Browsing by Subject "daghem"
Now showing items 21-33 of 33
-
(2016)The purpose of this study is to describe the interest in drama education in Swedish-speaking kindergartens and pre-schools in Helsinki. This study also researches different drama- and theatre performers’ thoughts about the use of drama and theatre with young children. The theoretic background describes the appearance of drama education and child theatre, the concepts of drama, drama education and theatre. The field of drama is explained. The learning possibilities when using drama and theatre are discussed. The main research method is qualitative interview; one kindergarten teacher, one drama pedagogue, and one actor were interviewed. The study also contains a small quantitative survey, which was answered by 26 persons working in Swedish-speaking kindergartens and pre-schools in Helsinki. The result of the study shows an interest in drama education, among just few persons. Drama education can therefore be seen as a special interest of few pedagogues. The result also reveals obvious advantages and disadvantages drama performers experience using drama and theatre with young children. The advantages are for instance that drama and theatre provide a possibility to complete experience, a “flow-state” may be reached, you get the opportunity to pay attention to the children’s opinions and you instruct in a better way using drama activity. Social skills and self-development improve and what you learn from drama and theatre is considered meaningful. The disadvantage is the children’s young age. Children have trouble concentrating and using abstract thinking. They also have lack of experience in drama and theatre. These factors may lead to confusion. Other disadvantages are uncertainty regarding the drama method teacher-in-role, difficulties in building up an appropriate drama-process and also balancing between chaos and structure.
-
(2017)The purpose of this study is to unravel from a pedagogical point of view how the daily communication with parents works, what different means of communications are used and what kind of challenges this presents. The study clarifies if and how the communication is experienced as lacking and in that case, how it could be improved. The theoretical section deals with communication in all of its forms and the challenges of daily communication with parents. The study is qualitative and based on interviews. My research perspective is phenomenological-hermeneutic. Three pedagogues participated in this study. All interviews were recorded, written down and analyzed. The result of this study demonstrates that pedagogues generally think that the daily communication is working. They think that the communication differentiates between families. Other families are more open than others. In addition the results show that the communication has various different challenges where the handling of sensitive subjects, scheduling and language are perceived as challenging. Meeting the parents daily is also a big part of family co-operation where trust is being built between the families and the nursery.
-
(2020)Ledarskap inom småbarnspedagogik har under det senaste årtiondet ändrat form och karaktär. Ledarskap är något som ständigt utformas i föränderlig värld. Syftet med studien är att undersöka vilka egenskaper som behövs och förväntningar personalen har på teamledaren inom småbarnspedagogik. Genom att ta reda på vilka egenskaper samt förväntningar personalen inom småbarnspedagogik har på teamledaren, kan potentiella svårigheter synliggöras. Vidare granskar jag hur pedagogerna ser på den nya läroplanen i den pedagogiska verksamheten. Mina forskningsfrågor är: Vilka egenskaper behöver en god ledare? Vad förväntar arbetsteamet av en god ledare? Läroplanens betydelse i verksamheten? Avhandlingen är en kvalitativ innehållsanalys där intervjuer och teori analyseras med inspiration av fenomenografi. Materialet samlades in genom semistrukturerade intervjuer där fem pedagoger som arbetar på daghem intervjuades. Inspelningarna transkriberades och analyserades. Resultatet visar genom att ledaren inom småbarnspedagogik använder sig av pedagogisk handledning och bryr sig om personalens välmående förbättras arbetsgemenskapen. Vidare framkommer det i resultatet att team-medlemmarna värdesätter öppen dialog, tydlig kommunikation och interaktion i arbetsteamet så att samtliga är delaktiga i hela processen. Resultaten belyser att det behövs mer handledning i hur nya läroplanen skall tolkas och användas i verksamheten.
