Browsing by Subject "sitoutuneisuus"
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(2015)The aim of the study: The preschool education of mathematics has been studied fairly little. However, the earlier studies have showed that mathematical education in preschool has failed to compensate the differences in mathematical skills of the pre-schoolers. The aim of this study was to find out how the Varga Neményi teaching method effects in the Finnish preschool education and especially for children with problems in their learning or development. The effectiveness of the teaching method was studied from the view of children's mathematical abilities and their involvement to activity. Also children's opinions of mathematics and themselves as learners of mathematic were studied. Research method: Multiple research methods have been used in this study. The study has features of the action research. The intervention of mathematic, based on Varga Neményi-teaching method, was carried out in preschool group with children of special needs. All ten pre-schoolers participated in the research. Some of the children had need for intensified or special support. Children's skills in mathematics were studied using MAVALKA 1 – survey in the beginning and in the end of the intervention. Children's involvement to activity was observed and assessed using LIS-YC Scale also in the beginning and in the end of intervention. Children's opinions of mathematics and themselves as learners of mathematics were studied with interviews and drawings. Findings and conclusions: The engagement of children was statistically significantly higher during the mathematic lessons based on Varga Neményi- method than during the other type of preschool action. The engagement of children strengthened during the intervention both in mathematics and in other preschool activities. Children's skills in mathematics improved during the intervention. The skills in mathematics of the children with lower performance in the beginning of the intervention improved the most. The children experienced mathematics to be something functional, interactive and mainly pleasant. In the light of these findings, the Varga Neményi teaching method seems to suit well to the Finnish pre-school education, and for children with special needs.
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(2020)Aims The purpose of this study is to describe the interaction between a special education teacher and a child with a developmental disability in special needs groups. The aim of the study is to find out how the teacher engages interaction with the child in different situations, and how the reciprocal interaction manifests. The study is based on theories of social interaction. Methods The ethnological approach was chosen, as the aim of the study was to describe the interaction between the teacher and child in everyday situations. The data was collected from three special needs groups in early childhood education, in the Helsinki metropolitan area. The data included 351 video recordings, about 4 hours in total. The analysis was limited to 2 hours 42 minutes of video. Data was analyzed in two steps. First the teachers´ engagement to interaction with the child was analyzed using the Suhonen's (2009) form, which is based on the AES (adult engagement scale) developed by Pascall (1995). Then the 17 video literates were analyzed with conversational analysis. The analysis focused on the elements of social interaction, teacher-child interaction initiatives, responding to initiatives and the formation of reciprocal interaction. Findings and conclusions Teachers’ engagement to interaction with the child varied according to situation. Engagement was strongest in teaching activities and weakest in care situations. Successful interaction was formed when the teachers were able to throw themselves in, enable the child's natural initiatives and succeed in recognizing and responding to them. The use of augmentative and alternative communication (AAC) strengthened the interaction. Most genuine connection was formed in idle moments, when spontaneous plays formed between teacher and child. Interaction between a teacher and a child with developmental disabilities is built on the pedagogical activities of the more skilled interaction partner, the teacher. Forming a connection takes time and sensitivity in recognizing the natural interaction methods of the child.
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(2020)Aims The purpose of this study is to describe the interaction between a special education teacher and a child with a developmental disability in special needs groups. The aim of the study is to find out how the teacher engages interaction with the child in different situations, and how the reciprocal interaction manifests. The study is based on theories of social interaction. Methods The ethnological approach was chosen, as the aim of the study was to describe the interaction between the teacher and child in everyday situations. The data was collected from three special needs groups in early childhood education, in the Helsinki metropolitan area. The data included 351 video recordings, about 4 hours in total. The analysis was limited to 2 hours 42 minutes of video. Data was analyzed in two steps. First the teachers´ engagement to interaction with the child was analyzed using the Suhonen's (2009) form, which is based on the AES (adult engagement scale) developed by Pascall (1995). Then the 17 video literates were analyzed with conversational analysis. The analysis focused on the elements of social interaction, teacher-child interaction initiatives, responding to initiatives and the formation of reciprocal interaction. Findings and conclusions Teachers’ engagement to interaction with the child varied according to situation. Engagement was strongest in teaching activities and weakest in care situations. Successful interaction was formed when the teachers were able to throw themselves in, enable the child's natural initiatives and succeed in recognizing and responding to them. The use of augmentative and alternative communication (AAC) strengthened the interaction. Most genuine connection was formed in idle moments, when spontaneous plays formed between teacher and child. Interaction between a teacher and a child with developmental disabilities is built on the pedagogical activities of the more skilled interaction partner, the teacher. Forming a connection takes time and sensitivity in recognizing the natural interaction methods of the child.
