Browsing by Subject "oppimisympäristö"
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(2016)The aim of this master's thesis was to find out what kind of promoting and hindering supervisory experiences doctors who have graduated from Aalto University School of Engineering had during their doctoral studies and what kind of differences were found between those experiences. Based on previous research literature it can be stated that the quality of supervision of doctoral studies has an effect on the experiences of doctoral students, their well-being and their graduation. My data consists of 10 theme interviews of doctors who have graduated from Aalto University School of Engineering in 2012-2014. I used qualitative content analysis to analyse my data. Based on my research results, the promoting factors of doctoral studies include high-quality and sufficient supervisory relationships and supervision of the research process. The most significant supervisory relationship was the one with the personal supervisor. Competence, pedagogical know-how, enthusiasm, prioritizing supervising and regularity of the supervisory meetings were valued when the personal supervisor is concerned. Supervision of the research process had promoted doctoral studies if supervision and feedback were received regularly; supervision was supportive and motivating; and it was focused on the content of the doctoral thesis, usage of research methods and the study processes of the doctoral student. Poor-quality and insufficient supervisory relationships and supervision of the research process were experienced as hindering factors of doctoral studies. Personal supervisor who lacked competence, interest and time on academic supervising was a significant hindering factor in doctoral studies. Research group activities did not promote student's own research if the research agenda of the group was remarkably different from the research topic of the student. The lack of peer group activities was also experienced as a hindering factor. Supervision of the research process was experienced hindering one's doctoral studies if the student did not receive enough support on the contents of the doctoral thesis, usage of research methods, planning his or her studies and research, academic writing and publishing or applying for finances. Based on the differences of the supervisory experiences I split the interviewees into four groups: 1) satisfied with supervision, 2) those who described contradictory supervisory experiences, 3) unsatisfied with supervision and, 4) those who extended their supervisory network. Based on my results it can be stated that there were remarkable differences between supervisory experiences of the interviewees. The quantity of supervision varied from daily supervisory discussions to years of lonely work and the quality of supervision varied from productive collaboration with supervisor and other researchers to indifferent and insufficient supervision. To improve the supervisory experiences of doctoral students it is recommended in this master's thesis that supervisory teams could be used, peer group activities could be organized, supervision could be increased especially in the planning stage of studies and research, more research method courses could be organized and postgraduates could be given support in applying for finances.
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(2024)Tavoitteet. Tarkastelen tutkimuksessa, miten esiopetusikäisten lasten fyysistä aktiivisuutta tuetaan esiopetuksessa. Päivittäinen fyysinen aktiivisuus on osa lasten normaalia kasvua ja kehitystä. Alle kahdeksanvuotiaat lapset tarvitsevat fyysistä aktiivisuutta noin kolme tuntia päivässä. Lapset viettävät esiopetuksessa suuren osan päivistään, joten fyysisen aktiivisuuden tukeminen esiopetuksessa on keskeistä lapsen normaalille kasvulle ja kehitykselle. Aikaisemmista tutkimuksista tiedetään, että lasten fyysisen aktiivisuuden tukemisessa korostuu etenkin lapsilähtöinen pedagogiikka ja oppimisympäristöjen merkitys. Tutkimukseni tavoitteena on kuvailla, miten esiopetuksessa tuetaan lasten fyysistä aktiivisuutta ja millaiset tekijät rajoittavat lasten fyysisen aktiivisuuden toteutumista esiopetuksesta vastaavien varhaiskasvatuksen opettajien mukaan. Menetelmät. Aineisto kerättiin haastattelemalla kolmea esiopetuksesta vastaavaa varhaiskasvatuksen opettajaa. Haastattelut olivat puolistrukturoituja asiantuntijahaastatteluja. Menetelmällä tavoiteltiin aineistoa, joka vastaisi tutkimuskysymyksiin mahdollisimman kattavasti. Aineisto analysoitiin teema-analyysin keinoin, jonka avulla aineistosta muodostettiin pääteemoja ja alateemoja tutkittavasta ilmiöstä. Aineistosta tehtyjä havaintoja tulkittiin tutkimuksen teoreettista taustaa hyödyntäen. Tulokset ja johtopäätökset. Tutkimuksesta tunnistin monia esiopetusikäisten lasten fyysistä aktiivisuutta tukevia asioita. Fyysistä aktiivisuutta edistäviin asioihin lukeutui opettajien käyttämä lapsilähtöinen liikuntapedagogiikka ja ulkotiloissa tapahtunut toiminta. Lasten fyysisen aktiivisuuden tukemista rajoitti eniten sisätiloissa toimiminen sekä lasten kielteinen asenne toimintaa kohtaan. Tutkimuksen tulokset ovat pitkälti linjassa tutkimuksessa käytetyn teoreettisen taustan kanssa muutamia havaintoja lukuun ottamatta. Tuloksia tarkastellessa voidaan todeta, että esiopetuksessa lapsia tuetaan ohjatussa ja omaehtoisessa fyysisessä aktiivisuudessa. Jatkotutkimuksissa tulisi tutkia, miten esiopetuksen sisätiloista saisi muodostettua kokonaisuuksia, jotka tukisivat lasten fyysistä aktiivisuutta tehokkaammin.
