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Teachers’ epistemic beliefs may play a role in their own ICT use for learning as well as their students’. This study, focusing on how teachers’ epistemic profiles are related to teachers’ and their students’ ICT use reported by their teachers, is a new attempt to investigate teachers’ ICT use as a learning tool. The participants were 157 subject-matter teachers in Finland filled in a Likert-type questionnaire measuring epistemic beliefs and categories of ICT use based on the three metaphors of learning: knowledge acquisition, participation, and knowledge sharing and building. First, confirmatory factor analysis was conducted to assess the validity of the ICT instrument. Concerning teachers’ epistemic profiles, a person-oriented approach was applied. Based on latent profile analysis, means of all variables in ICT use scales between profiles were compared to examine the relation between epistemic profiles and ICT use for learning. The results showed that in terms of ICT use reported by teachers in two scales, knowledge acquisition was dominant as compared to the other two categories. Two epistemic profiles were defined among Finnish teachers: Knowledge-transmission and Reflective-collaborative profiles. By comparing teacher reported ICT use across the two profiles, the results demonstrated that teachers in the reflective-collaborative group were more likely to report using ICT for their own learning and for supporting their students’ learning.

Aims. The aim of this study was to find out what kind of things challenge and burden the relationship even to the verge of marital crisis. Previously this subject has been studied in Finland mainly with quantitative methods. The intention of this study was to collect more detailed information about what are those challenging situations in everyday life and how do they impact to the well-being of the relationship. Additionally it was looked into what kind of help couples are looking from marital camps. Methods. The qualitative research data was collected from marital camp participants in 2014. It comprises experiences of 82 individuals, of which 59 responded by writing on paper or electronically through the "E-lomake" service and 23 people responded verbally in a short interview. Semi-structured questionnaire was used as a basis of both written replies and interviews. The study frame was phenomenological-hermeneutic, as the interest was particularly the everyday experiences that respondents were describing. The data was reviewed with a thematic analysis of the narratives, because most important was what the respondents told, or what kind of episodes the narratives retained. Results and conclusions. Especially general haste and lack of time spent together burden relationships. These shows as, for example, tense mood, diverging from each other and declining of the emotional connection. Also communication between spouses diminishes or changes along with haste and then disagreements come more common, too. Good communication skills are considered very important, and for this issue respondents searched help also from marital camps. In everyday life stress is caused by coordination of work and family life, sharing of domestic work and childcare and parenting. Based on this study, thought to break-up does not arise from any specific separate challenge of everyday life.

Aims. The main objective of this research was to find out what kind of factors are related to agency of young people in parental home context. This research explored assets from householdings perspective in everyday living. Continuous changes in the internal everyday householding and external operational environments challenges agency of young people. Young people also facing the chancing and growing expectations and demands. The research motive from the household teacher's perspective was to find out what kind of viewpoints can be found from everyday householding that can be use for recognizing and strengthening the relationship between the agency of young people and householding. Theoretical viewpoints for this research were attaches to dynamics of family members home been and work, the modalities of agency and positive psychology research. Research questions were: 1. Which agency building factors are resulting from home constructing activity? 2. What kind of tensions and conclusions can be found from householding activities? 3. What the young person has learned in householding classes and how this is present in householding activities? Methods. The research was carried out as a qualitative research. Research material was gathered from stories received by email. The material consisted of written stories about young people's participation in everyday living. These stories were written by parents who have or have had upper comprehensive school aged children living in their home. Ten stories were received. Results and conclusions. Relationship between object and subject of home constructing activity were seen as building factors for agency. Tensions and strenghts between young and parent were seen to be resolution from young peoples participation in home. Tensions and conclusions were themed by (1) changes in home operation model, (2) parents attitude and role, (3) youngs attitude and role and (4) things guiding individuality and object. External communities, specially youngs relationships with peers and household teaching were seen to support young agency in home. Teaching the meanings to every day living aroust from the research material. Parents described this as discussion and interaction with the young and it was seen as important factor for building agency.

