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Objectives. Compassion is a fundamental motivational system in the human being (Gilbert 2015). Its function is to alleviate suffering (Goetz, Keltner & Simon-Thomas 2010). Compassion is one of the key skills needed in a global world (OECD 2016). Supporting the development of compassion and the skills of taking others into account is an obligation imposed on professionals by the National Curriculum Guidelines on Early Childhood (EDUFI 2016; Lipponen, Hilppö, Rajala 2018). Compassion has not been studied as an independent feeling in children’s natural environment. Previously research has been done about prosociality from individual psychological point of view (Warneken & Tomasello, 2006; Dunfield, et al. 2011). The research assignment of my thesis is to examine the every-day practices of spontaneous compassion in an early childhood group. The thesis is part of the CoCuCo research project. My goal was to generate new information about the compassion from practice perspective. The research problems were how sensemaking is occurs during the compassionate process and how compassion relates to the flow of action. Methods. I compiled the material I used in my thesis in an early childhood education group of Helsinki city. The group consisted of 23 children, an early childhood education teacher, a part-time special education teacher, and 2 nannies. I observed group members' who participated in the study for 2 weeks. I performed observation and material analysis with an exploratory and ethnographic approach. The data consisted of 32 observations I recorded on the observation form. The observation form served as a heuristic tool that guided me to discover acts of helping, comforting, sharing, and including others. In the data analysis, I used data-driven and theory supported methods. Results and conclusions. Sensemaking continued throughout the compassionate process. Joint understanding was formed through negotiations and non-verbal reaction to one another's actions. Sensegiving and sensebreaking occurred during negotiations of meanings. Verbalizing feelings and others’ points of view supported the compassionate process. During the compassionate process, emotions were regulated, conflicts were resolved, others were involved, and care was taken of oneself, others, and the environment. Through the compassionate process, interrupted action was able to continue, new action emerged, and previous action took new course. Compassion acts as a social tool that directs the flow of action. It supports children’s participation in activities, role in the kindergarten group and the development of positive peer relationships. By modelling compassionate interaction, early childhood teachers and caregivers can support compassionate processes between children.

This study looked at the practices of the systems design team as a case study when the goals of the local product design process and the strategic level design process are combined at the practice level. The combination of practices for effectiveness goals was approached by combining the traditions of sociocultural learning and the methods and concepts of systems design. The study sought to understand team design practices in relation to social impact. At the same time, the mechanisms for learning the team's relational design practices were examined. The research context was a four-person system design team consisting of product designers and strategic-level designers who participated in a training program that taught the skills of social change. At the same time, the team aimed to promote their own dual-purpose (local and strategic) planning process. The first part of this study examined the combination of design processes at different levels of effectiveness at the level of rough routines. They were examined by ethnographic video analysis. The second part focused on two different mechanisms for linking effectiveness objectives. The aim was to look at the role of team members in the scenes. It used as a method a rag rug technique that visualizes design practices and levels of social impact, as well as an interaction analysis of team discussions. As a result of the study, it was found that the systems design team sought to expand the local product and practice to meet strategic goals and to shape the strategic planning process closer to product design practices and goals. However, the strategic expansion of the local product design process was not successful due to the external performance targets of the process. Instead, the strategic planning process was shaped and, towards the end, it was accompanied by the practice of developing concrete policy guidance alongside the practice of parallel strategic problem definition. The parallel advancement of solution and problem-based design deepened the team’s internal knowledge practices. Although the results of the case study cannot be generalized outside the studied context, it would be worthwhile for the systems.