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(2015)Finnish elementary school has been the solid foundation for Finnish education for decades. While the elementary school's name has stayed the same it has still been in a continuous process of change. Our elementary school is a time-related institution that changes and evolves together with the curriculum, teachers and pupils, and the prevailing culture. The environment and the people living in it are always interacting with each other and together they create a social or relational space. The school building and its surroundings are a special social space. The relation between people and the school makes the building a school and turns the people into teachers and pupils. Despite the fact that the school is an important social institution that has been created especially for children and their learning, there have been few studies about school from the children's perspective. This study aims to find out what is the social space of school like for pupils. How do the pupils display physical or social space in their photographs and texts? How does power divide between teachers and pupils? What kinds of feelings do the pupils attach to the photographs and texts they produced? The study involved seven sixth-grade pupils. They photographed their own school days for four consecutive days. After each photograph the pupils filled out a questionnaire in which they reported things regarding the photograph such as who was in charge at the time and how did the pupil feel at the moment. The study consisted of 122 photographs and texts related to the photographs. The material was analysed with the Collier & Collier visual content analysis. The study showed that the pupils photographed the school's physical rather than social space. Most pupils took photographs of different teaching aids such as text books on their desks. Social space was displayed in photographs taken during recesses when the pupils were playing with their friends. The pupils took very few photographs of the teachers. The most common answer to the questionnaire's question about who is in charge was "the teacher" though in many cases said question was left unanswered. This means that the pupils did not really pay attention to the teachers' use of power. The most common feelings of pupils during school hours were joy and tiredness.
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(2019)The purpose of this bachelor’s thesis is to describe the early childhood education teacher’s own definitions about learning environments and perceptions about children and how these two effects on the planning in under 3-year-old children group. I want to examine how aware the early childhood education teachers are when it comes to planning. The meaning is also to figure out, how teachers view themselves as a supporter of the language development. I want to have concrete examples of those supporting methods with children under three years old. The questions of my study were: 1. How early childhood education teachers define learning environments and understand children and how it is affected their planning the environment in under three-year-old children group? 2. Which things affect the planning in the learning environment and what are the basis for all of it? 3. In which way early childhood education teachers view their own role as a language supporter and how it is supported in the under three-year-old children group? My study was qualitative, and my research method was half structured interview. I collected my material by interviewing four early childhood educations teachers. They were working or had worked in under three-year-old children group past year. I analyzed my material with content analysis. The study revealed that the definitions about learning environment vary a lot. The teachers own values played a huge part defining their own actions. Either with or without the person knowing it. All the interviewees had the same starting point when they started planning, which meant that they had to know all the details about their own group. The supporter role of the language development was very important. They supported the language by speaking to the children. It was important to acknowledge the developmental stages of the child, so that they could help individuals better. Language development ways and methods were very similar within all he interviewees.
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(2016)The purpose of the study was to depict, analyse and interpret how children recognise different learning contexts. Are children capable of defining the learning to have occurred in certain situations or environments? The so-called everyday environments are a part of human reality. The formal learning and theoretical knowledge usually have a lack of connection between one's individual perception of the world, as well as their own environment. The societal frame and everyday environments challenge learning, and one's personal situation in life acts a context for all learning. By means of participation, one's individual comprehension increases, and he or she is able to gradually achieve the full participation, in which he or she manages the required skills of an environment. Since learning always occurs within an environment, a context-based learning is a significant part of the learning process. In addition to context-based learning, I wanted to find out what the purpose of everyday experiences is in children's learning, and whether children are able to form a connection between the learnt matters in school and everyday-life. The viewpoint of the study was qualitative. The data was collected from two different classes in 6th grade in elementary school (N=40). A three-type of data was utilised in the present study: a series of images with open-ended questions, a questionnaire and essays. The data was analysed via content analysis, as well as content differentiation. The data was adjusted into upper and subcategories, the help of which answers to research questions was searched. On the basis of the present study, children were able to recognise different contexts well. Recognition seemed to be particularly easy for specific, as well as less frequently occurring matters. The meaning of informal learning and personal experiences were emphasised in the study, in spite of the fact that children had not been able to classify all of their experiences into a specific learning context. When the research questions are considered, I personally found the connection between the learnt matters in school and everyday-life the most significant. That is to say, on the basis of my study, children have trouble with simultaneously understanding the occurrence of similar phenomena, as well as processing them in school and everyday-life. The learning in a school-context seems to be somewhat loose related to children's personal everyday experiences. On the basis of my study, one should pay attention to the connection between formal and informal learning more thoroughly.