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(2019)Objectives. The objective of the study is to find out the quality of the involvement of children with special needs in inclusive day-care group activities. The realization of participation is examined from the perspective of involvement, because by measuring involvement, information of a child’s needs and the quality of early childhood education can be obtained. Involvement is examined to obtain information of the factors that raise or lower the involvement of a child with special needs and also to find out what factors of the instructing adult’s activities affect the involvement to group activities. The hypothesis of the study is that the participation of children with special needs appears differently when early childhood special education teacher is not present in the group. Methods. The data was collected by videotaping three children with special needs in two different inclusive day-care groups in Helsinki. The whole recorded data was approximately 2 hours. The video material was observed, and the involvement of children was measured by using LIS-YC measuring scale specially designed to observe involvement. The study was conducted with qualitative and quantitative principles. The analysis method used was theory-based content analysis. Results. The results of the study show that the involvement of children with special needs who require support was highest when early childhood special education teacher lead the group activi-ties. During the leading of an early childhood education teacher, the involvement was slightly lower, but still almost as high as with the leading of an early childhood special education teacher. Only during leading of a childminder, the involvement to group activities was significantly lower. A clear connection between the activities of the adults to the involvement to group activities was recognised. Sensitive encounter, activities that actively participate the child and activities happen-ing in the zone of proximal development raised the involvement to group activities the most. Correspondingly, not responding to child’s initiatives, activities that participate the child too little, as well as too hard or too easy activities compared to the child’s skill level lowered the involve-ment. As a conclusion, the engagement of children with special needs is very dependent on the adult’s way of acting and the content of activities. The realisation of participation seems to also be connected to the adult’s educational background.
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(2016)Pro gradu -tutkielmassani tutkitaan Kulttuuriyhdistämö Interkult Kassandran lasten ja nuorten teatterityöpajojen ideologian ja käytännön kohtaamista. Olen pyrkinyt selvittämään, toteutuvatko interkulttuuriset tavoitteet kenttätyössä 2010-luvulla. Tutkimusmenetelminä on käytetty havainnoivaa etnografiaa ja haastattelututkimusta, jotka yhdessä selittävät toistensa aineistoja. Teoreettisessa viitekehyksessä havainnoin työpajojen toteuttamista teatterimuotojen TIE (Theatre in Education) ja DIE (Drama in Education) kautta, sekä käsittelen aineistoani interkulttuuristen teatteriteoreetikoiden näkemysten valossa. Käsittelen lisäksi monikulttuurisen nuorisoryhmän kokoamisen haasteita alan kotimaista teoriakirjallisuutta vasten. Tutkimukseni perusteella voin todeta, että interkulttuurinen ideologia toteutuu yhdistyksen toiminnassa vaihtelevasti ryhmästä riippuen. Päättelen, että interkulttuurisen teatterin onnistuminen liittyy vahvasti siihen, kuinka monikulttuurinen teatterityöpajan toimintapaikan asuinympäristö on, sillä se vaikuttaa osallistujien ryhmän koostumukseen. Jos ryhmässä ei ole monien kulttuurien edustajia, interkulttuurista teatteria ei pääse syntymään ja päinvastoin. Tutkittujen ryhmien (A, B ja C) kulttuuriset koostumukset ovat sekä homo- että heterogeenisia. Ryhmä C on ollut pilottimainen kokeilu, josta olisi tulevaisuudessa mahdollista kehittyä teatteriteoreetikkojen toivoma “kolmannen” muodon hybridiryhmä, missä osallistujien erilaisia kulttuuritaustoja tutkitaan ja sulautetaan yhteen. Interkult Kassandra haluaa kuitenkin erota tästä näkemyksestä korostamalla samanlaisuuksia ja “neutraalin tilan” tärkeyttä, missä osallistujat voivat turvallisesti käsitellä itse valitsemiaan aiheita. Turvapaikanhakijoiden lisääntyessä Suomessa teatteri voisi toimia hyvänä kohtaamispaikkana kantasuomalaisille ja uusille maahanmuuttajille. Interkult Kassandran suurin haaste on osallistujien sitouttaminen, mikä on vahvasti sidoksissa onnistuneeseen vanhempaintyöhön, jota yhdistys edistää vanhempien kohtaamisten avulla. Tärkein Interkult Kassandran teatterityöpajatoiminnan tavoite on auttaa nuoria rakentamaan tervettä identiteettiä ja positiivista minäkuvaa.
