Browsing by Title
Now showing items 5793-5812 of 7170
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(2018)This research’s purpose is to examine what young leaders think about leadership, values and leadership styles in Finland. Four theme interviews were held in Helsinki, fall 2017. Interviewees were all in different kind of leadership positions. Their middle age was 25, 75 years. Purpose was to examine how young leaders see the leadership in the 2010s and how young people lead in the 2010s. Theory background was data driven. Theories that showed up in the interviews were value-based leadership, coaching leadership and team leadership. Transcribed interviews were 36 pages long. While forming categories, four themes showed up: what leadership is like, what is good leadership like, what kind of leader person is, what kind of leader person wants to be and what they value in their leadership. Interviewees said that good leading is conscious action where leader shows the way and enables to achieve the goals, as in coaching leadership. Leadership is executed through interaction. There are many proper leadership styles, but interviewees highlighted self-knowledge, social skills, emotional intelligence, desire of change and transparency. Interviewees recognized their skills that needed improvement and they tried to change their leadership to more value-based and more personal. They valued desire of change, humane, listening, reliability, transparency, equality and meaning making. Based on the results can be said that young people lead with their values and their personality, aiming to leadership instead of management. Results are attached to value-based leadership and coaching leadership. Interviewees emphasized also team’s wellbeing, which is attached to team leadership theory. To understand deeper the young leaders, comparative research between generations should be made.
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(2019)In this study I have looked into the reading attitudes, reading motivation and appreciation of reading of Finnish children and adolescents in the 2010s. I have researched the state of Finnish comprehensive school students’ reading attitudes, reading motivation and appreciation of reading, as well as elements contributing to them. I have used six studies from the 2010s as sources fot my research. From these sources I extracted and compiled information on the state of Finnish school students’ reading attitudes, reading motivation and appreciation of reading, and on the factors that affect them. These factors were grouped under six themes. According to this study the reading attitudes, reading motivation and appreciation of reading of Finnish children and adolescents could be improved. Parents play an important role, as do other role models. It is possible that schools haven’t succeeded in making reading interesting or relevant for students. There have been attempts to improve students’ eagerness to read, but these have mostly worked on those students who already read to some extent, whereas those who read the least have proven very challenging to motivate in reading.
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(2017)Public debate in recent years on Finnish boys’ lower levels of reading ability and enthusiasm has flourished with the latest PISA test results backing up the hypothesis on a growing gender difference in reading performance. Test results have raised questions on why girls perform better on tests measuring reading ability compared to boys of equivalent age. The purpose of this literary review is to investigate the gender gap in reading performance, ability, and enthusiasm. A secondary objective of this review is to think of different solutions to improve boys’ reading ability and enthusiasm. This bachelor’s study was conducted as a literary review. The review is based on the following keywords: reading, reading ability, and boys. Literary material was gathered from Helsinki University library’s databases and latest articles, news, and studies. International PISA test scores were used as a basis for boys’ reading ability at the current moment. Studies proved that reading ability has an important role in determining success at school, further education, and in working life. A lower level of reading ability has been proven to increase the risk of isolation. Studies have also proved that boys’ worsening reading ability is a well documented problem to which working solutions have been proposed. As such, the problem is wide ranging and to which there is no one single solution. Differences in girls’ and boys’ reading ability are significant, and according to studies girls spend more time reading during their free time. As such, girls get more practice at reading compared to boys. One solution to tackle this problem is creating reading material specifically tailored for boys. A stereotypical mindset of a boy who enjoys reading as being seen as less masculine compared to his colleagues at school has to be tackled. Teachers at school have an important part to play in diminishing these stereotypes. The literary review brought to attention the fact that reading ability can be improved only by reading. Role models at home influence reading ability. In homes where reading is part of the routine, children read more during their free time and thus get more practice at reading.
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(2017)The purpose of this thesis was to collect information on the level of Finnishness featured in women's independence day Castle ball evening dresses. The theoretical section explored semiotics with picture analysis technique, history of dresses and Finnishness. The data was collected from a film of the President's independence day Castle party, broadcasted in 2016. It was possible to watch on Yle Areena website. The data was analysed using qualitative and quantitative methods. In qualitative methods, 25 evening dresses were analysed using semiotic picture analysis. Quantitative methods contributed to the total sum of women's evening dresses in the Castle ball and themes of dresses. These results suggest that Finnishness in the design of Castle ball dresses is not popular in the year 2016. Only in 39 percent of dresses examples of Finnishness were present. Qualitative results showed how the colours and materials of the dresses were the main modes to feature Finnishness. The result of these findings indicates there is a growing interest in multiculturalism in Finland. This can explain the reason why Finnishness is not incorporated within Castle ball evening dresses and must be considered how multiculturalism affects the existence of Finnish culture and traditions.
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(2019)The purpose of the study was to discover ways to identify and support specific language impairment in early childhood education among children speaking Finnish as their second language. Theoretical framework of the study consists of language development, Finnish as a second language -education, multilingualism, and specific language impairment. Earlier studies show, that there are no working methods for testing the language development of children with different language backgrounds. The research was conducted as a qualitative study and the research material was collected with semi structural theme interview. The objective was to discover how early childhood education teachers and early childhood special education teachers identify the specific language impairment of children, who speak Finnish as their second language and how the language development is supported in the ordinary life of early childhood education. The semi structural theme interview was responded by two early childhood teachers and two early childhood special education teachers. The material was analyzed by using theory-driven content analysis. Results of the study showed, that according to the interviewees, specific language impairment is hard to detect and hard to measure due to the fact, that most tests cannot be applied as such in measuring linguistic skills. Although the child would not have diagnosis of a specific language impairment, the development of linguistic skills of the child were regularly supported in early childhood education. If a child had problems in language development, the teachers felt that supporting the language development of a child who speaks Finnish as a second language did not differ much from supporting the language development of a child who speaks Finnish as a native language.
