in the quality of
relationships it has built among the direc-
A Sense of Place and Possibility tor, teachers, parents, and children, and by
the intense involvement of parents in the
T he Te Kase School, just outside the major

Central Plateau town of Hinche and
about 100 miles northeast of Haiti’s capi-
school’s activities. The success story of Te
Kase is a story of community building. The
parents, says parent coordinator Myriam
tal, Port-au-Prince, is the most successful Clerveaux, “are ready to do anything for the
of the four pilot schools developed by Tipa
Tipa, Haiti’s Step by Step Program. It was
funded and constructed in 1997 by FOKAL “Ask the parents what is the most important
(Fondasyon Konesans ak Libete), a Soros to them. They will tell you their children’s
network foundation. The small rural hilly education, even if they are hungry.”
community surrounding the school is poorly
developed, partly because of the difficult
roads. The clay soil that should be an eco- school. When they compare their children
nomic asset makes the dirt roads and dirt to others they see elsewhere, they realize
airport extremely slippery and sometimes that the school offers something extra. It
unusable in the rainy season, when the area increases their self-esteem, because they
is often inaccessible for days even by plane. can talk and be listened to. Being aware of
The large, brightly painted concrete school the program, they make sure the teachers
built by FOKAL—a two-story, U-shaped follow it. They help fix the school materi-
structure housing 248 pupils from preschool als; they encourage students to hurry to
through sixth grade—seems incongruous school.” And among other Marie Educatrice
when viewed from above the surrounding schools—local schools supervised by Brother
hills. Most other buildings, including schools, Armand’s congregation, Little Brothers and
are small tin or thatched-roof houses made of Little Sisters of Incarnation—Te Kase stands
palm tree wood or soil. out as a builder of democracy.
Michele Pierre-Louis, FOKAL’s director, “Tipa teaches democracy,” says Lochner
says she was confident that the peasant Etienne, a supervisor appointed by the
congregation to monitor the community’s crowded together, making it easier to build
schools. “They work on democracy as a community. In many rural areas, children
permanent theme: respect for others, self- have to walk several hours even to get to
respect, respect for the environment, and school.
respect for the country. That’s the type of Like other Step by Step programs around
education Haiti needs.” the world, Tipa Tipa offers a child-centered
pedagogy that develops children’s autono-
Community Assets my, natural curiosity, and creativity. It works
with children from birth to age 12, prepar-
T he Te Kase School’s unusual success

has been built on fertile, if often muddy,
ground. The directors of FOKAL wanted to
ing them to become active and engaged
citizens, encouraging their ability to make
decisions, formulate hypotheses, and make
invest in rural, somewhat abandoned, com- critical judgments. The program values
munities, but they looked for communities parents’ participation in school activities
with strong local structures already in place. and functions democratically: parents walk
Three of the Step by Step pilot schools in directly through principal Veronique Phanor’s
Haiti are associated with religious organi- open door in their bare feet; children run
zations and the fourth is connected with in to speak with “Vero.” Classrooms are
a peasant association. In the case of Te clean, with activity corners for the youngest
Kase, Brother Armand and his congrega- children and tables for the older ones. Tipa
tion offered support at every stage of the Tipa’s goal is to offer poor rural children a
project. The area, known as Pandiassou, method of learning comparable to methods
looks better every year, partly because of common in wealthy developed countries.
the 34 artificial lakes Brother Armand has Parents see the school itself as a great
built over the last decade. Fish are multiply- material and physical gift to the community.
ing, water is pumped in to irrigate fields They are grateful for the toilets: the fact
during the long dry season, and the land is that here the children don’t have to use the
slowly being reforested. “Brother Armand floor as their toilet and wipe themselves on
always says that when you first arrive in rocks, Pierre-Louis says, “is a humanizing
a fraternity you don’t really do something process.” Tipa Tipa teaches hygiene along
for the people,” says Brother Cenor Jonas, with the alphabet: “When they leave school
administrator of the congregation. “You to go home,” says Marie-Maude Rodrigue,
listen to them. After a while, they tell you a community school supervisor hired by
themselves: ‘This is how I would like you to the congregation, “it’s not the parents who
help us.’” In addition to the strong leader- need to tell them that they have to bring
ship of Brother Armand and Phanor and the water and wash their hands before eat-
enormous enthusiasm of community parents, ing. The children know that good hygiene
Te Kase has a natural advantage: houses are requires them to wash their hands before

eating and after going to the toilet. It’s a by Step schools, some teachers still use cor-
big change.” Indeed, Clerveaux comments, poral punishment; the teachers themselves
the Te Kase children’s emphasis on cleanli- were raised with the whip. But parents and
ness sometimes offends other members of teachers believe in the training because they
the community. When they ask to wash their see such encouraging changes in their rela-
hands before eating at the marketplace, she tionships with their pupils, their children,
says, other adults are apt to scoff, “Oh! Who and even with their spouses. “You feel it’s a
do they think they are?” life-giving role, a role of love,” says a parent.
Step by Step trains both teachers and
parents to treat children with respect. Parents as Allies
Corporal punishment—the most common
method of discipline in Haiti—is strongly
discouraged. “When adults make mistakes
nobody beats them,” Clerveaux tells parents.
T he intensity of parental involvement is
striking. One secret of Te Kase’s success,
says FOKAL director Michele Pierre-Louis,
“And sometimes adults make very serious “is the relationship between the school and
mistakes. Sometimes they might break a the parents.” A parent adds: “The way
glass. If it is an adult it’s not a problem. parents are welcomed at school is very
When it is a child who breaks a glass we important. That’s one of the main reasons
feel obliged to scold or even beat him.” She why parents like the school.” And Rodrigue
tells the true story of two boys in Port-au- points out that parents are grateful to be
Prince who were sent to fetch water. To save included in school activities. “That’s what
time they went to a neighbor’s reservoir they like,” she says. “They know they
even though they knew they weren’t sup- were alone in the bushes; now you put
posed to. When one boy fell in the water, the them among other people. They start feel-
second was so afraid of being punished that ing like they are people like everybody
he ran away to hide instead of getting help. else. It’s more interesting. Tipa Tipa says,
His brother drowned. ‘Come to us. There is room for you in soci-
Some parents feel “disarmed” when told ety. Whatever you know how to do, come
not to use the whip because they have never and share it. Show us how you wove your
known anything else. It is not unusual for basket. What you can do is important to our
parents to beg a teacher to beat their chil- classroom.’ It is important for the peasant
dren if they don’t behave. And even in Step to feel that he is not alone in the country.”
Parents find the Step by Step training their first language is Creole; they don’t
sessions particularly valuable. “Parents are begin reading Creole until second grade.
always asking for more training,” a parent Parents are thrilled that their children are
says. “They would prefer if the training ses- learning French, a language they feel will
sions for the parents lasted several days give the children access to levels of society
rather than just one day.” Another parent the parents have been excluded from—but
adds, “It gives us new paths, new knowl- teaching children to read in a language
edge, to help our children better at home.” other than their mother tongue goes against
Clerveaux tells a story about a Step by Step by Step methodology.
Step-sponsored parent meeting in a remote By far the biggest problem is money.
school. Some parents were given the wrong The school lunch program has been cut off
date and showed up a day early. Even because of lack of funds and Phanor reports
though they had to walk as many as eight that paying teachers regularly is a constant
hours to be there, following a difficult muddy struggle. Haiti is a desperately poor coun-
path—sometimes adding stones to the road try; as Clerveaux points out, one reason
to walk on, sometimes cutting through thick
weeds—and even though some had to leave
home at 3 a.m. to be on time, they all made When members of the Te Kase community—
the trek again the next day. teachers, parents, children—describe the
school, certain themes recur: democracy,
Parents say: equality, freedom.
The school helps the children develop well,
especially in their language skills.
for the Te Kase parents’ enthusiasm is that
Physically they are more developed.
because of the congregation’s work in the
When he sings, he seems more alive. area, their standard of living had improved.
The children are more open. “To be able to give something, you have to
have something,” she says. When daily sur-
When the children are at school they seem vival is at stake, parents cannot participate
to feel at home, they look comfortable. in school activities, and children cannot
Even when the child is playing, he takes learn. If despite training other schools do
his time to play. Even when the child is not follow the Step by Step Program, she
making a house, he can tell you: this is feels, it is because they lack space and
such and such part of the house. Another materials. To many teachers and parents
child playing the same game will do it who would love to embrace Step by Step
thoughtlessly. The Step by Step child takes philosophy, financial conditions in Haiti
time to do it well. make the luxurious Tipa Tipa classroom feel
If they took them away to put them in a like an impossible dream.
different school, you’d feel they would be
going backward. Vision and Hope
Challenges “
T ipa Tipa’s future is a challenge, but at
the same time there is a lot of hope,
D espite its many strengths, Te Kase

