Browsing by Subject "positiivisuus"

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.