Browsing by Subject "vuorovaikutus"

Aims. The aim of this study was to find out what kind of things challenge and burden the relationship even to the verge of marital crisis. Previously this subject has been studied in Finland mainly with quantitative methods. The intention of this study was to collect more detailed information about what are those challenging situations in everyday life and how do they impact to the well-being of the relationship. Additionally it was looked into what kind of help couples are looking from marital camps. Methods. The qualitative research data was collected from marital camp participants in 2014. It comprises experiences of 82 individuals, of which 59 responded by writing on paper or electronically through the "E-lomake" service and 23 people responded verbally in a short interview. Semi-structured questionnaire was used as a basis of both written replies and interviews. The study frame was phenomenological-hermeneutic, as the interest was particularly the everyday experiences that respondents were describing. The data was reviewed with a thematic analysis of the narratives, because most important was what the respondents told, or what kind of episodes the narratives retained. Results and conclusions. Especially general haste and lack of time spent together burden relationships. These shows as, for example, tense mood, diverging from each other and declining of the emotional connection. Also communication between spouses diminishes or changes along with haste and then disagreements come more common, too. Good communication skills are considered very important, and for this issue respondents searched help also from marital camps. In everyday life stress is caused by coordination of work and family life, sharing of domestic work and childcare and parenting. Based on this study, thought to break-up does not arise from any specific separate challenge of everyday life.

The purpose of the study is to find out how guardians of children with autism spectrum experience the implementation of support in early childhood education. In the past few years, the diagnosis of autism spectrum has become more common in children of early childhood age, so the number of children diagnosed has increased in early childhood education. Children have been placed in different kindergarten groups, taking into account support needs, but the educating community with know-how may be absent from the groups. In this case, the child’s personally directed support also suffers. In the past, the views of early childhood educators on the rehabilitation of children with autism spectrum disorder in early childhood education have been studied more, but the guardians’ thoughts on the implementation of support and early childhood education are few. The aim of the study is to find out whether the child’s personal support needs have been taken into account in the group and whether the child receives enough support in the opinion of the guardians. The study was conducted through individual interviews by remotely interviewing guardians of children with autism spectrum in early childhood education. The research was carried out using qualitative methods and the research material was analyzed on the basis of data by means of content analysis. The theoretical background of the study is based on the forms and arrangements of support for early childhood education, research data on the autism spectrum, laws, regulations and policies related to the early childhood education of children with autism spectrum and early childhood education in general. The results of the study on the experiences of guardians of autism spectrum children about the support received by the child in early childhood education or pre-school education were expressed by the guardians'views on gaps in support, reinforcing factors in support and guardians' wishes for good and adequate support. The guardians felt that the input of certain employees, the close co-operation between the kindergarten educators and the family, and the consideration of individual support needs were positive things. The guardians felt that the lack of information, insufficient resources and a lack of knowledge about the children were negative things in support. In addition, the guardians described that not enough children's special means of communication were used. In particular, carers wanted more resources, stronger staff training and the necessary support services to support early childhood education.

Objectives. The aim of this study is to analyze pupil agency and pupil initiatives in the formal context of school. Based on previous studies, the traditional school is claimed to offer limited possibilities for student agency and initiatives, even though current research and national curriculum highlight the active role of pupils. The purpose of the study is to find out what kind of initiatives pupils express during interaction in their peer groups and with the teacher, how the teacher can support the agency of pupils, and what kind of challenges the fulfillment of pupils' agency faces in the school's formal activity. Methods. This study is an ethnographic case study. The research site was a combined 5th and 6th grade class in a small comprehensive school in Southern Finland. The data was collected by videotaping and observing the class working on a Good Life Project during four school days, and also interviewing the teacher of the class. The data on pupil initiatives in peer group was collected in a Desert Island exercise of c. 3 hours. A thematic interview of the teacher was carried out at the end of the data collection period. The material was analyzed by utilizing interaction analysis and narrative approach. Two analyzers were used as a way to improve the reliability of the results. Results and conclusions. The results show that in their peer group pupils generate constructive initiatives, supportive initiatives and deconstructive initiatives in many different ways. Deconstructive initiatives could also advance activity. Pupils generated initiatives more diversely with their peers than with the teacher. In interaction with the teacher, pupils' initiatives were mostly answers to teacher's questions or questions about the task. The teacher could support the pupils' agency by using self-evaluations, giving positive feedback to pupils, using humour and creating positive interaction. The teacher was aware of the tension between agency and control in the school institution. However, the data shows that pupils in this study did not express initiatives equally. Expressing initiatives was gendered in a way that in the Desert Island exercise boys were more active than girls. There was a tense relationship between pupils' activity and passivity, and in this study this contradiction was observed as a dialectical dimension of agency.

