Browsing by Subject "vertaissuhteet"

The object of this study was to examine how children described being disturbed and how much it included bullying. Second, how much participation and unclear orientations were differing from each other when it comes to disturbing situations in day care. Third, they wanted to find associations between children's age and disturbing orientations in this study. The aim of this study is that day care educators could become more aware, understanding and responsive to disturbing behaviour and exercise of power between children. The study was based on a large and international Early Childhood Education research and development project, called Source of Orientation. The data was collected in spring 2010 from different kinds of day care centres and 8 Councils of Eastern-Uusimaa and Hämeenlinna. There were 816 children who took part the project. The data was collected in multi-methodical methods: children's interview, observation and learning environment assessment. The data was mainly used as quantitative data in the project in this study. The qualitative data was based on children's agentive perception created by Jyrki Reunamo (2007b) from Helsinki University. According to the results, most of the children orientated participate when they became disturbed. Also, they understood that disturbing behaviour included bullying. That showed that bullying and disturbing were the same thing for the children. In addition, the study showed individual and developmental differences between children in daily situations in day care. It seemed that the youngest children (2-3 years old) orientated more unclearly than the oldest ones. The oldest children (4-7 years old) orientated participate more often. On the other hand, different kind of disturbing orientations were found in every age group. That indicated that disturbing orientations were not only based on age, but also for example individual settings. In conclusion, strong educators are needed with pedagogical views for young children in peer groups dealing with deterrents, interferences, and disturbing situations. Children orientating in disturbing situations highlighted the importance of child observation, especially when it comes to withdrawn and unclear orientated children.

The role of vision for a child’s overall development is significant. Visual impairments have an effect on almost every aspect of a child’s early development. It has been estimated that the greatest challenges for children with visual impairments come with interaction and communication. Visual impairments exist in every age group, although only marginal among children. When it comes to children with visual impairments, there is a great need for research in the field of early childhood education, especially for providing ways to support the social skills and peer relationships among these children with special needs. Currently, there is only a meager amount of Finnish research and literature on the subject. The aim for this study is to examine the nature of interaction between a child born blind and his peers. It is as important to regard the ways teachers and other personnel support the children to build and maintain friendships. This study is a qualitative case study. The material of the study has been collected empirically observing and filming moments of interaction between 5-year old Antti, who was born blind, and his peers in daycare. After a month’s observation, each educator working in the child group was then interviewed individually. The material has been analyzed through transcription and classification. The conclusion to the study was, that there were significant challenges to interaction and play between visually impaired Antti and his peers. Adults’ support was in a key role in helping Antti succeed in binding and keeping up friendships with his peers. Over all, many social situations in the daycare’s context seemed specifically challenging for Antti. The educators gave insight to the ways they support Antti and all the other children in the group interacting with each other successfully.

The framework for this study comes from Koster’s, Nakken’s, Pijl’s and van Houten’s (2009) theory of a child’s social participation in a peer group. According to Koster and the partners, social participation is built by four dimensions: child's social self-perception, acceptance by classmates, contacts/interactions and friendships/relationships. A lot of research has been conducted of social participation of children with special educational needs in mainstream schools, but most of the researches are quantitative or have been examined through the adult perceptive. The aim of this study is to examine social participation of a disabled child from multifaceted perspective. In addition to this, the aim is to find out how the dimensions of contacts/interactions and acceptance by classmates are related to each other’s. This is a qualitative case study of a child with Down syndrome, who has been in a mainstream primary school class. The data of this study consists of a thematic interviews of the child herself and the persons who have been involved through her school path. In addition to this the data consists child’s writing book and a message book of a parent and school counselor from the 6th grade. The analysis was done using a deductive content analysis. The results suggested that the child’s social participation of the peer group had been incomplete. On the eyes of outsiders, the child’s social self-perception had been seen as positive, but the child’s own school satisfaction had been alternately positive and negative. The child didn’t have any actual friendships or two-way play during the primary school. During the school years she had participated a lot to classes activities and especially on these situations there had been strong support from the other classmates. In general, the child was a respected and accepted member by her classmates but the externality became relevant in occasional conflicts or on group work situations. Social participation is a key requirement for inclusion and it needs to be reached more so that the equality of every student can be advanced

