<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Natalja   Malceva-Zamkovaja</style></author><author><style face="normal" font="default" size="100%">Mare  Müürsepp</style></author><author><style face="normal" font="default" size="100%">Maia Muldma</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIALOG OF CULTURES IN TEXTBOOKS OF PRIMARY SCHOOL: COMPARATIVE ANALYSIS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">dialogue of cultures</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-cultural identity</style></keyword><keyword><style  face="normal" font="default" size="100%">textbooks for primary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413727067.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">44</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Cultural identity appears to be one of the highest values of contemporary society, accepted as the priority of contemporary and sustainable education. As a result of general globalization the school changes into the multicultural institution. Inasmuch as the topic of textbooks could support the formation of children's socio-cultural identity, the focus of the study would be the analysis of texts in primary school textbooks. The authors of the article studied the textbooks in Estonia and textbooks of neighbourhood countries Finland, Latvia and Czech Republic. The material of textbooks is analyzed on the axis 'your own – another' (supporting the belonging to your own culture vs opened to the international influences). 
 There the analysis is carried out, how much the folklore of one's own nation and other nations is presented in language and music textbooks. The methodology of the study includes content analysis and source analysis. Remarkable differences in the choice of texts in textbooks of different countries will be pointed out as a result. There are countries which textbooks include the texts tending to support the formation of national identity only. Besides with these are the countries which textbooks from the early school years pay attention on the values of cultural diversity and formation of empathy towards other cultures. Comparative analysis of the text choice in textbooks of different countries and publishers leads to unexpected paradoxes of logic of formation of socio-cultural identity in primary school age. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><orig-pub><style face="normal" font="default" size="100%">ДИАЛОГ КУЛЬТУР В УЧЕБНИКАХ ДЛЯ НАЧАЛЬНОЙ ШКОЛЫ: КОМПАРАТИВНОЕ ИССЛЕДОВАНИЕ </style></orig-pub><section><style face="normal" font="default" size="100%">113-122</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kristi Kiilu</style></author><author><style face="normal" font="default" size="100%">Maia Muldma</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRESCHOOL MUSIC EDUCATION IN ESTONIA AS A REPRESENTATIVE OF CULTURAL LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">music education</style></keyword><keyword><style  face="normal" font="default" size="100%">music teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool children</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393667550.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Changes in the socio-economic development of Estonia influence the formation of value priorities in teaching of children in the system of preschool education. Music as a socio-cultural phenomenon represents one of the important parts of teaching and educational process. The authors of this article are concurrently the members of the commission on working out of the new State program 2008 on preschool education in the field of music. Based on common goals and tasks of a new curriculum, in the process of making up the subject program in music there has been carried out the research, the results of which will be reflected in this article. The key person in realisation of teaching and educational tasks has always been, is and will be the teacher. Therefore, it was extremely important to find out the value aims and positions of music teachers, who contribute to the effectiveness of application of musical education as a representative of motivation and knowledge of culture. The research that has been carried out in 183 Estonian and Russian-speaking infant schools in 2008 has embraced all the regions of Estonia. According to the results of the research, the conclusions can be reached that the priorities of musical activities defined by the teachers presume availability of sufficient musical material for enculturation of a child and getting to know by him or her of the cultural heritage; most of the respondents make up a group of so-called “bearers of the traditions” and give basis for assertion that their musical education represents familiarization with culture; the correlation of value priorities in application of different kinds of folklore shows that each of the four kinds of folk creation is the source of the culture study for music teachers.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">170-182</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Airi  Kukk</style></author><author><style face="normal" font="default" size="100%">Maia Muldma</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LANGUAGE IMERSION - AN INNOVATIVE APPROACH TO THE PRE-SCHOOL ACHIEVEMENTS IN THE CURRICULUM OF ESTONIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">child’s readiness for school</style></keyword><keyword><style  face="normal" font="default" size="100%">language immersion</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392236656.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">After becoming a member of the European Union Estonia has started to become more multicultural and this has brought along the need to teach the Estonian language to children with different native languages. Language immersion is a form of study which is applied as a national program in Estonia with the aim of facilitating acquiring Estonian as a second language. Although early language immersion is popular in Estonia, teachers, parents and educational institutions do not have a clear idea of how language immersion influences a child’s coping in different educational stages and which issues should be considered as primary concerns in guiding the development of a non-Estonian child.
 In 2007 kindergarten graduates, who had participated in the language immersion program for at least two years, were studied. Data was collected from the teachers of language immersion groups in 9 kindergartens and the parents of the children, who gave their assessments on the readiness of children concerning nine of the most important learning areas (Framework curriculum (1999) of pre-school education). 
Research results show the effectiveness of the language immersion method. The subject-based (native language, mathematics) skills of the children were especially good. There are some deficiencies concerning the indicators of self-esteem and forming prerequisites for learning. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">169-179</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maia Muldma</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF MUSIC EDUCATION IN THE SOCIALISATION OF PUPILS OF GENERAL EDUCATION SCHOOLS OF ESTONIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">music education</style></keyword><keyword><style  face="normal" font="default" size="100%">socialisation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392223056.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Schools of the two communities in Estonia, both Estonian speaking and Russian speaking, are social institutions, the objective of which is to maintain and reproduce the nation, language, culture as well as intellectual and ethical values. Involving pupils in ethnic culture promotes their acquisition of historic and cultural experience of their nation and develops their socio-cultural personality. In the process of the development of a society, in the spiritual life of an individual as well as in the culture as a whole an important place is occupied by music, which appears a characteristic feature of the given culture. In order to find out about the possibilities of applying music as a means of socialisation of pupils of different cultural backgrounds, an anonymous questionnaire was carried out among teachers of music of schools with different languages of tuition. The method of factor analysis was used to process the data of the study. The results of the study revealed that, according to the respondents’ opinion, music education acquires national importance as a means of developing social activeness of pupils and their formation as citizens. Music helps to develop social skills of pupils, helps pupils of Estonian- and Russian-medium schools to understand each other better and develop closer contacts. Both sides have to have a strong national identity, common values and high level of tolerance. The musical heritage of different nations is valuable for pupils of different cultural backgrounds. According to the results of the factor analysis of the study, convergence between the pupils of the Estonian- and Russian-medium schools is a complex process, in the course of which various factors are equally important, such as priorities of education, formation of national and ethnic identity, and also the process of socialisation.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">111-121</style></section></record></records></xml>