Browsing by Subject "vuorovaikutus"

Goal of the study. This is a qualitative case study of problem solving and interaction in a play pedagogical application called the "city game". Problem solving interaction is viewed through the concept of position. The research questions are: 1. What kind of problems emerge in the "city game"? 2. What kind of social positions do the participants have during problem solving activities? Many researchers of the learning sciences emphasize the importance of collaboration, peer-learning, agency, active participation, sense of belonging, and problem based learning methods in school pedagogy. The goal of the thesis is to understand how these pedagogical ideas appear in the "city game". By analyzing the problem solving situations and the positions of the participants, I examine the learning possibilities the "city game" might offer in school context. Method. The data of this study was collected in a play pedagogical school that is a result of a research project started by Pentti Hakkarainen, professor of pedagogics. The children in the class are 4–8 years old, and there are four adults working with the class. The studied game is called the "city game". It consists of the adults and the children together creating a city with five different service points, like a candy store, a bank, and a spa. Some of the participants participate in a role of customer service personnel, and the others (all of the adults and some of the children) wander around as customers and buy different services and goods. The data consists of a video recording of one play episode (1 ½ hours). From this video, I selected problem solving episodes and analyzed them in terms of quality of the problem. By the methods of interactions analysis I then determined the positions of the participants. Results and discussion. There were many different kinds of problems in the data. Some of them were well-structured (typical in school), and others more ill-structured or open ended (more typical in real life settings), and the solvers used many different kinds of strategies. Most of the problems emerged and were solved in collaboration by children. The children participated in the problem solving in various positions, and some of them were more active than the others. The adults scaffolded the problem solving, but withheld from actually solving the problem for the children. The play and its roles were obviously very motivating, as the children stuck to their roles very persistently, even in difficult problem solving situations. The play roles also affected the problem solving positions, for example, solving a problem was seen more as the responsibility of the service personnel, who were usually the most active solvers. In the light of the previous studies, the problems in the "city game" promote deep learning by understanding, and inner motivation. As a problem solving environment the "city game" promotes agency, active participation, sense of belonging, collaboration, and peer-learning, all of which have been confirmed to have very positive influence on children's learning and well-being. According to these results, the "city game" and other play pedagogical applications similar to it can be seen as a highly recommended learning environment in comprehensive school, as well as in preschool.

The purpose of this study is to analyse the teacher’s non-verbal communication during the pro-cess of doing handicraft. The research is based on video material and the teacher’s non-verbal communication is approached with two research questions: 1. What kind of body language does the teacher use in the crafts lessons when teaching a small group? 2. What kind of material med-itation does the teacher use to support the communication and how is this carried out? The research material consists of 11 video recorded crafts lessons. This material has been rec-orded as a part of a research called Growing Mind. The group, which was being analysed in the material, consists of four pupils in grade 8. The video material was analysed on three different levels: On the macro, meso, and micro levels. In the analysis on the macro level, situations where the teacher was teaching or instructing the pupils were selected. Altogether 53 situations were found in this category. On the meso level, the non-verbal communication of the teacher was classified based on a kvalitativ content analysis. On the micro level, seven teaching situa-tions out of the 53 were selected for a closer analysis. These situations were analysed from the aspects of both the non-verbal communication and the material communication. Two main results can be presented based on this study. First, based on the analysis of the whole video material, three different non-verbal categories were identified: 1) movements of the teacher’s hands, 2) movements of the teacher’s head, 3) the use of materials/tools. The closer look to the seven teaching situations proved that the teacher uses plenty of tools, models and material to support their verbally expressed message in the crafts lessons. In addition, the movements of their hands were almost always connected with the use of some material or a tool. This research shows that the non-verbal communication of the crafts teacher carries a great sig-nificance for the pupil’s understanding and learning. Therefore, some elements of both the communication between the teacher and the pupil, and the teacher’s instructional communica-tion should be explored in the training of crafts teachers.

