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Työn imulla (eng. work engagement) tarkoitetaan suhteellisen pysyvää myönteistä motivationaalista ja emotionaalista hyvinvoinnin tilaa, jolloin työntekijällä on paljon energiaa ja myönteisiä tunteita työssä ja työtä kohtaan, jotka toimivat liikkeelle panevana voimana. Työn imun kokemiseen vaikuttavat merkittävästi työn voimavarat ja vaatimukset. Esihenkilöllä on mahdollisuus vaikuttaa näihin. Kandidaatin tutkielmani tavoitteena on selvittää esihenkilöiden käsityksiä työn imusta. Lisäksi selvitetään, että mitä työn voimavara- ja vaatimustekijöitä esihenkilöt tunnistavat, ja kuinka he kokevat voivansa vaikuttaa näihin. Tutkimuksen tuottamia tuloksia voidaan hyödyntää muun muassa johtamisen kehittämisessä. Tutkimus toteutettiin laadullisena tapaustutkimuksena henkilöstökonsultointialan organisaatiossa. Aineisto kerättiin haastatteluilla, mitkä toteutettiin videoyhteyden välityksellä kolmelle organisaation esihenkilölle. Aineiston analyysissä hyödynnettiin niin induktiivista kuin myös deduktiivista teorialähtöistä sisällönanalyysia. Tutkittavien ilmaisuja verrattiin Hakasen sekä Bakkerin ja Demeroutin työn imuun liittyvään kirjallisuuteen, sillä aiempaa vastaavaa vertailukelpoista tutkimusta ei ollut tehty Suomessa. Tapaustutkimusorganisaation esihenkilöt käsittivät työn imun lähes teoriaa vastaavasti. Työn voimavara- ja vaatimustekijöitä tunnistettiin laajasti, ja niihin koettiin voitavan vaikuttaa. Esihenkilöt kokivat merkittävimmäksi työn vaatimuksiin vaikuttamisen, niin este- kuin myös haastevaatimuksiinkin. Kuitenkin myös työn voimavaroihin koettiin voitavan vaikuttaa. Tutkimus tarjoaa tietoa tapaustutkimuksen organisaatiolle johdon käsityksistä, kertoo mahdollisesta koulutustarpeesta sekä antaa pohjustusta jatkotutkimuksille. Esihenkilöiden käsityksillä työn imusta ja kokemuksista vaikutusmahdollisuuksiinsa työn voimavaroihin ja vaatimuksiin liittyen on ensi sijassa merkitystä organisaation työntekijöiden työhyvinvoinnin kannalta. Näiden käsitysten pohjalta rakentuu se, kuinka työhyvinvointia johdetaan organisaatiossa ja millaiseksi työntekijäkokemus rakentuu. Jokaisessa organisaatiossa onkin aiheellista tarkastella johdon käsityksiä niin työn imun kuin myös työhyvinvoinnin suhteen.

Objectives. According to the Finnish National core Curriculum, one of the objectives of early childhood education and care is to support children's evolving skills of participation and influence, to which the skills of public performing are unequivocally linked. The presence of performance anxiety can be considered a key obstacle in the development of these skills. According to previous studies, performing anxiety can limit an individual's life in many ways, decrease success in studies and lead to challenges in promoting an individual’s working life. The purpose of this study is to find out how much scientific information the personnel in early childhood education and care have at their disposal when planning, evaluating, and further developing the content areas of early childhood education, taking the aspect of performing anxiety into consideration. Methods. This study was started out as a systematic literature review by searching for data from three scientific databases of remarkable importance with suitable search clauses. Based on the definition of concepts relevant to this study, search clauses were formed considering the individual search guidelines for each database. The search results were collected in tables and their relevance to this study assessed accordingly. After analyzing the retrieved data and based on the results obtained, the focus was turned to deeper theoretical cerebration on the phenomenon of performing anxiety in the context of early childhood education. Results and conclusions. Pedagogical attention should be paid to the development and control of performing anxiety during early childhood education in the spirit of the National Core Curriculum of Early Childhood Education. In practice, however, there is little to none scientific data available to early childhood education and care personnel on which to base the practicing of the skills of public performing, taking the aspect of performance anxiety into account.