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(2021)Tavoitteet. Tämä kandidaatintutkielma keskittyy tarkastelemaan tämän Suomalaista isyyttä, minkälaisia merkityksiä isät löytävät omasta vanhemmuudestaan, minkälaisia rooleja he ovat lapsensa/lastensa elämässä saaneet ja minkälaiset asiat ovat heidän valintoihinsa vai-kuttaneet. Tämän lisäksi havainnoidaan yhtymäkohtia vastaajien isyyden ja näiden oman lapsuutensa isäkokemuksen väliltä. Tuloksia tarkastellaan peilaten isyyden ja isyyden tutki-muksen historiaan. Menetelmät. Tutkimus toteutettiin kvantitatiivisen menetelmin, ensin keräämällä aineisto kyselylomakkeen avulla ja analysoimalla IBM SPSS 27.0.1-ohjelmiston avulla. Kyselylomake on toteutettu Yliopiston e-lomake -järjestelmän kautta, ja lähetetty muun muassa erilaisiin Facebook-ryhmiin. Vastauksia tuli yhteensä 88. Tulokset. Tutkimus osoitti, että suomalaiset isät osallistuvat varsin aktiivisesti lastensa kasvatukseen. Tärkeimmäksi tekijäksi näiden osallisuuden rakentumisessa tarkentui vastaajien tasa-arvoinen suhde omaan puolisoon, ja vastaajien oman isän aktiivinen osallistuminen kasvatukseen heidän omassa lapsuudessaan.
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(2011)It has been found usually to talk in the early childhood education in connection with the creativity about arts and skills and about play. In this treatise, the creativity is approached besides play but also from the point of view of the creativity of the everyday. The starting point for the study is the view according to which the creativity is complex interaction between a creative person and an environment. The theoretical body of the study is the Componential theory of creativity of Amabile (1996). The process which is open and product which is new and suitable or acceptable were defined creative. In the opinion of many researchers, the creativity is a phenomenon that has determined in a certain time and place so the creativity is examined from the point of view of the social constructionism. As creative processes in the day nursery it has been defined pretend play, child's involvement and children's agentive perception which is based on the Children's agentive perception theory of Reunamo (2007). The purpose of the study is to clarify how the child's personal factors and the social environment affect the creative processes of children in the day nursery. This Master's thesis is based on the Children's agentive perception uncovered study led by Jyrki Reunamo (2010) which was carried out in the spring of 2010 in Keski-Uusimaa and in Hämeenlinna and Taiwan. From the study, a name has also been used "on the sources of Orientation", a research project and development project. The study includes the children's evaluation sector, the observation sector, the children's interview sector and the evaluation sector of the pedagogic environment. 891 Children 1-7 year-old by age participated in the study. All the sectors which belong to the study of Reunamo were utilized in this treatise and the Finnish day nurseries or preschool groups which had participated in the study were marked off as the target group. The main component analysis, sum variables, the correlation coefficients, Mann-Whitney's U-test and Kruskall-Wallas test were used for the statistical examination of the quantitative material. In this treatise it was noticed, both the personal properties of the child and a social environment, that they affected all the examined creative processes which also had a significant connection with each other statistically. The definition of creativity was filled best by the participative answers. However, the number of the participative answers was only 8% in the questions concerning adults. That raised the question whether an attempt should be made to have effect so that the children's better participation also in the interaction with the adults would be possible in the educational culture of the day nursery. In the further study, the conscious building of the social environment which supports the creativity from a social constructionism point of view could indeed be an interesting task. The treatise is suitable for an examination of the interaction between the child's person and a social environment especially from the point of view of the creativity.
