Browsing by Subject "mediakasvatus"
Now showing items 1-20 of 36
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(2015)Purpose of the study. The purpose of this study was to describe 6th graders as media consumers, especially what comes to news media. By interviewing 6th graders the target was to find out what kind of news early-teens follow and whether they make any comparisons between news sources when selecting and reading the news. Furthermore, the purpose was to find out from the interviewees what kind of support the school has provided in developing their media literacy and how critical media literacy show in their behaviour as media consumers. Earlier studies on this subject have indicated that children and youth as "digi natives" are experienced and skilful media consumers. Lot of knowledge is shared between friends and media skills are developed for a large part outside school life. At the same time there exists concern on the dangers of media and on how children are able to interpret the media. From beginning of next year the new national curriculum emphasizes media literacy as part of multi literacy. The target of this study is to get more information needed for the development of the media education. Methods. The study was performed by interviewing 6th graders in November 2014 in a capital area school. Nine interviewees were selected from a communication orientated class with consent from their parents. Interviews were conducted following a semi-structured interview plan in the form of pair and group interviews. The interviews were recorded, transcribed, grouped and compiled to conclusions. Findings and conclusions. The findings suggest that 6th graders follow news follow the news infrequently and comparisons between different news sources are made almost solely to secure the validity of the information. Media skills are learnt from friends, whilst at the same time an early-teen is still strongly influenced by the family. The students deemed media education at school insufficient and "old fashioned". Schools should connect the taught subjects to real life and give students a chance to find solutions to problems together with classmates. Consequently critical reading skills are in everyday use and not just a blurry concept, which one does not know how to take; with thought, with anger or with a straight face.
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(2018)Priorities In this research I examine how teachers utilize media education in their teaching with the 6th graders. This research’s assignment is to investigate media education’s role in primary school, how media education reflects to learning, how students are taken part of the teaching and also differencies in media abilities between students and teachers and between the students. There is not a lot of resear-ches about utilizing media education in teaching especially in primary school but there is a lot of re-searches about childrens media habits in their free time. The new curriculum states that students should train their skills in both normal and techonological surroundings. The curriculum’s main goal is that students would learn how to use media’s opportunities in different ways. Methods This was a case study research. The research was a limited totality. Twenty 6th grade teachers took part in this research. They all live near Helsinki area. They were chosen randomly. All of them were teaching the 6th graders at the time of research. Participants answered questions online. The query had seven open questions and also questions about their background. This reasearch’s material was analyzed through the analysis of the content of the qualitative research and by the theme. Results and conclusions In this reasearch the results were that media education’s role is very visible in teaching with the 6th graders in primary school. Media education reflected learning with motivation and diversity of teaching. Students took part of the teaching with different media divices. Differencies in media abili-ties between the students and the teacher and the students were very major. Differencies between the students and the teachers were because of students are diginatives compared to teachers and that’s why they know how to use different media divices. Differencies between the students were because of their different backgrounds.
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(2018)This bachelor’s thesis will show how the media use of children has changed in the past few years and what kind of effects it has on children. This thesis will allso look at media education and think about what kind of media education should there be in daycare. The research method in this thesis was a literature overwiew. The material was collected from research softwares and was picked randomly. Method used in this thesis was content analysis. This thesis showed that the media use of children under the age of seven has changed during the last decate and that children begin to use media even younger. The reasearch showed also that even when the use of media has crown there are little mentioning about media education in the national early childhood education plan, releasted in 2016. It is shown that media education is not necessarily exploited enough in early childhood education.