Objectives. The purpose of this study is to build a picture of the ways difficulties in self-regulation can be observed among pupils in home economics classes. The research questions are: 1. How do difficulties in self-regulation appear in interaction within home economics classes, and 2. Which factors are connected to either well-functioning self-regulation or difficulties in self-regulation? Self-regulation can be defined as the control of one’s behaviour in order to align it with the demands of a environment. The successful self-regulation is one of the most important skills in any line of work or area of life in general. Self-regulation has been studied especially in special education and in early childhood education. However, these themes have not been studied thoroughly in the context of home economics classes or in basic school education. The learning process of self-regulation abilities is however entwined with the praxis-type activities of home education classes. Additionally, the educational goals of home economics classes include skills in interaction and cooperation, which require self-regulation. Methods. The data for this study was formed by observation of six home economics classes. All the classes were taught by the same teacher. The students were from all upper elementary grades (7th, 8th and 9th) with one class from each grade. The observations were written down and then selected for closer inspection by the relevance to research questions. The final amount of observed significant instances of interaction was approximately 280 pieces. Additionally, an observation diary was kept throughout the data collection phase. The data was analysed and thematized by the means of a qualitative content analysis. Results and conclusions. Several kinds of instances of both communal and individual difficulties in self-control can be seen in the data. In many instances, the difficulty was an individual way of reacting to a challenging situation. The instances in failure of self-regulation can be classified in the fight-or-flight or freezing. They manifested either outwardly or passively inwardly. A relevant factor in supporting self-regulation were the actions taken by the teacher. Knowledge and understanding of self-regulation abilities and the biological basis of behaviour should be enforced in the education of home economics teachers in order for them to better understand pupils with behavioural challenges

Objectives. The purpose of this study is to get a perception of pupil interaction in a small group during a mathematical problem solving process. The goal is to study the interaction in two different groups and in that way find out what kind of elements are there in the interaction, so that a teacher could support it in the best possible way. Earlier research has shown that high quality peer interaction and small group learning enhances learning and growth. On the other hand studies show that small group interaction demands teacher's guidance to be effective and can also disturb the work. Many researchers recommend small group work especially as a method of problem solving. Methods. This is a mixed methods case study. The research questions were answered by observing two recorded problem solving lessons. The research material was a video recording from the Finland-Chile-project, a lesson during which fourth grade pupils solve a mathematical problem in small groups. The problem solving process was analysed using problem solving models created by Pólya (1957), Schoenfeld (1985) and Mason (1982) and the group interaction was analysed with Interaction process analysis (Bales, 1951). Results and conclusions. For the group of girls both the problem solving process and the group interaction were convergent with earlier research, and the group of boys had problems with both. Central ways of interaction for both groups were joking and giving opinion, and the group of girls also showed a lot of acceptance. The social structure was similar in both groups, but the group of boys had bigger differences in the division of work and roles. The interaction and the roles in both groups changed between the problem solving phases.

The purpose of this study was to explore the importance of director's pedagogical leadership in everyday early childhood education. Through the research problems I wanted to find out how pedagogical leadership affects in the quality of interaction, learning environments and pedagogical atmosphere in early childhood unit. The theoretical background of this study is based on Finnish and international research of early childhood education and leadership. According to the earlier research pedagogical leadership plays an essential role in high-quality early childhood education. I believe that this study supports earlier research and by this research I want to highlight the relevance of the pedagogical leadership in children's everyday life in early childhood education. This was a quantitative research. The data used in this study was part of research and development project called Orientaation lähteillä which wants to find out what really happens in early childhood education. Project is implemented in co-operation between Teacher Education in Helsinki University and day cares in Uusimaa and Hämeenlinna. The data used in this study was collected using the questionnaires about learning environments answered by 766 units from 10 municipalities. The data included also responses of 143 child minders but in this research the data is limited to responses of the day care center workers. This study is based on the claim the pedagogical leadership and the educational culture should be strengthened in our unit. The SPSS-software was used for the analysis of the results. In the context of interaction, the lack of pedagogical leadership was reflected strongest in the emotional climate and atmosphere of the unit. When pedagogical leadership was strong, interaction between the unit seemed to be more positive and pleasure and well-being were more often present in everyday life. Pedagogical leadership seemed to play an important role in diversity of the learning environment and in the quality of physical learning environment and playing environment. What came to unit's pedagogical atmosphere, the lack of time and resources was the most significant variable that correlated with the pedagogical leadership. According to the results, director's pedagogical leadership affects many different ways in everyday early childhood education and that's why it should be acknowledged.