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(2020)Suomessa on viime vuosina rakennettu uudenlaisia kouluja. Koulut sisältävät avoimia tiloja, joissa on usein samanaikaisesti useamman luokan tai oppiaineryhmän opettajia ja oppilaita. Näitä tiloja kutsutaan avoimiksi fyysisiksi oppimisympäristöiksi. Tämän tutkimuksen tavoittee-na on selvittää näkemyksiä avoimista fyysisistä oppimisympäristöistä. Näkemysten yhtäläi-syyksien ja erojen avulla voidaan selvittää toimivia käytänteitä ja mahdollisia ongelmia avoi-missa fyysisissä oppimisympäristöissä. Tutkimuksessa hyödynsin eri tiedotusvälineissä jul-kaistuja mediatekstejä. Aineisto koostui 20 mediatekstistä. Tutkimus on laadullinen ja analy-sointimenetelmänä käytin laadulliseen tutkimukseen kuuluvaa teemoittelua. Teemoittelun tu-kena käytin Mannisen ym., (2007) oppimisympäristöihin liittyviä näkökulmia. Avoimia fyysisiä oppimisympäristöjä on tutkittu Suomessa vähän. Tämä sai minut kiinnostu-maan aiheesta. Vähäinenkin tutkimus on osoittanut viitteitä kuitenkin meluun liittyvistä ongel-mista. Tämän tutkimuksen tuloksissa meluun liittyvät ongelmat nousivat vahvasti esille. Melun koettiin häiritsevän oppimista, keskittymistä ja opetusta. Erityisesti opettajat kokivat, että heitä ei ole kuultu tai heidän näkemyksiään on vähätelty koulurakennuksen suunnitteluvaiheessa. Myös tilojen ahtaus nousi yleisesti esiin mediateksteissä. Avoimet fyysiset oppimisympäristöt koettiin sosiaaliseen näkökulmaan liittyvissä näkemyksissä yhteistyötä ja vuorovaikutusta edistäviksi. Toisaalta pienten oppilaiden kohdalla huolestutti turvattomuuden tunne. Pedago-gisesta näkökulmasta oppilaiden mahdollisuudet yksilölliseen oppimiseen koettiin avoimissa fyysisissä oppimisympäristöissä hyviksi. Yhdenvertaisuuden kannalta näkemyksissä oltiin huolissaan aistiyliherkkien ja muiden herkästi häiriintyvien oppilaiden mahdollisuuksista oppia avoimissa fyysisissä oppimisympäristöissä. Avoimet fyysiset oppimisympäristöt tarjoavat uu-sia mahdollisuuksia oppimiseen, mutta niihin liittyy myös ongelmia.
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(2018)Introduction. The purpose of this study was to find out what is adventure education and how could it be put into practice in the forest during comprehensive school’s home economics’ lesson. Some home economics researches have been done concerning nature and home economics but there’s no research about adventure education and home economics. This study tries to answer Finnish comprehensive school’s curriculum, National Core Curriculum for Basic Education 2014 that says: the teacher should use nature as a learning environment and one aim of the education is to teach sustainable lifestyle. I wanted to innovate how adventure education and forest as a learning environment could develop pupil’s home economics skills. I chose forest as a possible learning environment because there are forests everywhere in Finland. I studied adventure education, home economics’ research about how experiences are related to learning skills of home economics, theory of human ecology, and relationship between human and nature. Methods. This study is a descriptive literature review about adventure education literature. I wanted to receive an overview about the topic. I wanted to find answers to following questions: what is adventure education? What kind of learning environment forest could be during home economics’ lesson? I tried to find adequate information related to my topic. Conclusion. Based on my literature review, adventure education develops pupil’s personal growth, for example learning. It is possible to use adventure education as a pedagogical method in the comprehensive school during home economics’ lesson. Adventure education improves home economics’ skills such as cooperation skills. Experiences in the forest also improve pupil’s environmental thinking. This study can be used as a tool to use adventure education in home economics and to inspire those who are interested in adventure education.
