摘要：The quality of the learning environment in a group is an important factor in evaluation of activities in preschools. Studies have shown that factors of the learning environment influence different aspects of child’s development as well as smooth transition from kindergarten to school. Since 1994 besides traditional kindergarten groups there are also Step by Step groups in Estonia that emphasise on the need of child-centred education. The present article gives an overview of a study where the quality of the learning environment was compared in the Step by Step and traditional kindergarten groups by using the Early Childhood Environment Rating Scale Revised Edition. ECERS-R consists of 7 areas that cover the main quality factors in kindergarten groups: premises, equipment, programme structure, activities in the group, child-adult communication, cooperation with parents and professional support to staff. Observation based on the ECERS-R scale and an additional interview was carried out in 2008 in 30 groups in total – in 15 traditional groups and 15 Step by Step groups. The results showed that the quality of the learning environment in the Step by Step groups was higher than the quality of traditional groups. The main differences were in relations between teachers and children and group activities.