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(2019)The purpose of the study was to examine the mathematical skills of children speaking Finnish as a second language and which are the factors that affects the development of the mathematical skills in pre-school. The theoretical framework is built on the four sections of math, the definition and function of pre-school and teaching Finnish as a second language. Previous studies have pointed out that the mathematical skills of children are significantly impacted by how much they pay attention to the numbers around them. Studies also shows that understanding mathematical relations and number sequence skills has a connection to learning mathematics. The study was conducted as a qualitative research where the material was collected by half-structured theme interview. The study objective was to find out what kind of perceptions do the teachers in early childhood education have on children’s mathematical skills and which factors they think affects the development of those skills. Four teachers answered to the study. The methodology of analysing the material was content analysis. The findings were that children speaking Finnish as a second language have relatively weaker skills on mathematics than children speaking Finnish as their native language. Teachers felt that language has significant impact on mathematical skills. Especially the self-confidence and motivation that children got after learning Finnish were remarkable factors. Furthermore, support of the family, previous knowledge of mathematics, smaller groups, individualised teaching, Finnish as a second language teaching and assistance of an adult influenced the development of children’s mathematical skills.
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(2019)This study explains the forms of support in teaching Finnish as a second language (S2) speaking children in four groups of early childhood education in the capital Region. The study explores how to support Finland as a second or third language speaking children in learning Finnish and how parents are involved in supporting the development of the language. The study also explains How the groups evaluate and document the development of the child's Finnish language. The research material consists of interviews and analyses of two early childhood teachers, one part-time special teacher for early childhood education, and one special teacher for early childhood education. The teachers were selected according to the criteria established for the study in terms of experience and location. The study was carried out by means of qualitative research. The analysis method used was content analysis. The results show that the forms of support for language development were quite the same for all those interviewed, although the number of their use varied. The teachers were aware of the forms of support, but they did not necessarily used those forms in their own activities. The greatest factor in supporting the development of the child's language skills was the maintenance and emphasis of the child's native language. The role of parents and early childhood education in child’s Finnish language learning is possible to be seen from the results.
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(2021)Kasvatustieteen alalla löytyy vain vähän tutkimustietoa Suomeen muuttaneiden vanhempien kokemuksista ja odotuksista suomalaisen varhaiskasvatuksen kontekstissa. Tutkimukseni pyrkii kartoittamaan tätä sekä näiden vanhempien kasvatusyhteistyön tarpeita. Kasvatusyhteistyö voi arjen asioiden jakamisen lisäksi merkitä esimerkiksi tiedon saantia lapsen oppimisesta ja kehityksestä, oppimista tukevien mallien tarjoamista, lapsen oppimisympäristön laajentamista kotiin sekä vanhempien välisen yhteisön kehittämistä. Kvalitatiivinen, kuvaileva tutkimukseni pyrkii vastaamaan kahteen tutkimuskysymykseen: 1) Miten haastattelemani muualta Suomeen muuttaneet vanhemmat ymmärtävät varhaiskasvatuksen merkityksen päiväkodin aloitusvaiheessa? 2) Millä tavoin eri äidinkieltä puhuvan vanhemman kannalta kasvatusyhteistyö toteutuu ja miten sitä voisi tukea? Aineisto koostuu tulkin välityksellä toteutetuista teemahaastatteluista, jotka ohjasivat näkökulman kielen, osallisuuden ja yhteiskunnan teemoihin. Haastatellut äidit (n = 3) olivat osallistuneet Careerian järjestämään interventiohankkeeseen "Vanhemmat mukaan kouluun ja työelämään", jossa he opiskelun ohessa tutustuivat peruskoulun oppimisympäristöön. Litteroitu aineisto koodattiin ja analysoitiin Grounded Theory -menetelmän (Glaser & Strauss 1967) ohjaamana ja siitä muodostettiin sisällöllisesti jäsennetyt tulokset, joita lopussa verrattiin teoriaan. Tutkimukseen osallistuneet pitivät varhaiskasvatuksen tärkeinä, lapseen liittyvinä tavoitteina sosiaalisen ikäkausi- ja kielenkehityksen tukemista sekä lapsen perustarpeiden täyttymistä. Kieli oli sekä lapselle, että äidille väline osallistumiseen päiväkodissa ja yhteiskunnassa. Mikäli yhteisen kielen puute rajoitti äitien osallistumista ja tiedonsaantia, kasvatusyhteistyö toteutui konkreettisten asioiden, kuten siisteyskasvatuksen yhteydessä. Suomen kielen ymmärtämistä auttoi, jos henkilökunta hidasti puhettaan. Varhaiskasvatuksen käyttäminen mahdollisti äideille elämänpiirin laajentamisen ja opiskelun tilanteessa, jossa ystävät ja sukulaiset asuivat kaukana. Tutkimus korostaa lapsen ja vanhemman yhdessä ympäröivään yhteiskuntaan muodostaman suhteen merkitystä uuden kielen oppimisen vahvistajana. Maahanmuuttaneille ystävyys- ja yhteistyösuhteet ovatkin merkittävä kielen oppimisen ja uuteen ympäristöön sopeutumisen tuki, joka mahdollistaa monilukutaidon kehityksen kielen ja yhteiskunnallisten käytänteiden samanaikaisen oppimisen toteutuessa.
Now showing items 5793-5812 of 7170