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  • Koulukiusaaminen ennen koronaa ja koronan aikana 
    Rautiainen-Särkkä, Sanna-Leena (2023)
    The purpose of this study is to examine, whether there have been changes in the forms or quantity of bullying before the corona pandemic (covid-19) compared to the duration of the pandemic. Traditionally, there has been various definitions for bullying, the latest of which is that there is a power imbalance between the bully and the person being bullied, which causes discomfort to the victim. Starting from late 2019, Coronavirus caused the covid-19 pandemic. Pandemic is an intercontinental epidemic that poses significant threat to public health. Due to the pandemic schools were closed from March 2020 until late May, during which teaching was done remotely online. By autumn of 2020 in-person teaching mostly resumed, with some special arrangements. The method chosen for this study is qualitative interview survey. Five teachers and one special needs teacher were interviewed. Five of the interviewees worked in the capital region and one in Varsinais-Suomi. All the interviewees had long experience working as a teacher. The interviews were conducted orally individually. The result of the study is that there haven’t been noticeable changes in the quantity of bullying, but the forms of bullying have transformed. This is partly because during remote online teaching there wasn’t any face-to-face interaction between pupils, and bullying was done mainly in virtual environments through the Internet, for example in games and WhatsApp. The same phenomenon has persisted after resuming in-person teaching.
  • "Vi byter lek till riddarborgen, i den leken ryms bara två" : Barns sätt att exkludera och inkludera andra barn i ett daghem 
    Pekuri, Emmi (2022)
    The purpose of this study was to research how the children in one early childhood education center exclude and include each other and what kind of tools the ECE-staff uses to support inclusion and prevent exclusion. The study also examines whether the children’s behavior matches the staff’s ways of describing exclusion and inclusion in the group. According to Helgekand and Lund (2016) exclusion is something children are most afraid of. Öhman (2010) points out that the excluding child has developed faulty communication patterns and manners for relations. Physically aggressive behavior is the most common and easiest to spot. Relational exclusion, like leaving someone outside the fellowship, is much more difficult to recognize (Öhman, 2010). The data collection consisted of 16 hours of observation of 19 five-year-old children and interviews with three different educators. The study was conducted in one Swedish speaking daycare center during December 2021 and January 2022. Qualitative content analysis was used for analyzing the data. According to the results, the most common way of excluding someone was ignoring another child non-verbally. The children also excluded each other verbally by saying to another that they are not allowed to play with them. The most common way of including someone was verbally asking someone to join them or non-verbally letting someone join in a play situation. Chosen and involuntary loneliness also occurred but the latter was slightly more common. The staff mentioned three kinds of ways of exclusion, verbal, non-verbal and unconscious exclusion. The unconscious exclusion refers to when the children do not notice if someone is excluded or alone. According to the staff, the ways of inclusion were verbal or unconscious inclusion. Tools for supporting the inclusion were playing stations, randomly drawn playmates, or using the program ‘SET in preschool’. The staff also mentioned the importance of spontaneous discussions with the children. Playing stations were often used, but the lack of resources led to very few spontaneous discussions or conflict resolutions.

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