Browsing by Subject "taidot"

This study examines the learning of children aged 0-6 from the perspective of parents. The aim of the study was to explore parents' views on their child's learning and how they perceive their own role in supporting learning. In terms of learning, I focused on parents' views on the importance of different skills. Promoting the learning of preschool-age children typically falls under the responsibility of parents and early childhood education, so the study also surveyed parents' thoughts on the role of early childhood education in their child's learning. Parents' perspectives on learning have been limitedly studied in recent years. However, parents play a significant role as supporters of their child's learning, and early childhood is an important stage for learning. During early childhood, comprehensive development and learning occur rapidly, laying the foundation for future learning pathways. The study was conducted as quantitative research. The data for the study was collected through an online survey in February 2023 via the Norstat research company's consumer panel. The respondents were 410 parents of 0-6-year-old children. The data analysis is descriptive, and the methods used include percentage distributions as descriptive measures. The research is part of a broader customer understanding project by Sanoma Pro. A key finding is that parents consider their child's learning to be highly important and perceived their own role as strong supporters of learning. Supporting learning is seen as a clear part of parents' parenting responsibility. The results show that parents engaged with their children in learning various skills extensively. Socio-emotional skills are perceived as the most important skills regardless of the child's age. Although parents feel responsible for their child's learning, they also recognize the important role of early childhood education. However, the current resource challenges in early childhood education raise concerns among parents that may have impact on a child's learning and well-being, posing new challenges and pressures for parents.

Suomesta viedään elintarvikkeita eniten naapurimaahan Ruotsiin. Ruotsin markkinoiden etuna voidaan katsoa olevan sen maantieteellinen läheisyys, markkinoiden suurempi koko sekä vapaakaupan mahdollisuus. Eduista huolimatta Ruotsin markkinat vaativat yrityksiltä resursseja ja taitoja sekä pitkäjänteistä työtä. Tutkielma tarkastelee elintarvikevientiä ja niitä taitoja, joita tarvitaan vientitoiminnan onnistumiseksi, kun viennin kohdemaana on Ruotsi. Lisäksi on selvitetty, mitkä tekijät voivat edistää elintarvikevientiä Ruotsiin. Tutkielman lähestymistapa on laadullinen ja aineisto on kerätty teemahaastattelun menetelmällä. Tähän tutkielmaan on valittu pieniä ja keskisuuria elintarvikeyrityksiä, jotka jo harjoittavat vientiä Ruotsiin. Tutkielmaan haastateltiin yhteensä neljän eri yrityksen edustajaa. Tutkielman tulosten mukaan Ruotsiin suuntautuvassa elintarvikeviennissä tarvitaan eniten taitoa löytää ja solmia oikeat kumppanuudet sekä markkinoida omaa tuotetta. Tulos on yhtenevä aiempien tutkimusten kanssa. Tutkielman tulokset osoittavat myös, että ulkopuolinen apu edistää vientiä. Siitä on hyötyä etenkin vientitoiminnan aloitusvaiheessa yleisesti sekä kontaktien hankkimisessa. Tulevaisuudessa vientitoiminta tulee todennäköisesti kasvamaan ja yhä useampi yritys aloittaa ja pyrkii myös laajentamaan kansainvälistä liiketoimintaa. Tämä tulee vaatimaan yrityksiltä enemmän resursseja ja taitoja. Erityisesti pienempien yritysten kohdalla oikeat kumppanit ja ulkopuolinen apu voivat vaikuttaa merkittävästi vientitoiminnan käynnistämiseen ja sen laajentamiseen.

Goals. The goal of this Master’s Thesis is to examine Helsinki University’s Home Economics teacher students’ digital skills, what experiences they have of utilizing digital tools in Home Economics teaching and how they consider using digital tools in the future while working as Home Economics teacher in secondary school. In addition to that, one goal is to examine how their university education supports the development of their digital skills. The subject is topical because digitality constantly changes our society and the work of teachers. According to research digitality has not advanced evenly in Finnish secondary schools, and there are differences in teachers’ digital skills. Home Economics is in a key position teaching the future everyday skills and it cannot fall behind technological development. Therefore it is important to pay attention to teacher education and to the development of the students’ skills. Methods. My Master’s Thesis was conducted as a quantitative research on Helsinki University’s web-based survey tool. The target group of the study was all the Home Economics students of the grades 2–5 (or higher). There were 49 responses by the due date. The material was analyzed with SPSS and Excel utilizing descriptive statistical analysis methods, correlations and t-tests. The open questions were examined using qualitative content analysis. Results and conclusions. Results show that Home Economics students have somewhat good digital skills, but especially problem solving skills require improvement. Problem solving skills are connected to using digital tools in the future in teaching Home Economics, so it would be important to invest in it in teacher education. Students thought the greatest advantage of using digital tools is how it diversifies pedagogy, and the greatest challenge had to do with hardware problems. Students thought it was easiest to use digital tools in the planning of teaching. The use of digital tools is encouraged in the university, but the students feel they don’t get enough education in it.

