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Browsing by Subject "barns socioemotionella utveckling"

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  • Räike, Matias (2023)
    Aim. Children’s early social-emotional maturation plays an important role in their development. A report in Finland has shown that daycare centers need tools in everyday life to support children's socio-emotional development. Thus, the SAGA intervention was created by Kalland, Linnavalli & Von Koskull (2022). In the intervention, the staff at the day care center were trained in mentalization theory. Over the course of twelve weeks, the staff at the daycare engaged in regular shared storybook reading sessions with children aged 3–5. The aim of the discussions was to support the children in reflecting on mental states and to get them interested in their own and others’ inner world. In this thesis, the discussions between teachers and children during shared storybook were analyzed. The aim of the study was to describe, interpret and analyze the way the staff at day care centers discuss with the children about the inner world. Additionally, the study aimed to examine how these discussions function as a basis for the children's mentalization. One goal was also to analyze how the staff use questions to encourage children’s reflection on the inner world. Methods. The research material was gathered by videotaping moments of shared storybook reading. Thirteen different groups of children were filmed, with a total of seven adults and 57 children featured in the 13 video clips. The video footage has been transcribed and analyzed through content analysis. Results and conclusions. The results showed that most of the teachers discussed the storybooks with the children in a way that encouraged reflection on the inner world. These discussions served as a basis for the children's mentalization. The majority of discussions about inner mental states focused on identifying and naming emotions, with less reflection on thoughts, wishes or underlying reasons. There were some reflections that required a higher level of mentalization in the children. Self-reflection and reflection based on the characters' perspective were evenly distributed in the children's reflections. The teachers asked more open than closed-ended questions about the inner world. Some groups had little or no discussion about the inner world. This seemed to be because the teachers had not mastered the content of the education, failed to get the children to participate in the discussion, or that the theme of the storybook was more abstractly connected to the inner world.