Abstract
At present in Estonia much attention is paid to early childhood teachers as skilled professionals who guide and support childrens development and learning. An empirical investigation was aimed at studying teachers interpretation and reflection of their educational action. In the study a semi-structured interview was used and 22 Estonian teachers participated in the research. First the teachers understandings of the aims, principles and tasks of the teachers work are described. After that teachers views of curriculum and the teachers role in the application of the curriculum in the learning process and education of the preschool is analysed. It turned out that the teachers main values were originated from their home and family and some values have been added during their work (for example values connected to the change in the order of the society). In terms of the aims the interviewees emphasized the importance of childrens social development and interaction with both peers and adults. In pointing out the principles they spoke about the consideration of the childs individuality, ensuring the childs security and the teachers consistency in making their demands. The teachers role was seen as creating preconditions for children for holistic development, further learning and to do ones teachers work as well as possible. The finding demonstrated that the teachers are capable of being designers as well as evaluators of their professional development. Keywords: teacher, early childhood education, educational work, teachers role