Browsing by Subject "haasteelliset vuorovaikutustilanteet"

Aims. Earlier research has shown, that emotional, social and cognitive development of a child are related to each other. Emotional regulation skills are related to social competence of a child. (Eisenberg, Spinrad & Eggum 2010; Eisenberg, Smith & Spinrad 2011.) Strong negative emotions and stress affect the development of emotional and self-regulation skills. (Keltikangas-Järvinen 2010, 2012; Sajaniemi & Krause 2012; Nieminen & Sajaniemi 2016) A child needs social interaction for developing regulation skills. Skills needed in socio-emotionally challenging situations, can be taught young children. (Nieminen & Sajaniemi 2016; Poikkeus 2011.) The aim of this research is to consider, how media could be a constructive means of teaching emotional and regulation skills, as a part of the development of social competence. This research is considering, how emotions are handled in animations, and what kind of solution methods animations offer for socio-emotionally challenging situations. Methods. The material of this research was four animations, presented in Finnish children’s programs. The animations were shown on Yle Lasten Areena webpages in 2018-2019. All the programs were animations, and the length was from three to five minutes. Two of the animations were domestic, and two of them were foreign. The characters in the animations were both humans and animals. The criteria for choosing the episodes, was having emotions and emotion-related interaction in the episode. The research method was qualitative, theory related, abductive analysis. The material was divided semantically, based on the meaning of the text. The theory was helping the proceeding the analysis, and meaningful observations were taken into consideration. Results and conclusions. The socio-emotionally challenging situations in all four animations were related to emotional expressions of hate and fear. In all four animations, the socio-emotionally challenging situations were solved with the help of an intervention and leading communication of an adult, or someone in the role of a specialist, which was the theme of this research. The synthesis of this research was the essence of the sensitive and positive presence and leading of an adult. Compared to the theory, in a broader sense, the synthesis of this research was, in the context of early education, the essence of the sensitive and positive presence and leading of an adult, related to the development of social competence of children in early education.