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Browsing by Subject "utvecklingspedagogik"

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  • Att fånga barn i rörelse : en studie i dokumentationens roll i daghem och förskola 
    Sundelin, Cecilia (2016)
    Tiivistelmä – Abstrakt – Abstract The purpose of this study is to examine documentation and its role in kindergartens and preschools. This means that I’m going to examine how often documentation is used in kindergartens and preschools, what forms of documentation appear and for what purposes. An important basis for this study is also to find out whether or not documentation is used as a pedagogical tool in kindergartens and preschools. The approach of this study is quantitative and was carried out as a survey. The survey was sent out by email to kindergartens and preschools in Helsinki and Espoo. The spreadsheet software Google Forms was used to collect the samples. Thereafter both Google forms and the spreadsheet of Excel was used to compile and analyze the results. The result shows that documentation is a familiar working procedure for most kindergartens- and preschools teachers. The teachers in kindergartens and preschools document in a wide variety of ways and often have several purposes for it. Documentation is used both as a tool to control and assess children’s skills and knowledge, as well as to follow and influence children’s learning processes and learning. The study also suggests that there is a pedagogical approach behind most used documentation and that there is a positive ambition to use documentation as more than just a “final product”.
  • Barns uppfattning om deras inflytande på och delaktighet i förskoleverksamheten : en kvalitativ studie ur barnens synvinkel 
    Autio, Heidi (2016)
    The purpose of this thesis is to explore children´s perception of their possibilities to participate in and influence the daily activities and their learning in preschool. This study emphasizes the children´s perception by exploring the phenomenon from the children´s perspective. The theoretical background focuses on influence and participation as concepts, democratic rights and factors that have an impact on children’s possibilities to be able to affect the daily activities and their own learning. The study´s empirical part was executed as a qualitative interview with preschool children. Ten preschool children participated in the interview and the interviews were conducted in pairs at the preschool. The research approach for this study is phenomenographical, because I wanted to research children´s perceptions of their influence and participation at preschool. The study shows that children perceive limited possibilities to affect the daily activities of the preschool. An interesting result is that children perceive that it is mainly the educators who decide at preschool and that free play is the only activity in which the children feel that they can decide freely what to do. In the results differences in perceptions of the possibilities in the free play emerge since some children consider that they can decide independently while other children consider that they can decide almost independently. It is found that the children have a possibility to affect the planned daily activities to some degree. Though it is entirely depending on if the educators offers the children the opportunity. The results show that most of the children perceive that they can affect their own learning, with help from their own dedication the children can get assistance in learning.

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