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(2022)Tutkielman tavoitteena on tarkastella, mitä leikki, sitoutuminen ja leikkiin sitoutuminen tarkoittavat eri tutkimusten valossa. Tarkoituksena on myös pohtia näiden merkitystä lapselle ja tämän oppimiselle. Tavoitteet. Leikkiin sitoutuminen syventää lapsen oppimista leikin aikana, ja leikki on lapselle luonnollinen ja jokapäiväinen tapa oppia asioita. Aiemmat tutkimukset osoittavat, että leikki on monipuolista, monisyistä, tyydytystä tuovaa toimintaa lapselle ja kehittää tämän hyvinvointia. Sitoutuneisuudesta aiemmat tutkimukset taas kertovat, että sitoutuneisuus toimintaan on lap-sen varmin ja syvin taso oppia asioista. Tutkielman tavoitteena on löytää syyt, miksi sitoutu-minen leikkiin on lapselle kannattavaa. Menetelmät. Tutkielmani menetelmänä toimi narratiivinen, kuvaileva kirjallisuuskatsaus. Tut-kimukseni aineisto koostui seitsemästä vuosien 1992–2021 tieteellisistä julkaisuista, joissa käsiteltiin ja tutkittiin leikkiä, sitoutuneisuutta ja leikkiin sitoutuneisuutta. Aineisto analysoitiin kuvailevan synteesin avulla. Tulokset ja johtopäätökset. Leikkiin sitoutuminen pidensi leikin kestoa ja sai lapset oppimaan paremmin leikistä opittuja asioita. Lapset saivat syvemmän henkisen tyydytyksen sitoutues-saan leikkiin, joka paransi heidän kokonaisvaltaista hyvinvointiaan. Sitoutuessaan leikkiin lap-si oppi paremmin niin sosiaalisia kuin ongelmanratkaisutaitoja, lapset kehittivät ystävyyssuh-teita ja itsetuntoaan, oppien samalla lisää itsestään. Johtopäätöksenä voidaan sanoa, että leikkiin sitoutuminen on lapselle jokaisessa suhteessa äärimmäisen kannattavaa niin oppimi-sen, kuin lapsen henkisen hyvinvoinnin kannalta, ja lasten tulisi sitoutua leikkiin päivittäin.
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(2014)Involvement measures the quality of activity. By evaluating a child's involvement in an activity, we can gain information about how the child experiences the activity. According to previous research, children who are involved in an activity are working at the limits of their abilities. The purpose of this study is to establish how preschoolers are involved and perform in cognitive tasks and furthermore, whether involvement in a task is related to task performance. This research was conducted as a case study. The research material consists of video footage and documents gathered 2008 in Vantaa as part of Laulua arjessa, a project by the University of Helsinki on promoting children's emotional well-being in daycare centers. The subjects of the study are three preschool girls from the same daycare preschool group. The video material consists of the girls performing cognitive tasks. These tasks were selected from NEPSY ll, a neuropsychological test for children ages 3-16. The documents consist of the girls' task papers, ten from each girl. The video material was analyzed using the Leuven Involvement Scale for Young Children (LIS-YC). The cognitive tasks were scored in accordance with NEPSY ll guidelines. The present study found variation in involvement between the preschool girls. The involvement of the first girl included a multitude of intense periods and occasional persistent periods. The second girl managed periods of intense involvement in one task, but was only involved to some extent in the others. The third girl's involvement was somewhat divided between periods of sustained and intense involvement, with emphasis on intense and even persistent periods. The overall performance of one of the girls was mostly good. The other two girls performed relatively poorly in two of the four tasks. One of the girls displayed a relation between involvement and performance in all of the tasks and one task in particular, while another girl showed no such relation, but performed mostly well. And in one girl's case, the relation between involvement and performance was evident in one task. With preschoolers, the quality of the task is relevant to task involvement.
