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Obtaining blue colours from nature has been found to be difficult. The aim of this re-search was to find out the blue colour provided by the three natural dyes as well as the effect of the dyeing method on the blue colour, colour fastness, and the repeatability of the colour following a certain dyeing method. The research began with dyeing methods found on social media, which had been used to create a blue colour from certain natural dyes. As stated by several home dyers, the colour given by blue colours from nature and certain natural dyes could be observed to be formed as a result of chance. The colour fastness of many materials dyed blue is found to be weak, due to flavonoid com-binations contained in the dyes. In this experimental research which blue colour was sought from preselected natural dyes: frozen lupine, black beans and frozen alder buckthorn berries. In the research, two mixed yarn samples with a single natural dye, a total of six samples, were dyed for the actual experiments. For pre-tests, several mixed yarn samples were dyed to find the blue colour. All the mixed yarn samples were pre dissolved with alum and some of them used tartar as an auxiliary. In dyeing vinegar was used to change the pH of some dye broths to a more acidic one. The pH values of all dye broths were tested by meas-uring. The dyeing temperatures were standardized in pre-tests using a digital meter, in actual tests the correct temperature was adjusted to the Linitest device. Colours of the dyed samples was determined by the CIELab device and total colour difference of two samples dyed with the same natural dye was investigated. The dyed samples were subjected to standard tests of color fastness: abrasion resistance test, water wash re-sistance test and light resistance test. Colour fastness tests were only done on the first dyed samples of the actual test, pre-tests colour fastness was not testing. The results of the research were examined quantitatively and qualitatively. It was possible to repeat the blue colour using a certain dyeing method. The pH value and dyeing temperature of the dye broth contributed to the adhesion of the colour to the yarn. All the dyed samples had low to moderate colour resistance. The abrasion re-sistance in almost all samples was good. In the wash resistance test staining was mini-mal, but the washed samples changed colour or the colour was disappeared almost completely. Light fastness in all samples war weak.

When moving to a new dwelling, residents try to make it a home or feel like one. This is done by customizing the space, getting used to it and the surroundings, decorating the apartment with their own things and finally by living there alone or with others. The result of this process is called feeling of home. Home making as is home and family in general is considered feminine. However, men also move and make homes, either alone or with someone else. In this study I look at the formation of the home and the feeling of home of men, as well as their roles at home when they move to live with their companion. I tell three different stories about moving in together: a couple moves into a new dwelling, a man moves into a woman's home and a woman moves into a man's home. The study is narrative in material and in analysis. The narrative analysis is made applying a model by Heikkinen (2018), in which a new wholesome narrative is constructed from fragmented material. The material consisted of three stories of heterosexual couples moving in together, presented in an audiovisual form on Muuttopäiväkirjat -reality show on Finnish public media service Yle. In the analysis I formed new narratives from the short scenes scattered between episodes, describing the formation of home from the man's point of view. I review these narratives comparing them to the theoretical background formed on home, relationship and the role of men, among other things. The results are narratives that construct social knowledge. They are based on my interpretation of the moves presented in the reality-tv series. The narratives are perspective-widening analysis rather than the truth about the moves presented in the series. The narratives I have formed tell about three different situations in which a man’s position in their home and relationship is formed in different ways: 1. A young couple’s expectations of home do not match each other 2. A man’s feeling of home gets broken and rebuild as a woman moves to his home 3. The man moves in with the woman and finds a home from the family

The main interest of this study was scenographer Kirsi Manninen and her career as a costume designer in Winter Circus of Hurjaruuth. The purpose of this study was to describe the costume designing processes in Winter Circus productions and to find out what possibilities and challenges circus sets to costume designing. Referring to previous studies (Checkland, 1986; Seitamaa-Hakkarainen, 2000; Zeisel, 1984) designing processes can be seen as movements between different levels, where reality and idea levels are compared to each other. Designing is also seen as iteratively moving process, where the completed products are created via many acceptable solutions. This study is qualitative and its manner of an approach is a case study. Material for this study was gathered with a theme interview from Kirsi Manninen. Material was analyzed adapting to theoretically orientated content analysis. Baseline of the study was designer-orientated nor than production-orientated. The centre of the analysis was not about the themes or details of circus productions but designering and artefacts behind them. This study showed that Manninen's designing process proceeds iteratively between four different dimensions. As a result of collected material of this study and referring to previous models there was a model created that describes Manninen's designing process in circus productions. The dimensions, based on collected material were named as team, user, substance and composition. A costume designer is working in a part of multi-artistic team. This team creates the whole play in tight co-operation. Theme of the play defines the baselines for working. Each costume is designed individually for a user, taking into account personal features, movement, safety and character that are performed. Costumes and the substance transmit different kind of moods and messages. They have also a magnificent role as a storytelling part of the play. The final costume and the composition of it are formed by color, shape and material, applying different kind of techniques.

