Browsing by Subject "kanssasäätely"
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(2018)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.
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(2019)This study examines co-regulation during clean-ups and transitions between activities in ECEC. The main interest of this study was to describe co-regulation and to promote knowledge and understanding of it in these specific situations. This study also investigates the ways teachers co-regulate children’s emotion, behaviour and attention. In this study co-regulation is approached from a socio-cultural perspective, and it is considered an important factor in child’s development and learning. The videodata used in this study was collected in a daycare center in Southern Finland in spring 2017. Data of this study consist of 24 episodes that were identified from the original 51 h video corpus. Children who participated in this study were between 1 to 4 years old. This study employes an ethnomethodological approach and multimodal interaction analysis was used as a method of data analysis. Co-regulation during clean-ups and transitions between activities in ECEC was identified as a specific event which had clearly distinguishable beginning and ending. The situations where co-regulation occurred were different in relation to which situational factors invited teacher to co-regulate with specific child or group of children. Teacher used mostly active-related strategies while co-regulating, and active-related strategies were identified more than emotion-related strategies. The situations where co-regulation occurred ended successfully satisfying both teacher and child. The results indicate that co-regulation during these specific situations in ECEC had an important role in children’s development and learning. Co-regulation supported and scaffolded the children’s participation in these ECEC activities, helped the children to complete tasks and to overcome disappointments and frustrations.
Now showing items 1-2 of 2