-
(2016)The aim of this study was to find out what physical education in kindergarten looked like during different time periods and what kind of vision educators had on it. The study covers three time periods 1915–1925, 1965–1975 and 2005–2015. This is a qualitative study with literature review as a method. The material for the literature review was collected from different libraries, from the archives of the Ebeneser home and from the Internet. The material was analyzed and the three time periods were compared to each other. Although there’s been used different types of documents, this study has been able to provide an insight on how physical education looked like and what kind of role it had in these time periods. This study concludes that physical education has changed over the years. It has gained a stronger position in the planning of day care activities and its importance in children’s physical development has grown. Furthermore, "gymnastics" in kindergarten has looked different depending on the time period and you can see how the emphasis in physical education has changed during these periods.
-
(2021)Syftet för denna magisteravhandling har varit att beskriva och förstå samarbetet mellan daghem och barnskydd ur daghemsföreståndares, specialbarnträdgårdslärares och barnskyddets socialarbetares synvinkel. I denna avhandling betraktas samarbete från ett systemteoretiskt perspektiv som ett utbyte inom och mellan olika system. Hur samarbete sker i praktiken kan beskrivas antingen som en följd av strukturer (samverkan) eller som ett uttryck för den individuella professionellas aktörskap (relationellt aktörskap och växelverkansexpertis). Materialet består av tre transkriberade gruppintervjuer (N=10) där varje grupp var sammansatt av professionella i samma yrkesroll dvs. en grupp med daghemsföreståndare, en med specialbarnträdgårdslärare och en med socialarbetare från barnskyddet. Materialet samlades in i en medelstor stad i Finland. Materialet analyserades med hjälp av kvalitativ innehållsanalys. I magisteravhandlingen besvaras följande forskningsfrågor; 1) Hur beskriver daghemsföreståndare, specialbarnträdgårdslärare och barnskyddets socialarbetare strukturerna för samarbetet mellan daghem och barnskydd? 2) Hur beskriver och upplever daghemsföreståndare, specialbarnträdgårdslärare och barnskyddets socialarbetare sina roller i samarbetet mellan daghem och barnskydd? Det fanns tydliga riktlinjer för daghemmets inledande kontakttaganden till barnskyddet i form av t.ex. barnskyddsanmälningar. Strukturerna upplevdes dock bristfälliga framförallt vad gäller samarbetet i de fall då barnskyddsklientskapen redan är påbörjad. Ett fungerande samarbete kunde bibehållas med hjälp av t.ex. regelbundna nätverksmöten. Informanterna lyfte fram att en hel del står och faller på professionellas eget initiativ för samarbete i brist på klara riktlinjer. Att känna varandra sedan tidigare beskrevs som en stor fördel i samarbetet. Informanterna beskrev en gemensam vilja till att samarbeta som motverkas av faktorer såsom en stor arbetsbörda, personalutbyte, tystnadsplikt och en bristande kunskap om varandras roller. Daghemspersonalen beskrev en maktasymmetri gentemot barnskyddet som upplevdes som en ojämlikhet i rollerna. Barnskyddets socialarbetare upplevde att deras roll ibland innebar att möta en motsträvan från daghemspersonalens håll. Den professionellas aktörskap påverkar hennes roll i samarbetet då samarbetet till viss mån innebär att de hinder och svårigheter som nämns ovan bör övervinnas. Samarbete sågs som värdefullt då det möjliggör utbytandet av information, resurser och perspektiv vilka ansågs bidra till att familjerna blir förstådda och väl bemötta och stödet som erbjuds familjen blir verkningsfullare. I denna magisteravhandlings material framgår ett tydligt missnöje från daghemspersonalen över barnskyddets initiativ till samarbete. Ett viktigt fynd i intervjumaterialet med daghemspersonalen är erfarenheten av att verkningsfullheten av daghemmens stöd till familjerna med barnskyddsklientskap ingalunda är statiskt utan det påverkas av tillgången till information och graden av dialog med familjen och barnskyddet. Socialarbetaren har en möjlighet att för varje klientskap öppna upp en arena för dialog mellan familj, daghem och barnskydd. Materialet tyder på att det största hindret för detta är resursbrist.