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(2015)This thesis analyses how young, blogging girls see and experience commercialism in blogosphere. My aim is to find out what kind of consumers these girls are and which qualities are typical among them. Do these girls feel that blogs have the possibility to have an influence on other peoples consuming and does commercialism have some kind of role in their blogs. There are some previous studies about adults and older adolescents and their roles in Finnish blogosphere and that is why this study concentrates on 13–15 year old girls. The theoretical background of this thesis is based on consuming, social media and commercialism on internet and blogs. The data of this study was collected from 13–15 year old girls who write blogs quite regularly. They (N=17) answered to five different open questions and were able to see all the other girls' answers and comment on them. Beside this data I also used some blogs and blogposts that these same girls have written. This is a qualitative study that was analysed with the following methods: qualitative content analysis, themes and types. In the analysis I introduce some common thoughts and thoughts that vary from other answers. I have created three different types of a young, blogging girl. These types can be used when constructing curriculas and lessonplans especially in home economics classes These girls' thoughts about consuming do vary quite a bit according to my data. Their wish to be a critical consumer came up in many answers and some of them were able to show some qualities of critical consuming in their answers. These girls were also able to find some factors that have an influence on their consuming in social media. They had different opinions regarding the commercialism of the blogosphere. It is a common thought that their own blogs have some forms of commercialism in them even though they don't have any official co-operation with any companies. Their thoughts of commercialism in social media were very mature.
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(2022)Tavoitteet. Lasten arkeen, kasvuympäristöihin ja lastenkulttuuriin kuuluu media. Lapsilla on saatavilla eri digitaalisia laitteita ja mediasisältöjä. Lasten mediakokemukset ja – suhteet näkyvät ja kuuluvat myös osana esiopetuksen arkea. Kuitenkin mediaan on liittynyt paljon negatiivissävytteisiä ennakkoasenteita, käsityksiä ja näkemyksiä. Tutkimuksessa tarkastellaan esiopetuksen henkilöstön näkemyksiä ja ymmärrystä mediasisällöistä sekä mediasisältöjen mahdollista arvottamista. Aiemmat tutkimukset ovat tuoneet esiin, ettei esimerkiksi ajantasaista tutkimustietoa henkilöstön käsityksistä ja näkemyksistä mediaan ja mediakasvatukseen olla liiammin tehty Suomessa. Menetelmät. Tutkimus oli otteeltaan laadullinen tutkimus, jonka tutkimuslomakkeessa hyödynnettiin visuaalista menetelmää. Tutkimus rajattiin koskemaan esiopetuksen henkilöstöä. Tutkimuksen aineisto kerättiin kuvallisella E-kyselylomakkeella varhaiskasvatusta koskevan sosiaalisen median kanavalta. Ilmoitus tutkimuksesta ja kyselylomakkeesta laitettiin siellä neljään eri ryhmään. Tutkimuksen kyselyyn vastasi kaksitoista (N=12) vastaajaa. Tutkimuksen aineisto analysoitiin käyttäen sisällönanalyysin menetelmää. Tulokset ja johtopäätökset. Tulosten perusteella esiopetuksen henkilöstö kuvasi mediasisältöjen näkyvyyttä lapsiryhmissä samoin kuin aiemmat tutkimukset ovat tuoneet esille ja niitä käytettiin osana toimintaa samoin kuin aikaisemminkin on. Henkilöstö kuvasi median näkyvyyttä ja vaikutusta leikkiin monimuotoisesti. Moni henkilöstöstä koki tuntevansa lapsiryhmässä olevia medioita hyvin. Henkilöstöllä on edelleen ennakkoasenteita ja näkemyksiä tietyistä mediasisällöistä. Lapsiin ja mediaan liitetty huolennäkökulma on edelleen läsnä. Median näkyvyyttä ja vaikutusta leikkiin ymmärretään.