Goals: Due to the Covid-19 situation, Finnish schools moved to distant education in spring of 2020. Interaction is a particularly important element in learning. Studies had shown that it affects the whole experience of learning for students and teachers. The quality of interaction also determines results and attitudes towards future learning. Distant learning has mainly been studied with adults and higher education. These studies showed that good interaction is an especially important element in distant learning. This could be formed through safe on-line environment and well-planned lessons. The purpose of this study is to find out how have students in Finnish schools experienced distant learning in the spring of 2020. Method. There were eight different interviews made for this thesis. There were nine different interviewees altogether in ages between 13-18 during the spring of 2020. Interviews were conducted in the winter of 2021, almost a year after the quarantine. The interviewees were given choises to take the interviews individually, in pairs or groups. They had also an opportunity to choose the interview face to face or with distant connection. About half of the interviews were made via distant connection and all but one individually. The analysis was made using content analysis. Results. The overall impression of the distant learning in quarantine time of 2020 was mainly negative. The results show that experiences of presence and interaction had diminished during distant learning. The interviewees experienced participation and asking during lessons mentally harder than in normal lesson. The learning environments on-line were found to feel unsafe and that was one of the main reason participation was diminished. Many had problems because of the lack of peers in class, and they missed normal school environments and habits, like recess. Positive results were that distant learning tended to be calmer, and it contained less hustle. There is a possibility to create more interaction and participation in distant education classes by thorough and versatile planning and making possibilities to do group work.There should be more ways to cultivate the feeling of safety in distant learning.

Objectives. The goal of this thesis is to examine various positive methods in which a teacher can confront a challenging student in the classroom and redirect the student’s behaviour to fit the lessons agenda. This thesis will also aim to examine what kinds of challenging behaviour can be found from analysed drama lessons. Previous research has shown that teachers find interactions with challenging students to be often demanding. In the modern classroom teachers must be prepared to face challenging students and therefore there is a need to research teachers already working in the field to see how they confront challenging students in a positive way. Methods. The research for this thesis was done as a case-study based in video observations, where footage from the 2018 KEHU-project was utilized. The research footage contained five filmed lessons, which were taught by five various drama-specialized teachers across Finland. The teachers participating in this project taught grades one through third grade. The nature of this research was based on qualitative methods. The material was processed through content analysis and classification. Results and conclusions. Challenging behaviour was categorized into four distinct categories based off the filmed drama lessons, which were disruptive behaviour, wandering, disobedience and negative verbal or physical interaction. Challenging behaviour filmed during the lessons were often quite mild forms of challenging behaviour. Based on the results the teachers mostly conducted positive confrontations against challenging students and were able to redirect behaviour with efficient and practical methods. This thesis provided promising information in regards that teachers can redirect behaviour towards the lesson’s goals with positive interactions. Having a respective attitude towards students and striving towards dialogical interactions from the teacher appears to improve confronting the student, which has been proven in earlier research to be meaningful in regards to the students behaviour.