-
(2016)The aim of the study was to find what parents think about the cooperation with the educators in daycare. I also wanted to find out what experiences they have had and what they think about the cooperation methods. My method was quantitative and I did an electronic survey that was shared on social media and sent via email. The survey was answered by parents with children in daycare or preschool. The most important outcome of the study was that the parents had good and positive experience of cooperation. They thought that the cooperation is something important and that the forms of cooperation are important elements. Another result was that the parents had different experiences with different teachers. According to the parents the cooperation with one educator could be very good, while they had a hard time to get along with another educator because of the chemistry. Some parents said that there were teachers who did not have any knowledge of how to work together. Therefore it seems like the cooperation between parents and educators often works well. Some educators however have not good skills in cooperating with parents. All teachers should have the knowledge of how important cooperation is for both the parents and the teachers' own work. Personal chemistry should not affect much, because the teachers should be professional.
-
(2017)The aim of this study is to assess the view of kindergarten teachers on children’s need for physical activity, how they perceive the connection between children’s physical activity and ability to concentrate, as well as the experience they have of this connection. In the theoretical part of the work, I discuss current views on children’s motor development, children’s need for physical activity, children’s cognitive development, and how the regulatory documents deal with physical activity. The qualitative study was carried out by interviewing three kindergarten teachers at three different kindergartens in Helsinki. The interviews were recorded and transcribed, and then analysed. The results indicate that kindergarten teachers perceive a connection between children’s physical activity and ability to concentrate, in agreement with prevailing theories. They realize the importance of physical activity for children’s health and development, and fulfil the official requirements for physical activity. They realize as well the importance of emphasizing the importance of physical activity for health to children as well as to parents and other personnel at kindergartens. With the reservation that only three kindergarten teachers were interviewed, the results of this study indicate that kindergarten teachers at kindergartens realize the importance of physical activity for the development of children, and that great emphasis is placed on satisfying children’s need for activity.
-
(2022)Syftet med denna studie är att utgående från olika undersökningar och litteratur ta reda på hur personal på daghem kan stödja barn som utsatts för kris och trauma, samt vilka olika stödåtgärder personalen på daghemmen kan använda sig av. Utgående från arbetets syfte har tre forskningsfrågor formulerats: Hur hanterar barn trauma? Hurdana stödåtgärder kan personalen ge barnen i en krissituation? Varför är det viktigt att personalen på daghem stöd-jer barnet som upplevt kris och trauma? Som metod valdes en systematisk litteraturstudie. Metoden som använts är olika artiklar och böcker har analyserats med hjälp av innehållsanalys. Avhandlingen innehåller fem artiklar och fyra böcker. Jag läste alla artiklar och böcker grundligt för att kunna anknyta till mina forskningsfrågor. Resultatet visade hur betydelsefullt det är att ge tid åt barnen för bearbetning av sorg och re-sultaten pekade på hur viktigt det är att en vuxen förstår barnets behov när hen är utsatt för trauma och kris. Det är angeläget för en pedagog att vara medveten om att barn reagerar på olika sätt. Personalen måste kunna vara tillräckligt tillgänglig och kunna uttrycka sig tydligt, förståeligt och vara beredd att använda sig av olika stödformer. När en oanad händelse in-träffar på daghem eller förskola är det oerhört viktigt att arbeta i team, ge stöd åt varandra, få stöd av daghemsföreståndaren och att informationen fungerar.
-
(2024)Multilingualism is constantly increasing in our society. Several years ago it was forbidden to speak a language other than the daycare language in daycare centers, but now that has changed. I want to find out what methods are used to support children's different linguistic backgrounds. My research questions are: 1) What view do the pedagogues have of bilingualism 2) How to support bilingual children in daycare 3) What concrete methods are used when the child actively mixes two different languages? In this master's thesis, I have chosen to use qualitative research methods. I interviewed three people with different educational backgrounds and job experiences. The interviews were taped and transcribed and some parts were used in the thesis. The result shows that bilingual or multilingual children are valued in today's situation. The educators see it more as a resource than a problem. Mam invests in different methods to support children's bilingualism in similar, but also different ways.
