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Browsing by Subject "Early childhood education"

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  • Nikkola, Teemu (2011)
    It has been found usually to talk in the early childhood education in connection with the creativity about arts and skills and about play. In this treatise, the creativity is approached besides play but also from the point of view of the creativity of the everyday. The starting point for the study is the view according to which the creativity is complex interaction between a creative person and an environment. The theoretical body of the study is the Componential theory of creativity of Amabile (1996). The process which is open and product which is new and suitable or acceptable were defined creative. In the opinion of many researchers, the creativity is a phenomenon that has determined in a certain time and place so the creativity is examined from the point of view of the social constructionism. As creative processes in the day nursery it has been defined pretend play, child's involvement and children's agentive perception which is based on the Children's agentive perception theory of Reunamo (2007). The purpose of the study is to clarify how the child's personal factors and the social environment affect the creative processes of children in the day nursery. This Master's thesis is based on the Children's agentive perception uncovered study led by Jyrki Reunamo (2010) which was carried out in the spring of 2010 in Keski-Uusimaa and in Hämeenlinna and Taiwan. From the study, a name has also been used "on the sources of Orientation", a research project and development project. The study includes the children's evaluation sector, the observation sector, the children's interview sector and the evaluation sector of the pedagogic environment. 891 Children 1-7 year-old by age participated in the study. All the sectors which belong to the study of Reunamo were utilized in this treatise and the Finnish day nurseries or preschool groups which had participated in the study were marked off as the target group. The main component analysis, sum variables, the correlation coefficients, Mann-Whitney's U-test and Kruskall-Wallas test were used for the statistical examination of the quantitative material. In this treatise it was noticed, both the personal properties of the child and a social environment, that they affected all the examined creative processes which also had a significant connection with each other statistically. The definition of creativity was filled best by the participative answers. However, the number of the participative answers was only 8% in the questions concerning adults. That raised the question whether an attempt should be made to have effect so that the children's better participation also in the interaction with the adults would be possible in the educational culture of the day nursery. In the further study, the conscious building of the social environment which supports the creativity from a social constructionism point of view could indeed be an interesting task. The treatise is suitable for an examination of the interaction between the child's person and a social environment especially from the point of view of the creativity.
  • Rantanen, Susanne (2018)
    In Finnish day-care centres kindergarten teachers and nursery nurses work together in multi-professional teams. These occupational groups have different qualifications and educational backgrounds. However, earlier studies have shown that many day-care centres don't make use of the multi-professional expertise produced by these different professions. In these centres work assignments are often shared according to the work shifts, regardless of the educational background of the workers. As a result, different educational backgrounds of the staff are sometimes seen, instead of enriching the work, as causing uncertainty about the skills of the professional groups and appropriate work tasks for them. Uncertainty is also caused by the historical roots of the day care. In this study, I tried to clarify the present state of multi-professional teamwork in day-care centres through three research problems. The research problems are: (1) How do the work assignments of the different occupational groups differ from each other in a multi-professional team? (2) What are the challenges for multi-professional teamwork in early childhood education? And (3) Which factors are linked with the personnel's perceptions about the functionality of the multi-professional teamwork? The data was collected through an open internet survey. A total of 157 kindergarten teachers and 136 nursery nurses responded to the survey. The analysis was carried out by the methods of content analysis. Theory directed content analysis was used to clarify the meanings of the open questionnaire replies and to classify the content of the survey in the themes that summarize the research results. According to this study, kindergarten teachers' and nurses' work assignments differ from each other at least in part of the day-care centres. However, this is not the case in every day-care centre because there is a lot of day-care centres where work assignments are not shared at all according to the educational backgrounds, but only by the work shifts. The challenges of the teamwork were everyone does everything -working culture, lack of appreciation, lack of understanding, invisible expertise, and changes that come outside of the day-care centres. The personnel's perceptions about the team's functionality were influenced by the division of the work assignments, the personal characteristics of the team members, the appreciation of others and the actions of the director. In particular, the division of the work assignments created disagreements between the occupational groups. According to this study, the field of early childhood education is undergoing a form of a struggle where occupational groups fight each other with strategies of social closure over capitals and positions.
  • Candolin, Heidi (2022)
    The aim of this study is to examine parents' beliefs on what impact Covid-19 has had on our young children's physical activity. With the term young children, I refer to children aged from one to six years old. The research questions for this study are the following: 1. How do parents view the impact Covid-19 has had on children's physical activity? 2. What kind of change in the child’s physical activity can be seen? 3. Is there a change in the child’s attitude towards physical activity? In the chapter physical activity some background on how children master physical movements will be presented. The chapter contains children’s physical development, as well as benefits and the needs for physical activity. Physical development and physical activity go hand in hand, developing physically often leads to the child becoming more physically active. In the chapter Covid-19 and everyday life, viewpoints on how the Covid-19 pandemic has affected young children’s everyday life and especially physical activity are examined. The Covid-19 pandemic led to activities organized for families with children, such as story-time in library, music-play at the library/church and family café etc. stopped to decrease the spreading of the Covid-19 virus. A short complete lockdown took place in the beginning of spring 2020, where early childhood centers closed, and only parents/guardians who could not stay at home with their children had the right to bring their child to early childhood education. The parents that had the opportunity to stay home with their child were offered online early childhood education via the early childhood education center that they normally attend to. How much activities were sent out depended on the early childhood centers approach and beliefs (Hilppö, et al. 2020; Nurhonen et al. 2021). However, it was decided later that early childhood education centers remained open during the pandemic, and children were offered everyday life as normal as possible. Even though, early childhood education centers opened, the Covid-19 restrictions still existed (Nurhonen et al. 2021). How these restrictions were followed depended on the family. With the use of questionnaire, that were sent out to early childhood education centers and parent-child activities I have tried to get a view on how parents view the impact Covid-19 has had on young children’s physical activity. Has the pandemic affected young children’s physical activity? What are the parents’ beliefs? and how well with Covid-19 going on can children be physically active? I collected 103 answers from the questionnaire. Looking at the collected data I have also tried to see how and what attitudes towards physical activity children have. Do they enjoy being outdoors, physically active and has this changed during the pandemic? What can be concluded from this study is that even though the Covid-19 pandemic has been going on for 2 years it has not, according to the parents of the children, affected young children's physical activity that markedly. The children of this study seem to be as physically active as before the Covid-19 pandemic. This study is only a sample of a specific number of people, trying to explain how Covid-19 has affected the daily lives of children. Further study is needed to fully understand the changes made by Covid-19.