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Browsing by Subject "vuorovaikutustaidot"

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  • Viidesluokkalaisten kokemuksia yhteisopettajuudesta : Tapaustutkimus Uudeltamaalta 
    Lehtilä, Kirsi (2023)
    Objectives. The aim of this study is to examine students' experiences of co-teaching in general education classrooms and to investigate how their experiences correspond to the teacher experiences found in co-teaching research. The research objective is to examine students' experiences of co-teaching in a case study classroom and to reflect them on the student benefits identified by teachers in co-teaching research. My research questions are the following: 1. What kind of experiences did students have with co-teaching in the case study classroom? 2. How do students' experiences of co-teaching correspond to teachers' experiences? Methods. I will carry out the study as a case study, where I aim to answer my research questions through previous studies and a student survey. The teacher research material consists of peer-reviewed Finnish studies on co-teaching and two doctoral dissertations. I will investigate students' experiences through a questionnaire where they are asked to respond to statements about co-teaching based on their own experiences. The voices of a few students were brought out in the research through thinking aloud. They spoke out loud while filling out the questionnaire and justified their decisions out loud. The thinking aloud was recorded and transcribed. First, I will explain what co-teaching is and how it has evolved. The second part of my thesis is a survey conducted through my case study on fifth graders' experiences with co-teaching. The central concept of the thesis is co-teaching, which also brings a new perspective to students' experiences of studying in a co-teaching classroom. Results and conclusions. The research results are divided into sections 5.1 Support, 5.2 Social and Interactional Situations, and 5.3 Peaceful Learning Environment. In studies of teacher ex-periences, the benefits for students identified include easy access to support, development of social and interactional skills, and enabling better learning environment through co-teaching. Co-teaching is not a straightforward or standardized model of operation, which is why the re-sults of teacher research also depend largely on how co-teaching has been implemented. This, as well as the subjectivity of student research, are also likely to be reasons why there is not much student research. The benefits of co-teaching for students identified by teachers are not fully confirmed through student surveys, but similarities can also be found in the research. Therefore, co-teaching can be seen as a beneficial model of operation for students when im-plemented correctly.
  • Vuorovaikutustaitojen kehittymiseen vaikuttavat tekijät varhaiskasvatuskontekstissa 
    Lundqvist, Johanna (2019)
    This study examines the factors related to the development of interaction skills in the context of early childhood education. This study also explores what factors affect the development of interaction skills, and how and where interactions skills or their inadequacies appear. In addition, the study shows how typically developing children and children with special needs differ in their interpersonal skills. The key result is that interaction skills are interacting with the environment and skills cannot be practiced alone or in isolation from the environment. The data consists of a systematized literature review, of which 7 articles are approaching the development of interaction skills in the context of early childhood education. The data was analyzed using theory-driven content analysis. The analysis consisted four main categories. The First category is Culture as a determing factor in group activity and learning which shows that culture influences the development of interaction skills. Activities and learning are culturally related dimensions with significant impact. Each group creates its own atmosphere and culture, which defines to a great extent what kind of interaction the group has. The Second category Educator’s pedagogical competence as an enabling factor in early child-hood orientation is one of the most important missions in early childhood education and which is considered as a significant factor in the development of interaction skills. Childhood orientation requires sensitivity and pedagogical competence. The Third category Creating and Maintaining Peer Reations as ja Prerequisite for Learning Social and Emotional Skills shows that the skill of creating and maintaining social relationships has proven to be important in the material. Creating and maintaining peer relationships develops both social and emotional skills. Skills are needed to create and maintain peer relationships. The Fourth category Interdimensional Class of Interaction Skills show that play is the child's most natural form of action, through which linguistic, social and emotional development can be tracked, and the occurrence of possible disturbances is identified. For children who face challenges in interaction skills, the play is seen as simple and lonely; In addition, children with language and speech disorders also face more social and behavioral challenges than typically developing children.

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