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(2023)The purpose of this study is to describe, analyse and interpret what kind of role outdoor education has in elementary school education, as well as what kinds of opinions class teachers have about outdoor education. The aim of the study is to make outdoor education more visible and to highlight experiences from the perspective of class teachers. Considering previous research data, it has been established that teaching especially in the natural environment improves both well-being and enhances learning, which makes it important to study how Finnish class teachers themselves experience outdoor teaching. This study is a qualitative study in which data were collected through themed interviews. Individual interviews involved five class teachers from grades 1 to 4, who regularly used outdoor education at least twice a month. The data was analysed using data-driven content analysis. Theoretical research consists of outdoor teaching, teaching in urban learning environments and teaching in natural environments. I also researched effects of the natural environment on well-being and learning. The results show that the most popular out-of-school learning environments were forest, library, and learning environments for physical education. The most popular subjects were environmental studies, Finnish language and literature, physical education, and mathematics. Outdoor education consisted of action-based learning, like playing, games and inquiry-based learning. Teachers used outdoor education to improve well-being and teaching, to develop a relationship with nature and to increase action-based learning. Teachers’ own preferences were also one of the reasons to teach outside the school building. The need for pupils’ support did not increase in outdoor education. Instead, pupils benefited from studying particularly in nature. In outdoor education, the role of the teacher was most often as an instructor or a fellow learner. Benefits of outdoor education included improvements in well-being, in social relations, and in learning. There were more room for diversity in teaching and in pupils when learning outdoors. Pupils also had more responsibility outside of school building. Outdoor education also created a genuine interest to learn more. The challenges in outdoor education included advance preparation, challenges brought by students, unpredictability of teaching, lack of resources, difficulty in prioritizing, and changes brought by weather. Teachers felt that pupils liked outdoor teaching and the parents mostly supported teaching outdoors. Emotional support was usually provided from the working community, although other teachers did not always share same values. Teachers needed support for outdoor education, for example extra adults, equipment, planning time, money, a more functional local environment, and community support and assistance. By identifying the challenges in outdoor education, we can better support teachers’ work in out-of-school learning environments.
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(2023)The purpose of this study is to describe, analyse and interpret what kind of role outdoor education has in elementary school education, as well as what kinds of opinions class teachers have about outdoor education. The aim of the study is to make outdoor education more visible and to highlight experiences from the perspective of class teachers. Considering previous research data, it has been established that teaching especially in the natural environment improves both well-being and enhances learning, which makes it important to study how Finnish class teachers themselves experience outdoor teaching. This study is a qualitative study in which data were collected through themed interviews. Individual interviews involved five class teachers from grades 1 to 4, who regularly used outdoor education at least twice a month. The data was analysed using data-driven content analysis. Theoretical research consists of outdoor teaching, teaching in urban learning environments and teaching in natural environments. I also researched effects of the natural environment on well-being and learning. The results show that the most popular out-of-school learning environments were forest, library, and learning environments for physical education. The most popular subjects were environmental studies, Finnish language and literature, physical education, and mathematics. Outdoor education consisted of action-based learning, like playing, games and inquiry-based learning. Teachers used outdoor education to improve well-being and teaching, to develop a relationship with nature and to increase action-based learning. Teachers’ own preferences were also one of the reasons to teach outside the school building. The need for pupils’ support did not increase in outdoor education. Instead, pupils benefited from studying particularly in nature. In outdoor education, the role of the teacher was most often as an instructor or a fellow learner. Benefits of outdoor education included improvements in well-being, in social relations, and in learning. There were more room for diversity in teaching and in pupils when learning outdoors. Pupils also had more responsibility outside of school building. Outdoor education also created a genuine interest to learn more. The challenges in outdoor education included advance preparation, challenges brought by students, unpredictability of teaching, lack of resources, difficulty in prioritizing, and changes brought by weather. Teachers felt that pupils liked outdoor teaching and the parents mostly supported teaching outdoors. Emotional support was usually provided from the working community, although other teachers did not always share same values. Teachers needed support for outdoor education, for example extra adults, equipment, planning time, money, a more functional local environment, and community support and assistance. By identifying the challenges in outdoor education, we can better support teachers’ work in out-of-school learning environments.
