Browsing by Subject "systeemiäly"
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(2017)The aim of this study was to examine kindergarten teacher's and nurse's system intelligence, its self-evalution and behavior and also to investigate how system intelligence impacts children's involvement and adults engagement in the day care group for three to six year old children. The research questions are 1) How kindergarten teachers and nurses evaluate their own system intelligence? 2) What kind of behavior is system intelligent behavior in the day care? 3) Kindergarten teacher's, nurse's engagement and children's involvement? 4) Statistical connection between system intelligence, adult engagement and child's involvement? Theories and instruments behind the current study are system intelligence (SI) (Hämäläinen, R. & Saarinen, E. 2003) , The Leuven Involvement Scale for Young Children (LISYC) and Adult Engagement Scale (AES) (Laevers, F. 1994). Individual with SI aspire to behave for one's own and for the best of the whole current community. Knowing all the time that with this kind of behaving one is strengthening the whole community's ability to behave due to system intelligence. Adult's engagement is shown the way one is observing and activating children: offering shelter, trust and activity with right kind of cognitive challenges. In conflict situations adult courages children to negotiate the solution that pleases everyone. Child involvement can be observed as strong concentration, creation and persistence when trying to reach the goal. Previous researches has found the connection between adult engagement and children's involvement. Also the researches located school environment has found the connection between systems intelligence and adult engagement. With the survey part of the current study was take part 771 kindergarten teacher and nurses from a municipality in the capital area of Finland. In the survey kindergarten teachers and nurses were self-evaluting their SI. Four day care center were selected from the survey: two with highest SI values and two with lowest SI values. In those daycare centers researcher were observing activity with LISYC- , AES- and SI- instruments. The results were manipulated with qualitative and quantitative methods. In the statistics Kruskall-Wallis-test revealed the differences between the daycare groups in adult engagement and children's involvement. Connection between system intelligence, adult engagement and child involvement were explained with help of tables and scatter plots with linear regression model. In three of four day care groups the self-evaluated SI values were higher than observed behavior. In the group were self-evaluated SI was lower than observed was children involvement values second highest of the four groups. In all groups children 's involvement was higher than adult's. This research give hints that individual's system intelligent behavior might effect positively with day care group's children's and adult's engagement. SI is more distinguishable with the success of whole community than individual's own success.
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(2020)Objectives. The aim of the study is to observe whether a game designed to improve teamwork can have a positive effect on a teams' systems intelligence and communication when the game is not played. Methodology. This study is characterized by action research. The data was collected from public early childhood education and care units in the city of Helsinki. Four teams participated in the study, N=14. The teams that were selected for the study played Topaasia, a game designed to improve work communities, for three months, on an average of twice a week. Before playing the game, the participants filled a questionnaire called systems intelligence inventory (Törmänen, Hämäläinen & Saarinen, 2016). The systems intelligence inventory was repeated after the game sessions. The participants also filled a questionnaire measuring their experience of the game sessions. The questionnaire contained open ended questions and Likert-scaled questions. The questionnaire was modified from Hannula and Harviainen's Hyötypelaaminen kehittämistoiminnassa –questionnaire. Findings and conclusions. Regarding systems intelligence, there was no great difference before and after the game was played. Systemic perception however differed before and after the intervention. Change was visible in teams that were known to struggle with interaction and communication. The game experience questionnaire provided insight to questions relating to the usefulness of the game, and its influence on communication during times when the game was not played. Increased communication was mentioned in the open answers to the game questionnaire. Usefulness of the game correlated with high scores in systemic perception.
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