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Browsing by Subject "taaperoikäiset"

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  • Huoli ja luottamus : Pienet lapset ja digitaalinen media 
    Jantunen, Maria (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.
  • Huoli ja luottamus : Pienet lapset ja digitaalinen media 
    Jantunen, Maria (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.
  • Päivä hoidossa voi alkaa! - Varhaiskasvatuksen aloittaminen lastenkirjoissa 
    Salminen, Hanna-Maria (2021)
    Päiväkodin aloittaminen on suuri muutos pienelle lapselle ja tämän perheelle (Munter, 2001a). Lapsi siirtyy oman mukavuusalueensa ulkopuolelle ja joutuu sopeutumaan uuteen ympäristöön, uusiin sääntöihin ja rutiineihin sekä uuteen ihmisten yhteisöön (Fabian, 2006). Tämän tutkimuksen tavoitteena on tutkia millaiselta näyttää lapsen siirtymä koti hoidosta päiväkotiin kahdessa lasten kuvakirjassa. Tutkimuksessa on kiinnostuttu siitä, millaisia päiväkodin aloittamiseen liittyviä ja päiväkotiin soputumista tukevia käytänteitä kirjoissa esiintyy. Tutkimuksen tavoitteena on myös selvittää, miten kirjailija rakentaa kuulumisen tunnetta kirjan päähenkilöille. Tutkimus on toteutettu laadullisena tutkimuksena ja aineisto analysoitiin teoriasidonnaisella sisällönanalyysin menetelmällä. Tutkimusaineistona oli kaksi lasten kuvakirjaa, Sanna Pelliccionin Onni-poika menee päiväkotiin ja Katri Kirkkopellon ja Mervi Wäreen Oona ja Eetu – Päivä hoidossa. Tutkimuksessa havaittiin, että päiväkodin aloittamiseen liittyviä käytänteitä esiintyi kirjoissa vaihtelevasti. Tämä johtunee siitä syystä, että tarinat alkoivat lapsen päiväkotiuran eri vaiheista. Päiväkotiin sopeutumisen käytänteitä puolestaan esiintyi runsaasti, aineistosta nousi vahvasti esiin rutiinit, vertaissuhteet ja sensitiivisen aikuisen läheisyys sopeutumisen helpottajina. Tutkimuksessa havaittiin myös, että kuulumisen tunnetta rakennettiin päähenkilöille kolmen yhteen kietoutuneen ulottuvuuden kautta. Aineiston pohjalta oli huomattavissa, että kuulumista rakennettiin pääsääntöisesti materiaalisen ja relationaalisen ulottuvuuden kautta.
  • Physical activity of 1- 3- year old children in Finnish day care 
    Katajarinne, Virpi (2018)
    Tiivistelmä - Referat - Abstract Physical activity is very important for the health and development on children. Behavioural habits, such as physical activity and sedentary behaviour are formed in early childhood and although children are widely believed to be continuously active, recent studies show that the levels of physical activity in early childhood are typically low, with many children not reaching the levels of physical activity proposed in guidelines. There is little research on the physical activity of under three- year- old children. Most of the research available has been done on the 3- 5- year olds and may not be directly transferrable to 1- 3- year olds, because the age range of 0 – 5 years encompasses three developmental periods, which all differ from each other. The purpose of this study is to try to find out if the physical activity of 1- 3- year olds differs from that of older age groups and if so, how it differs and what factors are related to the physical activity of children aged 1-3 years. In the data of this study physical activity is divided into three levels: low, moderate and high. This study focuses on high physical activity This study is quantitative. The data of 19606 observations of children’s physical and other activities used in this study is from The Orientation project of Helsinki University and has been collected in 2010. A systematic sampling was conducted in 62 day care centres and childminders in Finland. 892 children took part in this study and 173 of the them were 3 – years old or younger at the time. This study focuses on this age group. The data was analysed using cross- tabulation. The Chi- square test was used for testing statistical significance. 1- 3- year old children in Finnish day care spent the most time, 57,4% of the observation time between 8 and 12 o`clock in activities done on a low level of physical activity like deskwork. High physical activity increases with age: 7,5% for 1- 3- year olds, 10,3% for 4- 5- year olds and 11,2% for 6- 7- year olds. The physical activity of 1-3- year old children differed at least slightly from that of older children in all the categories observed in this study. The ages of 1- 3 years are a unique period and although the physical activity levels and the environmental factors that affect them are somewhat alike in all age groups, there are special qualities to take into consideration when planning and providing for the activities and learning environment of the youngest children. Because of the many interactions between the physical and social environment and child characteristics, the contextual factors should also be acknowledged when considering the influence of the environment on physical activity.
  • Physical activity of 1- 3- year old children in Finnish day care 
    Katajarinne, Virpi (2018)
    Tiivistelmä - Referat - Abstract Physical activity is very important for the health and development on children. Behavioural habits, such as physical activity and sedentary behaviour are formed in early childhood and although children are widely believed to be continuously active, recent studies show that the levels of physical activity in early childhood are typically low, with many children not reaching the levels of physical activity proposed in guidelines. There is little research on the physical activity of under three- year- old children. Most of the research available has been done on the 3- 5- year olds and may not be directly transferrable to 1- 3- year olds, because the age range of 0 – 5 years encompasses three developmental periods, which all differ from each other. The purpose of this study is to try to find out if the physical activity of 1- 3- year olds differs from that of older age groups and if so, how it differs and what factors are related to the physical activity of children aged 1-3 years. In the data of this study physical activity is divided into three levels: low, moderate and high. This study focuses on high physical activity This study is quantitative. The data of 19606 observations of children’s physical and other activities used in this study is from The Orientation project of Helsinki University and has been collected in 2010. A systematic sampling was conducted in 62 day care centres and childminders in Finland. 892 children took part in this study and 173 of the them were 3 – years old or younger at the time. This study focuses on this age group. The data was analysed using cross- tabulation. The Chi- square test was used for testing statistical significance. 1- 3- year old children in Finnish day care spent the most time, 57,4% of the observation time between 8 and 12 o`clock in activities done on a low level of physical activity like deskwork. High physical activity increases with age: 7,5% for 1- 3- year olds, 10,3% for 4- 5- year olds and 11,2% for 6- 7- year olds. The physical activity of 1-3- year old children differed at least slightly from that of older children in all the categories observed in this study. The ages of 1- 3 years are a unique period and although the physical activity levels and the environmental factors that affect them are somewhat alike in all age groups, there are special qualities to take into consideration when planning and providing for the activities and learning environment of the youngest children. Because of the many interactions between the physical and social environment and child characteristics, the contextual factors should also be acknowledged when considering the influence of the environment on physical activity.

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