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The aim of the study was to find out how the recipes for fish published in Kotiliesi magazine in different eras have changed in the period 1936–2004. In the past, domestic lake fish and Baltic herring were common food sources in Finland, depending on geographical location. Fresh fish was a seasonal food and the fish was preserved by salting. From the 1950s onwards, the change in the structure of Finnish society and the proliferation of refrigerators and freezers made it possible to consume fresh and frozen fish in an unprecedented way. Instead of household fishing, fish was bought from the store when it was frozen or farmed to an increasing extent. The study examines how the food guidelines for fish published in Kotiliesi in different eras have changed and how the changes in the structure of Finnish society are reflected in the fish guidelines. According to previous research, Norwegian salmon is widely consumed by the turn of the 21st century, and the status of Finnish herring has collapsed. The study was a qualitative history study, and the material used in the study was Kotiliesi magazines of different eras to study the change in fish consumption in Finland, especially from a home economics perspective. 1936, 1958, 1976 and 2004 volumes of Kotiliesi magazine were used as research material. The re-organized research material covered a total of 59 magazines, which utilized fish instructions and fish-related articles. The material was analyzed by means of qualitative content analysis. Changed structure of fish guidelines, changes in fish species and processing rates, urbanization and purchased fish, increased living standards and prosperity, and internationalization are found themes. The fish instructions published in Kotiliesi have changed over the decades to a modern, industrial form and can be interpreted without previous cooking experience. The fish species that appeared in the instructions have changed so that Baltic herring and lake fish have changed to frozen fish and salmon. At the same time, the degree of processing of the fish has changed from whole to filleted. As a result of urbanization, fish was bought from the store instead of household fishing. The increase in living standards and prosperity made it possible to preserve fresh and frozen fish, so that salted fish was no longer used. In the internationalized market, Norwegian salmon fillet is an affordable choice when shopping for fish and there are plenty of instructions on how to make it easy.

The work of an artist performing popular music requires comprehensive commitment, and to be successful, the artist must not only be in a favorable starting point, but also practice long-term. Success is not achieved alone, and a supportive environment has been found to be essential when aiming for the top. Commitment to training as well as motivation and belief in one's own abilities are easily put to the test without a supportive environment. The purpose of this study was to examine the encouragement received by successful singing artists performing popular music and the meanings of encouragement. The study identified in which stages of the life path of successful artists the meaningful encouragement experiences are located and what kind of meanings successful artists give to the encouragement they receive. The necessity of the research is increased by the fact that scientific research on artists performing popular music is very scarce, and my research corrects this deficiency in part. In the study, five successful artists performing popular music were interviewed. The interviews were conducted as open narrative interviews. The research was carried out and analyzed according to the narrative approach. Based on the stories of the artists, I placed the meaningful encouragement experiences in childhood and youth, the beginning of a career, critical moments and places of choice, as well as publicity, success and increased experience. I categorized the meanings of encouragement into opportunities, motivation and enthusiasm, self-belief and contradictions regarding encouragement. The encouragement stories of the artists were mostly in line with each other. Their lives have been very similar in terms of, for example, a musically encouraging growth environment, opportunities received and a career with an ascending start. They have received a lot of encouragement from many different sources throughout their life and it has supported them even through difficult moments. In the artists’ stories, the diversity and importance of encouragement came up both in childhood and youth as well as in the midst of success, the encouragement for example strengthening self-belief and providing opportunities. The participants found it meaningful that encouragement never ceased in any stage of life. The results of this study mostly support the results of previous studies and indicate that encouragement received in the early years of life has a significant role in future achievements.

