Browsing by Subject "myönteinen palaute"

Aim of the study. This study explored the positive feedback that is received by children in pre-school (6-7 years olds). As part of a group, children absorb attitudes and values that concern how to think, learn and interact with other people. Previous research has indicated that the positive feedback and praise that children receive shapes the way children see themselves. Research on positive psychology has stressed the importance of understanding how individual strengths should be seen as resources for learning and well-being. A case study was performed to deepen the understanding regarding the different types of positive feedback that children receive, which activities result in positive feedback and what strategies do adults use to give positive feedback to children. A main point of interest was the positive feedback that children receive regarding their strengths. Method. Data was gathered by recording videos of the interactions between children and working adults in a pre-school located in the Helsinki metropolitan area. In advance, every day activities where children and adults interact were selected to be recorded. The data consists of short video clips recorded during three days, altogether 2 hours and 55 minutes. After transcribing the videos, abductive analysis was used to recognize themes. Results and conclusions. The data could be categorized into two themes: 1) general positive feedback and 2) specific positive feedback, both varying in content and quality. Specific positive feedback appeared more versatile in function and practical than general feedback. The positive feedback that children received was mainly targeted at skills and personality, rather than to the processes of learning and doing. Children received positive feedback mostly as individuals, but still in public. Even though the concept of strength-based learning was familiar to the adults participating in the study, positive feedback on children's strengths was given only a few times. In order to use positive feedback purposefully, it is imperative to understand the qualitative differences between types of positive feedback and between means of giving feedback. Positive feedback should be specific: taking each child's needs, phase of development and linguistic readiness into account. It is also important to pay attention to nonverbal communication. To recognize and increase children's strengths, the pre-school staff would benefit from training and support.