The aim of the study was looking into the free playtime of children with special needs in a daycare setting. Children were filmed during a free playtime in a one integrated daycare group. Videos were analyzed by transana by using a BOR-form that observes the interactions between children. There were five main themes that cape up: the meaningfulness of actions, ways of communicating, role of the adult, role of the child with special needs in the group and the effect of the playmates. The play and actions of children with special needs seemed to be meaningful most of the times. There were group play as well as playing alone. The children with special need were divided in to two groups: children who spoke and those who didn't. It was easier for speakers to get in to a group play and maintain the play with others. The play was more complex when played with a friend or a child without special needs. Adults reinforced the actions and worked as an interpreter of children with special needs. It was hard for the children who needed constant help from the adult, to have an influential part in a play. The children with special need were more of the followers than the influencers in a play. Over all the actions and behavior of the children without the special needs seemed to have important influence to the actions and behavior of the children with special needs. The role of the adult were to inforce the communication between the children.

Aikaisempien tutkimusten mukaan lasten vertaissuhdekokemuksilla on vaikutusta heidän psykososiaaliseen hyvinvointiin kauaskantoisesti. Tutkielman tavoitteena oli kartoittaa niitä merkityksiä, joita esikoululaiset itse antavat vertaissuhteille päiväkodissa, lisäksi haluttiin selvittää, millaisia diskursiivisia selontekoja esikoululaisen haastattelussa on tunnistettavissa. Tavoitteena oli tuoda esiin aiemmin tutkimatonta lapsinäkökulmaista diskurssianalyyttistä tutkimusta puheviestinnän tieteenalalle. Tutkielmaan haastateltiin 20 esikoululaista päiväkodissa. Pääanalyysimenetelmänä käytettiin diskurssianalyysiä ja merkitysten tunnistamiseen käytettiin aineistolähtöistä sisällönanalyysiä. Tutkielman teoreettisena viitekehyksenä oli sosiaalinen konstruktionismi. Analyysissä esikoululaisten vertaissuhteissa toimimista jäsentävät merkitykset, liittyminen, oleminen ja säätely, jaettiin kolmeen merkityksenantopariin: Osallistuminen–ulkopuolisuus tarkasteli vertaissuhteisiin liittymistä, sitoutuminen–vetäytyminen kuvasi vertaissuhteissa olemisen intensiteettiä ja institutionaalisuus–itsesäätely tarkasteli vertaissuhteiden leikkitoiminnassa tapahtuvaa säätelyä. Tulosten perusteella voidaan todeta, että esikoululaiset arvostavat vertaissuhteissa eniten leikkitoiminnan rakentumiseen ja jatkuvuuteen liittyvää ymmärrystä osana joustavia leikkitaitoja. Tilallisuudella on merkitystä vertaissuhteisiin liittymisessä ja niiden toimintaan sitoutumisessa. Liittymisen ja olemisen säätelyllä jäsennetään vertaissuhteissa toimijuutta, suojelua ja kontrollia. Tutkimukset osoittavat, että esikoululaisen haastattelussa vallitsee kaksi jännitteistä diskursiivista selontekoa, välttely ja asiantuntijuus, jotka haastatteluvuorovaikutuksessa rakentavat esikoululaisen tutkimustietoa peitellen, sulkien ja aukaisten. Haastattelussa käydään myös jatkuvaa eettistä neuvottelua vuorovaikutukseen suostumisesta haastattelun konventioissa. Tuloksia voidaan hyödyntää esiopetusryhmien leikkitoiminnan suunnitteluun ja kehittämiseen sekä lasten tiedon tuottamisen ja kohtaamisen konteksteihin. Tuloksia sovellettaessa on huomioitava esitettyjen tutkimustulosten jaettu yhteinen tulkinta sosiaalisessa todellisuudessa. Jatkotutkimuksiin ehdotetaan tutkimusaiheiden eriyttämistä toisistaan.

