- With over a decade of experience as a preschool teacher in both the US and Ukraine, I have witnessed distinct differences in educational approaches.
- In the US, monthly themes play a significant role in shaping the curriculum, whereas in Ukraine, the topics covered are broader.
- I have found that in the US, there is more pressure to follow the entire curriculum, regardless of the readiness of the children.
As we approach back-to-school season, the sight of lively advertisements for new clothes, backpacks, and supplies evokes a sense of nostalgia in me. With a decade of experience as a preschool teacher, this time of the year still fills me with excitement. Preparing my classroom, organizing cubbies and nametags, and eagerly anticipating the arrival of new students are cherished memories.
Recently, amidst the ongoing war in Ukraine, I stumbled upon old photographs from my time teaching in Kyiv, which prompted me to reflect on the contrasting attitudes towards education in both countries.
Here, I will share five fundamental differences that have shaped my approach to student learning as a teacher.
Themes
One notable difference between teaching in the United States and Ukraine is the emphasis on curriculum themes.
In every school I taught in the US, each month revolved around a particular theme. September was dominated by apples and back-to-school, October celebrated pumpkins and Halloween, November embraced harvest decor, and December involved creating snowflakes and decorating sugar cookies. While these themes were seasonally appropriate and adorable, they provided limited room for creating lessons based on the genuine interests of the children.
In contrast, the international school I worked at in Ukraine adopted broader themes such as “Who We Are” and “Construction.” These wider themes allowed me to observe the children’s interests more closely and design lessons centered around what truly captivated them, whether it was the three little pigs, zoos, or cities. This approach granted the students greater autonomy and voice, leading to more profound and engaging learning experiences as we delved into singular themes.
Curriculum
Both the schools in Ukraine and the US set high standards for curriculum and student learning. However, I noticed a greater pressure in the US to ensure comprehensive coverage of the core curriculum areas, sometimes without considering the developmental readiness of the children.
In the US, parents showed more concern about their children’s academic progress, particularly in math and language, while in Ukraine, parents focused on aspects such as their children’s well-being during meal and nap times, and their social interactions with peers.
The absence of excessive pressure in Ukraine allowed me, as a teacher, to prioritize the social and emotional well-being of the children, making learning a joyous and playful experience.
Play
Upon exploring the city in Ukraine, I was pleasantly surprised by the abundance of designated play areas for children – pony rides, face painting, and climbing structures were everywhere. This emphasis on extended periods of uninterrupted play proved to be crucial at the school where I taught in Kyiv.
While planning my lessons, I put great thought and effort into creating learning opportunities that enhanced student play. For example, when the children showed an interest in animals, I set up a zoo area in the classroom with a variety of land, sea, and jungle animals. With a minimum of one and a half hours dedicated to uninterrupted play every morning, students had ample time to explore the different centers we had prepared. Our Play Exploration block offered activities that covered a wide range of learning domains including fine motor skills, sensory experiences, language development, mathematics, construction, and dramatic play. Through this approach, we were able to support student play while ensuring coverage of the core curriculum areas.
In the US, however, there was a greater separation between lessons and play. Playtime was often restricted to a short 30-minute block, either during recess or designated free play, leaving little room for meaningful engagement.
Teacher Appreciation
During my first year in Ukraine, I was taken aback when my Australian director, who was in her 40s and also rescued stray kittens, told me to stop working during weekends. Coming from the US, where I had been working as a teacher for three years, I had grown accustomed to year-round work with long hours, only taking brief breaks for winter and spring vacations.
In Ukraine, I enjoyed regularly scheduled vacations throughout the school year and at least two full months of summer break, providing ample time to relax and recharge before returning to teaching. I also had planning periods and regular coffee breaks throughout the day. In the US, I was fortunate to have a 15-minute lunch break during which I hurriedly microwaved my frozen meal, used the restroom, and then returned to the classroom to eat alongside the children.
Professional Development
Another significant difference I observed between teaching in Ukraine and the US was the level of professionalism and access to professional development opportunities for teachers.
In Ukraine, teachers were paid salaries that covered their expenses and allowed for occasional vacations. The school I worked at had a dedicated teacher resource section in the library, providing books and materials to support the implementation of reading and writing programs, as well as resources on implementing play-based learning practices following the Reggio Emilia approach. I also had the opportunity to attend conferences at other schools and learn from professionals in the field, further enriching my teaching practices.
In the US, access to professional development materials was primarily facilitated through my mother, who worked as the director of a teacher education support center. Her staff assisted me in finding books, materials, and taught me how to use die-cut machines to create classroom materials. I do recall feeling frustrated by the predominance of state-mandated courses in the US, which focused on basic tasks such as applying band-aids, disinfecting toys, and ensuring chairs were pushed under tables to prevent accidents.
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