Preschool Education
Current Situation in Armenia
The current situation in Armenia is characterized by an innovative shift in the Armenian education system towards formal preschool education. The Ministry of Education has plans to implement a form of preschool education that resembles the Dutch system. In addition, there are many private initiatives, which now need to obtain a license in order to continue operating. To obtain this license, they must present educational concepts that align with the new goals of the Ministry of Education. Teachers must be certified.
Everyone is Responsible for Their Own Learning Process
Our mission, “Everyone is responsible for their own learning process,” is a key focus in preschool education. We believe people will be convinced when they see how preschoolers are capable of shaping their own learning.
Brief History of Our Educational Work
Since 2008, Alvan Tsarik has been working in many villages around Gyumri to introduce elements of Dutch preschool education. In particular, the choice boards and planning boards, which help children plan their own learning process, were of great interest to them. In the early years, these concepts were the subject of numerous training sessions for preschool educators, which we organized. For the Soviet-era style of childcare, these ideas were highly innovative. Preschool teachers, as well as primary school teachers, were introduced to the concept of learning through play in different areas (“hoeken”), and they began to develop their own materials and try them out with their groups.
Alvan Tsarik supported these initiatives by sending educational materials via containers to the participating schools and childcare centers. Additionally, preschool teachers received modest salary support from Alvan Tsarik. Finally, Lilit Gyunashyan and Lusine Voskanyan were given the opportunity to visit the Netherlands and observe Dutch preschool education, bringing their new knowledge back to the participating schools through monthly visits.
Legal Restrictions on Working in Armenian Schools
In Armenia, it is explicitly forbidden for foreign organizations to work in schools or preschool institutions without official permission from the Ministry of Education. We tried to obtain this permission but encountered significant bureaucratic resistance. While the Ministry was aware of our activities and we were tolerated, it became increasingly frustrating that we were unable to implement our entire preschool plan, especially regarding the development of independence. Eventually, we received support from Stichting Het Bosje, which enabled us to purchase a large house on Majakowski Street. This allowed us to showcase our ideas without any restrictions.
Preschool Education at Alvan Tsaghik Social and Educational Center
In our center, we have set up two classrooms based on the Dutch model. The rooms feature “learning corners” where the children carry out part of their learning programs each day. Teachers Lisa, Mery, and Anahit are supported by Lilit and Yester and are continuously developing their teaching skills. Karin Kriehn, a former head of primary schools in the Netherlands, also provides oversight from the Netherlands. Karin has visited Gyumri several times and conducted training sessions at local schools.
Karin primarily asks questions to the teachers, such as how and where you can see in the schedule that students are making independent decisions, or where it’s visible that music and musical education are important at Alvan Tsaghik. She also asks why Alvan Tsaghik is more than just a well-equipped “regular” preschool.
The curriculum is based on themes derived from the Dutch “Leskist” (Lesson Box) program. The children work on a theme for about six weeks, which becomes central to all activities across the center. The environment and activities are tailored to support the theme.
Small Technasium
Another key focus of our preschool education is the Small Technasium. Our students receive challenging tasks from the “Ontdekplek” (Discovery Spot) program by Harry Valkenier and Evelien Hofman. These tasks incorporate creativity, material knowledge, and motor development. They are integrated into the themes the students are currently working on.