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(2020)The objective of this research was to determine what sorts of risks pre-adolescent children are able to recognize on social media and how they act once they have acknowledged these dangers. Additionally, the goal was to study the effects of school and media education on the preadolescents’ social media behavior. In this research social media has mostly been de-fined according to previous studies, as applications favored by children and adolescents. One class of fifth graders from the Helsinki metropolitan area participated in the research. The material was collected through themed small-group interviews. There were a total of 21 participants and seven interview groups. The data was categorized and analyzed by using the content analysis method. Four different content types were identified from the material, and were categorized as social media risks recognized by the pre-adolescents. These labelled risks were bullying, personal information, hoaxes and unpleasant content. Bullying on social media was brought up the most often. The adolescents had been taught media education at school, but they still would have preferred to receive further education especially on the subject of social media har-assment. Some of them felt they were already familiar with the content of the media educa-tion curriculum beforehand, and had not learned any new useful information. The pre-adolescents’ behavior on social media aligned with the risks they had identified and the media education they had received. They valued their own privacy on social media, but were not able to react to bullying otherwise than by blocking the harassers. The pre-adolescents con-sidered bullying to be a substantial part of social media, without any possible solutions.
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(2020)The objective of this research was to determine what sorts of risks pre-adolescent children are able to recognize on social media and how they act once they have acknowledged these dangers. Additionally, the goal was to study the effects of school and media education on the preadolescents’ social media behavior. In this research social media has mostly been de-fined according to previous studies, as applications favored by children and adolescents. One class of fifth graders from the Helsinki metropolitan area participated in the research. The material was collected through themed small-group interviews. There were a total of 21 participants and seven interview groups. The data was categorized and analyzed by using the content analysis method. Four different content types were identified from the material, and were categorized as social media risks recognized by the pre-adolescents. These labelled risks were bullying, personal information, hoaxes and unpleasant content. Bullying on social media was brought up the most often. The adolescents had been taught media education at school, but they still would have preferred to receive further education especially on the subject of social media har-assment. Some of them felt they were already familiar with the content of the media educa-tion curriculum beforehand, and had not learned any new useful information. The pre-adolescents’ behavior on social media aligned with the risks they had identified and the media education they had received. They valued their own privacy on social media, but were not able to react to bullying otherwise than by blocking the harassers. The pre-adolescents con-sidered bullying to be a substantial part of social media, without any possible solutions.
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(2022)Objectives. Parents of preschool children need to consider several questions concerning the children’s use of digital media. Should they limit the screen time strictly or act more freely according to the situation? The existing research on the topic is varied and mostly concerns school aged children and adolescents. The aim of the study was to find out whether parents of preschoolers consider themselves get enough support and information to help in decision making concerning digital media use. Research questions were: What kind of experiences do parents of preschoolers have of their children’s digital media use? What kind of support do parents wish to have and what kinds of wishes do they have? Methodology. The research material was attained through interviewing five parents of preschool children concerning their experiences of children’s digital media use. The material was analyzed through content analysis. Results and conclusions. The parents identified several positive and negative effects that digital media use has on children. They had diverse, well-functioning procedures when it comes to screen time, restrictions and rules. Both the parents applying strict restrictions and the ones who restrict only a little did implement principles of dialogical parenthood. Parents expressed a need to get much more material and support for preschoolers’ media education than they do at present. They wished to get more support both from child welfare clinics and from daycare. Parents of preschoolers could be supported in media education through available material and support at child welfare clinics and at daycare. The effects of this kind of support on the everyday life of families and parents’ experiences of media education could be further researched for example through intervention or case study.
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(2022)Objectives. Parents of preschool children need to consider several questions concerning the children’s use of digital media. Should they limit the screen time strictly or act more freely according to the situation? The existing research on the topic is varied and mostly concerns school aged children and adolescents. The aim of the study was to find out whether parents of preschoolers consider themselves get enough support and information to help in decision making concerning digital media use. Research questions were: What kind of experiences do parents of preschoolers have of their children’s digital media use? What kind of support do parents wish to have and what kinds of wishes do they have? Methodology. The research material was attained through interviewing five parents of preschool children concerning their experiences of children’s digital media use. The material was analyzed through content analysis. Results and conclusions. The parents identified several positive and negative effects that digital media use has on children. They had diverse, well-functioning procedures when it comes to screen time, restrictions and rules. Both the parents applying strict restrictions and the ones who restrict only a little did implement principles of dialogical parenthood. Parents expressed a need to get much more material and support for preschoolers’ media education than they do at present. They wished to get more support both from child welfare clinics and from daycare. Parents of preschoolers could be supported in media education through available material and support at child welfare clinics and at daycare. The effects of this kind of support on the everyday life of families and parents’ experiences of media education could be further researched for example through intervention or case study.