Man has lived in space for 20 years. The importance of housing and living in space to man has been viewed as physiological and psychological changes, such as from the perspectives of nutrition, stress tolerance, or muscle endurance, but not from the perspective of everyday life. While astronauts are on expedition their main job is scientific research. However, the station is inhabited and lived for long periods of time, eating, hygiene and spending time with colleagues. The purpose of this study is to look at living and everyday life at the station from the perspective of home economics. The study has looked at videos produced on the ISS International Space Station, which can be found on YouTube’s video service. The selection criteria for the videos were that they highlight housing, everyday life and household activities. The material has been analysed by thematising and classifying the situations that have occurred in the videos according to living, everyday practices and household activities. The material was examined from the perspective of how housing is organized and how everyday life and household functions come into play in a non-home environment. According to the study, living in the station and in use of the premises, features and functions can be perceived that are related to home environments. Astronauts live in very small spaces, so versatility is necessary. Defining the ISS space station as a household is challenging, but with certain criteria this can be done, as everyday routines and household activities can be identified in that form of housing and living. Astronauts have a very regular everyday life with rhythms. In the morning, they wash up and eat breakfast. This is followed by the start of the working day with changing tasks or scientific experiments. The content of the working day also includes daily fitness. Astronauts have at least three meals a day and they are communal situations. In the evening, the crew has free time. They can contact the family, read a book, or just look at the globe spinning below from the window. Doing everyday activities with microgravity makes them a new kind of challenge and, on the other hand, fun to perform.

Aim. Attention deficit hyperactivity disorder (ADHD) is defined as a neuropsychiatric disorder in medicine. In the field of sociology on the other hand the diagnosis is questioned through medicalization critique and seen as medicalization of human behaviour. Still, the everyday life of families that are effected by ADHD is not defined by such theoretical models or simplifications. The aim of this study was to describe, analyze and interpret the narratives of everyday life of diagnosed children and the mothers to find out, what explanatory models they cling to in their stories, how they describe meaningful experiences and what deeper meanings are hidden in the stories told. This study describes the everyday life in families with ADHD, and the struggles and strengths they experience, as narrated by themselves. This helps increase the knowledge of teachers of how to support and undrestand their students and their needs better, by not only looking at the indivual, but also understanding the meanig of the context of the whole family for the well-being of the child. Methodology. The study was carried out as a narrative case-study. Three families (child and mother) were interviewed, where the children, ages 6, 10 and 16, had been diagnosed with or were suspected of having ADHD. The interviews were conducted separately for each individual. Also medical certificates and documents from the school were used to complement the interviews and for background information. The material was analyzed by utilizing the actant model, where actants (action and deep meanings) were localized in the stories of the individuals and the families. Results and conclusions. The study found, that the families strongly depended on medical explanations in explaining etiology, struggles and symptoms and in attaining support from the school. Everyday life was described as tough, filled with worry, but still loving and wonderful. The results depict how demanding life can be in a family where the child has been diagnosed with ADHD, and the great need for the family to be heard. Symptoms, conflicts and worry for the child are a weight to the family and a risk for it’s well-being. Therefore knowledge of the multifaceted phenomenon and the understanding of teachers is a major factor in giving students appropriate support.

