Browsing by Subject "reflektiivinen kyky"
Now showing items 1-3 of 3
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(2016)Mentalization and its neuroscientific basis has been studied a lot concerning mental health, nurturing and parenthood, but in the field of early childhood education there has not been so much research. The purpose of this study is to examine thinking processes of the adults working with toddlers in mentalistic perspective. The main intent is to clarify how an adult perceives and interprets both his /her own and toddlers' behavior in terms of intentional mental states e.g. feelings, needs, goals, reasons and purposes. Throughout this study I want to increase understanding of mentalization and reflective function (RF) as one quality factor in early childhood educators work. This study was carried out as a part of a study in University of Helsinki called Children's stress regulation and learning (LASSO) –research project and its PedaSens –intervention. This study includes interviews of ten (n=10) early childhood educators working with toddlers in day care centers, that participated in LASSO project. This theme interview was carried out as a qualitative research, using partly quantitative methods. Two rating scales (MM & RF), based on mentalization theory, were applied in analysis of the litterated interview material. Also education frames were used to describe mentalization appearing in a pedagogical environment. According to this study, the mentalization ability was at least almost normal or higher level among all participants. The results were compared also in two groups, that were formed according to earlier involvement in PedaSens –intervention. The results suggest, that RF was on a little bit higher level in that group, that had been involved in intervention. Similarly the capacity to see toddlers as individuals with minds was a little bit better than in the other group, that had not yet participated intervention. The study findings verify the perception, that mentalization is a sense, that can be improved. Also the findings confirm the notion, that stress may decrease educators' mentalization capacity.
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(2020)The aim of this study was to investigate the effects of the pedagogical intervention (PedaSens) to develop adult reflective function (RF). The research questions are: 1) How did early childhood educators relate their interaction? 2) How did early childhood educators relate the strenghts of their interaction in terms of pedagogical sensitivity? 3) How did the reflective function (RF) appeal in both individual and group reflective diaries and how did the reflective function increase during the intervention? The purpose of PedaSens-intervention was to increase a professional development and well-being of the children. Previous research has demonstrated that adults’ reflective function is requirement for pedagogical sensitivity. The previous PedaSens-research has demonstrated that consciousness of high-quality interaction increased by intervention and adults also paid more attention to their own working habits. This study increase understanding of mentalization and reflective function (RF) as one of the quality factor in pedagogical sensitivity and early childhood education work. A total of 43 kindergarten professionals and their 13 teams from outside of southern Finland participated in the study. The data consists of early childhood educators’ reflective diaries, which was returned via email to doctoral student Sivi Harkoma. Data included both individual and group diaries. Theory guided content analysis was made by creating an estimation scale where was utilized the reflective function theory. The main intent was to clarify how adults perceive and describe both their and children’s behavior and state of mind after meaningful interaction in terms of mentalization, mental consepts and reflective thinking. Reflection function (RF) was at lower to normal lever among most participants both in individual and group diaries. In those diaries adults focused on describing behaviour and interpreting children’s mind. In individual reflections RF was in the same levels during intervention, in group reflections RF increased more during intervention. According to this study mentalization and reflective function seem to be necessary to improve and give opportunity for reflective discussion in early childhood education. In higher level of reflective function, educators had more intense describing of mental state and interest in child’s mind.
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(2019)The aim of this study was to investigate the associations between finnish first time parents reflec-tive functioning and impressions (representations) of the child. Theory and previous studies have shown connection between parents´ reflective functioning and the valence (positive – negative) of impressions or representations. The parents´ impressions of the child have previously been in-vestigated as representations, that are connected with reflective functioning and which affect the quality of interaction between the parent and the child. The purpose of this study is to offer knowledge for well-baby clinic workers. The sample consisted of finnish first time parents, with 355 mothers and 107 fathers. This low-risk sample was collected by online questionnare when the child was two years old. Associations between reflective functioning and impressions of the child were examined based on correla-tions. Between groups comparisons (mother-boy, mother-girl, father-boy, father-girl) were exam-ined by variance analysis. Correlations between parents´ reflective functioning and impressions of the child were largely as expected; robust parents´ reflective functioning was associated with positive impressions of the child. Results show what kind of impressions of the child are connected to reflective functioning in this study.
Now showing items 1-3 of 3