The aim of this study is to research how preschool peer relationships affect children’s self-eteem. The effect of number of peer relationships and closeness on self-esteem will also be obser-ved. The study is qualitative but also the methods of numbers are used in the study. A half-structured interview was created and a sociogram was used to collect the data. Seven pre-school children were interviewed and their peer relationships were studied based on the so-ciogram given by the kindergarten teacher of the group. Especially the children with a high level of self-esteem and respect gained from their peers stood out in the study. On the other hand also the children with a low self-esteem and little peer respect from others were highlighted. This study shows that the peer relationships have effect on the self-esteem of children. This is relfected in the answers given by the children as well as the sociogram. The children feel that he amount of peer relationships is more valuable than closeness. Having a lot friends created the feeling of self-epicacy among children. Closeness, though, stood out when analysing the data. It could be seen that the closeness played a significant role when building up the self-esteem of an individual child.

Purpose. The purpose of this study is to describe the factors that influence junior high age young people as they connect with friends and peer groups, especially from the view of a student who is somehow distinct from the group. The term somehow distinct is used to encompass the wide variety of factors that may influence an adolescent who is left to the fringes or totally outside of a peer group. As inclusion and multiculturalism increases in schools it is important to understand adolescent belief and value systems in order to create an atmosphere that is open to diversity and strengthens peer relationships at school. This study examines short essays by young people on the subject of being an outsider to their peer groups and the preconditions and terms of friendships. In addition, what circumstances support or prevent the ability to join a group and form friendships. In past years this topic has been researched from the point of view of the experiences of special needs students and of general adolescent peer relations. (Ellonen, 2008; Hoikkala & Paju 2013; Korkiamäki, 2014; Koster, Nakken , Pijl & van Houten 2009; Saarinen 2012). In this work the angle of approach is the thoughts and feelings that the somehow distinct adolescent brings out in the peers representing the majority of the group and how to support him/her in order to get to join the group and how to strengthen his/her social competence. Methods. For this study, data was collected from two secondary schools. The students were selected from one class at each school and a total of 49 students returned write-ups. Essays were prompted by four questions about what it means to be an outsider, what factors lead to being outside of the group and the conditions for the process of forming peer relations. Student essays were transcribed and sorted by theme. Themes that emerged were then interpreted by using content analysis. Results and conclusions. The research highlighted the challenges that diversity poses in adolescent groups. Young people looked for direction from adults and guidance in situations where someone was outside of the group. They also brought forth ideas how the social competence of a young person distinct from the group could be supported. Group dynamics and general social climate in the classroom seemed to influence how diversity was handled. There were subtle differences between boys and girls as far as what components supported and what prevented the forming of peer relations. Girls were especially influenced by outward appearances and favored the opinions of girls high up in the class social hierarchy as to who should be accepted in the group. Boys' ability to form peer relations were supported more by social skills and mutual conversation topics and hobbies.