-
(2019)Tiivistelmä – Referat – Abstract This bachelor’s thesis addresses the health of children in day care center age by a study conducted on exercise recommendations for the target group at hand. A general worry and discussion has risen round the health and wellbeing of children in our community. The day care centers, as well as the parents both play a key role when aiming for a sustainable and healthy development. The purpose of this bachelor’s thesis is to investigate to what extent the goals and the new exercise recommendations are met and especially whether the recommended amount of pacey physical activities (1hour/day) for 3 to 6-year-old children are fulfilled at the day care centers as compared to the home. I have produced different research results all of which demonstrates that the worry about the health of children is legitimate and that a discussion around the theme is relevant. For gathering data, I have conducted three interviews with two nursery teachers and one social worker. I observed the environment and equipment at the day care centers in connection with the interviews. In addition to the interviews, I have gathered data from the parents of the children via a questionnaire addressing the children’s leisure time and physical activities. My study shows that there is a general, intentional effort on the promotion on the health of children from various parts. There is, however, a tendency arising showing that some children easily may be passivated in the ever so crucial age and stage of evolvement, which may negatively affect the child’s evolvement and health in the long run.
-
(2017)The purpose of this study is to learn what kind of expectations parents have about the activity of the kindergarten and whether the expectations differ in different age groups. The study emphasizes the cooperation between parents and staff of the kindergarten, the significance of communication between them, the skills of the staff and the quality of the activity in the kindergarten. I use as a theoretical base some texts of the law, the curriculum and a book of docent Marjatta Kalliala among other things. Additionally, there is a comparison between three different studies about parents’ thoughts and expectations of kindergartens. The study was a quantitative study and the information was gathered from three different kindergartens in Vantaa with a survey. The sample consisted of 35 parents in total. The survey had questions about how well the parents know the curriculum, the staff and the general activity of the kindergarten, whether the parents believe that communication between them and the kindergarten is working and what the most important tasks are for the different age groups in the kindergarten. The results show that the parents are in general very pleased with the kindergartens, their activities and the staff. The most important thing is qualified staff and pedagogical activities according to the parents. Good communication is valued by the parents and they believe that communication between them can always be improved. The most important task is to create a safe setting for the children.
-
(2019)Background: A few Finnish municipalities have chosen to offer the option of a vegan diet at day-care if the parents request it. The food offered at day-care plays an important part in a child’s nutrition and should be guided by official recommendations. As little evidence exists for the adequacy of a vegan diet for children in day-care more studies on the subject is needed. The food provided by the day-care should cover 2/3 of the daily energy requirements and the quantity of saturated fat, salt and sucrose should be limited. Aim: The aim of this thesis is to compare and analyse the nutritional adequacy of vegan and omnivore meals offered by the municipality of Helsinki. Additionally, to describe the dietary sources of intakes from both meals. Data and methods: This thesis is part of the MIRA Helsinki study, conducted by the University of Helsinki. The objective of the project is to study the impact of a vegan diet on the nutritional status of children in day-care in Helsinki. The data for this thesis was collected through food diaries. The children range in age from one to six years and are divided into two groups based on meals eaten at day-care, vegan meals (n=9) and omnivore meals (n=16). All statistical analyses were done with the SPSS program (version 25). Results: In most cases the dietary intake followed official recommendations. Of concern is that salt intake was high in both groups. The two diets provided similar amounts of energy, carbohydrates and sucrose at day-care. However, protein (p<0,001), fat (p=0,008) and fibre (p<0,001) intakes were significantly more favourable when eating vegan meals. The group eating vegan meals also had a higher intake of monounsaturated and polyunsaturated fat (p=0,007; p<0,001) as well as linolenic acid (p<0,001) and α-linolenic acid (p<0,001) in comparison to the omnivore group. Further, the omnivore group had higher intakes of cholesterol (p<0,001) and saturated fat (p=0,007). There was no dietary intake of EPA and DHA in the vegan meals. Intakes of saturated fat and cholesterol outside the day-care were higher than at day-care. The vegan meal group had significantly higher intakes of folate (p<0,001), iron (p<0,001) and zinc (p=0,001) while lower intakes of iodine (p=0,006) and calcium (p=0,01), were noted in comparison to the omnivore group. Although the intake of vitamin C does not significantly differ between the groups, the intake at day-care is low in both groups (vegan meals 38 %, and omnivore 21 % of total intake). In the diet of the children eating vegan meals at day-care, fortified plant-based milk played a central role as a source of many nutrients. Conclusions: Because of the small sample size no general conclusions can be drawn from these results, but it seems the vegan meals have many positive characteristics compared to the omnivore meals. The results may give an insight to nutritional differences between a vegan and an omnivore diet of under school age children in Helsinki. A more plant-based diet would be a sustainable choice for the future, but supplementation is recommended to guarantee sufficient intakes of critical nutrients. More studies are needed on the long-term effects of a vegan diet on young children and the characteristics of a vegan diet in Finland.
