Browsing by Author "Häkkinen, Piia"

Objectives: The aim of this study was to find out how Mind UpTM -curriculum effects to the children's development in the early childhood education. This study is the part of the Pieni Oppiva Mieli – research project in the University of Helsinki. Program executes Mind UpTM curriculum, which develops children's relaxing, concentration and emotional regulation in the Finnish early childhood education. The focus in this study was to find out how Pieni Oppiva Mieli –intervention (POM) effects to emotional control, social confidence and prosocial skills in the peer relations. According to former studies prosocial behaviour among each other is children's congenetial feature. The peer relations are formed in a quite early phase in the toddlerhood and the lack of social skills might lead to a risk of social rejection. Exercises where children relax and adjust their behaviour together in the peer group effects to the stress regulation, social emotional skills and school achievements in the school age. Methods: The study was conducted in autumn 2015. There were 463 children from three to seven years of age from 30 kindergarten groups taking part in the study in the Helsinki capital area. Children were divided into intervention groups (N=387) and to control groups (N=76). In the interventions groups the execution of the Mind UpTM curriculum was a daily routine for 30 weeks. Core in the curriculum were POM -exercises (brain brakes) three times per day where children were learning relaxation, concentration and recognition of their body sensations. The study data was gathered from KTA scale, which is based on the international Preschool Behavioral and Emotional Rating Scale -method of evaluation of the strengths. The data was analyzed with repeated measures variance analysis and with non-parametric Kruskall-Wallis test (SPSS version 23). Results and conclusions: The result of the study indicates that Pieni Oppiva Mieli –intervention has positive effects to the children's emotion regulation skills. Non-parametric analysis noted effects of intervention also in social confidence and prosocial development. Review of the background variable in the whole data demonstrates that teachers estimated more strengths to girls than the boys in the emotion control and behavioural skills. Children with special needs have fewer strengths in all parts of the evaluation than other peers. It is important in the early childhood education to support children's emotional regulation and prosocial development and via that way prevent negative group phenomenon like bullying and social exclusion in the peer group.