struggles daily. Retaining teachers is
sometimes a problem; state schools offer
because visibly something has changed in
the student body,” says Phanor. “This gen-
eration, which has followed that training
a retirement plan, and Tipa Tipa teachers within the Step by Step Program, will create
sometimes feel criticized by colleagues at a new society, a society with justice and
other schools jealous of their pleasant work- respect for people.”
ing conditions. Sometimes it’s difficult to When members of the Te Kase commu-
match Step by Step educational materials nity— teachers, parents, children—describe
with national exams. Step by Step’s experi- the school, certain themes recur: democ-
mental approach to science, for instance, racy, equality, freedom. “The children have
doesn’t help children memorize the facts to be able to choose,” says a parent. “You
they need for the national science test. don’t give them freedom to do whatever
(Nevertheless, all sixth-graders passed the they want, but you have to let a child make
national exams.) The children start read- some choices so that he can be aware that
ing in French in first grade even though he is able to choose and discover what he
likes. Before, parents did not know that.” ent. When you talked to them they didn’t
Marie-Maude Rodrigue, one of the con- listen. Now they behave differently. When
you talk to them they understand; they
gregation’s school supervisors, agrees.
act according to what you have told them.
“The choice board is something very They used to fight a lot more than they do
interesting,” she says. “Because the stu- now.
dent knows he is free to choose whatever
he wants: ‘When I go to the math corner, We are relaxed with the children and we
nobody tells me that I have to go to the create activities.
science corner.’ The student can say, ‘I I find more materials. When you find more
choose to go to the math corner.’ That’s a materials, the work becomes easier for you.
kind of freedom, the freedom to choose.” To me the program helps because of the
And Lochner Etienne, the congregation’s sitting arrangements in the classrooms.
other supervisor, adds: “If tomorrow the When the children sit around tables, you
child is going to be president, senator, or in can do group work and individual work.
any government position, he will not have
any difficulty listening to other people’s In other schools the kids are stacked up
in piles. The Step by Step Program does
opinions because they will have told him
not allow a classroom to have more than 30
to listen to others. There should be a high children. It allows the work to flow better.
school that’s using that same method.”
The program helps us to have a greater
variety of experiences.
The school lies like a cooking pot on three
stones: the parents, the child, and the
teacher. If one stone does not function at
the same level, if one stone is low, the pot
will lean sideways.
Children Thriving
C
“ hildren are their parents’ wealth,” says
a Haitian proverb. Children are also
a community’s wealth, a nation’s wealth.
But the blooming children in the science
One teacher from a different community corner, or learning to read Creole, or wash-
who had just started the Step by Step training their hands before eating, or working in
ing reports that he was so struck by the the vegetable garden aren’t worried about
program’s egalitarian perspective on male being anybody’s wealth. Learning and play-
and female roles that he decided to help ing, they look like children in good schools
his wife around the house. Their relation- everywhere—except that none of them wear
ship improved enormously, he says; a few socks.
months later she was eager, even excited,
for him to attend another week of training. Children say:
Alinx Gauthier, director of another con- What is in our books, the other books
gregation school, says that if all schools don’t have.
were like Te Kase, “We would have Haitians
The school helps us a lot in our work.
with another mentality. If all the schools
in the country followed the Step by Step We feel comfortable when we are working.
model, after 10, 15, 20 years, school in Haiti We enjoy dancing.
would be like school in other countries.”
The Step by Step experience, Phanor
feels, is transformative. “If all the Haitians Photographs by Caroline Hudicourt
could behave differently and think differ-
ently, if all the children could be like ours, it
would be extraordinary.”
This article was prepared by Carol Sternhell,
Teachers say: based on the full-length case study by Caroline
Every day I see the face of our school Hudicourt and Dominique Hudicourt, Community
change. Before, the children were differ- Mobilization: The Te Kase School in Haiti.
Sustaining Democratic Change in
Moldova: The Role of Partnerships
Case Study Researchers: Cornelia Cincilei, PhD, Director, Step by Step Moldova,
and Valentina Pritcan, PhD, Dean, Faculty of Pedagogy and Psychology, Balti State
University
“Our school plays a very important role in the development of the whole community. The teachers have
a great degree of credibility among villagers. That was very helpful in getting the villagers’ support to
collect the local contribution for the school renovation, which was our first successful project. Other com-
munity projects followed, initiated by the school, like the water supply system and the road.”
—Silvia Turcanu, Mayor of Chiscareni, Moldova
S ilvia Turcanu’s description captures the breadth and depth of change in the rural vil-
lage of Chiscareni, where the partnership between Step by Step and the World Bank’s
Moldovan Social Investment Fund (MSIF) in Moldova helped village schools become a catalyst
for sustainable democratization throughout the community. Case study research conducted
in Chiscareni in 2004 explored the factors that brought about this dramatic transformation,
addressing all community stakeholders in the partnership, including teachers, students, par-
ents, families, the school principal, and the mayor.
Country Context
A t independence in
1991 Moldova was
a middle-income country
in the Commonwealth of
Independent States (CIS);
now it is the poorest nation
in Europe. Sixty-four percent
of the population live in rural
poverty, and this majority
have been severely hit by
escalating unemployment,
declining living standards,
and the erosion of educa-
tion, health, and other public
services.1 There has been a huge exodus decided to channel their activities and
of the work force abroad, including many resources to rural schools in Moldova.
teachers.
Post-Independence National
In these adverse conditions, village schools
Education Reform
are the community’s organizational and
spiritual center, as well as the main hope for
change through its younger generation.
P lans for Moldovan national education
curriculum reform were regarded by
international experts as exemplary for the
region,2 but economic transformation in the
In these adverse conditions, village 1990s did not meet expectations. The rever-
schools are the community’s organizational sal of fiscal decentralization policy after
and spiritual center, as well as the main the 2000–2001 election and the return to
hope for change through its younger gen- recentralization compounded the country’s
eration. Step by Step and MSIF therefore economic problems.3 Between 1996 and
Sustaining Democratic Change in Moldova: The Role of Partnerships 137
1999, public financing for education as a of whom come from other villages. Over the
percentage of GDP declined by 50 percent. past decade, only five teachers have left;
Increasingly fewer children received basic unusually for Moldova, the school does not
education. By 1999, one in seven children of suffer from a shortage of staff to fill its 53
compulsory school age either did not attend teaching positions.
regularly, or did not attend at all.4 In 1999, Chiscareni took advantage of
Step by Step was launched in Moldova MSIF’s call for project proposals and identi-
in 1994, by the Soros Foundation Moldova fied the renovation of the school building as
and the Open Society Institute. In 1998, the its first priority. The initiative group, consist-
Ministry of Education recognized Step by ing of the school principal, several teachers
Step as a good practical model of devel- and parents, and local government repre-
opmental education at the preschool and sentatives, planned a project, estimating its
primary school levels and recommended it costs and starting a fundraising campaign
for large-scale replication. Step by Step, cur- for the community’s funding match. They
rently managed by an independent NGO, collected about $7,600 of the total $50,500
now has 1,920 classrooms in 350 institutions project cost, the majority from direct cash
(100 kindergartens and 250 schools). The contributions by the villagers. Considering
Step by Step team has trained 3,486 teachers that the average teacher’s salary is $35 per
and administrators serving 45,675 families month and one kilo of meat costs at least
and children, along with faculty from three $2.50, this was a large amount of money.
pedagogical universities and seven teacher-
training colleges.
Forging Partnerships: Step by