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(2015)The objective in this study was to describe play with media devices and scrutinize how media and play intertwine in Mediaplay in Kirkkonummi. The two research questions were how Caillois's core charasteristics of play were found in Mediaplay and what kind of relation between media and play is composed in Mediaplay. Media is significant developmental environment for our children, thus setting a challenge to child-centered media education. The aim of Mediaplay is to enable child-centered media education through play. In Mediaplay children operate with cameras and videocameras freely, produce media and play with and within media. It is important to understand what kind of play is constructed when children are playing with media devices. Video data was produced by filming 4-5 years old children's Mediaplay in two Kirkkonummi municipal daycare centers during 2012. Data was analyzed by video analysis. Play episodes were recognised and analyzed deductively from Caillois's play theory. The relationship between play and media was analyzed abductively. Core characteristics of play were recognised in mediacontexted and mediafacilitated play. Fourteen play episodes were divided to mimicry and ilinx categories. Some of the play episodes did not fit any of Caillois's categories of play. Those episodes consisted of strong physical activity without vertigo element. Mimicry episodes consisted of roleplay. In ilinx episodes vertigo was produced virtually by media. Agon characteristics of Mediaplay were recognised only when analyzing all operational episodes. Media and play had multiple simultaneous relations to each other. Media was a play topic, and same time a toy. Media was expansed from a toy to context of play when children were playing with an inside of visual elements. Mediacontexted and mediafacilitated play can be creative, rich in imagination and encourage to physical activity. Conducting adult's orientation in Mediaplay has an influence how actual activities are constructed; under strong adult conduction Mediaplay can turn into pedagogical play. Further research should be made of the meaning that children give to their play within media and how aims of small children's media education are attained by Mediaplay method.
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(2022)The aim of this thesis is to study disinformation as a cultural phenomenon from the point of view of media education. Disinformation, aforethoughtful misleading information sharing, is a form of information advocacy. The civil impact of disinformation has been considered as a global threat by several parties. In this thesis I elaborate on how the case of disinformation appears in lives of children who have grown during the era of social media and how media education corresponds to it. In this thesis recognizing disinformation is proposed to require a way of media critical thinking. The thesis includes an analysis based on an interview with a professional media educator. In the analysis I seek for understanding for meanings of disinformation as a cultural phenomenon and as a part of educational work. The method of this thesis is a phenomenographic, theory-based content analysis based on an interview with a media education expert. For this thesis I had an interview with media education expert, docent Sara Sintonen. The interview questions came to prominence from the theoretical framework. In the analysis I clarified the media educators meanings for disinformation as a part of media education. I analysed the thoughts of Sintonen in relation to the literacy, articles, and writings from the theoretical framework of this thesis. The expert of media education defined disinformation as non-truthful knowledge, which appeals to emotions. As for the strenghts of media education the media educator appointed the high-quality content and democratic practices. As for the challenges of media education the way of seeing media education by usability and not by the content was pointed out. As for the key features of media education for example the role of the teacher was seen as a social influencer on for their close circle. As for prevention of disinformation the media educator named collective crowding and common value base. Relevant features also included dialogue, counter-sounds and striving for understanding.