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(2018)The growing trend of internationalization has had a big impact on the importance of speaking foreign languages. Many parents want their child to learn another language at the earliest possible age, so kindergartens that focus on teaching foreign languages have become very popular. English especially is highly valued in Finland. Free play time is a time during which children have control over what they do. It is also an opportune time to practice English, and attentive kindergarten teachers should encourage them to do so. The aim of the research questions was to find out how the adults working at these kindergartens view language teaching during free play time. The theoretical framework is based on different language learning theories. Prior research suggests that learning happens largely during interactional situations, which suggests that free play time is very important in learning a new language. The research is qualitative and the research material has been gathered in the fall of 2016. The research method was half constructed, themed interviews. Altogether six women working in English kindergartens took part in the interviews. The interviews were recorded and transcribed, after which they were analyzed using the quantification method. The results indicate that while it is very important that children maintain their right to choose the language they use during free play time, it is also important to encourage them to practice their English skills and that the learning environment motivates children to use the new language. The interviewees feel they have difficulties enforcing this for example due to lacking technological skills and equipment. The results also showed that time spent outside is rarely utilized as time for practicing English.
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(2016)The targets. The aim of this research was to find out how the pupils in flexible basic education (JOPO) feel about the camp school as a learning environment. I examine the experiences the pupils have about a camp school which is based on experience pedagogy. I also explore the effect that the camp school has on the social atmosphere and grouping of the pupils. The camp school in flexible basic education is based on experience pedagogy and I try to find out how well is this pedagogy present in the pupils´ stories. Based on previous theory there are some goals where the camp school aims and the study is trying to find out if the experiences of the students are matching with those aims. The team spirit is supposed to grow while working together in challenging circumstances as is the self-esteem of the pupils as a result of overcoming difficulties. The experience pedagogy is planned to offer pupils experiences in nature and the aim is that the pupils´ responsibility of themselves and others develop during the camp school. The method. The target group of this study were two flexible basic education classes in southern Finland. I gathered the material for the research by interviewing three pupils as a group and by collecting writings the pupils wrote about the camp school they had attended to in autumn 2015. So the material consisted of eleven writings and one theme interview. I used content analysis when analyzing the material. The findings. The research showed that the team spirit grew within the JOPO class. Pupils learned to know and trust each other better. They had to take responsibility of themselves and others and they did it while learning some new surviving skills in camping in nature. There were some challenges during the heavy hiking week but the pupils overcome those challenges and had some feelings of success while doing it. The self-esteem got stronger at the same time. The camp school seemed to be both mentally and physically rough but it got the pupils closer together and the experiences were told to be positive. It seems that the flexible basic education camp school fulfills those expectations that are placed on it by theory.
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(2016)Raising children’s interest in math and strengthening their pre-mathematical skills should be taken into consideration even before they are school-aged. Mathematical thinking should be developed in preschool education through diverse means. The teacher should consider the child's interests while planning lessons and make use of these in math teaching. An introduction to the language of mathematics, the interaction between teacher and children, and the use of appropriate tools are important components in the training of pre-mathematical skills. The aim of this study was to find out how preschool teachers strengthen the pre-mathematical skills of children, how math appears in everyday life of the preschool group, and how preschool teachers take into account the individual capabilities of children. The theoretical points of departure of the study dealt with preschool education, the importance of mathematics in preschool education and the development of early mathematical skills. The study was conducted as a qualitative case study. The research method was a semi-structured interview. The interviews were conducted by interviewing two preschool teachers from Helsinki. The interviewees were asked 19 questions and their answers were transcribed for analysis. Based on the results, preschool teachers supported the pre-mathematical skills of children in their preschool groups with different types of play and games. Children also completed handout or workbook exercises related to mathematics. According to both of the teachers, mathematics was present in the everyday life of the preschool group and the children had a variety of math-related learning tools available. The two teachers used similar exercises and means to strengthen children’s pre-mathematical skills and they also observed the development of skills.