The aim of the study. Child learns, grows and develops in a playfull interaction with adults and other children. The aim of this study was to describe what interaction and play is like and how cognitive and language skill`s appears in interaction between toddlers. Lately study of play has been increased and importance of play in child`s development and learning has been noticed. The meaning of this study is to connect description of toddlers play and interaction to cognitive and language skill`s perspective. Research questions of this study are; 1) What is play and interaction like between toddlers in daycare before age four? 2) How cognitive and language skill`s appear in play and interaction between toddlers? Methods. The material of this study was video and BSID III -material, from Helsinki university Lasso -Taaperot project. The material was collected from children who took part of this project in capital city area, years 2013-2015. In this study there is material from 12 chidren. Analysing the video material there was found 38 different interaction situations wich was groupted in different playgategories. After that BSID III -material reults, which measures cognitive and language skill`s, were compared to qualities of playgategories. The main results. Allmost every time interaction between toddlers appeared in play, but also in situations were child was lookin others to play, or when child was constructing dialogue with others. Cognitive and language skill´s appeared very different, in different playgategories. The main result show that forexample children who play alone have different cognitive and language skill`s, but still they can`t construct play with others. It means that when educator observe childrens play, it is important to think over the reason why children play alone.

This thesis analyzed interaction and learning in simulation debriefing. Simulation usage has increased in the social and health care during the last years, and the new technology has given more opportunities to use high-fidelity simulations more widely. Simulations enable a new way for students to learn different kinds of patient situations in the real life and in work-based environments that are still completely safe. The investments are expensive and create discussion in universities whether these simulations can create the learning they are supposed to create. The research focused on simulation debriefing is an essential phase in simulation learning. The research approach drew on adults learning theories as well as on simulation and debriefing research. The approach is based on socio-constructivist understanding on learning and on studentcentered teaching (Engeström 1982; Miettinen 1993), which represents criticism towards traditional classroom teaching and introduces the concept of learning activity. From these theoretical starting points emerged three key learning concepts, interaction, feedback and reflection. The research questions were: 1. How is the interaction of the debriefing constructed? 2. What kind of feedback by peer students and by the instructors and 3. what kind of reflection takes place during the debriefing? The data was collected from one simulation center's simulation day in the Southern Finland University of Applied Sciences. The data includes one simulation group's (9 students and 2 instructors) all five videotaped debriefing situations. The analysis was both data and learning theory driven, and both qualitative and quantitative research methods were applied. The results indicate that debriefings interaction was led by the instructors, and was based on a question–answer dynamics. The analysis found three different kinds of peer feedback types, four instructors' feedback types and five self-reflection types. Both the peer and instructor feedback were mostly positive encouragement. Students' self-reflection was mostly reflecting on the confusion caused by the simulation. . Clinical skills were emphasized in both feedback and self-reflection. It can be concluded that debriefing's script and the way it is used leads and restricts the interaction. The script should be developed to be more dialogical. Especially the form and meaning of peer feedback should be critically considered. The peer feedback remained quite superficial, whereas instructors' feedback has a clear impact on students' constructive self-reflection. The instructors' cultivation of constructive criticism would best enhance the students' learning.