During the exception period caused by the coronavirus, the cooking of college students has increased in households. Familiar daily routines and regularly recurring everyday activities, such as the lack of contact teaching and student meals, may have created challenges for food planning and preparation. Being responsible for daily meals requires cooking skills as well as the ability to assess the healthiness of food. The goal of this study is to provide research information on university students' eating habits and experiences of health promotion during exceptional times, and on how university students have experienced the adequacy of their own resources in organize health-promoting eating during exceptional times. The theoretical background of the study relies on the researches of nutrition, eating habits and control of everyday life applied the field of home economics pedagogy. The research was carried out using qualitative methods. The research material consists of five university students. The data collection was carried out by in-depth interviews with university students. The interviews were conducted in March 2021 using the Teams app because, due to the prevailing period of exception faceto-face encounters were not possible. The research material was analyzed by thematic design. According to the research results, organizing nutritious meals during exceptional times required more resources such as cooking skills, abilities to rhythmize a new kind of everyday life and also motivation and a desire to prepare health-promoting meals. The students felt that their cooking skills were sufficient, but especially the organization of lunch and maintaining the nutritional quality of lunch was perceived as a great challenge despite their abilities. Continuous cooking, scheduling, and planning were described as heavy, timeconsuming, and stressful. This has had an unhealthy effects on students ’eating habits. A new kind of everyday rhythm and the workload of cooking seemed to be a challenge in students' everyday activities. Due to the preservation of the meal rhythm, the financial situation and the social interaction situations, the university students experienced a longing for an affordable and nutritious student restaurant. According to the results obtained, the new kind of everyday life offered by exceptional circumstances and the challenges it brings seemed to undermine conventional everyday management, such as the organization of daily meals.

Objectives: 18 percent of Finnish children have some kind of articulation problems when starting their school path. Lack of speech therapists and unequal spread of these professionals has reduced possibility to receive speech therapy for mild problems. Instead resources are allocated for clients with severe speech and language disorders. In some municipalities parents and special education teachers are already responsible for the remediation of articulation problems. The aim of this study was to identify if Äännekoulu-website (www.aannekoulu.fi) can help to rehabilitate articulation problems and if the site will meet the needs of the parents struggling with their children' articulation problem. Methods: The study was qualitatively centred mixed method design that had also some quantitative elements. 21 children between the ages of 5 and 7 with /r/ articulation problem participated in this study. Children were tested three times. Children's spontaneous development of /r/ was controlled by having one month break after the first testing. After the second test families received the right to use Äännekoulu practice materials. Families were instructed to use the site for two months just as regular paying customers would do. Outcome of the intervention was observed during the third test. Families were also given a phone call after one and a half months of the last test to explore the possible changes in the /r/ articulation. In addition families were asked to keep a record of their home practices and answer in a survey concerning the Äännekoulu intervention period. Results and conclusions: Six families dropped out from the intervention. Five children found the right /r/ spontaneously. 12 families participated in the remediation period and one child found the missing /r/. Nine children had no changes in their articulation. From these nine children three continued their practice after the real intervention. During one month of practice two out of these three children found the /r/ completely and one learned to do long /r/-vibration. Families didn't practice a lot and they were unsatisfied with the amount of practice. According to the parents health issues within the family, burdensome family situations, lack of time, child's unwillingness to complete assignments, technical difficulties and laziness were the biggest barriers for practicing. Families considered Äännekoulu to be a good way to practice. Families were pleased about the nice games and the possibility to practise whenever and wherever since the exercises were available online. Unfortunately families trained impractically without knowing it and actually reinforced the incorrect articulation. Parents thought that the visual look of Äännekoulu should be revised and some of them also longed for more diverse games. Still the most crucial target for development in Äännekoulu is the instructions of the assignments. The model of the site hasn't been clear to the users even though families didn't consider the website to be confusing. It's clear that the the instructions have been insufficient since only one family realised how to progress accordingly. On the basis of this study it can be stated that speech therapist's guidance is significant when rehabilitating articulation problems. In the future it would be beneficial to explore, what kind of home instructions help families to execute their role in a best way possible, what is the role of a speech therapist in the future especially when considering telepractice or other technological services and can Äännekoulu fulfill the gap in the field of articulation remediation.

