Browsing by Subject "ryhmä"

The aim of this study is to examine the views and experiences of four early childhood education teachers to understand by which means they try to prevent feelings of unsafety in the pre-school education group, and thereby strengthen the feeling of emotional safety. Emotional safety is a group’s or an individual’s emotional state protected from factors including fear, shame, quilt or worthlessness, that threaten the human self. Awareness of being accepted is also needed. This qualitative study was conducted by interviewing four early childhood education teachers currently working or that had previously worked in a pre-school education group. The interviews were conducted through thematic interviews. The research data was collected from three southern Finnish municipalities in early 2019. The interviews were transcribed and analysed using theoretical content analysis. The results of the study show that all interviewees use their practices to support a safe learning environment. Protection from feelings of unsafety was implemented in different ways: 1) developing acceptance in the group, 2) ensuring experiences of success, 3) open and positive interaction, 4) encouragement, 5) structure, 6) unhurried learning environment, 7) voluntary participation, 8) sensitivity, 9) avoidance of stigmatisation, 10) prevention of the group’s internal cliques and 11) avoiding competition. The importance of the child having a feeling of being heard and seen was emphasized in the answers as well as the importance of nonverbal communication of the teacher. However, the teachers felt that in the busy everyday life, the teacher does not have enough time for a peaceful presence with children, and some children may not be seen and heard throughout the day.

Objectives. The purpose of this thesis was to examine how a class teacher can impact on classroom climate. Specifically, I examined this theme from a view of a class teacher’s actions in elementary school because I wanted to obtain practical benefit for a teacher’s job. Classroom climate and communality sustain development and secure growth of a child and create a basis for learning (Salovaara & Honkonen, 2011, s. 42–43). This is the reason why classroom climate is a significant factor in operation of a class and a class teacher. Methodology. This study was implemented as a systematic literature review. The research material consisted of eleven english peer-reviewed articles. The studies were implemented in the U.S., Norway, Belgium and the Netherlands. These articles were published in 2010–2016. I analyzed the data with thematic analysis. Results and conclusions. The results were classified by the themes I developed. The main results of the theme interaction and practice of a teacher were that sosio-emotional skills of a teacher, the relationships between a teacher and pupils, atmosphere that a teacher had created and the support of pupils autonomy enhanced a good classroom climate. The results of the theme discipline were that nonverbal reminder for disruptive behavior improved and exclusionary discipline strategies impaired the classroom climate. The notable results of the theme support for a practice of social skills were the positive impact of practicing the sosio-emotional skills on the climate. The main result of the fourth theme organizing the classroom was that the teacher-determined classroom seating arrangement influenced on likeability of peers. Teacher’s actions, interaction, discipline and organizing the classroom were significant considering the forming of a classroom climate.