The purpose of this study was to examine in more detail the factors behind the inheritance of the teacher’s profession. This topic has been studied widely in Finland and abroad. The previous studies have shown that the teacher’s profession tends to inherit in the family. The information that one could have from the results, could be used for example in student counselling. The data was collected by sending a questionnaire via email to five teachers who are from families that include teachers. The questionnaire had nine questions which were based on previous studies and this thesis’ research problems. The previous studies that were used in this study were both Finnish and international. Thematizing was used as an analyzing method when questionnaires were analyzed. The Covid-19 pandemic had an impact on the method which was used to collect the data: originally it was planned to collect it via interviews but because of the pandemic the data had to be collected via questionnaire. As a conclusion in this study teacher occupation tends to inherit for example because of the support from the family and information about the occupation that is given by them. Being in a family that has other teachers has positive impacts, like for example common holidays. Knowing that occupations in families have an impact on a child's decision about education and future occupation, give student counsellors important information that they could use when working with the students.

The object of this study was the Finnish folk costumes used as work clothes at the Seurasaari Open-Air Museum. The museum's wardrobe had many shortcomings so there was a clear need for a study analyzing and enhancing the situation. The purpose of this study is to find out what kind of outfits should be designed for the staff of the open-air museum in order to meet requirements both for work clothes and folk dresses. Since the open-air museum is simultaneously a cultural history museum and a place of work, the dresses should be not only as historically authentic as possible but also practical as work clothes as far as comfort and maintenance are concerned. Due to the practical nature of the subject, the chosen method of study was design research, in which the design process moves forward in stages based on empirical knowledge. At the first stage of the study, the situation was outlined by making an inventory of museum's wardrobe and interviewing the keeper of the museum. At the second stage, the insights of the staff on their work clothes were reviewed through a survey. In the third stage the objective was to take into consideration both aesthetic and technical viewpoints of possible design solutions. Finally, a practical effort was made to combine these viewpoints regarding the folk dresses and work clothes by sewing the prototypes of two pieces of clothing that are a part of the work outfits. As a result of the study, the proposals for two outfits for two different museum houses were created. In addition to the results of the stages presented earlier, literature and pictures of folk dresses were used as support in the design process. Due to economical reasons, one of the outfits is also usable in two other museum houses. Since there is plenty of information available on both folk dresses and work clothes, it is possible to design outfits that meet the needs of the museum even though it sometimes requires compromises between authenticity and comfort. In addition, the results of this study can be used for rearranging and restocking the museum's wardrobe.

Objectives. The purpose of this study was to examine what kind of forms of co-regulation a teacher of early childhood education utilizes in order to calm down and activate children within a framework of a playworld. In addition, opportunities of the co-regulation were examined. One of the main interests of this study was also to examine, which kind of possibilities the co-regulation can create when it comes to the interaction between the teacher and children. In this study, the co-regulation was considered as an ongoing, moment to moment unfolding regulation process, occurring in the interaction between the adult and children. In this approach, calming and activating occur through multimodal communication. Methods. The video data of this study was collected by using video observation in the preschool group (6-year-olds children) in the Southern Finland in spring 2018. The data consists of 6 hours and 24 minutes of video recorded, naturally occuring interaction. This study was a qualitative research and conversational analysis was used as a method of data analysis. Results. In earlier research studies, calming and activating are considered as typical forms of the co-regulation. The third form of the co-regulation, however, was found in this study. This new form is calming and activating, which means calming and activating occur in the interaction at the same time. In according to this observation, the adult creates co-regulation by using two different interaction levels. When interacting on the one-child interaction level, the adult responds to the child’s co-regulation needs. As for interacting on the group interaction level, the adult responds to the needs of all children. There were found some similarities between the progress of the playworld activity and the co-regulation. In specific parts of the playworld activity, some forms of the co-regulation were found to be more recurrent. The results support that co-regulation is a dynamic regulation process which varies during the interaction. By utilizing the co-regulation, the adult is capable of responding to the different needs of a group of children. Benefits of the co-regulation occur especially when organizing pedagogical interaction in a big group of children.