Background. Invention projects that are interdisciplinary and combine technology with making by hand, will be central pieces in future-oriented education. Such invention projects, based on non-linear pedagogy, have been developed based on academic research, and also been implemented in Finnish elementary schools. Non-linear pedagogy aims to respond to the changing skill requirements that are required in working life. In this paper, I analyse the Innokas programming- and robotics tournament teams’ invention processes and process outcomes, the final artefacts. I study the process especially through the lenses of maker culture and invention pedagogy, as in the invention projects the learning is interdisciplinary, combining technology with handicraft skills. Invention processes implemented in Finnish elementary school teaching have also been to some extent reviewed in earlier research, so I also examine the sample in my study with relation to the previous literature. The aim of this study is to provide information about the invention process and the final artifacts in tournament events Freestyle and Dance/theater. Furthermore, I examine the technological tools used in processes, as well as the roles and learning experiences of team members. As invention processes rely on nonlinear pedagogy, the problems encountered are defined during the process. I also examine the problems and problem-solving strategies used. Methods. As the research sample I use 10 participating teams of events Freestyle and Dance/Theater of the 2021 Innokas programming- and robotics tournament. The data consisted of semi-structured interviews (n=30) and the documents (vid- eos, planning papers and diaries) that the teams (n=10) prepared during the processes. I conducted the interviews during April 2021 in Finnish and Swedish with remote connections to the participants. All other material was similarly collected during Spring 2021. The material was analysed via qualitative data-driven content analysis. Results. I categorized the Freestyle teams’ artefacts to well-being and security and the Dance/theater artefacts to nature and sports. In line with previous studies, the invention processes were iterative meaning that the teams could for example encounter enormous problems while building the robot and needed to come back for ideation part of the process. The results also suggest that most of the teams did not split the roles in purpose but might scatter in some points of working. I divide experienced learning to 1. technology skills, 2. social skills and 3. thinking skills. The problems encountered during the process were not only technological, but also related to co-working and project management. Discussion. The results revealed that the roles in the invention process were diverse and related to both, the actual artefact and the documentation and communication about it. The problems encountered during the process were technological and co-working and project management related. In addition to academic contribution, the results can help teachers to plan and lead invention processes in basic education. These kind of invention processes that utilize programming significantly strengthen pupils' future capabilities in working life, where skill requirements are in constant change and the need to apply information and innovate is crucial.

Objectives. The paradigm of speech and language therapy has changed from linear cause-effect thinking to systemic perspective that impresses the importance of environmental factors. Community-based speech and language therapy is one example of systemic action. In community-based rehabilitation the focus is on working with people close to individual with special needs. With reference to children important communities are family members and kindergarten workers. There are some applications of community-based speech and language therapy in the field of rehabilitation but more information is needed. The aim of this study is to bring more information about community-based rehabilitation by introducing one way of implementing it. This study focuses on Hyvinkää's community-based speech and language therapy (yhteisöllisen toiminnan puheterapia). Goal of this study was to find out how the Hyvinkää model works and what do workers think of it. Methods. Two community-based speech and language therapists and six kindergarten workers working with Hyvinkää's community-based model participated in semistructured interviews. Interviews were recorded and transcribed. A qualitative analyze was used where data was themed and typed in the way by which it was possible to answer research questions. Results. Community-based speech and language therapy in Hyvinkää included primarily work with kindergarten staff to promote interaction and to support children's speech and language development. Functions occurred always in groups and were not defined as rehabilitation. Collaboration with speech and language therapists often included concrete actions like how to link signs in everyday activity. Kindergarten workers described speech and language therapists as a professional of their field, and that their own task was to put into practice those techniques therapists has introduced. Interviewees were very satisfied working with Hyvinkää's model. It seems like when kindergarten workers are motivated to work in collaboration with community-based speech and language therapist it is possible to carry out community-based model and ways of supporting speech and language development can be implemented in day care groups. It also seems like Hyvinkää's community-based model has a chance to be good support in children's individual rehabilitation.

Objectives. According to the socio-constructivist understanding of learning, the child is seen as an active participant in his group, who learns by building knowledge based on his previous experiences in different social contexts and interactions (Kauppila 2007, 47). Finnish early childhood education is based on a learning concept, according to which children’s active and social activity in group-based institutional education is recognized as a significant factor in a child’s learning, growth, and development (Core curriculum of ECEC 2022, 21–22). The purpose of this thesis was to deepen the understanding of the sense of community built in kindergarten groups in Finnish early childhood education, which requires an understanding of the interactive and social dimensions of learning. Methods. The research data for this thesis was collected using a narrative literature review as the method of data acquisition. The research data consisted of a total of eight dissertations and two research articles, in which the research had been carried out in the context of Finnish early childhood education. The data included studies that touched on the sense of community, solidarity, cooperation, agency built in peer relationships and interaction between children in early childhood education. The search was targeted at research on Finnish early childhood education. The data was analyzed using the six analysis steps of Braun & Clarke’s (2022) thematic analysis. Results and conclusions. Based on the research data, a three-level structure could be created about the sense of community built up in the early childhood education group. According to the three-level structure a sense of community is built at the level of the framework of early childhood education, operating culture, and the child’s activities. At the level of the framework of early childhood education, the guiding documents of ECEC, the rules imposed by the structures and the physical learning environment affected the sense of community. At the operational culture level, especially the role of the early education teacher, the everyday routines and the atmosphere influenced the formation of the group’s sense of community. At level of the child’s activity, on the other hand, significant factors were peer relationships, and children’s cooperation. The teacher’s role as a key factor in the sense of community and cooperation of a group of children should be studied more in the future. At the same time, this thesis opened reflections about the importance of high-quality teacher training and the economic pressure on the cooperation of the group of children.

