Browsing by Subject "osallistuminen"

Lasten osallistumiselle yhteiskunnassa on vahva oikeutus, ja sitä kohtaan on osoitettu yhä laajempaa kiinnostusta. Kehitykseen on vaikuttanut Lapsen oikeuksien sopimuksen ratifiointi sekä nykyinen käsitys lapsesta kyvykkäänä osallistumaan. Tämä tutkimus tarkastelee lasten osallistumista fyysisen ympäristön suunnitteluun. Tavoitteena oli selvittää, millaisissa konteksteissa lasten osallistumista suunnitteluun on toteutettu ja miten sen toteuttamista on perusteltu. Lisäksi tutkimuksessa tarkasteltiin, millaisia vaikutuksia lasten osallistumisella on ollut osallistuvien lasten, suunnittelun prosessin ja sen tulosten sekä laajemmin yhteisön kannalta. Tutkimuksen menetelmänä oli kuvaileva kirjallisuuskatsaus. Tutkimuksen aineisto koostui tutkimusartikkeleista, joista kaksi oli kirjallisuuskatsauksia ja kolme käsitteli yksittäisiä tutkimuksia lasten osallistumisesta ympäristön suunnitteluun. Aineistossa oli mukana tutkimuksia eri puolilta maailmaa. Lasten osallistuminen oli tapahtunut erilaisissa konteksteissa, muun muassa päiväkodissa ja asuinalueella, ja sitä oli tutkimuksissa perusteltu lasten oikeuksien toteuttamisella sekä uusien taitojen oppimisella. Lapsilta saatava paikallinen tieto ja lasten suunnitteluun tuomat näkökulmat oli nähty tärkeinä lapsille sopivien kaupunkiympäristöjen toteuttamisessa. Osassa tutkimuksia pääpaino oli lasten osallistumisen menetelmien tutkimuksessa ja tiedonkeruussa Lasten osallistumisella ympäristön suunnitteluun tunnistettiin olevan vaikutuksia sekä osallistujiin itseensä että ympäristöön. Lapset olivat saaneet tietoa ympäristöstä ja suunnittelun käytännöistä sekä saavuttaneet osallisuuden ja voimaantumisen kokemuksia. Aikuiset osallistujat olivat saaneet lapsilta uutta tietoa ja näkökulmia ympäristön suunnitteluun; lasten osallistumisen nähtiin edistävän paremman kaupunkiympäristön toteuttamista. Lasten osallistuminen ympäristönsä suunnitteluun tukee kasvatuksen tavoitteita yhteiskunnallisen osallistumisen taitojen oppimisesta sekä osallisuuden ja toimijuuden vahvistamisesta. Tutkimuksissa välittyy näkemys lapsesta osaavana, aktiivisena toimijana.

Instruction preparing for basic education is needed increasingly in Finland. According to the functional view of language learning and sociocultural theories, communication and participation in community have central role in instruction preparing for basic education, for second language learning as well as for the acculturation. In this study it was examined, how the pupil’s participation in classroom community developed during the instruction preparing for basic education. In this study, factors affecting the development of participation were summarized. The previous scientific information directly on the subject of this study is scarce. The aim of the study is to counter the increasing need for the information to organize the instruction preparing for basic education, to gain understanding of the individual as a member of a group in instruction preparing for basic education, and to raise new questions, which should be studied in the future. In the study, pupil’s participation in a group of instruction preparing for basic education was examined by performing a descriptive review of the literature. Review of the literature was based on central, high-quality and original papers of the area of research. Information significant for the research problem was searched from the literature, and organized as wholes based on the content. The review concluded and summarized central results and theories and combined and compared information and points of view provided by different sources. Development of individual’s participation in community seemed to follow a particular pattern. Participation and its development was affected by individual’s native language and individual’s skill level at that language, phonological skills, interaction skills, motivation and personality traits, and culture of performance in community and community’s linguistic support and opportunities for communication. Special aspects of multilingualism appeared both in individual’s learning and communication in community. Development of individual’s participation in instruction preparing for basic education can be seen to move from systematically peripheral and quiet participation towards constructional and full participation. Several factors make this development individual for each pupil.

During the last years participation has become a topic reaching great interest in the field of educational science. The increased emphasis on childrens’ participation in the latest curricula of 2014 is one example indicating participations’ increase in popularity. Regarding comments in educational science, participation seems valued, yet at the same time studies and reports indicate that childrens’ possibilities to participate and get their voice heard at school leaves room for improvement. In addition, children are not well informed about their possibilities to affect issues that consern them. This bachelor’s thesis has been conducted as a literature review and the databases used are from educational -, social- and sosiological fields. The study begins with defining the consept of participation, which turns out to be a rather complex concept with many interpretative meanings. Also the consepts of citizenship and agency are introduced. This literature review discusses reasons impeding students’ possibilties to participate. A significant issue children face is what Gretschel calls ”quasi-participating” (näennäisosallistaminen). Another problem children face is that they are not given opportunities to participate because it is not considered important. The issues stem from social reasons such as how children are seen and how childhood is definied. Social discourses of children consider ideas such as ”children as future citizens”, ”children as the object of care” and ”children as adolescents”. Another dilemma is the extent of the consept, where various activities and action may be put into practise under participation’s name. This has lead to a situation, where children are compelled to take part in various kinds of projects that are ostensibly ”participative”, but the intentions behind them do not advance equality. As a solution to the poor participation possibilities this study proposes that teachers should be critical and acknowledge the mechanisms that cause ”quasi-participating” and ignoring childrens’ participation. Along with increased critical thinking this study presents solutions how teachers can improve school practices towards a more participative approach in three ways: teachership and interaction, democratic atmosphere and pedagogical ideas. These aspects contribute in the school’s development towards a more participative environment for children.

The purpose of my study was to find out how children aged 2–6 take part in cooking dinner in families. The aim was to get information about how often and in which cooking tasks children take part in cooking dinner and find the reasons why children take part in cooking or not. The aim was also to get information about the meanings parents give to their children´s participations in cooking dinner. Based on these results I examined is there any connection between participation and children’s eating problems and future skills in cooking. These considerations I process mainly in my last chapter discussion, because this study is not wide enough to give reliable information to these perspectives. Five families with children aged 2–6 years took part in my study. All the families were nuclear families and at least one of the parents was in working life. In every interview the mother was selected to be interviewed. Interviews were carried out in October or November 2016 and were recorded and transcribed. Semi-structured interview were used in interviews, and content analysis in data analysis. According to my research results children aged 2–6 take part in cooking dinner variously. Participation varied from weekly attendance to that there was not any attendance. According to parents the participation was generally speaking slight, but they still listed lots of tasks that children had done. The most common tasks were mixing food, frying on a pan, cutting vegetables, taking away their own dishes after dinner and filling up and emptying dishwasher. The reasons for children´s participation was their own interest towards making food, spending time together. And reasons why they did not participated are the daily rush and safety issues. The meanings parents gave to children´s participation varied a lot between different families. Parents thought that cooking dinner together brought joy to children, helped them to under-stand cooking steps, and added children´s interest against food and cooking skills. Every parent felt their children's participation in cooking with family was important, without exception.