Browsing by Subject "reflektiivinen päiväkirja"

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.