This thesis examines the descriptions of co-teaching by home economics teachers at the beginning of their career from the perspective of planning home economics education. The aim of the thesis is to examine how home economics teachers implement co-teaching and what they tell about the joint planning of teaching. The background of this research consists of discussing the changes of the school culture in primary schools, especially focusing on the perspective of the implementation of co-teaching and the joint planning of home economics education in the era of the 2014 curriculum of primary school. In my research, co-teaching is seen as the form of work of teachers, which is examined from the point of view of planning home economics education. Answers to the research questions were sought using the research method of qualitative research. As a data collection method was used a semi-structured thematic interview which I con-ducted on with the Microsoft Teams application. The interview framework contained four themes, which were used to discuss the realization of cooperation in the home economics teacher's job description. The information was written into one text document and after that the material was searched for expressions related to cooperation, co-teaching and teaching planning, which were formed in their final form by a material-based content analysis. The main categories were formed by coding in order to obtain summarized answers to the research questions. In this study, co-teaching was seen as a form of work for teachers and a way of cooperation that could be implemented in different variations. Based on the results, home economics teachers at the beginning of their careers implement joint planning of teaching in terms of sharing, updating and producing teaching material. In addition, the collegial support received through cooperation was seen as important, especially in challenging situations. However, the empirical data I collected show that co-teaching as a form of cooperation between teachers enables collegial support and the sharing of expertise in the job description of a home economics teacher. The home economics teachers who participated in the study saw the implementation of cooperation as an opportunity to make and implement home economics teaching. The conclusion was the development of co-teaching in home economics education. Empirical data showed that home economics teachers had faced challenges at the beginning of their careers that affect the implementation of cooperation. In the light of this research, parallel teaching as a form of activity for home economics teachers seemed to be minor in terms of teaching planning. However, home economics teachers saw cooperation and co-teaching as a possibility to implement home economics teaching.

Special needs education has undergone ideological changes over the past decades. The inclusive education system has become the new ideal. Its main idea is that all pupils learn together from the start, and that pupils with special needs are not relegated to their own classes. An increasing proportion of pupils with special needs are in mainstream classes. At the same time, the number of pupils with special needs has increased. Studies also show that teachers’ burnouts are ever more common. Previous studies have suggested co-teaching as a possible solution to these challenging trends. For teachers, it has been seen as a way to better meet the needs of a heterogeneous class. In co-teaching two or more teachers together plan, implement and evaluate the teaching of a group of pupils together. In this study, I have wanted to find out what kind of to experiences teachers have concerning co-teaching. More specifically, I am interested in what exactly are the circumstances, that from teachers’ experience have influence to the success of co-teaching teachers think influences the success of co-teaching. I also wanted to know what kind of benefits and challenges teachers perceive to come with co-teaching, both for themselves and for their pupils. As my research is focusing on the personal experiences of teachers, the analysis has phenomenological features. The data was collected by interviewing 13 classroom teachers remotely in September and October 2021. Seven of the interviews were conducted as individual interviews. In addition, my data includes a group interview with six teachers. I analysed the data using theory-driven content analysis. Teachers felt that the two most important preconditions for the success of co-teaching are finding a suitable teaching partner and administrative support. Teachers felt that the practice of co-teaching had many benefits for themselves and their students. The benefits of co-teaching that emerged from my data were a lighter workload, increased sense of community, improved quality of teaching, normalisation of diversity and a safer learning environment. Interviewees had also recognized challenges in using this form of teaching. The main challenges cited were mismatched teaching pairs, uneven distribution of responsibilities and lack of administrative support. Teachers also felt that co-teaching was not suitable for all pupils because of its variable elements. These included changing classrooms and teachers. However, all the teachers interviewed reported, that their job satisfaction improved as a result of co-teaching. They felt that pupils received more help and individual support through co-teaching. Thus my study strengthens the earlier views, that co-teaching is a possible way to reduce teacher fatigue and to support pupils with special needs.