The object of this study is to examine the qualities and skills of a good coach. The study approaches the subject through the eyes of junior footballers. Coaching children and youth is more than exercising – coach needs to have other abilities too, like interaction and educational skills. The study is looking for answers to the following questions: What kind of qualities the coach should have based on the opinion of junior players? How the skill level of the team and the sex of the player connects with the idea of a good coach? Coaching contains several different sectors, which are examined in the theory section. The essential terms are youth sports, team sports, physical education, coaching and different roles of a coach. Some previous studies considering the theme are introduced in the theory section. The data was collected by a questionnaire which was completed by 1446 junior footballers from Southern Finland. Every fifth answer was randomly selected for closer examination. To help the children to answer, the questionnaire included few open questions about good coaching. The results of the questionnaire were classified by using content analysis after which they were categorised under different themes. The possible divergences between boys and girls as well as different skill levels of the teams were investigated. The results were also examined based on former studies and theories, most importantly the Finnish Coaching Expertise Model (Suomalainen valmennusosaamisen malli). Based on the results of the study the main findings were that there is a connection between a football player's sex and their perception of a good coach, which means that some differences between boys and girls did occur. There was also differences between the results of the players from teams of different skill levels, but they seemed relatively random. When the results of the survey were examined based on the Finnish Coaching Expertise Model, the main finding was that the most important skills that a good coach should have are interaction skills and knowledge of the sport. The results of this study can be used in the future to develop junior coaching and training of the coaches.

Aims: Speech and language development is delayed or proceeds atypically with children with intellectual disabilities. Speech expression is limited and a person communicates mainly by early means such as gestures and vocalizations. Interaction is heavily dependent on communication partners. Logopedic interaction studies aim to find out how interaction works when some of the participants have communication problems. Earlier study has brought much information on the communication features of people with aphasia. Communication of people with intellectual disabilities has been studied less. This study provides information on communication features of an adolescent with severe intellectual disability. Methods: The study examined the conversation between Sari and a logopedics student during speech therapy sessions. Conversation analysis (CA) was applied. CA is a qualitative method used to search regularities in naturally occurring conversations. Sari is a 14-year-old girl with Cornelia de Lange Syndrome. She has been diagnosed with severe intellectual disability with autistic features. Her communication is mainly non-verbal. The data consisted of six videotaped speech therapy sessions. The study focused on task phases of the sessions when the participants conducted a speech therapy exercise with four different tasks. For analysis, the videotaped data was transcribed in detail. Sari's communication features and the sequential construction of conversation were described. Things that made interaction fluent or nonfluent were analysed. Results and conclusions: Repetitive structures of interaction were discovered applying CA. Therapy task sequences consisted of three-part structures, where the student first assigned a task, Sari responded and the student commented Sari's response. Negotiation sequence was often built between the first and the second turn. Interaction was fluent when Sari's response to the student's turn was preferred and nonfluent when Sari's response was not preferred. Sari communicated mostly with pointing gestures and bodily activity. Success of Sari's communication was largely determined of how well the student was able to interpret her communication.