Aims. Cochlear implant is a device that provides a sense of sound by electric stimulation of the inner ear hair cells and the auditory nerve. This technology enables the acquisition of spoken language to children who are severely hard of hearing, however, there exists a wide range of variation in language outcomes. Language skills can also develop unevenly in different language subdomains. In most cases, the morphosyntactic sub-skills have been shown a delayed development. This can be due to the perceptual problems that continue to be present despite the cochlear implant, because the cochlear implant does not provide normal hearing. Cued Speech allows access to the complete phonological representations of speech and may then improve the learning of morphosyntactic regularities. The aim of this study is to analyze morphosyntactic skills in Finnish children with cochlear implants in cross-sectional setting and discuss the benefits of Cued Speech in the development of these skills. In addition, parents' experiences and attitudes towards Cued Speech are also surveyed. Methods. Four children with severe hearing loss fitted with cochlear implants and exposed to Cued Speech participated. A video material (30 min) was recorded for the study using semi-structured play setting, where the child interacted with his/her parent. The material was analyzed by using the Finnish version of the Index of Productive Syntax (IPSyn), through which the grammatical complexity of spontaneous speech can be assessed. Results were compared with the development of morphosyntax of normally hearing children and with the IPSyn scores of normally hearing children presented in literature. During data collection details of the use of Cued Speech was surveyed from the parent by a paper questionnaire. Results and conclusions. The morphosyntactic abilities of the children using cochlear implants were mainly at the comparative level as that hearing age mates. These results may be explained by the use of Cued Speech but also by many other factors that were not excluded in this study. Nonetheless, the good morphosyntactic abilities of the children along with parent satisfaction with the use of Cued Speech support clinical decision making when different rehabilitation choices to children with hearing impairment are considered.

The Guides and Scouts of Finland is the biggest youth organization in Finland. Organization has its own values and ideals. The Scout Method is a way of reaching the Educational Goals of Scouting and the goal is to support children’s growth and also to notice that everyone has their own characteristics. The vision of the Guides and Scouts of Finland for years 2019-2020 is “Everyone builds a better world - Guiding and Scouting is the most influential youth movement in Finland”. The Guides and Scouts of Finland have named disabled scouts as “sisupartio-laiset”. Nowadays disabled scouts are named as scouts that has special needs, but still “sisupar-tio” is the prevalent term to describe disabled people in the Guiding and Scouting. In this study the focus is how scouts with special needs speak about their own place as scouts and how they are seeing their capabilities to be part of the Scouting. I have interviewed five scouts with special needs. I used the theme interview as a method of in-terview. In this study I use discourse analysis as a method to analyze. To analyze the speak of the interviewee about their opinions of their place and capabilities in Scouts and to use dis-course analysis I can examine the dominant discourses that are affecting to the experiences of the disabled scouts about their own place and own capabilities. As an analytical concept I am using marginality and subjectification and also I rest my notions about disability to the social model of disability. It seemed that scouts with special need took the subjectification of a “sisupartiolainen” as a self-evident and took the category “sisupartio” as a given position. I understand that this happens because it also seemed that subjectification of a “sisupartiolainen” was something that has to be adopted that it was even possible to work in the Scouts as disabled. On the other hand the scouts with special needs questioned the discourses that are related to disablement and their po-sitioning to the marginal group of the Scouts. The discursive field of Scouts in my study seemed to be enabling and limiting factor. Limiting because it seemed that scouts with special need were understood as a common group because of the naming as “sisupartio” and that limited some of the scouts possibilities to act in the Scouts. Also society´s physical boundaries and lack of re-courses seemed to be restrictive when it comes to the possibilities to be part as an equal mem-ber of the Scouts. In the study I was able to see that with the discursive field of Scouts, the scouts with special needs were able to build their own agency in their speak and in the light of this the procedures, ideals and practices of the guiding and scouting seemed to build the their agency as a constructive way. I suggested that the Guides and Scouts of Finland should draw at-tention what can be done to person when some group is named and categorized.