Tiedekunta - Fakultet - Faculty Behavioural Sciences Laitos - Institution - Department Teacher Education Tekijä - Författare - Author Tanja Pihlajamäki Työn nimi - Arbetets titel Esi- ja alkuopettajien välinen yhteistyö opetuksellisen jatkumon näkökulmasta Title Pre-school and primary school teachers` mutual cooperation from educational continuity viewpoint Oppiaine - Läroämne - Subject Education Työn laji/ Ohjaaja - Arbetets art/Handledare - Level/Instructor Bachelor`s Thesis / Helena Hällström Aika - Datum - Month and year 05 / 2016 Sivumäärä - Sidoantal - Number of pages 47 pp. + 3 appendices Tiivistelmä - Referat - Abstract Previous research shows that pre-school and primary school teachers` mutual cooperation supports educational continuity and it is important to take noticed when we are thinking child`s transition stage from pre-school to primary school. The main purpose of this study was to describe, analyse and interpret, what is educational continuity and what it means in child`s transition to school. Especially the aim was to find out pre-school and primary school teachers` mutual cooperation from educational continuity viewpoint. With this study will strive to find out what is the meaning of educational continuity in transition to school, how pre-school and primary school teachers will support that with mutual cooperation and what kind of effects there are for educational continuity. This was shown by pre-school teachers` viewpoint. This study was conducted as a qualitative research. The research material was collected by using a theme interview. In this study, three kindergarten teachers were interviewed and they all worked in pre-school group at the metropolitan area. The research material was analysed by using a content analysis. Educational continuity was seen as an important and it meant continuity from pre-school to primary school. In educational continuity child will notice as an individual and there are also noticed pre-school and primary school activity cultures. Meaning of educational continuity was shown in the aims in transition stage and supporting these aims. Educational continuity is experienced as a significant in transition stage from pre-school to primary school. Cooperation carried out between pre-school and primary school teachers with mutual discussions and meetings. It was important to plan cooperation, so it would be goal-directed. Cooperation also happened with pre-school and primary school children`s mutual events and activities. The aim of teachers` mutual cooperation was to support child`s transition from pre-school to primary school. There were consequences by own work in pre-school and mutual cooperation in child`s transition. The purpose was to relieve going to school and giving the readiness skills for child. In the future could find out, how educational continuity will be noticed and supported by primary school teachers. Avainsanat - Nyckelord esiopetus, alkuopetus, opetuksellinen jatkumo, yhteistyö, siirtymä, opettaja Keywords pre-school, primary school, educational continuity, cooperation, transition, teacher Säilytyspaikka - Förvaringsställe - Where deposited City Centre Campus Library/Behavioural Sciences/Minerva Muita tietoja - Övriga uppgifter - Additional information

Tämän tutkielman tarkoituksena oli tarkastella opettajien kokemuksia esi-ja alkuopettajien välisestä yhteistyöstä esi-ja alkuopetuksen siirtymävaiheessa. Kirjallisuuskatsauksen avulla halutaan selvittää, minkälaisia yhteistyökäytänteitä esi-ja alkuopetuksessa toteutetaan, mikä tekee yhteistyöstä toimivan ja minkälaisia haasteita yhteistyössä esiintyy. Aiemmat tutkimukset ovat osoittaneet, että siirtymä esiopetuksesta alkuopetukseen on hyvin tärkeä vaihe lapsen koulupolulla. Siirtymävaiheen yhteistyö ja käytännöt kaipaavat kuitenkin kehittämistä. Tutkielman teoreettisessa viitekehyksessä käsitellään siirtymävaihetta esiopetuksesta alkuopetukseen sekä esi-ja alkuopetuksen välistä yhteistyötä.Tutkimusmetodina käytettiin systemaattista kirjallisuuskatsausta, jonka avulla voitiin tiivistää aiempien tutkielmien olennainen sisältö.Kirjallisuuskatsauksen aineistoon valikoitui 14 suomalaista pro gradu tutkielmaa, jotka käsittelivät esi-ja alkuopetuksen välistä yhteistyötä. Aineisto kerättiin elektronisesta Finna-tietokannasta ja se analysoitiin aineistolähtöisen sisällönanalyysin avulla. Aineiston pelkistämisen jälkeen se järjestettiin alaluokiksi, yläluokiksi ja pääluokiksi.Lopuksi se liitettiin tutkielman teoreettisiin käsitteisiin.Tutkielman tulokset osoittivat, että opettajat toteuttivat esi-ja alkuopetuksenvälistä yhteistyötä hyvin monella eri tavalla.Esi-ja alkuopetuksen välinen yhteistyö vaatii pedagogista johtajuutta,suunnitelmallisuutta ja säännöllisyyttä. Opettajat tarvitsisivat myös aiheesta lisäkoulutusta.Opettajien näkemyksien mukaan toimiva yhteistyö syntyi motivaatiosta, johtajien tuesta ja riittävistä resursseista. Yhteistyölle oli myös tärkeää löytää yhteiset mielekkäät tavoitteet. Näitä tuloksia voidaan käyttää hyödyksi, kun suunnitellaan yhteistyön toteuttamista tai kehittämistä esi-ja alkuopetuksen välillä. Olennaista onkin, että yleisimmät haasteet sekä toimivat keinot tunnistetaan etukäteen,kun yhteistyötä aletaan suunnittelemaan. On myös tärkeää tunnistaa sekä oman työyhteisön että toisen osapuolen vahvuudet ja haasteet.