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(2022)The aim of this thesis is to study disinformation as a cultural phenomenon from the point of view of media education. Disinformation, aforethoughtful misleading information sharing, is a form of information advocacy. The civil impact of disinformation has been considered as a global threat by several parties. In this thesis I elaborate on how the case of disinformation appears in lives of children who have grown during the era of social media and how media education corresponds to it. In this thesis recognizing disinformation is proposed to require a way of media critical thinking. The thesis includes an analysis based on an interview with a professional media educator. In the analysis I seek for understanding for meanings of disinformation as a cultural phenomenon and as a part of educational work. The method of this thesis is a phenomenographic, theory-based content analysis based on an interview with a media education expert. For this thesis I had an interview with media education expert, docent Sara Sintonen. The interview questions came to prominence from the theoretical framework. In the analysis I clarified the media educators meanings for disinformation as a part of media education. I analysed the thoughts of Sintonen in relation to the literacy, articles, and writings from the theoretical framework of this thesis. The expert of media education defined disinformation as non-truthful knowledge, which appeals to emotions. As for the strenghts of media education the media educator appointed the high-quality content and democratic practices. As for the challenges of media education the way of seeing media education by usability and not by the content was pointed out. As for the key features of media education for example the role of the teacher was seen as a social influencer on for their close circle. As for prevention of disinformation the media educator named collective crowding and common value base. Relevant features also included dialogue, counter-sounds and striving for understanding.
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(2016)There has been done some research on the relationship between girls and media before, but the amount of current studies is very little because of the vast change of media culture. Also the perspective of these researches has rarely been in the girls them selves. Thereby the porpoise of this research is to enlighten sixth grade girls’ perspectives on the phenomenon at hand. The goal is to find out how these girls’ interpret the female image of visual media culture and how media effects on the development of their self-image. Girls’ thoughts on the necessity of media education are also in a significant role. Theme interview that was done in groups was the method that was used in this research to collect the data. Sixteen sixth grade girls were interviewed in five interview groups. Three base materials representing visual media culture were used in the theme interviews. The collected data was analyzed by theory-guided content analysis. The data was categorized mostly to themes that rose from the interviews and and results were compared to the theoretical framework. The results of this research were divided into three broader themes that were convergent with the research questions. First of all the girls analyzed and interpreted the female im-age of media culture. Sexualization was clearly seen in all of the base materials, but the girls reacted more disapprovingly to the material that was closet to their own everyday context. It is easier for the girls to accept sexualization in public media culture, where the objectification of women has become an ordinary phenomenon. Secondly the girls dis-cussed medias influence on their self-esteem. The girls expressed how they get inspired through the pictures they see in media and discussed on the meaning it has on their clothing and appearance ideals. They make purchase decisions and admire sporty bod-ies through media, yet the true influence was hard to recognize for some of the girls. Be-cause of the many effects that media has, the girls think that issues related to it should also be talked about in school. Especially the risks and problematic situations that media contains were seen as something that should be dealt with together. All in all the sixth grade girls showed as skillful agents of media culture, for whom social media especially is a significant part of every day life.
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(2016)There has been done some research on the relationship between girls and media before, but the amount of current studies is very little because of the vast change of media culture. Also the perspective of these researches has rarely been in the girls them selves. Thereby the porpoise of this research is to enlighten sixth grade girls' perspectives on the phenomenon at hand. The goal is to find out how these girls' interpret the female image of visual media culture and how media effects on the development of their self-image. Girls' thoughts on the necessity of media education are also in a significant role. Theme interview that was done in groups was the method that was used in this research to collect the data. Sixteen sixth grade girls were interviewed in five interview groups. Three base materials representing visual media culture were used in the theme interviews. The collected data was analyzed by theory-guided content analysis. The data was categorized mostly to themes that rose from the interviews and and results were compared to the theoretical framework. The results of this research were divided into three broader themes that were convergent with the research questions. First of all the girls analyzed and interpreted the female image of media culture. Sexualization was clearly seen in all of the base materials, but the girls reacted more disapprovingly to the material that was closet to their own everyday context. It is easier for the girls to accept sexualization in public media culture, where the objectification of women has become an ordinary phenomenon. Secondly the girls discussed medias influence on their self-esteem. The girls expressed how they get inspired through the pictures they see in media and discussed on the meaning it has on their clothing and appearance ideals. They make purchase decisions and admire sporty bodies through media, yet the true influence was hard to recognize for some of the girls. Be-cause of the many effects that media has, the girls think that issues related to it should also be talked about in school. Especially the risks and problematic situations that media contains were seen as something that should be dealt with together. All in all the sixth grade girls showed as skill-full agents of media culture, for whom social media especially is a significant part of every day life.