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(2020)Tutkimukseni tavoitteena on selvittää, miten vuonna 2016 voimaan astuneen esiopetuksen opetussuunnitelman perusteiden mukainen ympäristökasvatus esiintyy Helsingin luonnontie-teellisen museon ”Suomen luonto”-näyttelyssä. Ympäristökasvatuksen tavoitteena on aloittaa ja ylläpitää elinikäisen oppimisen prosessia, jossa hahmottuvat monialaisesti sekä ihmisen suhde luontoon, että ihmisen asema osana luontoa. Tässä tutkimuksessa ympäristökasvatusta tarkastellaan esiopetuksen kontekstissa. Tutkimus sijoittuu ”Suomen luonto”-näyttelyyn, jota lähestyn ympäristökasvatuksen oppimis-ympäristönä. Tutkimuksen aineisto on kerätty ympäristökasvatuksen tarjoumia havainnoimalla ja tekemällä kenttämuistiinpanoja ”Suomen luonto”-näyttelyssä. Aineiston keruuta varten olen perehtynyt esiopetuksen opetussuunnitelman perusteiden (2016) mukaisen ympäristökasvatuksen tavoitteisiin. Aineistoa olen lähestynyt teorialähtöisen sisällönanalyysin keinoin. Tutkimukseni osoitti, että joihinkin esiopetuksen opetussuunnitelman perusteiden (2016) mukaisen ympäristökasvatuksen tavoitteisiin löytyy tarjoumia ”Suomen luonto”-näyttelystä. Osaa tavoitteista ei ollut tämän tutkimuksen tiimoilta mahdollista tutkia, sillä ne vaatisivat lasten aktiivista osallistumista.
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(2020)Tavoitteet. Oppimisympäristöillä on keskeinen merkitys lapsen kasvulle, kehitykselle ja oppimiselle, minkä takia on tärkeää, että oppimisympäristöihin kiinnitetään huomiota päiväkodeissa. Oppimisympäristö on sekä käsitteenä että ilmiönä hyvin laaja-alainen, sillä se voidaan jakaa useisiin eri osa-alueisiin, jotka voivat vaihdella kontekstista riippuen. Tästä johtuen myös oppimisympäristöihin ja sen osa-alueisiin liittyvät näkemykset voivat vaihdella hyvinkin paljon. Tässä tutkimuksessa oppimisympäristön osa-alueiksi on määritelty fyysinen, psyykkinen ja sosiaalinen osa- alue Varhaiskasvatussuunnitelman perusteiden pohjalta. Tutkimuksen tavoitteena on selvittää, millaisena oppimisympäristön fyysinen sekä psyykkinen ja sosiaalinen osa-alue kuvataan päiväkotien toiminnan kuvauksissa. Menetelmät. Tutkimusaineistona olivat Vantaan kaupungin päiväkotien toiminnan kuvaukset toimintakaudelta 2018-2019. Kyseiseltä toimintakaudelta toiminnan kuvauksia oli yhteensä 90 kappaletta ja ne kerättiin Vantaan kaupungin verkkosivuilta syksyllä 2019. Aineistonkeruussa on hyödynnetty määrittelemiäni kriteereitä sekä satunnaisotantaa. Varsinainen tutkimusaineisto muodostui yhteensä 20 toiminnan kuvauksesta. Tutkimus on toteutettu laadullisena tutkimuksena ja tutkimusaineiston analysointimenetelmänä on hyödynnetty teoriaohjaavaa sisällönanalyysia. Tulokset ja johtopäätökset. Toiminnan kuvauksissa oppimisympäristön fyysistä osa-aluetta kuvattiin päiväkodin ja piha-alueen, välineiden, esineiden ja materiaalien sekä laajennetun oppimisympäristön osalta. Kuvauksista ilmeni, että fyysisen oppimisympäristön nähdään toimivan toiminnan mahdollistajana, toiminnan tukijana sekä oppimisympäristöjen rikastajana. Oppimisympäristön psyykkiseen ja sosiaaliseen osa-alueeseen liittyvät maininnat kuvasivat päiväkodin psyykkistä ilmapiiriä, vuorovaikutussuhteita, toimintaa määrittäviä periaatteita, lasten osallisuutta sekä päiväkodin yhteistoimintaa. Toiminnan kuvauksissa psyykkinen ja sosiaalinen oppimisympäristö kuvataan psyykkisen hyvinvoinnin ja oppimisen tukijana, aktiivisen toimijuuden tukijana sekä päiväkodin yhteisöllisyyden vahvistajana. Lisäksi tutkimuksessa ilmeni kuvauksia, joissa päiväkodin oppimisympäristöä kuvattiin molempien sekä fyysisen että psyykkisen ja sosiaalisen osa-alueiden osalta. Nämä kuvaukset kuvasivat oppimisympäristön suunnittelua, rakentamista ja kehittämistä sekä oppimisympäristön kokonaisvaltaista turvallisuutta, ja ne muodostivat käsitteen oppimisympäristö kokonaisuutena.