Tämän kirjallisuuskatsauksen tavoitteena oli selvittää, miten tutkimuksissa ja kirjallisuudes-sa kuvataan esi-ja alkuopetuksen välistä yhteistyötä, mitä etua tehdystä yhteistyöstä on lasten hyvinvoinnille ja millainen yhteistyö edistää ja tukee lapsen siirtymää kouluun. Lisäksi tavoitteena oli tarkastella esi- ja alkuopetuksen historiaa, ja opetussuunnitelmien perustei-den määrittelyä yhteistyöstä. Tavoitteena oli myös kartoittaa mitkä tekijät ovat yhteistyön tekemisen esteitä sekä miksi yhteistyö esi- ja alkuopetuksen koetaan usein haastavaksi. Tässä katsauksessa menetelmänä käytettiin kuvailevaa kirjallisuuskatsausta. Katsauk-seen valikoitui sekä suomalaisia että kansainvälisiä tutkimuksia ja kirjallisuutta. Aineiston haussa käytettiin muun muassa sanoja: esi- ja alkuopetus, esi-ja alkuopetuksen yhteistyö, siirtymävaihe esiopetuksesta kouluun, esiopetus, alkuopetus, esiopetuksen historia, al-kuopetuksen historia. Kirjallisuuskatsauksen tuloksena huomattiin, että yhteistyö ja siirtymäkäytänteet esi- ja al-kuopetuksen välillä vaihtelevat paikkakuntakohtaisesti, eivätkä eritasoiset menetelmät tue lasten tasavertaisuuden toteutumista ja hyvinvoinnin edistymistä riittävästi. Myöskään yh-teistyötä ohjaavat asiakirjat ja nykyinen pedagoginen johtaminen eivät ohjaa yhteistyön ke-hittymistä riittävästi. Päiväkodin ja koulun ammattilaiset tuntemusta toistensa toimintakult-tuurista ja toimintatavoista sekä yhteistä opetussuunnitelmatyöskentelyä tulisi lisätä raja-vyöhyke toiminnan edistämiseksi sekä relationaalisen asiantuntijuuden kehittymiseksi. Tut-kimustiedon perusteella huomattiin myös, että esi- ja alkuopetuksen välinen yhteistyö edis-tää lapsen oppimista, kehitystä, hyvinvointia sekä kouluun sopeutumista.

Aims. The aim of this study is to research preschool childrens’ thoughts and experiences of bullying. The previous studies have shown that bullying appears in early childhood education in many forms. The studies have also verified that bullying in early childhood has long-term impact to the future. Preventing bullying is very important especially with young children. This study consentrated on how preschool children understand bullying. Aditionally it was studied what kind of feelings do children combine with bullying experiences. This study also examined are the children’s peer relationships and experiences of bullying in day-care group possibly interrelated. Methods. I conducted my study in Helsinki University’s practical training. Fourteen of fifteen children from the day-care group got permission to participate in my study. Half of them were girls and half of them were boys. The study group had three five-year-olds and eleven six-year-olds. I interviewed children in small groups utilizing storybooks, buttons, drama method and emotion cards. I videotaped the interviews so that I could observe the situation afterwards. I analysed the transcribed material using the content analysis principles. Sosiometric inquiry helped me to study the daycare group’s peer relations and I compared them to childrens’ answers in the interviews. The inquiry was conducted interviewing children individually. The children were asked to list their three most favorable playmates. I drew a sociogram of the sosiometric inquiry. Results and conclusions. Children recognized bullying and its different forms: physical, verbal, psychical and object related bullying. They had also experiences of bullying. Children combined the feeling of loneliness with bullying experiences and situations were they had been left out from the play. Children adduced that they would tell adult if they were bullied. Most of them would tell to teacher in kindergarden and to mum or dad at home. Children thought that bullying includes negative feelings, like sorrow. Bully was seen more aggressive and harried more sad and depressed. Gender differencies could be found in answers. The sosiogram showed that there were children in the study group who were more popular than the others and also children who were outsiders. The results of this study is supported by earlier studies.