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(2020)Sosiaalinen media on isossa roolissa nuorten elämässä. Mediakasvatuksen yhtenä tärkeänä tehtävänä on opettaa nuori tarkastelemaan erilaisia mediasisältöjä kriittisesti. Tämän kandidaatin tutkielman tavoitteena on tutkia erään hyvinvointi-, terveys- ja kauneustuotteita myyvän verkostomarkkinointiyrityksen jälleenmyyjien Instagram-profiilien sisältöjä narratiivisen tapaustutkimuksen keinoin. Myös nuoret törmäävät verkostomarkkinointiin sosiaalisessa mediassa, joten tämä tutkimus antaa arvokasta tietoa siitä, mitä heidän tulisi verkostomarkkinoinnista tietää. Tutkimuksessa haetaan vastauksia siihen, miten jälleemyyjät kasvattavat uskottavuuttaan sosiaalisessa mediassa, ilmeneekö heidän Instagram-julkaisuissaan verkostomarkkinointiin liitettyjä eettisiä ongelmia ja näyttääkö siltä, että jälleenmyyjiä motivoivat samanlaiset tekijät kuin muita sisällöntuottajia. Tutkimuskysymyksiin etsittiin vastauksia narratiivisen tapaustutkimuksen avulla. Tutkimuksen aineisto muodostui yhteensä viidestäkymmenestä Instagram julkaisusta, jotka kerättiin kymmenestä eri profiilista. Aineisto kerättiin Instagramista aihetunnisteiden avulla selailemalla. Tutkimusta tehdessä Instagramista käytettiin selainversiota. Teoreettisen viitekehyksen perusteella sisällöntuottajia motivoivat tekijät voidaan jakaa yksilöllisiin ja yhteisöllisiin tekijöihin. Myös aineiston analyysi on jaettu yksilöllisyyttä ja yhteisöllisyyttä ilmentäviin narratiiveihin. Tulosten perusteella jälleenmyyjiä motivoivat samat tekijät kuin sisällöntuottajia, kuten esimerkiksi yhteisöllisyys. Nämä tekijät ilmenivät aineistossa tavalla, josta on mahdollista löytää yhtäläisyyksiä myös verkostomarkkinointiin liitettyjen eettisten ongelmien kanssa. Motivaatiotekijät ja eettiset ongelmat kulkevat näin ollen pitkälti käsikädessä. Lisäksi tulokset paljastivat, että ainakin sosiaalisessa mediassa jälleenmyyjät tuntuvat markkinoivan tuotteiden sijaan jotain muuta, kuten yhteisöllisyyttä tai ystävyyttä.
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(2019)Goal. Traditionally media education in Finland has focused on students in secondary school and upper secondary school. During 2010s children’s media use has continuously increased and younger children have become active consumers of media contents as well. This has created the need for media education in primary schools. According to the Finnish national core curriculum for basic education in 2014, one of the wide-ranging goals is multiliterate ed-ucation, which includes media literacy and media education. Critical media skills are needed because media environments are rapidly evolving, and the quality of information is not guar-anteed. Despite the need, there is only little research conducted on critical media education and children’s critical media literacy skills. The aim of this study is to research why there should be critical media education in primary school and how it should be organized. Methods. Descriptive literature review was utilized as the method of this study because its goal is to create wide-ranging and structured review of previous scientific knowledge. The descriptive literature review aims to produce a qualitative descriptive response about the phenomenon. To select the data explicit method (Liikanen, etc., 2013) was used. The data consists of research literary, including 12 research articles on media education, media litera-cy and children’s media use. In the analysis, I explore basis for critical media education in primary school and previous research of critical media literacy. Results and conclusion. The field of research in media education is cross-disciplinary and different researchers use various terms to identify media education. Media literacy can be divided to the skills of producing and the skills of evaluation. The skills of evaluation are especially part of critical media education and critical media literacy. Still there are only few studies conducted on the evaluation skills of primary school students. The results of this study indicated that primary school aged children use a lot of media, but their media literacy skills are defective. Primary school students are limited in their ability to use skills in critical reasoning which is why there should be diverse media education in primary schools to improve students’ critical media literacy skills.