Step and MSIF
I n 1998 Step by Step and the Moldovan

Social Investment Fund (MSIF) signed a
partnership agreement. MSIF is a state proj-
ect funded with the support of the World
Bank, aimed at improving the living condi-
tions of poor rural populations by targeting
capacity-building through community par-
ticipation. To qualify for Step by Step–MSIF
funding, villages must mobilize to commit
to a 15 percent local contribution to the gen-
eral project cost. MSIF invested in creating
appropriate physical classroom environ-
ments, and Step by Step, with funding from
the Soros Foundation Moldova and the Open
Society Institute, focused on teacher train-
ing. In 2000 joint fundraising efforts by MSIF School as a Catalyst for Change
and Step by Step brought a further $50,000
grant from the Netherlands Embassy, equat-
ing to $5,000 per school. By 2004, nearly 200
schools had joined the Step by Step network
T eachers and parents pointed to the
leadership qualities of community mem-
bers and Step by Step training as the vital
through this partnership. catalysts in community transformation.
Previously, state training courses gave teach-
The Case of the Chiscareni ers no control over curriculum content and
Community perpetuated traditional teacher-centered
practices.
C hiscareni is a large village of 5,000

residents 100 kilometers northwest
of Chisinau, Moldova’s capital. Four other
“The first eye-opening experience for
me was the training, Modernization of
Education in Moldova, that I attended in
small villages nearby are home to 2,700 1997,” comments Chiscareni School Principal
inhabitants. The village school comprises Nicolae Spanu. “It suggested changes I
13 primary, 17 secondary, and 4 high school had dreamt about for a long time: to create
classrooms, with a total of 823 students, 32 a learning environment in which students
would not be afraid to express themselves, were paid for the extra hours. A couple of
but would rather become active participants these teachers never accepted change and
in the learning process. As a student I had never will. The support from the Step by
bad experiences with very authoritarian Step seminars meant so much to me, it was
teachers and, although my intention was to so different from my previous experience.
be an agricultural specialist, that humiliating The regular seminars allowed me and teach-
experience determined my choice: I decided ers from other schools to share problems
to become a teacher and treat the children and experiences and to get support from the
the way I myself longed to be treated by my Step by Step team.”
teachers, to make them feel that they are Within five years, 11 of the 13 Chiscareni
respected and treated as personalities and primary teachers were Step by Step-trained.
not just as an object of education. When Trainings aimed not just at introducing mod-
I came to school as principal in 1994, my ern active-learning techniques, but rather
first request for the teachers was to exclude at changing the whole paradigm of inter-
humiliating language from their communica- actions and classroom management. The
tion with students.” overall goal was to create classrooms where
Spanu prioritized training opportunities children lived and learned the principles of
for teachers. His energy and enthusiasm democratic community. Teachers appreciated
were contagious. When MSIF suggested that the new freedom to create their own curricu-
the school adopt the Step by Step Program lum with their students.
as part of the complex school renovation, the “Observing the classrooms of my col-
leagues who first started Step by Step, I
was much impressed by the possibility
“It was very exciting to try the new things the program offered them to choose their
we learned in the trainings. I liked the pos- own teaching strategies, what materials to
sibility to create, change the environment, use, when and how to teach certain topics,
and the new psychological climate in the without having somebody to decide that
classroom; I enjoyed the children’s lively dis- for them,” says teacher Valentina Jurjiu. “I
cussions.” liked the diversity of teaching techniques
they used, and how actively children par-
ticipated, and how others listened to their
principal and teachers jumped at the oppor- opinions. I said I wanted to learn how to
tunity. Two eager primary teachers attended do that even though it clearly meant much
the initial Step by Step training in 1999. more work.”
MSIF provided classroom furniture, shelves, Teachers said that although many par-
and blackboards, and Step by Step provided ents realize the advantages of the program
training and additional classroom resources. for their children, it is not easy to get some
“It was very exciting to try the new of them to participate in the classroom,
things we learned in the trainings,” recalls perhaps because they lack either time or
teacher Olga Panaite. “I liked the possibility interest. And parents who don’t participate
to create, change the environment, and the find it more difficult to see and understand
new psychological climate in the classroom; the benefits of Step by Step’s child-centered
I enjoyed the children’s lively discussions. approach to education.
But all these came gradually. At the begin- A big step toward promoting mean-
ning it was not easy: it was much more work ingful learning was the introduction of an
than I was used to.” optional ninth-grade course, Community
Indeed, Panaite adds, despite her enthu- Development. When teachers and school
siasm she would not have been able to administrators attended trainings on facili-
implement the new methods without the tative leadership offered by Step by Step,
support—both practical and emotional— they realized how important it was to also
of the Step by Step team. “Sometimes I develop these skills in their students. So
doubted whether I was doing the right they introduced this leadership-building
thing, having only one other teacher with course focused on project-development
whom to share my doubts and concerns,” skills, including problem identification; con-
she says. “Some of my colleagues came into text analysis; practical analysis, known as
my classroom to learn new things, pushed SWOT (strengths, weaknesses, opportuni-
by curiosity and eagerness. Others reacted ties, threats); and action plan development
with jealousy and sarcasm, asking us if we and implementation.
The Step by Step–World Bank where found this an insurmountable barrier,
MSIF Partnership Continues despite good project ideas. Chiscareni used
its radio station to fundraise and thanked
A t the core of the Step by Step–MSIF

partnership is the shared recognition
of the importance of investing in human
contributors by name, spurring further con-
tributions. Providing access to information
was a major step in getting the support of
capacity and in changing the attitudes and the villagers, who place more confidence in
abilities of the project’s beneficiaries in local leadership than national government.
whose hands lies the durability and sus- Transparency of public spending was anoth-
tainability of these projects. To fuel school er way of building trust in local governance.
activism, Step by Step–MSIF launched A local ecology newspaper, Terra, published
a competition in 2002 to select the best- detailed information about the approved
performing local school based on the joint budget and accounts of a grant for the local
project’s standards: evaluation of the quality scout group from the Regional Ecological
of Step by Step implementation in class- Center.
rooms, follow-up activities, and the project’s “We are very lucky to have this news-
impact on community life. paper that promotes changes,” comments
Chiscareni School, declared the winner Chiscareni Mayor Silvia Turcanu. “It wakes
in 2002, received new furniture and funding up those who did not yet understand that
for library books, teaching materials, sports it is impossible nowadays to live like in
equipment, and study trips. Chiscareni also old times. The local public administration,
won the right to implement between two together with the civil society, has to con-
and five new projects, funded by a grant tribute to a change of mentality.”
of 1 million Moldovan lei (about $75,000) As everybody in the community was
offered by the United Kingdom’s Department suffering from insufficient and poor-quality
for International Development (DFID) and water, the first new project selected was
administered by MSIF, on the condition that to improve the water supply system. To
the community collect 15 percent match- identify the next project, the principal and
ing funds. Following the strategy of the first teachers organized a broadly participatory
microproject—the school building rehabilita- process, including focus groups with parents
tion—deciding upon the new projects was a and other community members and a ques-
participatory process, with the whole com- tionnaire for middle school and high school
munity voting at a general village assembly. students. Opinions converged on the need
The villagers came to the meeting quite well for a village road infrastructure. Community
prepared by the information they received fundraising activities resulted in identifying
from their local radio station. new sponsors for other needs. For example,
a Chisinau businessman gave money for the
The Role of Local Media renovation of the village kindergarten.
I n most villages the former local broadcast-

ing networks were destroyed, leaving
rural populations with limited access to
Community contributions to projects:
2002 Renovation of water supply system:
information. Chiscareni radio, however, is a $7,200 (of $48,600 total cost).
self-sustaining local enterprise started by 2003 Extension of the water supply system:
one of the villagers. Since 2001, it has run $850 (of $5,700 total cost).
on monthly subscriptions and fees paid for 2004 Roads renovation: $12,270 (of $73,850
total cost).
announcements, advertising, and special
greetings. Announcements of general public Only 5 percent of these sums came from the
interest are free, creating an important com- regional budget; most of the rest came from
munication tool for community building. the direct contributions of the villagers.
During and after the joint Step by
Step–MSIF competition, the radio offered
broadcasting time to formal and informal Children Educate the Villagers
local leaders to talk about community oppor-
tunities and for open debates and interactive
discussions with the listeners. This played
a key role in raising the required 15 percent
A ccording to Mayor Turcanu, the most
important contribution made by Step
by Step and its partners was to change the
community contribution: communities else- younger generation. “Now the students
and young people come up with their own Aside from their ideological underpinning,
educational programs for the radio and with these centers had a positive role in giving
various initiatives for community build- children opportunities for extracurricular
ing,” she says. The local Children’s Council, activities like arts, music, choir singing,
created as part of a UNICEF project, was and sports. Chiscareni managed to rein-
recognized as the best of 54 countrywide vent their center, giving it a new life and
councils. mission. With almost no state funding, the
“If I have an idea for solving community administration had to learn how to keep it
social problems I go to the school, and if the functioning.
children like it, they become the best pro- Together with the children and young
moters of it,” Turcanu adds. “They mobilize people from the community, they orga-
the adults via the radio. I suggested having nized several formal and informal interest
a competition for the most active village groups that established partnerships and
district. The children got together and found donors. Out of this emerged a scout
decided to create playgrounds. You should group, Porumbelul (“Dove”). Using the skills
have seen how they debated why this is a the students learned in school, they suc-
priority. Then they did some fundraising— cessfully applied to various grant-giving
the local administration also contributed a organizations. As a result, the following
special prize for the best project.” projects came to fruition: Summer Ecology
Under the post-independence impetus Camps (funded by the Regional Ecological
to depoliticize the education system, the Center), Ecologic Project (also REC-funded),
former pioneer organizations for children Network of Youth Organizations (funded by
were dissolved, shutting down the so- Soros Foundation Moldova), and the ecology
called “pioneer palaces” in many villages. newspaper, Terra.
Key examples of youth initiatives that became organizations:

