Browsing by Subject "Hyvinvointi"

The purpose of this thesis was to produce knowledge on the factors through which well-being is being described in the National Core Curriculum for Early Childhood Education and Care (2018) and to explore how those factors are connected to the well-being theory of positive psychology. Previous studies have shown that the connection between well-being and learning is strong and this has led to well-being theories and motivational learning theories approaching each other. The Core Curriculum is a national regulation and guideline to the development of operational culture and the implementation of pedagogy but it is also subject to many interpretations. In this thesis the objective is to examine the resemblances in the construction of well-being and learning that can be seen between the content of the Core Curriculum and positive psychology so that conclusions can be made whether the Core Curriculum is guiding educators towards positive pedagogy. The view of the positive psychology and the theoretical framework of the construction of well-being is being described by Seligman’s PERMA-theory. This thesis was conducted as a qualitative research and the data consisted of the National Core Curriculum for Early Childhood Education and Care 2018 which was published on the website of Finnish National Board of Education in December 2018. The data was analysed using directed content analysis. In the National Core Curriculum for Early Childhood Education and Care 2018 well-being was described by positive emotions, engagement, relationships, meaning and accomplishment and these five elements represent the construction of well-being as seen in positive psychology’s PERMA-theory. The Core Curriculum can be seen influenced by positive psychology and its view on well-being and its importance on learning. By supporting the elements of well-being with positive pedagogy methods, the educators can increase the well-being of a child and enhance learning. Furthermore, well-being was described in the data through health and life long learning factors. In the study results also appeared that play has an overall increasing affect on child’s well-being. In play all the elements of PERMA-well-being-theory were integrated. Therefore educators’ understanding of the importance of play on child’s well-being and learning would enhance the implementation of play as a part of pedagogical activities.

The bachelor’s thesis’s aim was to study high school students and their thoughts. The theoretical framework to this study is Hannu Simolas (2001) theory about the ethos of excellence. The ethos of excellence refers to a system of values, which emphasizes values such as glorification of excellence, efficiency and effectiveness. Based on earlier studies, the consequences of the ethos of excellence have not been positive (Whitty, Power & Halpin, 1998). The beneficiaries are the ones that have the best possibilities to succeed nevertheless. Most of the consequences are negative, for instance depression, feeling inferiority, and pessimism. In 2020 students will be entering education after high school based on their scores in matriculation examinations. The change has awakened a debate. It is criticized mostly because it favors the excellent, purposive students. Research questions are: 1. Does the young connect their wellbeing to the entrance reform? 2. In what way is the ethos of excellence seen in the way high school students think about their future goals or wellbeing? The study is a qualitive research survey. 80 second grade high school students participated to the survey from one high school. The survey consists of 12 open questions, witch to the participated students answered during spring 2019. Most of the participations did not know, what the entrance reform is. The students were stressed and tired. Over half of the participations were stressed and tired often. Most common reason to their stress was worries about their studies or the future. The ethos of excellence and the competition and performance-oriented approaches from it were seen in every section of the survey.

Tiivistelmä - Referat - Abstract Tämän tutkimuksen tarkoituksena on tutkia yhteyttä peruskoulun oppilaiden subjektiivisen hyvinvoinnin ja heidän osallistumisensa välillä. Tutkimusongelmana on selvittää, millainen yhteys oppilaiden kokeman hyvinvoinnin ja heidän osallistumisensa ja sen oikeuksien välillä on. Lisäksi tutkimuksessa analysoidaan sitä, millaisia eri osallistumisen muotoja ja mahdollisuuksia oppilailla on koulussa, ja mitkä niistä ovat tärkeimpiä oppilaiden hyvinvointia edistämässä. Työn teoreettinen tausta sisältää Allardtin (1976) klassista tutkimusta hyvinvoinnin ulottuvuuksista, sekä tuoreempaa kouluhyvinvoinnin tutkimusta Janhusen (2013) tutkimuksesta kouluhyvinvoinnista oppilaiden perspektiivistä. Lisäksi käsittelen osallistumisen ja osallisuuden teoreettista taustaa, sekä oppilaiden vaikuttamisen keinoja. Tämän työ on narratiivinen kirjallisuuskatsaus. Tässä kirjallisuuskatsauksen tyypissä tutkija valitsee aineistonsa tukemaan tiettyä näkökulmaa, ja tällä tavoin pyrkii vastaamaan asettamaansa tutkimuskysymykseen kooten yhteen aikaisempaa, relevanttia tutkimusta valitsemastaan aiheesta. Tähän työhön on siis koottu aineistoa, joka tutkii yhteyttä osallistumisen ja hyvinvoinnin välillä, ja siitä on tehty teemoiteltua analyysiä. Aineistona toimii kymmenen tutkimusartikkelia, jotka ovat vertaisarvioituja ja tutkivat osallistumisen ja hyvinvoinnin yhteyttä peruskoulun oppilaissa. Jokaisessa analysoidussa tutkimusartikkelissa osallistuminen oli yhteydessä hyvinvointiin. Hyvinvoinnin kannalta keskeinen konsepti on sosiaaliset suhteet, eli perhe, ystävät ja oppilas-opettaja-suhde. Lisäksi osallistuminen aktiviteetteihin on selvästi yhteydessä hyvinvoinnin kokemukseen, etenkin nuoremmilla oppilailla. Vanhempien oppilaiden kannalta sosiaalisilla suhteilla on suurempi painoarvo.