Tiedekunta - Fakultet - Faculty Educational Sciences Tekijä - Författare - Author Kirsi Suomela-Inkeri Työn nimi - Arbetets titel Kapteeni käskee: ”Kiipeä puuhun!” Varhaiskasvatusta ja lasten leikkejä metsäympäristössä Title Captain says: ”Climb the tree!” Early childhood education and children’s games in a forest environment Oppiaine - Läroämne - Subject Education Työn laji/ Ohjaaja - Arbetets art/Handledare - Level/Instructor Master’s Thesis / Kristiina Kumpulainen Tiivistelmä - Referat - Abstract The documents guiding early childhood education were updated a few years ago. In 2016, the National Core Curriculum for Early Childhood Education and Care became work defining instead of being a mere recommendation. The curriculum expands the learning environment to include the neighbourhood as well. Simultaneously, the concern in society regarding children´s decreasing amount of exercise has grown. There is also fear of children becoming disengaged from the natural environment. Motivated by these issues, I wanted to research what kind of games children could play in nature. The framework of this study is Gibson’s Affordance Theory. Affordance describes the possibilities a child has for action. A forest environment provides an abundance of possibilities for play. The objective of my research was to discover what kind of games children play in the forest. I categorised the games according to the play type categorisation of Bob Hughes (2002). This research is a qualitative case study. The case was a specific day care centre with two child groups. Each child group had 14 children, a kindergarten teacher and a nurse. I studied the child groups with participative observations and filmed the groups with a digital video camera. From the research material I transcribed the parts that were interesting from the viewpoint of my original questions and categorised them according to Hughes’ play type categorisation (2002). The analysis of my research was theory-guided: theory and previous international studies guided my research. The games played by the children in the forest were diverse and almost all of Hughes’ (2002) play types were represented in my research. The activities lead by the educators included different games compared to those children played spontaneously. When the children were playing independently, more play types occurred. I categorised almost all games belonging to several play types. The children were enthusiastic about the activities. Unwanted behaviour, such as bullying, occurred rarely. Almost all the playing in the forest included physical activity and the children were often breathless from the physical exercise. The possibilities for play offered by the forest were versatile. In conclusion, the research showed that the forest represents an inspiring environment for play. Avainsanat - Nyckelord Varhaiskasvatus, luonto, affordanssi eli tarjouma, leikkityyppi Keywords Early childhood education and care, nature, affordance, play type Säilytyspaikka - Förvaringsställe - Where deposited Helsinki University Library – Helda / E-thesis (theses) Muita tietoja - Övriga uppgifter - Additional information

Aims. Generous supply of food has made it difficult to perform everyday food choices. There are heterogeneous food trends which may define what to eat and how the public discussion about food and nutrition is comprised. Media, parents and peers are major influences on adolescents' food choices. The taste and the familiarity of food are emphasized over healthiness of or information about food when selecting food. The aim of this study is to find out how the complexity of choosing food is manifested in perceptions of adolescent and how knowledge on nutrition is transformed into action in adolescent's lives. Furthermore, the effects of nutrition education on the quality of knowledge and action are reflected. The questions of this study are: 1. What kind of perceptions do adolescents have on food trends? 2. How is the importance of food selection related issues structured in adolescent's perceptions? 3. How the information and education on nutrition are combined in adolescent's perceptions? Methods. The qualitative data was collected by focus-group interviews from the students of optional home economics courses (N=24) in a school at Pirkanmaa, on May 2012. The data was analyzed with a qualitative method called qualitative content analysis. Results and conclusions. Teenagers were somewhat annoyed by food trends and worried about how these may increase incidences of anorexia nervosa. They were also hoping more criticism towards media by nutrition education. On the other hand, examples, such as adults' weight loss on low-carbohydrate diet effected positively on adolescent's perceptions of food trends. Adolescents are puzzled by the contradiction between eating habits they are taught and eating habits their parents follow. Adolescents' food choice was determined by the availability of food such as place to eat, the needs of food such as hunger/craving and the nutrition knowledge that is gained from parents, among others. Food choices are compromises between the three factors above. For example adolescents choose healthier foods at home than in restaurants, feel guilty after eating delicacies and appreciate homemade food; nutrition knowledge changes the eating behaviors of adolescents both physically, mentally and socially.