Participation can be understood as a personal experience of belonging to something. The feeling of participation evolves within social interaction between people, and is a key factor in becoming a member of society. In environments where physical activity is being practiced, participation is generated by four different factors: feeling a sense of communality, giving a voice to everyone, having a hobby that suits oneself and having concrete factors of the environment supporting the feeling of participation. The aim of this thesis is to examine by using the viewpoint of participation, what factors contribute to teenagers continuing their organized club sports hobby. The subject is important: it is very typical to engage in a hobby via organized club sports in Finnish society. Nine out of ten children try club sports, but by the end of adolescence fewer and fewer youngsters are engaged in organized sports. As it is very common to participate in club sports, sports clubs contribute greatly to motivating children and youth to move and grow towards an active lifestyle. This study was conducted using a qualitative approach. The data used in the analysis was collected through theme interviews. Eight persons playing football in women’s football teams were interviewed. The interviews were implemented via remote accesses in fall of 2021. The data was analysed using qualitative content analysis, using the viewpoint of participation as guidance. The results of the study indicated that the factors that support teenagers in continuing their organized sports hobbies are the following: feeling a sense of communality, giving a voice to everyone, having a hobby that suits oneself, having concrete factors of the environment supporting the feeling of participation and recognizing the special features of sport and exercising. Of the previously listed factors, feeling a sense of communality, giving a voice to everyone, having a hobby that suits oneself and having concrete factors of the environment supporting the feeling of participation are associated with the feeling of participation. The results highlight the importance of participation as a factor that supports organized sports hobbies of the youth. By identifying the factors that enable the action to become meaningful for the youth and by adapting the action according to the factors, it is possible to support teenagers’ hobbies, the development of the feeling of belonging and hence the well-being of the youth. Based on this study, the viewpoint of participation could be used as a tool in developing sports clubs.

Recent studies show that motivation, emotion, and interest are engaged in learning. Engagement to learning is a complex entity in which the dynamic interaction between the student and the learning environment is central. In addition, students` ability to influence their own learning, mutual cooperation, and meaningful experience in learning strengthens engagement in learning. Recent curriculum on behalf of transversal competence underlines central meaning of these factors in teaching. This is also topical, as the learning outcomes and motivation of children and young people have fallen in recent years. The purpose of this thesis is to study the factors involved engagement in comprehensive school setting during science learning project on 5.–6. grades. The data (n = 74) was collected in spring 2018 from a local school in a metropolitan area during the phenom-enal science learning process in classes 5–6, which was carried out according to inquiry-based learning. The Experience Sampling Form was developed for this thesis in order to study the students' internal experiences during the learning process. Students responded to the questionnaire six times during the five-week working pe-riod, and field notes were also used during analysis of the thesis. Experience Sampling data was used to gener-ate sum variables (motivation, academic emotions, and interest factors), the interconnection was examined by the Spearmans` rank correlation coefficient. On the second phase, the link between the variables and the stages of work (inquiry based learning) was examined by the Kruskall Wallis test and the paired Mann-Whitney U test. The connection between variables and working methods (researching team, whole class) were examined with Cross-Tabulation Analysis, also observations from field notes were produced and compared with the work stages (teacher guidance, information retrieval, evaluation). The formed variables´ correlation is statistically significant to a large extent with each other, so it is justified to investigate these synergies. On the other hand there were no statistically significant differences between work phases and variables, exception was apathy variable, which had statistically significant difference be-tween question making and evaluation. In terms of working habits, students' experiences (somewhat, much) were evenly distributed with activity, insertion and ability variables. Apathy was less experienced and student experienced both ways of working mainly rewarding. Experience of import was less experienced during the en-tire class work and student had less autonomy experience during both working methods. According to findings, interaction and concentration were the most abundant during the work of the research team. The results of this thesis confirm that learning is not about individual factors, but about the complex process of the student and the learning environment. In addition, the students' ability to actively influence their own work and the students’ mutual work reinforce engagement in learning. In summary, it can also be said that phe-nomenal learning according to inquiry-based learning strengthens students' autonomy, interaction and engage-ment to learning. This is significant, because the current curriculum in particular challenges the implementation of teaching to be more cooperative. However, more information about learning is still needed. The purpose of this thesis could be applied more widely in the field of education research so that the engagement in learning could be explored longer term and in among several classes.