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(2017)The aim of this research is to find out the leaderships connection to learning environments and children´s play in Early Childhood Education (ECE) by the next problems of the study: (1) What kind of leadership types there are in ECE? (2) What kind of connections there are between the types of leadership and learning environments? (3) What kind of connection there are between the types of leadership and children´s play? There is no previous research about this topic so I will try to fulfill the gap on my account. The research was carried out by using the quantitative research methods: The Spearman Rank Order Correlation Coefficient (Rho), Principal Components Analysis, (PCA) and the frequency analysis. The theory of this paper based on research material by using the earlier theories about leadership, learning environments and children´s play. The data used in this study was a part of the “Orientation project” -research by Jyrki Reunamo. There was 2889 children, 156 teams and their leaders, who took part in the study from thirteen different municipalities in Southern Finland. The response rate among leaders was 80 %. According to this research the leadership of ECE consists of five categories: The Pedagogical leadership, the Leadership of development, the Leadership of economy, troublesome leadership and weak leadership. To clarify comparison, five types of leadership were compressed to two types: The Quality leadership and the Demanding leadership. According to the results there are some connections between leadership, learning environments and children´s play. From the results it can be deduced that if the leader thinks that she/he is The Quality leader learning environments are more versatile, more high-quality and children have more opportunities for rich and versatile play. Children have also many opportunities for free play. If the leader thinks that it is demanding to lead personnel, the play of children is more physical. There are also fewer opportunities for supported play or controlled play. It is very important to develop and improve the quality of leadership so that the play of children can be of highest quality.
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(2017)The aim of this research is to find out the leaderships connection to learning environments and children's play in Early Childhood Education (ECE) by the next problems of the study: (1) What kind of leadership types there are in ECE? (2) What kind of connections there are between the types of leadership and learning environments? (3) What kind of connection there are between the types of leadership and children's play? There is no previous research about this topic so I will try to fulfill the gap on my account. The research was carried out by using the quantitative research methods: The Spearman Rank Order Correlation Coefficient (Rho), Principal Components Analysis, (PCA) and the frequency analysis. The theory of this paper based on research material by using the earlier theories about leadership, learning environments and children's play. The data used in this study was a part of the "Orientation project" -research by Jyrki Reunamo. There was 2889 children, 156 teams and their leaders, who took part in the study from thirteen different municipalities in Southern Finland. The response rate among leaders was 80 %. According to this research the leadership of ECE consists of five categories: The Pedagogical leadership, the Leadership of development, the Leadership of economy, troublesome leadership and weak leadership. To clarify comparison, five types of leadership were compressed to two types: The Quality leadership and the Demanding leadership. According to the results there are some connections between leadership, learning environments and children's play. From the results it can be deduced that if the leader thinks that she/he is "The Quality leader" learning environments are more versatile, more high-quality and children have more opportunities for rich and versatile play. Children have also many opportunities for free play. If the leader thinks that it is demanding to lead personnel, the play of children is more physical. There are also fewer opportunities for supported play or controlled play. It is very important to develop and improve the quality of leadership so that the play of children can be of highest quality.
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(2017)The purpose of this study is to explore learning experiences of sixth grade students in the Me & MyCity learning environment. The research task is approached through the criteria of meaningful learning, which have been used as a theoretical framework in a Finnish learning environment study, among others. Previous research has shown that criteria of meaningful learning can be found in different kinds of learning environments. The study focuses on what working life skills the students learn in the Me & MyCity working life and society simulation. Very little research has been conducted on Me & MyCity, so the study is much needed. Research on learning environments shows that understanding and studying the usefulness of different learning environments is necessary, since there are few studies available on the topic. The goal of this study is to generate new information about the Me & MyCity learning environment, and also about which working life skills it can help students learn. The results of this study can also be used, for example, in the development of Me & MyCity. The study was carried out as a case study. The data consists of thematic interviews of a class of students and a teacher from a school in Vantaa who visited Me & MyCity in the spring of 2016, and papers the students wrote (two per each student). Altogether there were thematic interviews of 19 students, 38 papers, and one thematic interview of a teacher. The data was analyzed deductively, using the criteria of meaningful learning and a framework of working life skills that was compiled for this study. The results show that all criteria of meaningful learning can be found in Me & MyCity. However, based on the research data, the criterion of constructive learning was fulfilled only to a small extent, so the learning environment of Me & MyCity could be developed to support students' reflection of their own learning more, for example. There is variation in how working life skills are learnt in Me & MyCity. According to the results, some working life skills were not learnt at all. These results can be applied, among other things, in the pedagogical material of Me & MyCity, and its development. The results can also be put to use in ordinary school teaching to consider how school work can support students in learning working life skills and how, for example, an authentic learning environment that supports learning can be built in a school environment. The results can also be applied to building a good learning environment that supports the learning of other skills and information as well.
