Free Year School program results analysis 

Tallinn Art Gymnasium piloted the “Free Year School Program” in cooperation with the City of Tallinn and the Board of Education, the purpose of which was to provide students with practical work experience as an assistant teacher in a kindergarten. The main goals of the project were the popularization of the teaching profession, shaping students’ careers towards the choice of a teaching profession, and supporting the Estonian-speaking environment in kindergarten. As part of the pilot project, the students took a break from traditional learning for three months and joined Russian-speaking kindergartens as assistant teachers, where they support the transition to learning in Estonian as native speakers, both kindergarten teachers and students. 

Participant Insights:  

The VAK program served as a transformative journey for participants, offering valuable insights into child psychology, fostering personal growth, and nurturing a supportive community within the educational setting. Despite initial challenges, the program’s positive impact on participants’ well-being and academic motivation was evident. The project offered its participants two rounds of co-visions – in February and in March.   

As they continue on their paths, the lessons learned and experiences gained from the program will undoubtedly shape their future endeavours positively. Moreover, the detailed feedback from participants, psychologist, and parent underscores the program’s effectiveness in achieving its objectives, highlighting the potential for further refinement and expansion in the future.   

Motivation for Participation:  

Participants joined the VAK program driven by a variety of motivations. Some were drawn to the prospect of new experiences and the chance to delve into the world of child psychology. Others sought a catalyst for positive change in their lives, while many were intrigued by the opportunity to challenge their existing perceptions in a kindergarten environment. For instance, one participant mentioned their interest in the project’s unique blend of psychological aspects and its potential to enhance social skills and empathy. Another expressed a need for a refreshing change from the monotony of school, finding the program a perfect fit for their personal and intellectual growth.  

Challenges Faced:  

While the overall experience was rewarding, participants encountered notable challenges along the way. Adapting to the kindergarten setting, especially in overcoming language barriers with predominantly Russian-speaking children, proved to be a common hurdle. Additionally, there were initial anxieties about effectively communicating with both children and teachers.  

Participants recounted their struggles with adjusting to the new environment and the occasional difficulty in keeping the children engaged, particularly when language differences arose. They also highlighted the stress induced by unresponsive teachers nd the demanding workload from school obligations.  

Positive Program Aspects:   

Despite the challenges, participants overwhelmingly found the program to be enriching and fulfilling. They cherished the supportive atmosphere provided by both children and teachers, citing it as a significant factor in their personal growth. Engaging in teaching activities, developing new skills, and gaining fresh perspectives on education were also highlighted as positive experiences. Many participants expressed genuine gratitude for the opportunity to form deep connections with the children and witness their personal development. The sense of fulfilment derived from seeing the children’s laughter and receiving their affectionate gestures left a lasting impact on the participants’ perceptions and attitudes.  

Personal Changes: 

Participation in the program spurred profound personal transformations among the participants. They reported heightened happiness, improved self-confidence, and a more optimistic outlook on both teaching and life in general. Furthermore, they noted an enhanced sense of empathy and a newfound appreciation for the importance of mental well-being.  

Reflecting on their journey, participants shared how their motivations, behaviours, and perspectives underwent significant shifts. They found themselves more motivated and positive, with a renewed zest for tasks that previously seemed mundane. Additionally, they acknowledged the program’s role in fostering a deeper understanding of mental health and its impact on overall well-being.  

Impact of VAK 

Participants unanimously agreed that the VAK program had a profoundly positive impact on their lives. They attributed this to the program’s role in providing valuable knowledge, fostering personal and professional growth, and creating a nurturing learning environment that prioritized their well-being.  

Participants expressed gratitude for the opportunity to be part of the program and credited it with not only enhancing their academic motivation but also significantly improving their mental health and overall happiness. The program’s positive influence extended beyond their time in the kindergarten, leaving a lasting impression on their future endeavours. 

Perspectives from Psychologist and Parent:  

Psychologist’s Reflections: 

The psychologist noted significant personal development among participants, particularly in communication skills and stress management. Challenges in social situations were overcome, and positive changes were observed in sleeping patterns and eating habits. Overall, the project provided valuable insights into child psychology and potential career interests for participants. Further initiatives to support participants’ development in similar contexts could yield even more positive outcomes in the future.  

Parent’s Perspective: One parent expressed satisfaction with the program’s impact on their child’s growth and development. They highlighted improvements in their child’s communication skills, confidence, and enthusiasm for learning. Moreover, the parent appreciated the supportive environment provided by the program and the positive influence it had on their child’s overall well-being and academic motivation.  

Conclusion:  

Participants in the Vaba Aasta Kooli (VAK) program described their experience as a transformative journey that gave them valuable insights into child psychology and supported their personal development. Despite initial challenges, such as adapting to the kindergarten environment and dealing with language barriers, the impact of the program was positive, improving participants’ well-being and academic motivation. Participants joined the program for various reasons, seeking new experiences and opportunities for personal growth. Participating in the program led to deep personal changes, increased empathy and awareness of the importance of mental health. The psychologist and the parent emphasized the positive impact of the program on the development, communication skills and general well-being of the participants and children.