The Youth Association for Sustainable Development “The Third Millennium”—fosters
youth activism and leadership skills.
CONTACT Center—information and Internet center.
Peace Corp—antidrug campaign.
Regional Ecological Center—eco-cycling tour throughout Moldova.
The Local Council of Children and Youth—“parliament members” from 12 to 16 years old,
elected by 440 students, advocate for the needs of community children and youth.
The Teenager—aims to contribute to solving teenagers’ problems with community support.
Soon to be registered as an NGO, this group won a $900 grant from CIDD/UNICEF for the
project “Developing business management skills and organizing leisure time for the youth,”
collecting a $100 local contribution. With this money students started two profit-generating
activities: purchasing equipment for the school disco and creating a paid parking area for
bicycles.
Students explain why there are so many projects in their community:

“There are more initiatives here because we have the desire to change things.”
—Cristina Rotaru, 9th grade, The Teenager
“We think about the future of our village and we care about what will happen to us.”
—Ana Dedov, 10th grade, Local Council of Children and Youth
“We like to solve our own problems, without being influenced or imposed upon by others.”
—Adela Panainte, 11th grade, The Teenager
“We know what we want and are ready to get it because we think positively about people.”
—Vica Spanu, 10th grade, The Teenager
“Because we know how to identify resources, we all worked as a community and everybody has con-
tributed.”
—Andries Moraru, 9th grade, The Teenager
The Synergy of Partnerships Helps at present lack resources to adequately
Build a Civil Society address even the most urgent community
needs:
C hiscareni’s young people are not the

only ones who have discovered the
importance of partnerships in their efforts to
“The political legacy of the Soviet Union has
left Moldova, particularly rural Moldova, with-
out traditions of social activism, association,
build community and spark change. Adults or personal responsibility to the community.
too have been taking initiative and forging The severe economic pressures that resulted in
networks. the fall of the Soviet Union and the economic
“The durability of the changes is guar- decline that hit Moldova in its wake have
anteed by the many existing partnerships reinforced feelings of disillusionment and pow-
created,” comments Mayor Turcanu. “We erlessness, and left communities with extremely
learned lessons from implementing the first limited financial resources to invest in resolv-
MSIF project. Now practically every initiative ing community problems. Given the dismal
group that wins a project creates an NGO, economic situation in rural Moldova and the
contributing to civic society building and increasing general sense of personal powerless-
securing durability of democratic change. ness, it is imperative that action be taken (by
Recently we jointly developed a community international organizations) to build social capi-
development strategic plan with commu- tal, engage community resources, and empower
nity NGOs, and every side committed itself citizens in ways that can produce immediate
by signing a memorandum of agreement to improvements to local living conditions and
implement the plan. Thus they all became demonstrate that citizen participation and dem-
stakeholders.” ocratic action work.”5
Adult NGOs created in the community Not all of Chiscareni’s inhabitants have
include: overcome their despair that life will ever
• Chiscareni Women’s Association, reg- improve. However, these multiple part-
istered in 2002, which helps to actively nership projects have created tangible
integrate women in community life, pro- and positive change and helped villagers
motes better parenting skills, and acts to revitalize their community through demo-
reduce domestic violence; cratic practices. “The Step by Step Program
• Association for Children with Special changed the teachers, they have changed
Needs; the students, and now these students are
• Teachers and Parents Association; and further changing their teachers,” comments
• Association for Water Consumption, teacher Viorica Ignatiuc. “In this way, our
an outgrowth of the community water whole community keeps changing.”
project initiative.
Notes
Conclusion and Reflection 1. The World Bank Group. Moldova Country Brief
2003. Washington, D.C.: World Bank Group, 2003.
C ommunity partnership has brought http://lnweb18.worldbank.org/ECA/eca.nsf/

ExtECADocbyUnid/ED6B6063A1E08A3585256D5D00
about positive and lasting impact 684811?Opendocument.
on village life in Chiscareni, such as the 2. Organisation for Economic Co-operation and
improvement of school facilities, more demo- Development (OECD), 2002.
cratic teaching practices, the engagement of 3. OECD, 2002.
4. UNICEF Innocenti Research Centre MONEE Project.
Children at Risk in Central and Eastern Europe: Perils
Community partnership has brought about and Promises. Florence, Italy: UNICEF Innocenti
positive and lasting impact on village life in Research Centre, 1997.
Chiscareni. 5. United States Agency for International Development.
RFA No. 121-04-005. Washington, D.C.: USAID,
September 2003.
youth in positive activities for the benefit of
the whole community, and improvements to
local roads and the water supply. This article was prepared by Rachel Holmes,
International donors in the region are based on the full-length case study by Cornelia
concerned that grants and projects may Cincilei with contributions from Svetlana
create community dependence on external Semionov, Valentina Lungu, and Valentina
assistance, replacing the responsibilities of Pritcan (field researcher), Sustaining Democratic
state provision. However, local governments Change: The Role of Partnerships.
“Our School Is Another Family for Us”:
Parent Involvement in Matreshka Step
by Step Nursery School, Russia
Case Study Researcher: Elena Yudina, PhD, Department of Psychological Training
of Teachers, Moscow Psychological and Pedagogical University
“You must have noticed the atmosphere is very special here! The staff are very friendly, you can ask for
help from anybody, from the head to all the other teachers and staff, and they will always explain every-
thing, and give you as long a time as you need because they all are very warm. Our school is another
family for us!”
—Larissa, mother of a child at Matreshka Step by Step Nursery School in Odintsovo,
Russia
Introduction able four kilometers (about two and a half

miles) west of Moscow. It is a picturesque
A nyone familiar with the Russian educa-

tion system knows how urgent it is to
involve families in the teaching and learn-
area, with lakes, a big river, and a popular
resort known as “Moscow Switzerland.”
A city since 1957, it is now the center of
ing process in nursery and primary schools. Odintsovo region.
The real involvement of families in their As elsewhere in Russia, post-perestroi-
children’s learning, instead of delegating ka reforms precipitated economic crisis.
this function to the state, is a critical tool for Factories, plants, and state-funded agricul-
bringing individuals into community life and tural farms closed, and residential housing
accelerating the establishment of civil soci- construction stopped. Previously unheard of,
ety in Russia.
Teachers commonly claim that
parents are their partners in edu-
cation, but in practice treat them
just as a material resource. Parents
often consider education the prov-
ince of professional educators only,
and trust them to do all the work.
Parental involvement and respon-
sibility for children’s development
is one of the basic principles
underpinning the program—and a
fairly new idea for Russian people.
Step by Step, known in Russia as
Soobschestvo, was introduced at
Matreshka nursery school in 1994.
This case study focused on how
and to what extent the program
established real partnerships with parents, unemployment escalated. However, owing
and if it managed to shift the traditional to economic recovery, regional development
allocation of responsibilities. and production are now rapidly expand-
ing, particularly in the sectors of private
Local Context and state-funded agriculture and residential
construction. There are now almost 3,000
F ounded over 600 years ago, Odintsovo

is a small town with a population of
171,700 people situated an easily commut-
small and medium businesses. The area
is developing as a resort, with burgeoning
hotels and sanatoria supporting the expan-
“Our School Is Another Family for Us”: Parent Involvement in Matreshka Step by Step Nursery School, Russia 143
sion of transportation
and communication
services.
There are many
young people in
Odintsovo, includ-
ing more than 10,000
children preschool
age. Over the last four
years the birth rate
has increased, with
a record 2,069 babies
born in 2003. The
number of families
with two or three chil-
dren is also increasing.
Young people pre-
fer mainly to work in
Moscow, where sala-
ries are higher. Most
jobs in Odintsovo are
in the state sector, where salaries are lower. Psychological Support for Children and
There are lots of new restaurants, private Teenagers, two Children’s Homes, 46 state-
services, and supermarkets; but no heavy funded nursery schools, and a medical
industry, and very few vacancies for people center for preschool-age children.
with university degrees. Strong birth rates and almost full
The number of families where both employment mean that nursery schools have
parents work full time has rapidly waiting lists. New private nursery and pri-
increased—there are many more working mary schools have opened to meet parent
mothers. Families want to increase their demand for high-quality education, although
income, and women want to be financially the tuition fees are high and therefore access
independent. The state child allowance is is limited. In addition to the Soobschestvo/
extremely small and one salary does not Step by Step Program, nursery schools have
support a whole family. Prices in Odintsovo adopted other government-approved innova-
are as high as in Moscow, making life expen- tive curricula; however, the more traditional
sive. Parents don’t want to lose their jobs, Vasilievskaya Standard Syllabus is still wide-
and often can’t afford long maternity leave; ly used.
they therefore want to send their children to Traditionally, parental expectations have
a nursery school at a fairly young age, gen- been strongly shaped by the formal, con-
erally between 18 months and two years. ventional, rather severe system of Russian
The typical age of children going to nursery education. In preschool, most parental
schools is getting younger—forecasts show expectations and anxiety focus on the child’s
that nursery schools will need classes for transition to primary school. Preschool edu-
one-year-olds and even younger infants. cation in Russia is not mandatory, but covers
The population has now split into strik- the majority of the population. Primary
ingly different social groups: young families schools often demand a certain level of
with a higher than average level of income, attainment and, although testing is both ille-
and poorer, vulnerable families, often headed gal and disapproved of by early-development
by single or unemployed parents or strug- psychologists, most schools still test chil-
gling with drinking problems. dren for literacy and arithmetic skills before
accepting them.
Education Infrastructure and The child’s preparedness for primary
Demand school is therefore crucial for families who
are worried about whether their child’s
T hirty percent of the Odintsovo state