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(2018)Tiivistelmä - Referat – Abstract This research is a descriptive literature review about the meaning of critical media education in today’s media education and clickbaiting journalism as a new phenomenon in media. This research provides information about the meaning of critical point of view when researching critical journalism. Literature review provides information for all educators and especially for media educators. Clickbaiting journalism is a new significant phenomenon created by media so it is important time to research it. The research materials were researches and literature about critical media education and online journalism. Some of the literature about clickbait journalism weren’t scientific because the phenomenon is so new so the is not much research about it. About critical media education’s and clickbait journalism’s connection there isn’t researches at all, so all the deliberations are ambiguous. Thought all the deliberations are mostly based on the research materials. The results of this study showed that critical media education is very important part of today’s media education. When researchers name the meaningful dimensions of media education one of the three main dimensions of media education is repeatedly critical point of view. Clickbait journalism’s and critical media education’s researching together is important. Critical thinking in media behavior makes Internet’s using more smarter and safer. Because the clickbait journalism is so unreliable the critical point of view is essential.
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(2016)Children's programs on television are still an essential part of the preschool aged children’s life. Despite this, their visibility and impact of the kindergarten everyday life hasn’t been studied very much. The goal of this study was to find out what kind of opinions the kinder-garten’s educational staff and the preschool aged children have about watching children’s programs from television. Especially, the study was interested in what kind of children’s programs the preschool aged children are watching and also how well the educational staff of the group knows what the children of their group are watching. The second research problem examined the way how the kindergarten’s educational staff used their own knowledge about the children’s programs in the kindergarten’s everyday life. The study also explained how the educational staff’s and the preschool aged children’s responses confront. The study material was collected from two kindergarten preschool groups in the cities of Helsinki and Espoo. One group from both of the kindergarten participated in this study. Children’s responses were collected by theme interviews from overall 11 preschool aged children. The groups educational staff’s responses were collected by open questionnaire. Altogether 7 educators responded to the questionnaire. The responses were analyzed using content analysis. The results showed that the educational staff of the preschool group barely knew any chil-dren’s programs which were shown in television. The most of the educators couldn’t name the most watched children’s programs of their group. It was significant that the educational staff felt that it’s important that they know what kind of children’s programs children are watching. Despite this they hardly exploited their knowledge when they worked with children. Children’s own opinion is that they didn’t discuss about children’s programs with the kindergarten’s educational staff. They also say that they think that the educational staff didn’t know what kind of children’s programs children are watching. The educational staff’s own responses about the most watched children’s programs didn’t confront either with children’s responses. It can be said that children’s programs aren’t really visible in the kindergarten’s everyday life, despite the fact that they are popular among children.
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(2017)The importance of media education is continually growing in a world that is continually becoming more digital. In this world the skills of media literacy are an essential part of everyday life. This is why the education of teachers has to also match the media education needs of the field. The purpose of this study was to find out how students of early childhood education view the contents and importance if media education as well as how they perceived it as a part of their studies. The study was carried out by interviewing four students who had completed most of their studies. Only one of the interviewees had completed previous media education courses outside the mandatory university courses. The interviews were recorded, transcribed and then analyzed to find similarities and differences in regards to the research questions. Critical media literacy and safety skills were perceived as important parts of media literacy. Media education, both as planned whole and as small moments in day to day life, was perceived by the students as vitally important, because of the prevalence of media in modern society. The responsibility of the kindergarten was to carry out education based in facts and pedagogy, while trying to even out the differences coming from family backgrounds. The students felt like their media education skills were lacking and would’ve hoped for more media education in their studies. Clear goals and a picture of the whole of media education were left hazy during their time in the university and they mentioned that they were willing to study more media education later as well. Reaching competence in media education was thought to require personal interest and hobbies, on top of the mandatory courses. It would seem like the students of early childhood education think their studies don’t contain enough media education in regards to the importance of the subject, which has been noted in previous studies as well. A new, larger study could be conducted, after which the mandatory courses of early childhood education studies could be reassessed.