Aims: The aim of this study was to show what kind of interaction happens in the food related groops in Facebook. Three groups were chosen in the study. All the groups had a general topic of home cooked food. Study problems were: 1. What kinds of initiatives people make concerning food preparation in the Facebook groups that are related to food and whatkind of komments do they reseive? 2. How these initiatives and komments are related to the goals of Home economics in the national curriculum? The relationship with these studies and the goals of Home economics are shown in this study. In the national curriculum there are goals concerning Home economics and the grades from seven to nine. The goals emphasize practical skills, collaboration and interaction skills and information management skills. In achieving these skills, students need to have motivation, self-efficacy and agency. Methods: The study was conducted as a qualitative research. Material was collected during the spring of 2019 from three food related groups in Facebook by writing down initiatives of conversation and the comments that they receaved. There were 120 initiatives and 1791 comments. The material was analysed qualitatively. Results and conclusions: According to the results of the study, there are not so much questions than just communication about food and preparing it in the groups. The initiatives were more showing the groupmembers own experiences than asking questions. Based on this study the group members wanted to discuss about things that they share an interest rather than just ask question about things they don`t know or can not perform. In the context of Home economics this study gives a reason to develop the interaction and collaboration skills and the skills of thinking within the subject.

The aim of this work was to study what kind of working grips people use to knit in Finland and decide if one grip is superior to others. I investigated how knitters have adopted their grips and how they experience their knitting. I also explored whether it is possible to change one's grip. To provide a theoretical basis for the research I observed knitting in terms of culture, skill and ergonomics. The first part of the study material comprised video recordings of the grips of 95 knitters together with background information collected via a questionnaire during the education of craft teachers at the University of Helsinki in spring 2004, 2005 and 2006. Using the data obtained I focused on three knitters, whose grip of the knitting needles clearly differed from the ergonomically good grip. In addition to them I interviewed one student, who had changed over to more ergonomic way of knitting after participating in the first part of this study. In this respect my study is a several events' case study. In order to analyse my data I used both qualitative and quantitative content analysis methods to complement each other. Most of my research participants had learned to knit in first years of elementary school or comprehensive school. Almost everyone had adopted the basics of knitting by imitating, and many of them had corrected "incorrect" positions from verbal instructions. Through practice the imitated position had gradually become the style unique to each knitter. The findings showed that students' background in knitting is quite varied due to the diverse level of craft teaching. This is reflected in their knitting grips and their interest in knitting. Students do not think that there is one right working grip. The most important thing is that working seems as fluent and relaxed as possible, at which point knitting is easy and flows freely. They often consider their own style so pleasing and well-functioning that they do not think there could be any room for improvement. This study pointed out that, while it is possible to change a knitter's working grip, there is a bigger challenge in acknowledging weaknesses in one's know how. According to the results of my research, the most common working grip among Finnish knitters' corresponds with the grip that has been described as ergonomically good. Over one third of all participants knitted this way. Hands keep the knitting firmly but without tension. The forefinger that guides the yarn from the ball rests gently against the knitting needle, and the yarn goes in front of the first joint of the forefinger. The position of the hands and loops is the same as in the ergonomically good grip, i.e. the fingertips of both hands and the loops are near the tips of the knitting needles, so that the fingers only have to move small distances. When knitters purl and plain, they commonly pick up the yarn from the back of the knitting needle in the same way as when knitting. While researching the common features of working grips I have learned what abnormal grips are like. Although I recognized many different ways to knit, all the peculiar grips were modifications of the continental way of knitting. The results of this study give a clear picture of those points knitters should focus their attention on in order to gain a good hold of the needles.