Tutkimuksessa tarkastellaan ujoutta varhaiskasvatuksen kontekstissa sosiokulttuurisesta näkökulmasta (Rogoff 2003) ja toisaalta sosiologi Bourdieun (1930–2002) käsitteiden kautta. Ujouteen on usein viitattu synonyymeilla arka, vetäytyvä ja pelokas, ja sitä on pidetty temperamenttipiirteistä kaikista voimakkaimmin periytyvänä. Tutkijat kuitenkin muistuttavat, ettei ihmisen ujous tai estyneisyys ole koskaan täysin fysiologian ohjaamaa, vaan yleensä myös sosiaalisten kokemusten tulos (Keltikangas-Järvinen 2008, s. 68–69). Yleisesti tutkimus sijoittaa ujouden yhdeksi sosiaalisen vetäytyneisyyden piirteeksi yhdessä epäsosiaalisuuden kanssa (Coplan, Prakash, O`Neil & Armer 2004; Rubin, Coplan & Bowker 2009). Tutkimuksessa pyritään kuvaamaan, analysoimaan ja tulkitsemaan ujoutta ilmiönä ja laajentamaan sen tarkastelua yksilöstä sosiaalisiin verkostoihin ja suhteisiin sekä keskittymään erityisesti sosiaalisesti rakentuviin kuvaustapoihin ujojen lasten asemasta varhaiskasvatuksen vertaisryhmässä. Tutkimuskysymyksiä olivat: Miten varhaiskasvatuksen työntekijät kuvailivat ujoa lasta? Miten varhaiskasvatuksen työntekijät kuvasivat ujon lapsen asemaa vertaisryhmänsä jäsenenä? Millaisia ilmaisuja aikuisen tarjoamasta ”sosiaalisesta kannattelemisesta” varhaiskasvatuksen työntekijät toivat esille kirjoituksissaan? Coplanin ja Rudesilin (2016) mukaan ujous ilmiönä on vaikea mitattava, sillä se tarkoittaa ihmisen sisäisiä tiloja, kuten tunteita, ajatuksia ja motivaatioita. Tästä syystä ujoutta haluttiinkin lähestyä sosiokonstruktivistisesta viitekehyksestä käsin, jolloin ujoutta tulkittiin kielenkäytöllisten säännönmukaisuuksien kautta ja joiden toivottiin ilmentävän jotain sosiaalisen todellisuuden rakentumisesta päiväkotiarjessa. Aineisto kerättiin e-kyselylomakkeella sosiaalisen median varhaiskasvatuksen ammattilaisille suunnatuista ryhmistä. Kyselyyn vastasi 22 varhaiskasvatuksen ammattilaista eri puolilta Etelä- ja Keski- Suomea. Aineiston analyysissa käytettiin sisällön erittelyä ja soveltavaa diskurssianalyysia, jotka metodeina tukivat toisiaan ja auttoivat syventämään ujouden tarkastelua ilmiönä. Tutkimuksen tuloksissa ujo lapsi kuvastui enimmäkseen hiljaisena ja hitaasti lämpiävänä lapsena, joka ei tuonut esiin omia mielipiteitään. Ujon lapsen asemaa vertaisryhmänsä jäsenenä oli selvitetty identifioimalla repertuaareja, joiden tulkittiin ilmaisevan ryhmäasemointia selkeimmin. Bourdieulaisia termejä käyttäen vaikutti siltä, ettei ujojen lasten sosiaalinen pääoma ollut kovin vahva ja heidän asemoitumiseensa kentällä vaikutti suuresti vertaisryhmän ja sitä ohjaavan aikuisen asenteet ja teot. Tutkimuksen tuloksena syntyneitä repertuaareja ei nähty suorina kuvauksina todellisuudesta vaan sen erilaisina konstruktioina ja niistä tehtyinä tulkintoina. Ujojen lasten tuen tarve varhaiskasvatusryhmässä tiedostettiin hyvin, mutta haasteina koettiin suuret ryhmät ja lukuisat tuen tarvitsijat. Vuorisalon (2013, s 192) mukaan yhteisöllisyys, joka ei kykene tunnistamaan lasten välisiä eroja ja lasten keskinäisiä hiearkisia asemia, päätyy tiedostamattaan uusintamaan ja jopa vahvistamaan niitä. Ujo lapsi aistii varhain mitä ympäristö häneltä odottaa ja jos lapsi tottuu kulkemaan vuosia ” ryhmänsä jaloissa” voi ajan kuluessa jopa kiusaaminen tuntua hänestä luonnolliselta.