budget is allocated to education. There
are 118 schools, four of which are for chil-
development level meets school entrance
requirements. Many parents expect the
nursery to prepare children for primary
dren with special needs, a Center for schools in terms of knowledge and skills.
ing the past two years
children from vulner-
able families have not
applied. “Our parents
are basic taxpayers,”
the school principal
explains.
What Do Parents
Know about the
Program?
A lthough well-
equipped with
information about the
program, many parents
say that their concern
is more for their child’s
well-being than for the
specifics of Step by Step
curriculum.
They want their children to be able to read,
write, calculate, and concentrate. Teachers “We came here and met the head. She said to us
report that parents want a lot of extra les- they had this Step by Step Program, but we did
sons for their children. not go deep into what it is about. What we like
this school for is that you bring your child here,
Soobschestvo at Work in leave him here, and never worry. You know that
Matreshka Nursery School the children are happy, that they are looked after
and the teachers work with them; they are not
N ursery School #21 in Odintsovo is

a Child Development Center called
Matreshka, meaning Russian doll. The Step
just taken care of, but have some activities.”
—Svetlana, a mother
by Step Program started at Matreshka in Other parents want to know the program
1994. The school currently teaches nine contents in detail.
groups of children from the ages of two to
six. It has a music room, a gym, a family “I asked other parents, but learned very little, so
room, a small theater, and a small outdoor I went to the head, and she gave me a video. I
roof area for each group. watched it at home and liked it very much. I felt
The school shares the building with the very good about this school, and I was happy to
Moscow branch of the Russian Foundation bring my child here.”
for Education Development (RFED) Training —Nelia, a mother
Center, which runs Soobschestvo/Step by
Step teacher training. Nursery teachers and “I knew that all the children are divided into
staff must pay for their own training. During groups, and that there are different activity cen-
the last three years, the training center and ters—some children go to a literature club, some
school have hosted teachers from more than are building something. Of course, it is interest-
60 nursery schools in Moscow and its suring. I have never heard of such practice.”
rounding region. —Natalia, a mother
The school principal estimates that 60
to 65 percent of the parents whose children Parents’ expectations of the aims of
attend Matreshka work in Moscow. Some preschool education typically focus on the
71 percent of mothers now work—repre- following priorities: the child’s care and com-
senting a 30 percent increase in the number fort, discipline and development, creativity,
of working mothers over the past three socialization within a community of other
years. Five of the 182 families with children children, and the acquisition of skills. One
at Matreshka are single-parent families. mother told us:
Income levels indicate that most families
whose children attend are middle class; dur- “A good nursery school is about full development
of a child. You bring your child here and then you The school’s popularity among parents
collect a well-developed personality ready for pri- means that there is a shortage of places
mary school, and you don’t have to worry about and a long waiting list. The waiting list
anything.” for Matreshka is several times longer than
the list for any other school. Many par-
It is unusual for an education program ents enter the waiting list a few years in
to influence choice, as parents usually advance:
choose the school closest to their homes.
Soobschestvo/Step by Step is an exception— “Once my baby was born, we went to the nurs-
families living quite far away want their ery school to get on the waiting list. Unless you
children to attend because they favor its have your name on the waiting line, you can
approach to child development, and only 10 miss what you really want, or even miss every-
percent of parents have chosen the nursery thing.”
because they live in the vicinity. —Galina, a mother
“I like everything I saw inside and outside! And

then I started asking questions and heard about Parent Participation in the
the Soros program.” Classroom
—Nelia, a mother
“We came inside and immediately saw the chil-

dren’s paintings. Everything is so unusual; they
F or parents and teachers, parent par-
ticipation in the classroom is the most
innovative aspect of the Soobschestvo/
use waste products to make things, and all the Step by Step Program. Russian teachers
corridors are decorated for the children—not just are not used to having their classroom work
photographs or something formal. It is clear that observed or participated in by parents.
this is a real world of the child.” Well-prepared and rehearsed “open les-
—Svetlana, a mother sons” used to be the only opportunity for
parents to engage in their children’s school
Some parents transferred their child here learning.
from another school. “They are our promot- Assistants and volunteer helpers pro-
ers,” the principal says. These parents vide structured parental involvement in
appreciate the attitude of teachers and staff, the school. Assistants are mostly mothers,
particularly toward a child’s physical well-
being and care.
For parents and teachers, parent participa-
“We gave up another school and came here—and tion in the classroom is the most innovative
it was such a relief! In the previous school I used aspect of the Soobschestvo/Step by Step
to collect my child from the outside area. Once I Program. Russian teachers are not used
took almost all his clothes off, it was so hot and to having their classroom work observed or
he was all sweaty, and the teacher was standing participated in by parents.
aside with only her T-shirt on. I said to her, ‘Are
you feeling fine? Then why did you put all these
clothes on him?’ But she didn’t care. Here the so the increase in working mothers, and
attitude is completely different!” changes in the law concerning maternity
—Irina, a mother leave, are making it harder to find assis-
tants. RFED Training Center runs regular,
Many described the teachers as excel- compulsory Soobschestvo/Step by Step
lent substitute mothers, and the school as training workshops for assistants, most of
being like home, or having better facilities whom have college degrees.
than home. Parents appreciate the teach- To tackle the waiting list, the admin-
ers’ flexibility: they are grateful that they istration sometimes suggests immediate
are able to bring their children to school admittance for a child if the mother works
late when necessary, or even pick them up as an assistant. This suits parents who
late at the end of the day. Parents repeat- want to be with their child, especially as
edly comment that teachers willingly work other Odintsovo nursery schools prevent
overtime and never reproach them for being mothers from working with the class that
late. Such practice is strikingly different her own child attends, even if she is a pro-
from that of other nursery schools. fessional teacher.
involved are through information sharing,
celebrations and festivals, direct requests
for help, and parents’ meetings. For exam-
ple, teachers may ask parents to speak to a
class about their work, or to bring objects
from home for study purposes.
The school principal told us that wheth-
er actively involved or not, all parents
confirmed their confidence and trust in the
school.
Links between Nursery and

Primary School
Generally, a mother works for three or

S chool #6 Primary is situated near
Matreshka and has been offering a
Step by Step curriculum for several years.
four months and then resumes her usual Grade 1 of the primary school used to be
work. All teachers consider it important for based in the nursery school and run jointly
mothers to work as assistants, even for a by a teacher from the primary school,
short time. the children’s usual nursery teacher, and
an assistant. Then the children went to
“They understand us better then. Sometimes the primary school and formed Grade 2.
they work for some time and then start crying, This system was changed in 2001 when
‘I’d rather pay any money not to do this work! the Local Committee for Education leg-
I can’t imagine how you manage to do every- islated that all Odintsovo schools were
thing!’ And then they turn into most responsive to admit only children who lived in the
parents, always eager to help.” local catchment area. Since children from
—Valentina, a teacher many different areas of the city attended
Soobschestvo, it became impossible to pass
Volunteer helpers work as assistants them all over to the primary school. Parents
free of charge, attend when they can, and objected to this change, as children were
don’t have a detailed job description. Often happier under the former system:
they provide cover when teachers or paid
assistants fall ill. “When they became six years old they had Grade
1 here. Then they all went to School #6. They
“We need any help! Even the children under- were not stressed at all, no one was scared of
stand it. One of our girls went to her mom and starting the school. It was wonderful! They
said, ‘How do you think Tamara will manage had friends in their grade because they’d been
alone?’ Well, the mother came to help.” together since they were three.”
—Tamara, a teacher —Svetlana, a mother
Vicka, a mother, said: In 2004, parents of Soobschestvo/Step