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(2016)The purpose of this study was to examine how a music teacher can build an informal lear- ning environment by using popular music pedagogy in a rock band playing by using 5.–6. grades music book as its’ material. First, I separated the rock band material from music books. Then I analysed the keys and the chords used in the songs. Finally I described how the basics of the rock band instruments are being taught in the books. The theory that is used in this study is based on a constructive learning, an informal learning and a popular music pedagogy. This study was a qualitative research where the corpus was described in using both qualita- tive and quantitative methods. The corpus of the research consisted of two series of music books: ”Musiikin mestarit 5–6” by Otava and ”SOI 5–6” by WSOY. Both book series consis- ted music books for the pupil and for the teacher. The rock band material represents approximately 25 percent of the contents of the music books. Every band instrument had special material regarding basic playing techniques. D- major was the most used key in both series. The next frequently used key in ”Musiikin mes- tarit 5–6” music book was C-major. Correspondingly, ”SOI 5–6” music book had exactly equal amount of A-minor and G-major keys after D-major. The most frequently used chords in rock band material were D, G, C, A, G7, A7, Am, Dm and Em. This study confirmed the view that teacher may build a learning environment by using music books. Learning may happen informally. However, the classroom as a formal learning envi- ronment must include suitable material that meet the needs of rock band playing. Finally, This study pointed out that teacher should use his/her pedagogic understanding when eva- luating suitable material for rock band playing to use.
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(2020)Safe learning environment is a student´s right based on the Finnish law (2013, 29 §) and national curriculum (POPS, 2014, s.29). Taking care of safety is a requirement of student wellbeing (Noble etc., 2008, s.7-10). Safe learning environment is based on physical and mental safety. Physical safety includes state security and physical integrity while mental health includes social, psychological, and pedagogical security. Emotional security is based on all these five areas. (Hurme & Kyllönen, 2014, s.28-29.) My personal interest and the lack of research available in Finnish has led me to study the use of dogs in education. The purpose of this master`s thesis is to describe, analyse and interpret how teachers think service dogs affect safe learning environments. This thesis tries to increase understanding of safe learning environments and describe how service dogs affects those. I researched the following question: How teachers see a service dog affecting a safe learning environment (state security, physical integrity, social, psychological, pedagogical and emotional security)? This thesis is a qualitative research and it is made with semi-structured interview. I interviewed six teachers for this thesis. All teachers have used a service dog in education for at least one and half years and some of them have used service dogs for more than five years. The inter-views are analysed by using content analysis. This thesis shows that a service dog can help students` emotional security and mental security however there are few exceptions. The biggest concern teachers have on the use of service dogs is ensuring the physical security of all students. As the benefits of service dogs on students' wellbeing and safe learning environment exceed the negative effects, I suggest that they should be more widely adopted based on the available research.
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(2020)Safe learning environment is a student´s right based on the Finnish law (2013, 29 §) and national curriculum (POPS, 2014, s.29). Taking care of safety is a requirement of student wellbeing (Noble etc., 2008, s.7-10). Safe learning environment is based on physical and mental safety. Physical safety includes state security and physical integrity while mental health includes social, psychological, and pedagogical security. Emotional security is based on all these five areas. (Hurme & Kyllönen, 2014, s.28-29.) My personal interest and the lack of research available in Finnish has led me to study the use of dogs in education. The purpose of this master`s thesis is to describe, analyse and interpret how teachers think service dogs affect safe learning environments. This thesis tries to increase understanding of safe learning environments and describe how service dogs affects those. I researched the following question: How teachers see a service dog affecting a safe learning environment (state security, physical integrity, social, psychological, pedagogical and emotional security)? This thesis is a qualitative research and it is made with semi-structured interview. I interviewed six teachers for this thesis. All teachers have used a service dog in education for at least one and half years and some of them have used service dogs for more than five years. The inter-views are analysed by using content analysis. This thesis shows that a service dog can help students` emotional security and mental security however there are few exceptions. The biggest concern teachers have on the use of service dogs is ensuring the physical security of all students. As the benefits of service dogs on students' wellbeing and safe learning environment exceed the negative effects, I suggest that they should be more widely adopted based on the available research.
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