The Finnish legislation states that foster parents have an obligation of non-disclosure. This Master's Thesis discusses the conceptions and experiences foster parents have regarding the role of the obligation of non-disclosure in interaction. The study was carried out by the in-depth interviews of six foster parents during the year 2012. Before the interviews foster parents kept a small-scale interaction diary the purpose of which was to prepare foster parents for the forthcoming interviews. Transcribed interview data was analyzed and compressed into one main theme (the interest/need of the child ) and two sub themes (challenges of the obligation of non-disclosure and the means of interaction). The conceptions and experiences foster parents had on the obligation of non disclosure and the ways by which foster parents executed the obligation of non-disclosure or managed private information was presented with Communication Privacy Management Theory. Attachment Theory was also utilized in the interpretation of the conceptions and experiences of the foster parents. In this study executing the obligation of non-disclosure presented itself as an active managing of private information by the foster parents, the purpose of which was to take care of foster child's interests and needs. Foster parents strived for sensitive responsiveness in spite of the obligation of non-disclosure. Disclosure as well as non-disclosure of private information was seen as protecting the child depending on the situation. Foster parents viewed that the obligation of non-disclosure should primarily protect foster children. In the foster parent's point of view too strict interpretation of the obligation of non-disclosure had opposite effects on foster children's well-being. Most of the interviewees disclosed thoughts and feelings on fostering with their close friends or relatives because they felt they received support needed in fostering from these relationships. The interpretations that authorities have on the obligation of non-disclosure and the instructions given to the foster parents should be defined in order to insure foster parent's possibilities for executing sensitive interaction needed in taking care of foster children and their needs. The foster parent's views on the obligation of non-disclosure should be researched further. In order to receive a full picture on the phenomenon the views of the foster children and social services authorities should also be researched.

This case study took place in Southern Finland at the municipal day care center. The focus was to investigate toddlers' possibilities to play and explore different situations from the perspective of play and playfulness. Also the role of adults in promoting play and playfulness was examined. According to previous studies play and playfulness are important concepts to children's development and learning. However play and playfulness don't take place only in the playing situations. Connection to other activities alongside playing situations is obvious. This study tries to depict children's play on daily basis in all kinds of situations. The study focuses on the pedagogical factors that have an influence on play possibilities. The case study group included 12 toddlers and 4 adults. The data was collected by many methods, including play observation, interview and play environment observation. The analysis was undertaken by content analyses and interpreting the results of numeric indicators (AES and ITERS). The result was that children play in all kinds of situations but the features of play differ according to different activities. Additionally the exploiting of play differs in different situations: at some point play and playfulness was repetitive but in the others the usefulness of play wasn't recognized or it wasn't considered appropriate for a particular situation. This leads to the question: is the usefulness of play and playfulness pedagogically recognized? Further the results confirm that the conditions and elements of play are important when supporting the play. Especially the adults' involvement and interaction in play are significant. The implication of the study is that it is important to talk about the factors that influence play and playfulness. Conversation between adults helps to develop play and playful interaction.

The purpose of this study was to determine primary school's classrooms as physical spaces, and how and by whom the seating arrangements have evolved. Another aim was to find out if teachers thought that it's possible to transmit their own conceptions of learning and values via class seating arrangements. I will try to explain does the classrooms' physical learning environment relate to the current conception of learning. Physical learning environment of classrooms has not been studied in Finland from the aspect of interaction. Prior studies about the physical learning environment in schools have focused on the school yard and other common spaces. I gathered my data by photographing classrooms in six different schools in the inner city of Joensuu during the spring of 2013. My data consists of 50 classrooms varying from 1st to 6th grade classes. In addition to the photos I did focused interviews with four teachers from two different schools in Joensuu during the autumn of 2014. The cores of the interviews were formed on the basis of image analysis of the photographs taken. The interviews were analyzed using content analysis methods. My research shows that classes differ as physical spaces between different schools as well as within the same school. Based on the class photographs, the size of the classroom does not have a great impact in the shaping of the seating arrangements, but some teachers do find the lack of space a great challenge. The aim was to examine different kinds of ways to organize classrooms to support learning and to learn teachers' experiences and conceptions of a functional classroom. A common objective behind the seating arrangements seemed to be to strive for teamwork. In spite of this, it was usually the teacher who made the seating arrangement. Based on the analysis of my data, it appears that the effects and opportunities of the classrooms as physical learning environments have not been full recognized yet.