Browsing by Subject "positiivinen ilmapiiri"
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(2014)Objectives. In this study, the aim is to analyze whether the learning environments of drama lessons support creativity. Based on earlier research, creativity was understood as an ability that can be found in everyone. Creative environment, however, was considered to have several characteristics, two of which are; positive climate and student-centered teaching. The purpose of the study is to find out whether the drama lessons have positive climate and whether the teaching is student-centered or not. In addition, the aim is to analyze how these two phenomena function as a part of the creative environment of drama lessons. Furthermore, the aim is to test and develop The Classroom Assessment Scoring System™ (CLASS) observation tool in the context of drama lessons. Methods. The study is defined as a qualitative case study although some quantitative measures were also made. The subject of the present study was eight drama lessons which were given to pupils ranging from first to third graders. The research material was collected by videotaping two lessons from four class teachers all specialized in drama. The material was analyzed by using two of the CLASS observation tool's parts; one for observing positive climate and another for observing student-centered teaching. In addition to the CLASS tool, the research material was analyzed by measuring the time used for creative and student-centered action. Results and conclusions. The research shows that drama lessons support children's creative learning as pupils generated new ideas and solutions, on average, half of the time during the lessons. The drama lessons received high grades (5–7 on a scale of 1–7) with the CLASS tool, both in positive climate and in student-centeredness. This implies that the drama lessons' learning climate was positive and their teaching was student-centered. On average ⅔ (64%) of the time, the lessons were student-centered. The connection between student-centered teaching and creative action was clear as an average of 80 % of the student-centered action was also creative. The current understanding is that positive climate is one of the key components of creative learning environments. This is why it is justifiable to assume that the drama lessons' high levels of positive climate were one of the reasons why their learning environments supported children's creative learning. In conclusion, positive climate and student-centered teaching are key elements of the creative environment of drama lessons, and the CLASS tool offers one possible framework for developing a new instrument for analyzing the quality of teaching in drama lessons.
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(2020)Objectives. The aim of the study is to map the ways for special education teachers in early childhood education to maintain a positive and playful atmosphere in a group with children with special needs. The aim is both to outline concrete ways of maintaining a positive atmosphere, and to specify the situations in which special education teachers use these means. The aim of the study is also to find out the factors that promote and prevent a positive atmosphere. Previous studies have shown that the atmosphere of early childhood education supports a child's well-being and self-esteem (Koivisto, 2007, pp. 42, 126; Sajaniemi & Mäkelä, 2014, p. 142). Play and humor have been found to lighten the mood (Viittala, 2006, pp. 126–127; Holkeri-Rinkinen, 2009, p. 232), in addition to which the use of playfulness in guiding the child has a positive effect on the child (Singer, 2013). According to Lobman's (2006) study, a responsive adult-child relationship supports a child's well-being and self-esteem, and influences his or her learning motivation and peer relationships. Methods. The research was carried out using the method of a thematic interview. Seven early childhood special education teachers participated in the study. The material was analyzed according to the content analysis. Results and conclusions. The study identified seven ways to maintain playfulness and a positive atmosphere, these are: 1) background thoughts, 2) way of communicating, 3) adult presence, 4) praise, 5) doing things together, 6) joking and playing and 7) planned activities. Situations in which special education teachers used these means were: 1) arriving and leaving situations in kindergarten, 2) play, 3) supervised activities (guided group and small group situations, and situations when an adult gives instructions to a child), 4) eating, 5) transitions (including, among other things, dressing and undressing), 6) toilet situations, 7) outdoor activities and 8) a moment of rest. With the exception of toilet situations, the situations were the same, which Koivisto (2007, pp. 125, 135) has distinguished in her study as situations in which the child's self-esteem can be supported. Among the means, background ideas were highlighted, as special education teachers described positivity most through adult attitudes and conscious behaviors. The use of positive means was most described in guided activities and then in play and eating situations and transitions. According to the study, the prerequisites for a positive and playful atmosphere are a positive atmosphere and common agreements in the work community, an adult's attitude and mindset and familiar routines. Factors that hinder positivity include non-cooperation, adult attitudes, challenges in one's own well-being and insufficient resources.
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(2016)Objectives. The aim of this case study is to find out whether negative climate appears in primary school drama lessons. Previous research has shown that climate has a huge impact on schooling. A positive climate in school gives pupils a better opportunity to learn and provides pupils with more opportunities to be creative. Drama and creativity are strongly linked together because in drama, pupils work in creative way. A negative climate in turn reduces pupils' chances to learn and to be creative. Therefore, studying negative climate in drama lessons is of importance. In this study, I compared negative climate in drama lessons given by graduated classroom teachers' with those given by student teachers. I measured negative climate with The Classroom Assessment Scoring System™ (CLASS). During the study I also evaluated how the CLASS-scoring system worked in measuring the negative climate of the drama lessons. Methods. My study was a qualitative case study and the method was video analysis. I analyzed eight drama lessons with another student, Pauliina Kivi. The lessons were videotaped during the autumn of 2013 and the spring of 2014. Kivi used the same videotapes as material for her study. The level of the pupils in the videos varied from pre-school to third-grade. Four of the teachers in the videos were graduated classroom teachers who all had some kind of qualification for teaching drama. Other four were student teachers who had studied drama education as their minor subject. The videos were analyzed by using the CLASS-scoring system. A negative climate score was given to every exercise of every lesson. Results and conclusions. The results showed that negative climate took place in the observed lessons but the scores were low. One exception aside, the lessons of the teacher students received higher scores in negative climate than the lessons of the graduated teachers. However, none of the scores reached even the middle of the CLASS scale of negative climate. Therefore, according to this study, drama lessons do not have a negative climate in general. CLASS-scoring system turned out to be suitable for observing the negative climate in drama lessons. CLASS-scoring system can also be applied to evaluate how teacher or students create negative climate.
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