The purpose of this study is to investigate the experiences of early childhood educators on how sex education is implemented into early childhood education and understand how early childhood educators experience their role as sexuality educators. The aim is to create an awareness of the importance of sex education as part of the child´s overall growth and development. The importance of sex education to the well-being of the individual is highlighted by emphasizing its central role on the development of one´s healthy self-identity and positive self-image. This thesis aims to fill the research gap of the sex education among early childhood educator, and to enhance knowledge on the development of children's sexuality and how to nurture it. The diversification of our societies in recent times also creates new needs that need to be considered in the field of early childhood education. Earlier research (Väestöliitto 2013-2014) showed that the level of sexual education in early childhood education was varied, and that the educators had a great need for support and current knowledge. The theoretical framework of this thesis is based on a model of comprehensive sexuality education development on the basis of WHO recommendations. (Väestöliitto 2017 a.) method. The material of the study was collected by interviewing early childhood educators at a Helsinki day care center and its director. The data collection method used was a theme interview. The interviews were tested by means of pilot interviews. The method of analysis of the material was qualitative content analysis. result and conclusions. The result of the research showed that children expressed their sexuality at day care centers in many ways, and that teachers tend to respond to this in a sensitive way, showing their appreciation for the child. A significant amount of sex education took place, but it was not always conscious and only seldom systematic. The level of sex education was variable, as the early childhood educators did not have enough current information nor the necessary support for the implementation of sex education. The teachers experienced sex education as a natural part of their work. On the other hand, there were also respondents who responded negatively to sexual education. Partnerships in sex education were poorly implemented due to conflicting opinions between parents and kindergarden teachers.

Mikael Soininen (1860–1924) and Matti Koskenniemi (1908–2001) were two of the most distinguished thinkers in Finnish educational thought in the 20th century. Soininen's books Yleinen kasvatusoppi (General Pedagogy) and Opetusoppi I and II (Didactics I and II) dominated Finnish teacher education from the turn of the 19th and 20th century until World War II. Then Koskenniemi's Kansakoulun opetusoppi (Elementary School Didactics) abolished Soininen's former works. This denoted a major change in Finnish educational thought. This Master's Thesis is a historical and philosophical analysis of the educational systems of Soininen ja Koskenniemi. I compare and assess Soininen's and Koskenniemi's views on the nature and history of pedagogy as well as their worldviews, anthropology and views on education in order to find out what this paradigmatic change in Finnish educational thought consisted of. Soininen's approach is philosophical whereas Koskenniemi's is more pragmatic. According to Soininen, the task of pedagogy is to combine psychology with ethics in order to generate moral human beings. Both Soininen and Koskenniemi see pedagogy as consisting of an old bad and a new good one while both seeing themselves as representing the latter. Soininen focuses on the moral upbringing of the individual whereas Koskenniemi stresses the inseparable connection of the individual and the community (school class, home, nation). Soininen wants to foster first moral and then patriotic human beings while Koskenniemi wants to foster first patriotic and then moral human beings. Despite their many differences, Soininen and Koskenniemi agree on many basic educational principles. Former research has not adequately stressed this point.

Aim. The purpose of this study is to investigate what preparedness secondary schools have to respond to stu-dents with mental illness due to COVID-19. The goal of the empirical study is to find out what kind of prevention strategies schools use when dealing with students with mental illness and what kind of resources they have available in student care, given a large increase in mental illness among students. There is some research on mental illness among students and how it affects students and how it gives rise to challenges. However, there is insufficient knowledge about what the situation after COVID-19 looks like when it comes to students' mental ill-ness and schools' resources to respond to students with mental illness. My research area is limited to second-ary school students in basic education, i.e., students aged 13–15. Methods. The data collection was conducted with semi-structured interviews with a student welfare team, which consisted of five people in a school in the Helsinki Metropolitan Area. The five interviews were conducted using semi-structured interview questions to ensure the purpose of the survey and that the research questions are answered. The interviews were transcribed before the analysis stage. The interviews were analyzed through qualitative content analysis. Results and conclusions. The results show that mental illness among high school students is clear. Secondary school students' mental illness has increased due to COVID-19 and societal restrictions in the form of distance learning. Mental illness in the form of, among other things: anxiety, problematic school absenteeism and social phobias is now relatively common among students in secondary school. The results of this survey show that the school's resources to respond to students with mental illness have not increased after COVID-19. In addition, the school compensates for inadequate care services (child welfare, child psychiatry, social services) outside the school that do not seem to reach students in need of support services. However, according to the results of this survey, schools do not have staff who have knowledge of these services (child welfare, child psychiatry, social services) and need to get students further in order for them to get the right help and for student welfare to have time for other than just emergency falls. The results also show that the care team that participated in the interviews does not continuously use prevention strategies to promote mental health due to lack of resources. Furthermore, the results show that the covid-19 pandemic and the doctors' strike have affected the health-promoting work with students in the academic year 2021-2022. The Covid-19 pandemic has also had a negative impact on student’s well-being elsewhere in the world (Gogoi et.al, 2022, (Shanbehzadeh et.al, 2021).