Tässä kandidaatin tutkielmassa käsitellään ryhmädynamiikan vaikutuksia peruskoulu oppilaiden kouluhyvinvointiin sekä sitä, miten opettaja voi omalla toiminnallaan edistää toimivan ryhmädynamiikan positiivisia vaikutuksia oppilaiden kouluhyvinvointiin. Tutkielmassa lähestytään aihetta niin oppilaan kuin opettajankin silmin. Teoreettinen tausta nojaa vahvasti Wilfred Bionin ja Bruce Tuckmanin teorioihin ryhmän käyttäytymisestä ja kehityksestä. Lisäksi taustoitetaan tarkemmin koululuokkaa ryhmänä, ryhmädynamiikkaa, kouluhyvinvointia ja sitä, miten ryhmätoimintaa perusopetuksen opetussuunnitelmassa painotetaan. Ryhmätyötaitoja painotetaan opetussuunnitelmassa paljon ja ryhmää kuuluvuuden tunne on tärkeä osa psyykkistä hyvinvointia. Ryhmä kehittyy pikkuhiljaa ja alun tutustumisvaiheen jälkeen ryhmän jäsenet alkavat löytää oman paikkansa ryhmässä ja ryhmän dynamiikka alkaa muodostumaan. Ryhmän ohjaajan tehtävä on ohjata ryhmää oikeaan suuntaan ja auttaa ristiriitatilanteissa. Tämä tutkielma on kuvaileva kirjallisuuskatsaus, jonka tarkoituksena on tarkastella jo olemassa olevaa tieteellistä tutkimusta aiheesta. Katsaukseen sisältyvien artikkeleiden valintakriteerit kohistuivat koululuokan ryhmädynamiikkaan ja sen vaikutukseen oppilaiden kouluhyvinvointiin ja miten opettaja voi omalla toiminnallaan vaikuttaa oppilaiden ryhmäkäyttäytymiseen. Artikkeleiden tuli käsitellä peruskoulua aikavälillä 2010–2022. Valtaosa aineistosta käsittelee suomalaisia kouluja. Aineistoista on erikseen valittu ne osa-alueet, jotka käsittelevät tähän kirjallisuuskatsaukseen sopivia teemoja. Artikkeleista saatujen tulosten perusteella voidaan todeta, että oppilaat kaipaavat ryhmään kuuluvuuden tunnetta ja haluavat olla osa luokkaa, kukin omalla tavallaan. Opettajan tehtävänä on luoda luokkaan sellainen ilmapiiri, ettei kukaan tuntisi oloaan ulkopuoliseksi ja kaikki voivat työskennellä keskenään ja ottavat muut huomioon. Ilmapiirin tulisi olla sellainen, että kaikki voivat olla omia itsejään ilman, että joutuvat kiusatuksi tai ryhmän ulkopuolisiksi. Opettaja asettaa mallin, miten muita ihmisiä kohdellaan ja miten ryhmässä toimitaan. Oppilaille tulee järjestää tilanteita, joissa he pääsevät harjoittelemaan ryhmässä oloa ja vuorovaikutustaitoja. Tällöin oppilaat osaavat myös toimia ryhmässä silloin, kun opettaja tai aikuinen ei ole paikalla. Ongelmatilanteilta ja ristiriidoilta ei voi välttyä, mutta niiden asiaankuuluva selvittäminen opettajan johdolla antaa oppilaille avaimet niiden omatoimiseen ratkaisemiseen. Toimiva ryhmä luo pohjan turvalliselle oppimisympäristölle, missä oppilaan on hyvä olla, mutta se vaatii opettajalta päivittäistä työstämistä ja huomiota. Turvallisen luokkahengen luominen on oppilaiden ja opettajan välistä yhteistyötä.

Tiivistelmä - Referat - Abstract Goals. Emotions and emotional skills have been found to be an important part of our everyday life. This was also taken into account in the new curriculum, which emphasizes the importance of social skills (POPS, 2014). Emotional skills are generally considered to be broad-based, and incorporating concepts that include, for example, emotional competence and emotional intelligence. This study examines the concept of emotional intelligence more closely. A lot of positive research results have been gained from the emotional intelligence of individuals. The study of the group in terms of emotional intelligence has remained secondary, although emotions have been found to have multiple meanings for group activity. The purpose of this study was to find out what kind of connections have been found between emotional intelligence and group work or teamwork. Group work and teamwork means in this study the work of a group of people in primary or secondary groups. The definition of emotional intelligence in this study is based on the theoretic theory of Goleman (1997), Mayer and Salovey (1997) and Bar-On (2000). Method. The study material consisted of nine international research papers that examined the relationship between emotional intelligence and group work. The material was obtained using electronic databases. The study is an integrative literature review, which allows a methodological examination of various studies. The material was analyzed using material-based content analysis. The result and discussion. In this study, emotional intelligence was associated with teamwork. The connection was found to group processes, teamwork and group cohesion. Other results were that emotional intelligence influences the ability to be a team worker and the group's mental health experience while working. However, all aspects of the intelligence did not rise individually when considering the importance of group work. The results highlighted the personal and social dimensions of an individual's emotional intelligence, such as the ability to understand their own feelings and to be aware of other feelings. The results of this study are supported by Druskat and Wolf (2001) hypothesis that emotional intelligence influences the effectiveness of teamwork. However, further research is needed to expand and broaden our understanding. Children and young people would also be particularly important.