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Browsing by Subject "nybörjarundervisning"

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  • Laaksonen, Julia (2022)
    International policy documents (FN (UN), 1989; WHO & BZgA, 2010, 2013; WAS, 2014; UNESCO, 2018) recommend that children should receive age-appropriate sexuality education, but it is unclear whether this is fulfilled in practice. There is relatively little research on sexuality education for younger students. Therefore, it is relevant to research how sexuality education for younger students is delivered. The purpose of this study is to describe how sexuality education is delivered in grades 1-2 in Finland and to examine teachers’ attitudes towards sexuality education for younger students. In this study I would like to draw attention to the potential of the Finnish curriculum when it comes to sexuality education. Five teachers, who at the time of the study taught grades 1-2 in Finnish primary schools, participated in this study. Data were collected through semi-structured interviews that were recorded, transcribed, and analysed with thematic analysis. The results found that teachers had difficulties defining sexuality education. Teachers taught sexuality education across subjects, spontaneously and sometimes also unconsciously. Teachers need help defining what sexuality education is and what themes are to be addressed. Sexuality education should be made an evident part of the subject environmental studies in the Finnish curriculum. This can hopefully encourage teachers to teach sexuality education. The sexuality education was not really planned, evaluated, or developed in any of the schools. This is a serious issue that needs to be addressed. Local plans for sexuality education should be written. The teachers had generally positive attitudes towards sexuality education for younger students, but in some situations sexuality education could be perceived as a difficult subject. Several of the teachers showed interest in promoting diversity and equal treatment in their teaching. This study failed in providing any deeper insight into how teachers work with norms in sexuality education.
  • Rostedt, Frida (2022)
    Aim. The aim of the study was to examine teacher’s perceptions of a smooth transition from pre-school to school during the covid-19 pandemic. The aim was also to examine especially how the cooperation between the pre-school and school has been during the pandemic. Previous research has shown that the transition from pre-school to school is a very critical and vulnerable stage in a child’s life. At the same time we know that everyday life has been very different due to the pandemic. In addition, the ecological theory highlights that the surrounding environment is meaningful for the child’s experience of the transition. Previous research about cross-sectoral relationships in turn illustrate the importance of the cooperation and connections between pre-school and school. This study therefore examines teachers perceptions of working towards a smooth transition from pre-school to grade one during the covid-19 pandemic. In addition, the study examines teachers perceptions of the cooperation between the pre-school and school concerning the transition, during the covid-19 pandemic. Methods. The data has been collected with semi structured interviews with five teachers, two pre-school teachers and three classroom teachers. The interviews have been analyzed by a thematic model. Results and conclusions. The perceptions of the transition are many and varying. Some experience that the changes and challenges haven’t been so vast, when others express that the pandemic has had an impact. Five themes were identified as significant for the smoothness of the transition. It appears that the role of the school and the contact with the caregivers have suffered the most due to the pandemic. The teachers however seem to have a more similar view regarding perceptions about the cooperation. Four themes were identified as significant. There has been less cooperation and the physical restrictions have especially had an impact on the joint activities with the children. By using alternative working methods the teachers have tried to compensate the loss. The cooperation between the staff has been quite similar. The results confirms the ecological perspective on transitions. The fact that it is work on many levels that is required for a successful transition has perhaps become clearer during the pandemic, when these different structures have been restricted and challenged in different ways.