“If they need me, I’ll come. I’ll find the time. I by Step children ready for primary school
can’t say ‘no’ to our teachers. Their whole wrote a collective letter to the Committee
hearts are in their work; they are mothers to our for Education, asking that the nursery
children too!” school class be admitted into the primary
school as a group. The parents had formed
We spoke with Yuri, a father who is a team to influence education outcomes for
very busy at work and still finds time to their children.
visit often:
Preparation for Primary School
“I sometimes think I am going to live or work
in this school. I just love children, they are a
part of our life. I organized competitions and
brought prizes to the winners.”
P arents regard the need for extra lessons
as particularly important for ensuring
that their children will be admitted to presti-
gious School #6. Teachers say that the level
Other key ways the school gets parents of parental anxiety is very high:
“Though we assure them that the program will Children with Special Needs
prepare a child for primary school, they still want
extra lessons in the afternoon.”
—Tamara, a preschool teacher M atreshka is the only inclusive nurs-
ery school in Odintsovo. Children
with special needs usually have to go to
It became clear that the preschool teach- special schools where they are isolated
ers run a lot of extra lessons—based mostly from society. In 2004, there were 13
on traditional methods—with children in the children in Matreshka with visual, hear-
transition class. Teachers feel this situation ing, mental, and speech impairments,
is wrong, but can’t contradict the parents. palsy, minimum brain dysfunction, and
The school administration tries to assure par- heart diseases. Teacher trainers believe
ents the program will meet children’s needs, Soobschestvo/Step by Step facilitates
but as preschool teachers point out, parents work with special-needs children, while
have just grounds for anxiety because the many teachers, and some parents, feel
children are still tested for admission to the that there are insufficient resources in
primary school. “To explain that children will the nursery to support these children.
start reading, writing, and calculating easily Parents of children with special needs
when they are developed enough is very dif- also often feel vulnerable and unable to
ficult,” comments Olga, a preschool teacher. discuss their requirements.
Farkhat’s Story
F arkhat did not speak when he came to Matreshka at age three. At first he was over-
excited and could not get used to having so many children around. The teacher
suggested that his mother, like all other mothers at this school, should come to school with
him to help the teachers. “The children are very small, we can’t pay him as much attention
as he needs,” she said. “Why don’t you start coming together with him?”
His mother gave up her work and began accompanying Farkhat to school. “I was
sort of a special nurse for my child,” she recalls. “We also attended the Center for
Psychoneurology. He couldn’t concentrate very well, he switched off to something else
immediately. But we had to do the task!” Gradually Farkhat started interacting with the
other children. Now he has friends, imitates other children, and if he is unable to do some-
thing, keeps trying until he overcomes the difficulty. The children accept him and play with
him.
Farkhat turned seven in July 2004. He can now speak comprehensibly, is literate and
numerate, and although he has not developed as quickly as the rest of the children, his
development level is absolutely different from the verdict signed by doctors three years
ago. If his mother had not been able to give up work and go to school with him, he would
probably have been sent to a school for children with special needs. But his mother vehe-
mently rejected that solution:
“No, because there are only children like him there. What can he learn from them? Now I am
sure I was right. In the Center for Psychoneurology they told me, ‘You have saved your child,
you deserve a reward.’ I would not have been able to save him in the nursery for special needs.
Everyone was so helpful. Whatever they were doing in the school, they gave me all the materi-
als and explained what to do with them, and we did at home what he could not finish at school.
Wherever I needed help, I got it.”
We asked Farkhat’s mother how she managed to live for so many years without work.
“Our father made our living,” she replied. “When Farkhat goes to primary school, I’ll start
working. Then I will just have to take him to school and collect him after lessons.”
Farkhat’s teacher is enthusiastic about his mother’s partnership in the classroom. “She
has lived with us for all these years,” she says. “And it is not only her own child she plays
with and helps, it is all the children!”
This year Farkhat will go to primary school.

Reflections families participate only when it is neces-
sary. Nevertheless, it is clear that there
T his study shows that the principles

underpinning Soobschestvo/Step by
Step do change teachers’ and parents’
has been a positive change in Matreshka:
parents feel much more involved in and
responsible for their children’s education.
thinking and expectations. Parents start This is very unusual in Russia.
to understand and value their child as a The child-centered focus of the
personality, respect that the child has his/ Soobschestvo/Step by Step approach
her own opinions, and like and appreciate contrasts with traditional methodology.
that the children are open, friendly, free, At Matreshka, children are not forced to
study. Yet the teachers’ techniques are
unique; somehow they manage to satisfy
Teachers still generally regard parents parents who want a lot of extra lessons
as a resource rather than a real partner. and individual training for their children
However, the crucially important change given in a traditional way without harm-
that has taken place is that this resource is ing the child.
no longer purely material (to buy, to pay, to Teachers still generally regard parents
mend, to wash), but has become human (to as a resource rather than a real partner.
come, to participate, to join in the teach- However, the crucially important change
ing and learning process and the life of the that has taken place is that this resource is
school). no longer purely material (to buy, to pay, to
mend, to wash), but has become human (to
come, to participate, to join in the teach-
and competent. This is a very significant ing and learning process and the life of the
achievement in a context where chil- school). This is a new perspective on fam-
dren’s opinions have not traditionally been ily participation dramatically different from
accorded proper respect. the rigid style still practiced elsewhere;
The study revealed that the school is and it’s a huge step on the way to building
open to parents, and teachers are eager civic responsibility and community.
to meet all parents’ needs, even though
they receive no additional salary for tak- This article was prepared by Rachel Holmes,
ing on the extra workload. Many parents based on the full-length case study by Elena
told us that their friends just don’t believe Yudina (with research assistance from Alina
them when they speak about the nursery Kulikova), Involving Families in the Preschool
school. Parents are evidently happy to be Teaching and Learning Process in Odintsovo,
present in the nursery school, though some Russia.
Parent Engagement in Tajikistan: A
Case Study of Kulob Secondary School
Case Study Researchers: Nurali Salikhov, PhD, Associate Professor, Department
of Russian Literature, Tajik Slavonic University, and Zarina Bazidova, Teacher,
Dushanbe Secondary School No. 21
“The parent is as much responsible for the children as the school.”

—Sveta, grandmother of a first-grade pupil
Introduction
P arent involvement is a
burning issue among
educators: Step by Step rec-
ognizes that families have
the greatest influence on a
child’s life and learning. The
participation of families in
a range of activities, inside
and beyond the classroom,
is a core principle of Step by
Step methodology. In 2004,
we undertook a case study
of the involvement of parents
in the implementation of
the Step by Step Program in
Tajikistan, focusing on Kulob
Secondary School No. 2. Our
research objectives were to
use classroom observation
and interviews with teach-
ers, parents, and school
administrators to:
• Define the role of parents in the educational system; and
• Assess the successes and failures of parent participation in the process of program
implementation.
Background Kulob has 10 secondary schools, two

primary schools, three lyceums (one of them
W hen Tajikistan acquired independence

from the USSR in 1991, centralized
subsidies and funding for education ceased.
Turkish), one gymnasium, and one boarding
school (internat), with a total of 20,186 stu-
dents. There are no statistical data recording
Poverty was exacerbated by the 1992–1994 the number of students aged zero to six or
civil war. These events impacted forcefully six to 14. Kulob has a university, medical col-
on life in Kulob, an ancient city, situated in lege, technical school, and music school.
the south of Tajikistan. Eighty-seven percent Some new schools have been built, while
of Kulob’s population of 82,500 are Tajiks. In existing institutions are badly in need of
the Soviet era, some 60 nationalities inhab- repair. Schools suffer from overcrowding,
ited the city, but many left due to intensified insufficient electricity and fuel for heating,
ethnic tensions during the civil war. inadequate water supplies, and sewerage
problems. Currently, all Kulob’s schools have implemented in four classrooms, all of which
outside toilets. There is a shortage of text- now have new furniture: mainly desks and
books, teaching materials, and furniture, chairs, arranged as classroom activity cen-
particularly boards, desks, and chairs. Many ters.
of the 37 NGOs now active in Kulob are Historically, parents participated by
involved in the educational sector, attempt- visiting the school at least once a month,
ing to address these problems.1 monitoring good performance and behav-
ior, and running a parents’ committee that
History of Step by Step in dealt with students’ performance, school
Tajikistan attendance, and extracurricular activi-
ties. However, over time this participation
“We live in the 21st century. The times declined due to the pressures on families.
themselves require a new approach in the Civil war, unemployment, migration, and
system of education.” an aggressive drug culture—Kulob is on
—Jamshed Boboyev, Director of Kulob the border of Afghanistan—mean that Tajik
Secondary School No. 2
S tep by Step was launched by the Open