The purpose of this thesis was to study the assessment mentioned in Core Curriculum for Pre-Primary Education. Previous studies have shown that it can be seen transitions from comprehensive assessment to individual assessment and documentation of child's development and learning in Finnish early childhood education. The Core Curriculum is an administrative document that guides the local curriculum work. It is also a part of curriculum including pedagogical guidance. The aim of this thesis was to specify how the assessment in National Core Curriculum for Pre-Primary Education is defined and how the core curriculum will guide the assessment. The objective was also to study the changes to the references related to the assessment in core curriculum. The theoretical framework of this study is consisted of research and literature about the assessment in early childhood and pre-primary education and about core curriculum. This thesis was carried out as a qualitative research and the theoretical framework is a social constructionism. The research data and material consisted of Core Curricula for Pre-Primary Education 2000, 2010 and 2014 published on the website of Finnish National Board of Education. The data were analyzed using critical discourse analysis, but also based on an analytic orientation approach and text-oriented. On the grounds of the study results the amount of references related to the assessment has increased and become more exact in Core Curricula for Pre-Primary Education in 2000, 2010 and 2014. Though, only in Core Curriculum 2014 the assessment was defined as a concept. It could be seen the emphases of child's individual assessment. This is the result of practices concerning the support for growth and learning which are added to Core Curriculum for Pre-Primary Education in 2010 and specified in 2014. Based on the study results, these practices have brought individual support needs and early identification and intervention in pre-primary education. These include a thought about child's individual assessment which enables that the support needs can be identificated and can be influenced. Interpretations and classifications made on the basis of the assessment will enable to targeting support as accurately as possible. These involve also features that standardize children and childhood. The analysis indicates that the general principles in the core curriculum emphasize more child's assessment than assessment of pre-primary education operation but the situation is changing. The latest Core Curriculum for Pre-Primary Education 2014 emphasized in assessment increasingly the action of pre-primary education and learning environment. The assessment in pre-primary education, especially the assessment of operation seem to be associated with discourse of quality mentioned in previous studies. How the changes will be seen in practices of the pre-primary education i.e. how the guidance of core curriculum will affect in future, is the subject of future studies. This thesis will provide further information about the assessment in National Core Curriculum for Pre-Primary Education and it will form basis for further discussions.

The purpose of this study was to find out whether the values of Finns with children differ from the values of Finns with no children. The data consisted of a Finnish sample of European Social Survey during the years 2002-2012, including Schwart's Human Values Scale with 21 sections measuring the ten distinct values. From the ten values was then further calculated the two distinct value dimensions "self-transcendence" and "conservation". Having children was positively related to conservation values. Especially among younger participants having children was related to higher conservation compared to young participants with no children. Participants under 30 years of age valued self-transcendence more than participants of the same age group with no children. Finns with children valued benevolence, conformity, tradition and security more than those with no children. Finns with no children valued self-direction, stimulation and hedonism values more than those with children. Being a parent was related to the values that aim for corporate goals. On the other hand, Finns with no children appreciated values that enhance the goals of oneself. For a young parent it is helpful to be aware of his/her goals and values, but also of the expectations and values of the environment. More research on the topic is needed to better understand the changes and challenges regarding parenthood and to develop best possible ways of support for families that are facing a new life situation.

The Finnish national core curriculum for basic education is currently being renewed at the National Board of Education and the new curriculum will be implemented in August 2016. A curriculum defines the value basis and aims of teaching as well as the core contents to be taught. A curriculum is closely bound to its surrounding society reflecting its prevailing values, customs and traditions. Therefore, in order to renew the curriculum, it is essential to understand the societal changes and values recognized as important in the society. The drafts of the new curriculum were posted for the first time on the website of the National Board of Education for public commentary. This research examined what the feedback of the new curriculum draft was like; what themes did the commentators hold important concerning the curriculum and education in present and in the future? The research data consisted of 963 comments that were posted on the webpage of the National Board of Education regarding the draft of the general part of the new curriculum. The feedback form was open for 17 days in November and December 2012. The qualitative data analysis was done by coding with the help of Atlas.ti software. The comments discussed several issues regarding the Finnish school, its mission and the appreciations of the commentators. As a result, four major themes were found: 1) equality in education; 2) the use of authentic learning environments and multi-professional collaboration with surrounding community; 3) the role of Finnish cultural heritage and religious education and 4) sustainable development and global citizenship. These results reflect the values and topics the commentators held important for the future in terms of developing the Finnish school and society.