Browsing by Subject "kuvat"
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(2017)Abstract Self-regulation means the ability to control own emotions, behavior and cognitive operations as required by the environment. This research focuses on examining how self-regulation skills of children from 3 to 5 years are supported in the kindergarten. The research question was (1) how is the development of self-regulation skills of children from 3 to 5 years supported in the kindergarten according to kindergarten teachers? The research question had three parts. (1.1) How kindergarten teachers define self-regulation? (1.2) In which ways development of self-regulation is supported in the kindergarten? (1.3) How kindergarten teachers explain these methods? Previous research has shown that child learns self-regulation by interacting with others. Feedback from environment and the way how adult responds to child’s actions have an impact on development of self-regulation. The method of this research was qualitative. The data was collected by using half-structured interview. The data consists of three interviews, which were conducted in three different kindergartens in Vantaa. All three interviewees had kindergarten teacher degree and they all had worked in the field at least five years. The data was analyzed by themes, which were based on research questions and interview questions. The results of this research brought out that the way adult guides and encourages child in the kindergarten activities in the early childhood education were essential. Creating positive atmosphere, presence of an adult, and adult’s own example were seen as important parts of teaching self-regulation skills. It also seemed to be important to use different kind of pictures while guiding child and vary the size of child groups. Kindergarten teachers defined that self-regulation skills include of the way child controls their actions, behaviors and how child concentrates on doing something without the distraction of environment.
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(2016)Pictures are used quite commonly in early education to support interaction and learning. However, my personal experiences about using pictures have been very variable. Moreover, there is just a little scientific knowledge about the subject. The aim of this research was to find out how pictures are used in part of a learning environment, a structured daily routine and an individual executive functions in integrated groups. Additionally, special needs kindergarten teachers’ interpretations of using pictures, the importance of using pictures in their work, and possibilities and challenges that they might see about the subject, were charted. The integrated groups were selected to my research because it is likely that pictures are used in groups that have children who have special needs. This research was qualitative. The research frame was a descriptive case study, and the data were gathered in three integrated groups that were located in the same area in Espoo. The methods that were chosen to gather the data were interviewing the special needs kindergarten teachers and observing the groups. In the data analysis, I used content analysis, where the data of the transcribed interviews and observation forms were divided and sorted by themes. Uppermost in the research results came up variety, quality and richness in using pictures in integrated groups and special needs kindergarten teachers’ positive attitude towards using pictures. Additionally, there also came up some challenges that had been experienced. It was interesting to see how consistent the teachers’ answers were. It came up that the same subjects were repeated in the issues concerning pictures. Naturally, there came up also some divergent opinions. Pictures were a big part of the learning environments, daily routines and executive functions in every group. Pictures were seen to benefit everyone, not just children who have special needs. The challenges in the future concern using pictures in part of daily routine in every kindergarten group, and supporting children’s social skills using pictures, especially when a child has problems in communication.
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