Society Institute (OSI) in Tajikistan in
2002, supported by the Ministry of Education
Parent participation is essential to children’s
education. Involved parents bring variety
to school activities and supplement the tal-
and mentors from the Step by Step ents of teachers with their own, whether
Education Initiatives Center in Kyrgyzstan, drawing, sewing, or carpentry. As well as
and with financial support from USAID.2 providing valuable practical skills, these
Step by Step organized trainings for 204 crafts draw children away from negative
teachers from schools and kindergartens, influences, such as television and street
pedagogical universities, and in-service crime.
teacher-training institutes, along with
Ministry of Education officials. The program
now operates in 40 primary and 64 preschool parents face a multiplicity of everyday
classrooms around the country, serving problems. Life is not easy, particularly for
approximately 3,120 students and their fami- women.
lies. Yet parent participation is essential to
Kulob Secondary School No. 2 opened in children’s education. Involved parents bring
the late 1970s, designed for 1,272 students. variety to school activities and supple-
Today, 3,500 pupils attend. Despite new ment the talents of teachers with their own,
buildings and some renovation, overcrowd- whether drawing, sewing, or carpentry. As
ing means the
school has to
schedule classes
on a shift system
(four shifts in
2004), and has
old furniture. Of
the 48 primary
classes, 11 are
first grades.
Forty-six teach-
ers—32 of whom
have higher
education quali-
fications and 14
who have spe-
cialist secondary
education—work
with first-grade
students. Tajik is
the language of
instruction. Step
by Step has been
Parent Engagement in Tajikistan: A Case Study of Kulob Secondary School 151
well as providing valuable
practical skills, these crafts
draw children away from
negative influences, such as
television and street crime.
Case Study Findings

“It is true that parents
took part in the process
of education before. …
They visited classes and
were interested in how
their children were doing
at school and whether
they behaved well. They
also took part in the social
life of the school and sometimes would the way our children see life.” Most parents
provide help, either financial or in kind. expressed their consent and readiness
However, parents have never been directly to help teachers. Teachers were asked to
involved in the teaching process. Now the devise methods to involve parents. This
family can be directly involved in the pro- included having them make teaching aids
cess of education. They help teachers in and encouraging them to participate in holi-
conducting activities in class. They help day festivities and celebrations organized
children to do this or that task or activity, by the school.
and they show lots of enthusiasm in this Parents started coming to classes from
new role.” the very beginning. At first, the teach-
—Jamshed Boboyev, Director of Kulob ers felt ill at ease having parents in class,
Secondary School No. 2 but the children were happy. Shirinmah, a
mother, reports, “Every day my son asks
First Steps me to come to school.” Rajabgul, another
mother, confesses, “Sometimes I feel a little
I mmediately following their training, the

school director and teachers held a meet-
ing. As Gavhar, a mother, recalls: “The
ashamed because my daughter keeps com-
plaining that I don’t come to school often
enough. She will say, ‘Jamshed’s grand-
director told us that the school was joining mother comes every day and you come only
the Step by Step Program, and that par- once a week.’ And I do feel sorry but I help
ent involvement is its cornerstone. He said her at home. She has changed—she really
that children would be taught at the activ- wants to study now.”
ity centers and we—the parents—would be Parents’ opinions changed during the
working with our children in the centers.” implementation process. At first, parents
Director Jamshed Boboyev emphasized that made the following observations:
the program would qualitatively develop • “When I came into the classroom for the
children’s thinking, practice child-centered first time, I didn’t like the way the les-
methodology, and encourage children to son was conducted. The children were
exercise choice in selecting their own top- noisy and they could not move from one
ics and themes for study. “Parents have to activity center to another in an organized
be directly involved in the program,” he way. Then I thought that this method is
explains. “They have to help teachers. Only probably not particularly good because it
on this condition can the program be imple- puts the children off studying.”
mented well.” —Hilolbi, a mother
Most parents were interested and very
enthusiastic. According to Hanifa, a mother: • “At first I was surprised. It was noisy
“We were very happy. At long last some there. The children could not understand
new things have reached us here as well, lots of things. The teacher herself was at
and our children will make the first step— a loss. I could notice that the teacher felt
they will not be taught as before. These embarrassed.”
methods should change their viewpoint— —Sveta, a grandmother
• “Everything was surprising. The furni-
ture was put in an unusual way. The
children moving from one activity center
to another was also unusual. The teacher
was trying to organize the lesson in
accordance with the new methodology.
I could sense that she found it difficult.
Then I started helping the teacher. It is
important not to be afraid of doing good
things however difficult they might be.”
—Hanifa, a mother
However, parents rapidly saw significant

differences between traditional classes and
Step by Step classes. Everything looked dif-
ferent: the students sat facing each other
and talked to each other and the teacher.
Every child was free to express his or her
opinion on any issue, share ideas, and find
out the opinions of classmates. Parents about the program changed dramatically. I
started coming to school with increas- worked with the children myself in the activ-
ing frequency. They watched the children, ity centers, and I noticed that the children
observed their work in class, and began to were changing. My daughter now comes
work in the activity centers. Lots of prepara- home and without any reminding she sits
tion was required to make this happen. down to do her homework. Then she starts
making something or drawing or making
Working with Parents clay toys. I very much liked working in the
activity centers with the children.”
T he key concern of Step by Step teach-

ers was how to get parents working in
activity centers. To help solve the problem,
During our classroom observations, we
noticed that most parents moved from one
center to another together with their child,
the teachers decided to devise a schedule, without paying much attention to the work
agreed upon in advance. Safargul, a teacher, of other children. However, we also saw
explains: “I would keep inviting parents, a mother who successfully worked with
saying, ‘Do come when you have free time,’ and took an interest in all the children. The
teachers told us that the quality of participa-
“Every day my son asks me to come to tion depended on how well parents prepared
school.” in advance.
Most parents prefer to help in the arts
or reading activity centers. Working in the
but nobody would come. Each of them was science, writing, or math centers requires
hoping somebody else would come. So I sug- special knowledge. Step by Step teacher
gested that we should compile a schedule Nighina observes: “After classes, when look-
for parents to visit the school.” When each ing through children’s work, I would find
mother was asked to choose a day suitable mistakes. I knew that it was parents who
for her, the ice finally broke. Parents were helped children in these activity centers. I
asked to come the day before to discuss with concluded: it is important to carefully select
the teachers what they would have to do parents for work in the centers, or to thor-
in class the following day and how to help oughly prepare them for this kind of work.”
children in the activity centers. Parents often Another teacher explains: “Not every mother
showed up for these planning meetings an can work in the writing activity center. You
hour before the classes started rather than have to remind the children to sit straight,
the day before, but nevertheless, they were not to bend over the table, to hold their pens
now coming at their allotted time. correctly. But some mothers don’t know
As soon as parents got involved, they these kinds of things themselves. Many of
lost their initial skepticism about the pro- them have no table or chairs at home where
gram. Rajabgul, a mother, reports: “After I their children can sit and do their home-
had visited three or four classes my opinion work.”
The Impact on Children class only once. He sat with his son, did not
pay attention to the work of other children,
C hildren played an important role in get-

ting their parents involved. Although
teachers had told them that their moth-
and was ill at ease in the classroom. He
was visiting for a week from Russia, where
he had been for over a year trying to earn
ers would be helping out and observing money. The teachers told us that they can-
the progress of their work, children were not hope for help from fathers. There are very
so surprised when parents showed up in few men in the town: some perished in the
classes that they stopped listening to the civil war; many are away working. Where
teacher and sat staring open-mouthed at both father and mother are present, they are
their parents! This quickly changed; chil- able to give more of their time to the school.
dren soon felt happier and more energetic Taking these variables into consideration,
because they tried to show themselves at we concluded that Step by Step provides
their best for their parents. Teacher Jamila equal opportunities for children with differ-
reports, “When a child can see his or her ent economic backgrounds to get a quality
mother in class, he or she is happy and tries education.
“Teachers and parents develop a better