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(2020)Tässä tutkimuksessa tarkastelen lasten tekemiä uutisia ja kriittisen ajattelun taitojen herättelyn mahdollisuuksia Monilukutaitoa Opitaan Ilolla (MOI) -kehittämisohjelman Uutiskirja-projektin aikana eräässä varhaiskasvatusryhmässä pääkaupunkiseudulla. Aiempien tutkimusten valossa on havaittavissa, että uutismedialla koetaan usein olevan haitallisia vaikutuksia lapsiin. Toisaalta tutkimukset osoittavat, että lapset ovat yllättävän taitavia säätelemään omaa mediasuhdettaan ja monet heistä jopa pitävät uutisista ja kokevat olevansa uutisten kohderyhmää. Uutisten tulkintaan vaikuttaa osaltaan myös kyky ajatella kriittisesti. Lasten kriittisen ajattelun taitojen on todettu näkyvän jo 3-4 vuoden iässä, joidenkin tutkimusten mukaan jopa vieläkin aiemmin. Käytin tutkimuksessani aineistoa, joka on kerätty eräässä varhaiskasvatusryhmässä keväällä ja alkukesällä 2019. Tutkimukseen osallistui ryhmästä kaksitoista 4-6 -vuotiasta lasta ja kaksi kasvattajaa. Uutiskirja-projektia ohjasi MOI-kehittämisohjelmassa tuotettu uutiskirjamateriaali, jonka pohjalta varhaiskasvatusryhmän kasvattajat ja MOI-kehittämisohjelman tutkijat suunnittelivat projektin aikana toteutettavan toiminnan. Aineistonkeruu suoritettiin kuutena päivänä viiden viikon aikana videoiden lapsiryhmän ja kasvatushenkilöstön toimintaa aamupiireissä ja ryhmätyöskentelyn aikana. Lapset liittivät uutiskirjaan uutisia valokuvina ja piirroksina. Tutkimuksen kannalta mielenkiintoisimpia olivat lasten piirtämät uutiskuvat. Niistä voidaan päätellä, että lapset piirtävät uutisia tutuista aiheista, kuten omista leluistaan ja läheisistä ihmisistä. Osa lasten uutisista oli mielikuvituksen tuotteita, joille oli tyypillistä se, että ne muokkautuivat vielä tekoprosessin aikana. Lasten kriittisen ajattelun kehittymisen mahdollisuuksia tutkin tarkastelemalla kasvattajien esittämiä ajattelua herätteleviä kysymyksiä. Käyttämäni videoaineiston perusteella voidaan huomata, että kasvattajat käyttävät aktiivisesti erilaisia kysymyksiä herätellessään lapsia pohtimaan toimintaansa ja sen merkitystä. Tämän tutkimuksen tuloksia voidaan hyödyntää, kun pyritään ymmärtämään lasten käsityksiä uutisista. Uutiset näyttäisivät näiden tulosten valossa olevan monille lapsille vielä melko etäinen käsite, eikä heillä näyttäisi olevan selvää käsitystä siitä, että uutiset perustuvat todellisiin tapahtumiin. Tutkimukseni tulosten perusteella kriittisen ajattelun taitojen herätteleminen näyttäisi olevan vahvasti sidoksissa ryhmän kasvattajien luomaan toimintakulttuuriin, joka pyrkii antamaan tilaa lasten ajattelulle. Aineistossani lasten ajattelua edistettiin kasvattajien esittämillä kysymyksillä, jotka auttoivat lapsia miettimään toimintansa perusteluita ja merkitystä.
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