-
(2019)Background: A few Finnish municipalities have chosen to offer the option of a vegan diet at day-care if the parents request it. The food offered at day-care plays an important part in a child’s nutrition and should be guided by official recommendations. As little evidence exists for the adequacy of a vegan diet for children in day-care more studies on the subject is needed. The food provided by the day-care should cover 2/3 of the daily energy requirements and the quantity of saturated fat, salt and sucrose should be limited. Aim: The aim of this thesis is to compare and analyse the nutritional adequacy of vegan and omnivore meals offered by the municipality of Helsinki. Additionally, to describe the dietary sources of intakes from both meals. Data and methods: This thesis is part of the MIRA Helsinki study, conducted by the University of Helsinki. The objective of the project is to study the impact of a vegan diet on the nutritional status of children in day-care in Helsinki. The data for this thesis was collected through food diaries. The children range in age from one to six years and are divided into two groups based on meals eaten at day-care, vegan meals (n=9) and omnivore meals (n=16). All statistical analyses were done with the SPSS program (version 25). Results: In most cases the dietary intake followed official recommendations. Of concern is that salt intake was high in both groups. The two diets provided similar amounts of energy, carbohydrates and sucrose at day-care. However, protein (p<0,001), fat (p=0,008) and fibre (p<0,001) intakes were significantly more favourable when eating vegan meals. The group eating vegan meals also had a higher intake of monounsaturated and polyunsaturated fat (p=0,007; p<0,001) as well as linolenic acid (p<0,001) and α-linolenic acid (p<0,001) in comparison to the omnivore group. Further, the omnivore group had higher intakes of cholesterol (p<0,001) and saturated fat (p=0,007). There was no dietary intake of EPA and DHA in the vegan meals. Intakes of saturated fat and cholesterol outside the day-care were higher than at day-care. The vegan meal group had significantly higher intakes of folate (p<0,001), iron (p<0,001) and zinc (p=0,001) while lower intakes of iodine (p=0,006) and calcium (p=0,01), were noted in comparison to the omnivore group. Although the intake of vitamin C does not significantly differ between the groups, the intake at day-care is low in both groups (vegan meals 38 %, and omnivore 21 % of total intake). In the diet of the children eating vegan meals at day-care, fortified plant-based milk played a central role as a source of many nutrients. Conclusions: Because of the small sample size no general conclusions can be drawn from these results, but it seems the vegan meals have many positive characteristics compared to the omnivore meals. The results may give an insight to nutritional differences between a vegan and an omnivore diet of under school age children in Helsinki. A more plant-based diet would be a sustainable choice for the future, but supplementation is recommended to guarantee sufficient intakes of critical nutrients. More studies are needed on the long-term effects of a vegan diet on young children and the characteristics of a vegan diet in Finland.
Now showing items 21-33 of 33