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Browsing by Subject "Bronfenbrenner"

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  • ADHD-lapsen sisarusten asema perheessä : vanhempien ja sisarusten haastattelututkimus 
    Sandberg, Erja (2012)
    The purpose of this study was to find out what kind of status siblings have in a family in which one child has ADHD. In the background, there was a doubt regarding sibling equality in a family in which one child needs substantially more parental time and attention. In Finland, no similar studies have been made. The study used Brofenbrenner's ecological systems theory. The study involved five families with elementary school age children with ADHD. The families had a total of fifteen children. The parents and the siblings of these families were interviewed. The study was divided into four themes: (1) everyday family life, (2) feelings, (3) family roles and interpersonal skills of the family members, and (4) the importance of siblings in an ADHD child's life. The interviews were analyzed by content analysis. The research problems were: 1) How do parents and siblings perceive sibling status in their family? and 2) What is the significance of siblings in the life of a child with ADHD as assessed by the parents and the siblings themselves? Parents felt that the most significant factors as regards the status of siblings were the way the siblings take responsibly for the family's daily life, the siblings' own understanding of their family, family transparency, taking the siblings into consideration and dealing with their feelings in everyday life. A tight feeling of cohesion was a factor in empowering the family. Parents considered ADHD medication an important element of their family. The meaning of the siblings for an ADHD child's life was very significant. The siblings described their families as positive and lively. They had got used to the qualities and characteristics of the child with the diagnosis. They did not perceive the ADHD child as being a different child in their family. The siblings recognized their parents' fatigue and thought that the parents did not have enough time for them. However, they did not feel that the parents treated them unequally. The siblings reported that they looked after the ADHD child to some degree, but they thought that this was part of family life. The siblings described cooperation as strength of their family. As compared to international studies, converging factors concerning sibling position, sibling relationships and the ideal family functioning came up in the interviews in this study. Siblings' mental problems, which this investigation did not reveal, were an exception. Consistent with previous studies, parents' assumptions about sibling relationships were more positive than the siblings' descriptions. According to the study, an ADHD child's family relationships were a challenge, but with appropriate internal measures the position of siblings in a family can be good.
  • "Mä toivon että meillä vielä joskus olis` draamaa" : varhaiskasvatuksen työntekijöiden käsityksiä draamakasvatuksesta ja sen käytöstä 
    Breilin, Sanna (2020)
    Objectives. The goal of this thesis was to find out what kind of perceptions early childhood education employees have of drama education and it´s use as a pedagogical content and how to strengthen it`s status. This thesis used Bronfenbrenner´s ecological systems theory as a way to look how perceptions will absorb and how they´ll influence. The study examines dramaplay -entity. Finnish education evaluation centre made a report of implementation of the National core curriculum and there were shortcomings in the contents of art education. Methods. Theme interviews conducted in spring 2015. Three early childhood education employee were interviewed. The results analyzed through phenomenographic method. Results. Drama perceived as positive and communal art form but only one of the interviewees used drama regularly. There was less drama and art education if the employee found the group of children challenging. Interviewed employees experienced that kindergartens cultural activities reflect the quantity and quality of art education. All interviewees argued that training was a way to increase art education and drama. Employees had positive attitude towards drama. They participated in the drama with the group and were given concrete tools how to make drama with children. Kindergartens operational culture and leadership influence pedagogical content. Perceptions of arts and drama pedagogy in early childhood education should be examined more depth and their impact on action explored.

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