Tiivistelmä - Referat - Abstract The aim of this bachelor’s thesis was to examine the digital gaming of pre-schoolers from their parents’ point of view. The research question has three parts: what digital games do the pre-schoolers play, what are parents experiences on children’s gaming and how do parents participate in and control the gaming? The research material consists of 82 questionnaire answers. The data was gathered on Facebook in January 2017. The data was analysed using the qualitative research method of content analysis. 98 percent of the participating parents’ children play digital games. Pre-schoolers play mostly educational and recreational games. The most played game in this research was an educational game Ekapeli, which was created to help children learn to read. It was played by 40 percent of the children. All the games mentioned are suitable for pre-school aged children. The games and their content are chosen by both the parents and the children. Children play mostly on mobile devices, especially on tablet computers. Parents have noticed that gaming has several effects on their children. Most of the effects mentioned were positive; positive effects were mentioned in 84 percent of the answers, whereas negative effects were mentioned only in 45 percent of the answers. The main positive effects of gaming were learning and feelings of joy. The main negative effects were addiction to games and restlessness or anxiety. Parents take part in their children’s gaming mostly by controlling the time used for playing games. 98 percent of the parents find controlling of children’s gaming important. Parents control their kid’s gaming to avoid negative effects, exposure to unsuitable content like violence and because the children can’t control their gaming themselves. Parents see gaming of pre-schoolers mainly as a positive thing.

Research’s goal was to find out how pre-schoolers guardians understand media and media education. Previous researches have investigated media education notions of early education professionals and comprehensive schools teachers. This research tries to provide new information about pre-schoolers guardian’s notions. The research was conducted in two pre-school groups in spring 2018. The study is a qualitative research, and the research strategy is phenomenographic. 21 guardians took part in this research. Niikkos (2003) four-phase analysis model was used in the analysis of the materials. The analytical model sorts the material into groups of upper classes, which are formed of several different lowercase categories. Conclusion of this research is that pre-schoolers guardians understand media as communication and tools. Pre-schooler’s media they understood as tools and environment. Guardians understood media education as an implementation, familiarization and development of educational skills. The guardians thought that media education supports child’s media criticism and helps notice separation of fact and fiction. Guardians hoped that media education took into consideration children’s interests and what children face in their lives. In this way guardians felt that they can also support child’s media education at home.

The goal for my thesis is to examine how do preschoolers understand mathematics and what kind of attitudes do they have towards mathematics. To reach this goal of the thesis, twelve preschoolers are interviewed. The children are asked, how do they understand mathematics. Next the children are asked, what is easy or difficult for them in mathematics. Finally the children are asked, what kind of mathematicians they think they are and how do they like mathematics. The meaning of this thesis is based on getting information about how preschools teach mathematics. The answers of the children will reveal how mathematics has been taught to them. The interviews were made in a preschool in Vantaa. The interviews were made in May of year 2016. The final reasearch material contained the answers of ten preschoolers. The interviews were semi-structured interviews, which were recorded and analyzed as qualitative content analysis requires. All the questions asked in the interviews were formed by the research problems. According to the results, it seems that most preschoolers think that mathematics include only addition, subtraction and multiplication. Their answers reveal that addition is most often considered easy and multiplication is most often considered difficult. The preschoolers thougt that their skills in mathematics are good or pretty good. Most of the children liked mathematics. According to this thesis, it seems like preeschoolers think mathematics is only about calculation. It seems that preschools should focus more on other contents of mathematics, so that children can construct deeper understanding of mathematics.

The purpose of this research was to gather information about preschoolers’ relational skills in mathematics and possible differences between girls and boys in these skills. The research was accomplished by using the first part of The Early Numeracy Test for Toddlers, The ENT. Previous researches have found out that in preschool boys’ relational skills in mathematics are better than girls’ relational skills. Although research about preschoolers’ developing number sense accomplished during the preschool year 2002–2003 showed that girls did better than boys on The Early Numeracy Test for Toddlers. There weren’t big differences in averages, but girls’ average was better than boys’ average both at the measurement in the beginning and at the measurement in the end. The material for this research was gathered in one preschool class in the spring 2016. 18 pre-schoolers, 10 girls and 8 boys, took part in The Early Numeracy Test for Toddlers. The re-search is quantitative and the material was analysed with the SPSS-program. The results of this research showed that there were some differences about how well the pre-schoolers’ did on the first part of The Early Numeracy Test for Toddlers. Girls did better on the test than boys. Girls’ average was 18,7 and boys’ average was 17. Statistically there were no significant differences between girls and boys. The results of this research are in line with results from previous researches about the same topic.