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(2013)Sitoutuneisuus on yksi keskeisistä kuluttajan valintoja selittävistä käsitteistä. Sen nähdään heijastavan yksilön tuntemaa kiinnostuksen määrää kohteeseen (Mitchell 1979). Tämän pro gradu -tutkielman tavoitteena oli tuottaa luomumarkkinoiden toimijoille tietoa kuluttajien sitoutuneisuudesta luomuun. Tutkimuksen pääongelmia olivat: (1) Minkälaisia eri kuluttajaryhmiä ostokäyttäytymisen perusteella voidaan löytää? (2) Miten sitoutuneisuuden ulottuvuudet painottuvat kuluttajaryhmien sitoutuneisuusprofiileissa? Kuluttajien sitoutuneisuutta tarkasteltiin Kapferer ja Laurent (1985a) sitoutuneisuusmallin viiden ulottuvuuden kautta. Ulottuvuuksia ovat kiinnostus/merkitys, nautinto, symboliarvo, riskin (virheellisen oston) tärkeys sekä riskin toteutumisen todennäköisyys. Tässä tutkielmassa käytetty aineisto kuuluu laajempaan luomusitoutuneisuutta ja luomutietoisuutta koskevaan, vuonna 2011 alkaneeseen tutkimukseen. Taloustutkimus Oy toteutti kyselyn kesäkuussa 2012 sähköisenä kyselynä. Aineiston analyysimenetelminä käytettiin suoria jakaumia, ristiintaulukointia, varianssianalyysiä ja monimuuttujamenetelmiä (faktorianalyysiä ja ryhmittelyanalyysiä). Ryhmittelyanalyysiä käyttäen vastaajista tunnistettiin luomutuotteiden käytön perusteella viisi erilaista käyttäjäryhmää. Jotta näiden ryhmien luomusitoutuneisuusprofiilit saatiin näkyviin, tehtiin faktorianalyysi sekä toinen ryhmittelyanalyysi. Näissä hyödynnettiin sitoutuneisuutta mittaavia muuttujia (lomakkeen 15 luomun sitoutuneisuusväitettä). Tuloksena saadut kuluttajaryhmät ja näiden luomusitoutuneisuusprofiilit olivat seuraavanlaiset: Ensimmäisessä ryhmässä olivat kuluttajat, jotka käyttävät luomutuotteita jokaisesta tuoteryhmästä (N=37). Heillä painottuivat luomusitoutuneisuusprofiilissa kiinnostus/nautinto ja symboliarvo. Toisen ryhmän kuluttajat käyttivät luomutuotteita laajalti, lukuun ottamatta prosessoituja tuotteita (N=31). Heidän luomusitoutuneisuusprofiilissaan painottui kiinnostus/nautinto. Kolmannen ryhmän kuluttajat käyttivät prosessoimattomia ja vain vähän prosessoituja tuotteita (N=60). Näillä kuluttajilla sitoutuneisuusprofiilissa painottuivat kiinnostus ja riski. Neljännen ryhmän kuluttajat käyttivät vain prosessoimattomia luomutuotteita (N=94). Tähän ryhmään kuuluvilla painottuivat luomusitoutuneisuudessa riskin tärkeys ja riskin toteutumisen todennäköisyys. Viidennen ryhmän kuluttajat käyttivät luomutuotteita harvoin ja jos käyttivät, niin prosessoimattomia luomutuotteita (N=85). Näillä kuluttajilla luomusitoutuneisuudessa painottuivat välinpitämättömyys sekä riskin olemattomuus.