The Impact on Parents
understanding of each other. Before
• “Surely we ourselves changed as well. I
parents didn’t know what their children
personally started spending more time
actually did at school, or what their
with my child at home.”
activities were.”
—Arus, a mother
to be active. Children are very proud of their • “I knew before that teachers’ work is
mothers when they see them helping other very difficult. But after coming to classes
children.” our mutual understanding of each other
The children agree and are pleased to improved and now I have a great respect
share their feelings. First-grader Saidali says, for our teacher.”
“My mother likes to work in the arts center. —Sveta, a grandmother
She often comes to the school. I like it when
my classmates show her their work. Then • “I can see some changes in my husband
I tell everyone that it was my mother who as well. He can see that I pay more atten-
helped them.” The teachers didn’t antici- tion to our children and he likes that. He
pate this level of enthusiasm from children. starts helping the child with the home-
According to teacher Nighina: “At the end work.”
of the school day when I would remind chil- —Hilolbi, a mother
dren whose parents were supposed to come
to our class the next day, the students would Sharofat comments that the transition
run to me and say, ‘Would it be possible for in parents’ attitudes since they became
my mother to come as well?’ ‘May my moth- involved in the program is striking: “Parents
er come?’” have been changing as well. … They devel-
Not all parents have become involved. op a very different view on the role of the
Some don’t participate in the Step by Step school in educating their children. Teachers
Program because they cannot see any and parents develop a better understanding
changes in their children. Others are pre- of each other. Before parents didn’t know
vented by adverse economic circumstances. what their children actually did at school, or
Not all parents can come to school regu- what their activities were.”
larly, even if they wish to. On average, each In addition to working in the activ-
woman has five or six children. Sharofat, ity centers, parents are actively involved
a teacher, explains, “Many parents don’t in other ways. Informal three-person par-
refuse directly to participate in the Step by ents’ committees have been created in
Step Program. But they work from morning all Step by Step classes. There used to be
till night and they don’t have time to come to very successful parents’ committees in
the school. Sometimes a parent comes just the traditional education system, but their
before the class to tell me that she will not role became very formal and bureaucratic.
be able to help me that day.” The school director explains the changes:
During our research, we saw a father in “Parents’ committees in Step by Step class-
es work less formally. They treat all issues ity centers so they can participate in
in a more considerate manner and deal math, science, and writing, as well as in
with the problems much quicker than oth- reading and arts.
ers.” Many more parents now attend school • Use a differentiated approach to par-
meetings. Involved parents practice inclu- ents—taking into account their skills,
sivity; as grandmother Sveta says, “Parents knowledge, interests, and preferences.
who do not take part in the program by • Encourage parents to choose, rather
helping in the classroom by all means than be assigned to, activity centers.
should participate at the parents’ meetings. • Share experiences of parents’ involve-
They should know what their children do at ment with other schools and non-Step
school.” by Step teachers.
Teachers used to meet with parents • Encourage all forms of parent participa-
in the classroom or the schoolyard, but tion.
now they have a special meeting room. • Provide more trainings for teachers on
Resources are limited, so there is not much parent involvement.
furniture. Teachers said they would love to Based on findings from the case study,
have some books on education and fiction other recommendations include:
for parents to read and discuss together. • Encourage teachers to involve more par-
Parents also requested books in Tajik; they ents in the activity centers.
and their children very much like the books • Organize one-day trainings for parents.
they received from the Soros Foundation— • Encourage teachers to vary the type of
they are big, colorful, and beautiful—but work to capitalize on parents’ skills and
they are in Russian. maximize parent participation.
A key concern was raised for
the future: “What will happen
to our students when they fin-
ish Grade 4, the end of primary
school?” Teachers worried that,
after studying in Step by Step
classrooms for four years, children
will not want or be able to continue
their education with old methodol-
ogy; parents forcefully agreed. The
solution is to teach the Step by Step
methodology to secondary school
teachers as well. Parents will be
vital partners in the next steps
toward expanding the program.
The most common form of parent par- Notes

ticipation in school life is preparing holiday 1. Donors directly involved in the improvement of edu-
parties and festive events. When we visited cation and the construction of schools in Tajikistan
the school, parents and children were busy include Save the Children (USA), Save the Children
getting ready for the spring holiday, Navruz. UK, UNESCO, USAID, UNICEF, OSCE, TB OSI AF
(Soros Foundation), Aga-Khan Foundation, the
Parents and teachers celebrate children’s World Bank, the Asian Bank for Development, Relief
birthdays—presenting small skits and per- International, IREX, AED, and the Japanese govern-
formances, reciting poems, dancing, and ment.
singing.
2. In 2003 Step by Step joined the USAID/PEAKS proj-
Recommendations ect. This project provides financial support to Step
by Step and cooperates with NGOs that work in
O
education and community projects.
ur case study showed that after
only two months, Step by Step had
a markedly positive influence on parent This article was prepared by Rachel Holmes,
involvement. Teachers developed the follow- based on the full-length case study by Nurali
ing goals to enhance parents’ participation Salikhov and Zarina Bazidova, Parents Are
in the Step by Step Program: Critical: Parent Participation in Step by Step
• Teach parents how to work in the activ- Tajikistan.
snia & Herzegovina • Bulgaria • Croatia • Czech Republic • Eston
rgia • Haiti • TheHungary
Step• Kazakhstan
by Step Network • Kosovo • Kyrgyzstan • Lat
huania • Macedonia • Moldova • Mongolia • Montenegro • Rom
ussia • Serbia • Slovakia • Slovenia • Tajikistan • Ukraine • Uzbekis
SA • Albania • Armenia • Azerbaijan • Belarus • Bosnia & Herzegov
ulgaria • Croatia • Czech Republic • Estonia • Georgia • Haiti • H
y • Kazakhstan • Kosovo • Kyrgyzstan • Latvia • Lithuania • Mace
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nia & Herzegovina • Bulgaria • Croatia • Czech Republic • Estoni

gia • Haiti • Hungary • Kazakhstan • Kosovo • Kyrgyzstan • Latv

Childhood Care and

Step by Step case study researchers at the Central European

Established in the Netherlands in 1999, the International Step by Step

Copyright © 2008 by OSI unless otherwise noted. All rights reserved.

The Step by Step Program: An Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Quality Early Education: Building a Foundation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Creating Child-Centered Environments and Learning Opportunities. . . . . . . . . . . . . .27

Reforming and Decentralizing Teacher Professional Development. . . . . . . . . . . . . . . 48

Inclusion of Children with Disabilities: Step by Step Policy and Practice. . . . . . . . . . 85

Reaching Children Outside of Preschools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Family and Community Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Seeking to understand the experience intellectually challenged when in fact

Documenting Educational Reform 5

6 The Step by Step Case Study Project

Two Key Tools: Standards and Certification

T he ISSA Pedagogical Standards—developed by an international task force of early child-

ISSA Pedagogical Standards*

T his monograph brings together three

Photographs by Tatjana Vonta

T he ISSA Teacher Standards, developed by the

A key strategy for promoting professional

2. Discussion with teachers Beginning of November 2 Master Teacher Trainers

3. Quality Report Middle of November 2 Master Teacher Trainers cre-

4. Development of a Quality Middle of November Teacher coaching by 1 Master

5. Implementation of the Middle of November through Teachers

6. Second observation with End of March to beginning of 2 Master Teacher Trainers

7. Discussion with teacher End of March to beginning of 2 Master Teacher Trainers

8. Quality Report End of March to beginning of 2 Master Teacher Trainers

9. Quality Improvement End of March to beginning of Teacher coaching by 1 Master

STANDARD 1 9 7.0 8.3 1.3*

STANDARD 2 9 6.4 7.9 1.5*

STANDARD 3 18 13.5 16.1 2.6*

STANDARD 4 15 10.8 13.2 2.4*

STANDARD 5 21 15.0 18.2 3.2*

STANDARD 6 12 10.2 11.4 1.2*

ISSA together** 72** 52.7** 63.7** 11.0*

*Differences are statistically significant (analysis of variance: Huynh-Feldt test).

AVERAGE AGE OF N=20 -0.25 N=19 -0.03

JOB EXPERIENCE OF N=20 0.33 N=19 0.11

NUMBER OF SBS N=20 0.03 N=19 0.01

*Correlation coefficient is statistically significant.

ISSA-scoring teachers in reflective conver- ture of teaching to improve children’s (and

O ur research confirmed that ISSA

Snapshot: A Morning’s Visit

Educational Reform in Czech has become increasingly child-centered,

S ince the fundamental political changes of

T he certification process begins with the

A ll the people interviewed agreed that

Difficult Aspects of the Role

C ertifiers reported that providing feed-

T he future of certification is closely con-

D ana, the Step by Step certifier and

A Concern for Quality ity? In 2003, Dr. Vonta undertook a Pilot

2. Discussion with teachers Beginning of November 2 Master Teacher Trainers

4. Development of a Quality Middle of November Teacher coaching by 1 Master

5. Implementation of the Middle of November through Teachers

6. Second observation with End of March to beginning of 2 Master Teacher Trainers

7. Discussion with teacher End of March to beginning of 2 Master Teacher Trainers

9. Quality Improvement End of March to beginning of Teacher coaching by 1 Master

ISSA together 72 52.7 63.7 11.0*

“In the ‘old’ program thematic

“The workshop developed my ability to be