Objectives. Geomedia has been part of Finnish elementary school curriculum for five years in grades 3–6. Geomedia as a concept gathers old content with new one in the pursuit of devel-oping geography in school. Success of geomedia in teaching derives from perceptions of teachers, textbooks, and local curriculums. According to expectation value theory teachers perceived competence, task value of content and expectancies for its success in teaching ex-plain the motivation of how teachers invest in teaching of variable teaching contents. The re-search problem was to clarify the state of geomedia in 3rd to 6th grades. Methods. The study was conducted in the form of pragmatic exploratory mixed methods re-search using parallel convergent design. Design combined quantitative and qualitative data and methods. Data consisted 846 quantitative answers and 21 qualitative answers from open-ended question in the survey research conducted in the autumn 2020 by order of the Finnish National Agency for Education. Additional qualitative data was provided through the analysis of three textbook series and five local curricula. Quantitative data was presented though table and analysed using correlation. Qualitative data was analysed using content analysis. Results and conclusions. The concept of geomedia was not defined in any local curriculum and it was verbalized in one textbook only. Due to the broad formulation of the concept of ge-omedia, all textbooks included geomedia in its mainly older form and in such way, it was not consciously used by teachers and pupils in learning. The perceived expectancy value to teach geomedia was clearly lower compared to other main contents of geography in science teach-ing. This result was explained by the teachers lack of understanding about geomedia. Fur-thermore, teachers didn’t have the applicable teaching materials and had not received any additional training for the usage of geomedia in teaching. Since the poor competence of teachers leads to reliance on learning material, it can be stated that geomedia is not rooted as a conscious concept in teaching. If geomedia was defined and instructed from the pupil’s point of view of using technology in their daily lives, it could renew the teaching of geography. Developing the perceived competence of teachers through additional training and research based-learning materials would, based on expectation value theory and results, increase the importance of how the teachers perceive content in their teaching. In this way, it would be possible to redeem geomedia among the more entrenched teaching content of geography.

In the future the school will be working more and more together with the formal learning environments in the informal environments. Taking a socio-cultural perspective on learning it is characterized as a process that happens in interaction through collaborative participation. The earlier studies have illustrated that an initiative-response-evaluation -cycle (IRE-cycle) is reproduced in formal classroom interaction. This way of organizing interaction supports a teacher-led conversation culture in the classroom. Even though the school strives for expanding outside the formal environment the ways that the interaction is organized in an informal environment during school time have been studied very little. The purpose of this study was to find out how the interaction is like in an informal learning environment during the school time. The study was aimed to find out how the interaction was organized on a school birding trip and how was it like. The study was qualitative and data-driven. The data of the study consisted of a two-hour and 59-minutes video data that was collected as a part of the Learning Bridges research project in 2008-2010. The data was filmed on a school birding trip in Viikki and the participants were 18 fourth graders, their teacher and a birdwatcher. The analysis started of an urge to find out why the atmosphere on the birding trip was so free. The data was analyzed using the progressive refinement of hypotheses as an analysis method which implies that the research questions were formed watching the data over and over again. During this process significant episodes were selected in the data and they were analyzed more carefully. In the data there were only a few situations in which the interaction was organized as a teacher-led and by the IRE-cycle. The interaction was organized this way only in those situations where the teacher for example was checking out the knowledge of the students of something and the use was then well-grounded. Instead on the birding trip the interaction was organized often around the observations in the shared observation process. I called it crowding when an observation gathered the people together suddenly in the middle of the ongoing interaction and fading when people were little by little moving away from a shared situation to make something else. It were the teacher and the birdwatcher who usually brought the observations to the shared attention but they also encouraged the students to share their observations with others by giving them responsibility and choice of how they participated. The conclusion can be drawn that working in an informal environment can create new interactional structures in the formal learning and that they can enable different ways of learning. The informal learning environments should be brought as a natural part of the curriculum and the everyday life at school to support the idea that learning takes place everywhere.