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(2023)Opettajan työtä usein kuvaillaan kutsumusammattina. Kutsumuksen käsitteellä ei kuitenkaan ole selkeää määritelmää, minkä takia se voidaan tulkita hyvin eri tavoin. Kutsumusta on voitu käyttää syynä opettajien riittämättömille työolosuhteille tai palkoille, ja kutsumuksen on usein kuvailtu heräävän jo lapsuudessa. Tämän tutkielman tavoitteena oli selvittää, millä tavoin sekä opettajien kokemaa kutsumusta että kutsumusta ylipäätään on kuvailtu. Selkeämpi yhteisymmärrys auttaa keskustelussa aiheesta, kun kaikki osapuolet ymmärtävät aiheen kutsumuksen käsityksen samankaltaisella tavalla. Tämä tutkielma toteutettiin kuvailevana kirjallisuuskatsauksena. Aineistoa hakiessa käytin Googlea, Google Scholaria, Eric-tietokantaa, sekä kirjasto Helkan hakupalvelua. Aineisto on pääosin suomalaista kirjallisuutta, tutkimuksia ja artikkeleita, sisältäen myös muutamia ulkomaalaisia lähteitä. Tämän katsauksen tulokset osoittivat, että kutsumus on sitä kokeville ihmisille tärkeä ja merkityksellinen asia heidän elämissään. Kutsumuksen on myös mahdollista muuttua ajan myötä, joko kasvaen tai pienentyen, ja se on vahvasti liitännäinen ihmisen identiteettiin. Kutsumus luo intoa työtä kohti, ja se on lähtöisin sisäisistä motivaatioista. Sisäisien motivaatioiden lisäksi myös ulkoiset motivaatiot, kuten palkka, ovat kuitenkin kutsumusopettajallekin tärkeitä, eikä niiden merkitystä tule sivuuttaa.
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(2011)Children's involvement is a key quality factor in Early Years Education. As a process variable it concentrates on children's actions and experiences. The involved children are operating in their zone of proximal development. The aim of this study was to find out how the children involved themselves in the Finnish day care centres. The problems of the study were: (1) how the children are involved in different situations between the hours 8.00 and 12.00, (2) how do the skills of children whose involvement level is high differ from the skills of children whose involvement level is low and (3) how do the learning environments of the children whose involvement level is high differ from the learning environments of the children whose involvement level is low? The research method was observation and children's involvement levels were assessed using LIS-YC Scale. In addition, the kindergarten teachers evaluated the children's skills and the team workers did the evaluations of the educational settings. The data used in this study was a part of the 'Orientaation lähteillä' research. The 802 children, who took part in the study, were from 48 different groups of eight different municipalities in Central Uusimaa. There were 18358 observations of children's involvement and the quantitative data was analyzed using correlation, cross tabulation and t-test. Children's involvement was an average at a moderate level. The involvement levels were the highest during playing time and adult guided tasks and lowest during eating and basic care situations. The level of involvement was higher if the children were adaptable, proactive, self-motivated and good players. The involvement lever was lower if the children needed some special care. The children's involvement is supported if the educators had at least once a week a meeting and if children's confidence and identity construction was frequently considered in educational discussions. Furthermore, the appreciation of the ethical issues and positive atmosphere appeared to confirm the involvement. The children's involvement is decreased if the educators had been perpetually short of time or resources or there has been lack of joy and humour in the group.
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(2016)In addition to well-being children’s involvement can be seen as an indicator for quality in early childhood education. The purpose of this study was to describe kindergarten teacher’s experiences of children’s involvement in day care center’s activities. My research questions were how children’s involvement appears and in what kind of activity children involve to. I also wanted to find out what kind of means kindergarten teachers use to get children to maintain or possibly add children’s involvement and which factors affect children’s involvement. My study was qualitative and I used theme interview as a method. I interviewed three kindergarten teachers who work in Helsinki metropolitan area. One of them teaches in a group of children aged 1-3 years, the other one in a group of 3-6- year old children including integrated children with special needs and the third one in a preschool group. All of the kindergarten teachers observed a lot their own groups. Two of them especially observed and measured children’s involvement level. According to the kindergarten teachers children’s involvement appears by strong presence, motivation and concentration. Children express their involvement by different verbal and non-verbal signs for example by taking contact to adult or by fixing their gaze on the activity. Children’s involvement was highest in activities which were functional. Children involve when they are interested in the subject and when they are working on their zone of proximal development. Kindergarten teachers took their observations of the children into account when planning activities. Planning was an important key to get the children to involve. They also thought that supportive approach helped the children to involve. Children were involved higher when teacher herself was involved, when they worked in small groups and when the activity was challenging enough. Children’s involvement was lower when they were for example hungry or tired or the environment was restless.