The aim of this study is to examine what means ensemble in primary school music education, how it should be taught and why it should be an important part of primary school music education. A theme of this study was selected, because it's important and current. Primary school music education which is implemented with help of ensemble can fully support the modern heterogeneous class and every unique member of its. The importance of this study explains also the lack of previous research. The data of this study was collected based on five teachers theme interviews. All of the teachers were teaching music in primary school. Interviews were made during the autumn 2014. Two of the teachers worked in Pirkanmaa and the rest of them in Helsinki metropolitan area. The data was analysed using qualitative content analysis. This study shows that ensemble in primary school music education doesn't mean only playing together with instruments. Essential parts of ensemble are for example body rhythms, music and movement and word rhythms, which will help to develop every student musical skills and to move to the instruments. This study shows also that ensemble in primary school music education is a long-term process. After all it's possible to get a heterogeneous class finally playing together if it is advanced with small steps and used musical base supporting exercises regularly and variedly. This study shows also that teacher's role is significant if ensemble wants to be successful. However, social skills will be develop if ensemble in primary school music education will implement systematically and each student participatory. Also the development of other areas, like a physical and intellectual development is possible with help of ensemble. This study shows also that ensemble was also seen effecting positively to whole class improving cohesion and to whole school improving a positive atmosphere. On the grounds of this study can be said that ensemble in primary school music education can advance every student's holistic growth. Ensemble can also effect on taking into account one another, accepting diversity and appreciating community.

The objective of this Master’s thesis is to depict the expansive learning actions found in a change laboratory intervention process. The intervention method was based on developmental work research and the activity theory and these are also the premise of this study. The objective in the change laboratory is a comprehensive understanding of activity and collaborative redesign of activity. In expansive learning participants collectively create something for which there are no pre-existing models and the process of expansive learning is supposed to start in the change laboratory. The methodical selections for the study where qualitative research setting and abductive content analysis. The study material was a complete set of material consisting of conversation transcripts of change laboratory sessions executed in a hospital. Nine meetings where held and each had a varying number of participants. Hospital staff extensively from several specialties participated in the change laboratory process. Developmental intervention corresponded to the need for reorganizing activities in connection with a hospital fusion. Nearly all kinds of expansive learning actions where observed in the change laboratory process, except the last one about consolidating and generalizing the new practice. Several objects of development where worked on and they progressed at different paces. Therefore in the material a variation of progress of learning activities was observed. In the beginning of the process participants quickly got to the point of analyzing the activities and at the end of the process almost all kinds of learning activities where observed. It was interesting how the diversity of the participants from different units of the hospital could have affected the progress of development targets identified in the process and how they progressed in different paces. In terms of expansive learning activities this presented itself as multiple expansive learning cycles simultaneously progressing at different paces.

The purpose of this study was to describe the status of preschool education and preschool teachers as a part of the unified comprehensive education. The goal of the study was to examine how a discourse between preschool education and teaching is generated within a school form, in which students from preschool to the ninth grade study in the same school building. The study revealed some of the prerequisites for such discourse, based on the statements of preschool teachers working in aforesaid schools. Previous studies suggest that preschool education is still finding its place between early childhood education and the school world, despite the recent demands of upholding the integrity and continuance of a consistent syllabus and by making preschool education obligatory to all children. In this study, the actualization of a unified comprehensive education from the standpoint of preschool education is examined via such dimensions as judicial-administrative and pedagogic arguments, as well as those relating to school premises. The study was constructed in 2016 using methods of qualitative attitude survey, in which three preschool teachers working in a unified comprehensive school were interviewed. These preschool teachers were given claims based on a theoretical framework, which they had to argue. The analysis of this study was based on these arguments. The method of analysis used was the Foucauldian discourse analysis, in which the focus is on authority, institutional power relations and subordination. The results showed that the argumentations of these three preschool teachers widely conveyed their experiences of the preschool education under the school administration. The different dimensions of these arguments all intertwined, relaying the discourse between preschool education and teaching within the schools. The argumentations of the teachers relayed a strong commitment towards the school system. This commitment was based on good resources, opportunities to improve one's professional proficiency as well as pleasant working hours. Preschool teachers' high appreciation towards pedagogical competence and university-level education of kindergarten teachers also proved significant to this study. These results clearly express the power relations in the fields of early childhood education and school education.