Objectives. Attachment theory is a theory of social development and personality, known around the world. According to the theory, children have an innate tendency to develop a biologically based and central nervous system-regulated attachment bond to their primary caregivers in order to ensure safety, care, and survival. Early attachment experiences contribute to the way one sees oneself and others and lead to secure, insecure, or disorganized attachment styles, which affect rest of one’s life. Previous research has confirmed the universal nature of attachment, different attachment categories and styles, and early attachment’s links with future relationships and various internal and external problems. Attachment research has traditionally concentrated on early childhood and early childhood environments, whereas middle childhood, adolescence, and school context have been studied less. The objectives of the present study were to find out what kinds of links there are between attachment and the lives of school-aged children and youngsters, what kinds of attachment-related challenges teachers encounter at school, and how teachers could support their students with those attachment-related challenges. The aim is to explore attachment in the lives of school-aged children and youngsters, including at school, to gain a better understanding and to create a valuable foundation for future research. Methodology. The present study was conducted as a systematic literature review, which allowed the gathering of diverse and comprehensive, yet relevant research material, while also supporting objectivity and reproducibility aspects of the study. The material, available through electronic databases, was comprised of research articles from around the world, published in peer-reviewed international research journals. The material was analyzed thematically by research questions and topics, which were then used as a framework in the Results section. Results and conclusions. Early attachment and attachment styles were directly and indirectly linked to the lives of school-aged children and youngsters, including teacher-student relationships, peer relationships, family relationships, and academic achievement, as well as internal and external problems. Various attachment-related challenges and problems were visible at school, but teachers had many ways to buffer them. Current attachment research has not affected or changed school environments enough. Much more attention should be given to attachment within schools, teacher education, and in-service training programs in order to give students better support for their attachment-related problems and challenges.

Tämän kandidaatin tutkielman tarkoitus on selvittää varhaiskasvatuksen opettajien koke-muksia kiusaamisen ilmenemisestä, havaitsemisen haasteista ja ehkäisykeinoista esiope-tuksessa. Tutkimuksen teoreettisessa viitekehyksessä keskitytään kiusaamisen määritel-mään, muotoihin, havaitsemiseen, rooleihin ja kiusaamisen ehkäisyyn. Tutkielman tutkimus-kysymykset ovat 1) Millä tavoin kiusaamista ilmenee esiopetuksen arjessa? 2) Miten haas-tavaa kiusaamisen havaitseminen on? 3) Millä menetelmillä kiusaamista ehkäistään pienten lasten kanssa? Tutkimus on kvalitatiivinen eli laadullinen tutkimus. Aineisto kerättiin avoimella kyselylomakkeella, mikä laitettiin suljettuun Facebook ryhmään. Tutkimukseen osallistui 12 varhaiskasvatuksen opettajaa, ja kyselylomakkeen kysymykset luotiin pohjautuen tutkielman teoreettiseen viitekehykseen. Aineiston analyysi toteutettiin teoriasidonnaisen sisällönanalyysin avulla. Tutkimuksesta ei voida tehdä yleistettäviä johtopäätöksiä. Tutkielma osoitti, että varhaiskasvatuksen opettajat havaitsivat pienten lasten parissa esiintyvän kiusaamisen ilmenevän usein hiljaisena ja sanallisena, muttei aina fyysisenä ilmiönä. Yleisin kiusaamisen tyyppi mitä varhaiskasvatuksen opettajat havaitsivat, oli leikistä ulkopuolelle jättäminen. Aineistosta ilmeni kiusaamista tapahtuvan useimmiten silloin kun aikuinen ei ollut paikalla, eli yleisimmin leikin ja vapaan leikin aikana. Opettajat kokivat kiusaamisen havaitsemisen osittain haastavana, ja vastauksissa korostui havaitsemisen olevan vaikeaa erityisesti siksi, ettei aikuinen pystynyt olemaan läsnä joka tilanteessa hektisessä päiväkodin arjessa. Aineiston varhaiskasvatuksen opettajat käyttivät monenlaisia ehkäisykeinoja kiusaamisen ehkäisyyn ja keinot vaihtelivat lapsiryhmien välillä. Jokainen varhaiskasvatuksen opettaja kertoi tukevansa lasten vertaissuhdetaitoja osana kiusaamisen ehkäisyä.