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(2017)The aim of this study was to describe temperament characteristics of children under three years old in one day care group and their kindergarten teacher's engagement. Previous study has shown that children's temperaments have an influence on the way a teacher interacts with them in school environment. This study is based on the idea that a child's temperament affects the education they get. Children's temperaments and adult engagement in early childhood education have not been studied together before. This study combines both qualitative and quantitative research methods. At first children’s individual characteristics were assessed by exploring their temperament. Parents evaluated their child’s temperament with The Early Childhood Behavior Questionnaire (Very Short Form) which has been created by Rothbart. Based on the results four children were chosen for observation. The research material was then collected by videotaping one kindergarten teacher and four children between 23 and 33 months of age during one afternoon in their day care centre. The teacher's engagement with each child was assessed using Adult Engagemet Scale. In addition, the assessments were accompanied by lettered descriptions of interaction between the kindergarten teacher and four observed children. The kindergarten teacher was more engaged than unengaged with all four observed children, but with one of them the teacher's engagement was clearly lower than with others. The quality of interaction between teacher and children also varied. According to this study temperament does not seem to explain these differences. However it is possible that the more a child has negative emotionality, the more engaged a teacher is. Further conclusions would require more study with much more data.
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(2020)The Act on Early Childhood Education and care, 540/2018, obliges that early childhood education is systematic, target-oriented and pedagogically focused. The updated law determines for the first time of the principles regarding the organizing of the round-the-clock kindergartens. Previous studies show that it is necessary to study nonstandard childcare both nationally and internationally. During this study, data is collected for the first time, by using the Progressive Feedback-tool in an observation study carried out in the evening hours. Objectives. In Finland, 7% of all children participating in early childhood education are placed in round-the-clock kindergartens. The aim of this study is to find out what happens in the round-the-clock kindergartens during the day. The second aim of the study is to find out how much and what kind of activities are carried out in the round-the clock kindergartens at evenings. The third aim is to find out how it would be possible to increase children's commitment to activities in the round-the-clock kindergartens at evenings. Methods. The dissertation was conducted as a part of the Progressive Feedback-method. The data were collected in five round-the clock kindergartens in Kouvola, during the autumn of year 2019. The data collection method was observation. Five trained observers participated in the data collection. 1146 observational data were collected. The data were analyzed with statistical methods by using the SPSS 25 for MacOS software. Outcomes and conclusions. The study indicated that in the evenings, the children mainly play with different items and they are committed to these activities. The proportion of target-oriented activities in the round-the-clock kindergartens was small (5,8%) in the evening and the adults functioned mainly neutrally. Commitment to various tasks in the evening was intensive, but there were only few tasks occurring in the evenings. Children engage in activities more intensively when also adults participate in them. In learning´s perspective the most valuable activity in the kindergarten appears to be playing that is supported by an adult. Evening activities differ from the activities carried out in the mornings.
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(2020)The Act on Early Childhood Education and care, 540/2018, obliges that early childhood education is systematic, target-oriented and pedagogically focused. The updated law determines for the first time of the principles regarding the organizing of the round-the-clock kindergartens. Previous studies show that it is necessary to study nonstandard childcare both nationally and internationally. During this study, data is collected for the first time, by using the Progressive Feedback-tool in an observation study carried out in the evening hours. Objectives. In Finland, 7% of all children participating in early childhood education are placed in round-the-clock kindergartens. The aim of this study is to find out what happens in the round-the-clock kindergartens during the day. The second aim of the study is to find out how much and what kind of activities are carried out in the round-the clock kindergartens at evenings. The third aim is to find out how it would be possible to increase children's commitment to activities in the round-the-clock kindergartens at evenings. Methods. The dissertation was conducted as a part of the Progressive Feedback-method. The data were collected in five round-the clock kindergartens in Kouvola, during the autumn of year 2019. The data collection method was observation. Five trained observers participated in the data collection. 1146 observational data were collected. The data were analyzed with statistical methods by using the SPSS 25 for MacOS software. Outcomes and conclusions. The study indicated that in the evenings, the children mainly play with different items and they are committed to these activities. The proportion of target-oriented activities in the round-the-clock kindergartens was small (5,8%) in the evening and the adults functioned mainly neutrally. Commitment to various tasks in the evening was intensive, but there were only few tasks occurring in the evenings. Children engage in activities more intensively when also adults participate in them. In learning´s perspective the most valuable activity in the kindergarten appears to be playing that is supported by an adult. Evening activities differ from the activities carried out in the mornings.
Now showing items 1-16 of 16