Tutkielmassa tarkastellaan eteläpohjalaismurteen ja yleiskielen sekä yleispuhekielen vaihtelun tilanteita ja tehtäviä luokkahuoneessa eräässä lapualaisessa alakoulussa. Tavoitteena on selvittää, millaisissa kielenkäytön tilanteissa murteen ja yleiskielen sekä yleispuhekielen vaihtelua tapahtuu ja millaisia tehtäviä sillä luokkahuoneessa on. Tarkasteltavat murrepiirteet ovat äänne- ja muotopiirteitä (esimerkiksi svaavokaali ja inessiivin pääte). Aineisto kerättiin alakoulun ensimmäisen ja toisen luokan yhdysluokasta kevättalvella 2008. Aineisto koostuu kolmesta oppitunnista, jotka on tallennettu kahdella videokameralla. Tutkimusluokalla oli 20 oppilasta, joista tyttöjä oli kuusi ja poikia neljätoista. Oppilaista seitsemän oli ensimmäisellä luokalla ja 13 toisella luokalla. Tutkimusaineisto litteroitiin keskustelunanalyyttisesti. Keskeisinä tutkimusmetodeina käytetään dialektologiaa, sosiolingvististä variaationtutkimusta sekä keskustelunanalyysia, ja tarkastelu on laadullista. Tutkimuksen alussa esitellään yleisesti murteentutkimusta luokkahuoneessa ja tutkimukseen vaikuttaneita tutkimustraditioita. Tutkielman teoriaosassa käsitellään luokkahuoneen vuorovaikutuksen piirteitä, puheen vuorottelukäytänteitä sekä kielenkäytön vaihtelua ja määritellään tutkimuksessa käytettäviä termejä sekä tutkittavia eteläpohjalaisia murrepiirteitä. Ensimmäisen analyysiluvun aluksi esitellään kielellisen vaihtelun perustapauksia sen mukaan, kuka puhuu ja miten jonkin piirteen variantti ilmenee: esimerkiksi variantti voi säilyä, vaikka puhuja vaihtuu, tai variantti voi vaihtua, vaikka puhuja säilyy. Tämän jälkeen analysoidaan luokkahuoneen kielenkäyttötilanteita kielellisen vaihtelun kannalta. Vaihtelu kasaantuu erityisesti tietynlaisiin tilanteisiin: opettajajohtoiseen opetustilanteeseen, kysymiseen, kerrontaan, toistamiseen sekä työrauhan ylläpitämiseen. Vaihtelua tapahtuu sekä opettajan että oppilaiden puheessa. Toisessa analyysiluvussa täsmennetään kuvaa kielellisestä vaihtelusta analysoimalla tarkemmin vaihtelun tehtäviä edellisessä luvussa esitellyissä tilanteissa. Ensiksikin vaihtelun avulla voidaan selventää puhetta, kun annetaan ohjetta (vain opettajan puheessa), selvitetään ongelmaa, kerrotaan uutta asiaa ja käytetään paikannimeä. Toiseksi kielellinen vaihtelu voi toimia yhtenä keinona osoittaa erilaisia siirtymiä vuorovaikutustilanteessa: siirtymää tilanteesta ja toiminnasta toiseen mukaan lukien puheenvuoron päättäminen tai muutosta puheen suuntaamisessa tai vuorovaikutusroolissa. Kolmanneksi vaihtelua voidaan käyttää myös etäännyttämään oma puhetta väärää vastausta arvioitaessa tai erimielisyyttä osoitettaessa. Toisin kuin aiemmissa tutkimuksissa, tämän tutkimuksen aineistossa oppilaat eivät käyttäneet kielellistä vaihtelua huumorin keinona, mitä saattaa selittää oppilaiden nuori ikä.

As a result of the change in work, management and supervisory practices are also being modified. As the free working methods and mobile work grow more, the importance of interaction increases in supervisory work. The purpose of this master's thesis was to explore how to build interaction between supervisor and employee. In addition, the purpose was to find out how this interaction makes the employee's work more pleasant. The interaction between supervisor and employee has been much discussed from a supervisor's point of view. This thesis focuses on a broader view and takes employee's perceptions into consideration. From the theories of wellbeing at work I use positive aspect and look at how wellbeing at work can be improved instead of examining threats. My thesis is based on the material from theme interviews. I interviewed five employees from the same company, each of whom worked in different positions. My research is a qualitative research. I started to interpret the material with discursive aspect and tried to find discursive variations in my material. This study showed that functional interaction between the supervisor and the employee contained certain features, such as transparency and equality. Functional interaction between supervisor and employee builds trust, and interaction was always shaped in a unique relationship. Corporate practices and instructions also affect the interaction between supervisor and employee. Based on my research, the functional interaction between the supervisor and the employee made the employee's work more pleasant. It made the environment more comfortable and made it easier to work. Functional interaction emphasized the meaningfulness of work and created opportunities for employees to influence. The meaningfulness of work and the possibilities to influence are seen more important in working life today, as well as functional interaction and work community skills.

Children’s and adolescents’ well-being as well as school well-being has been a headline on many news recently. The aim of this study was to examine compulsory school students’ perspectives on school factors that have influenced on their school absenteeism. The aim of this study was also to view student’s perspectives on the support the school has offered them. The aim was also to find out what kind of support the adolescents would consider to be effective in preventing absenteeism. Many researchers have done research on truancy but only few studies have focused on students’ perspectives on truancy. This research was conducted as a theme interview. Research material consisted of five theme interviews from compulsory school students that have been absent from school and school is concerned on their school absenteeism. Themes covered school aspects from a wide range. Themes covered also student’s views to their school absenteeism. The research material was analysed by using content analysis. Results from this study indicate that school bullying is one of the major reasons behind school absenteeism of the interviewed adolescents. Interaction with teachers play also an important role. Only one of the adolescents interviewed stated that her absenteeism is due to her own motivation. The results show that school has not offered enough support against or preventing bullying. The results concerning support in school matters other than bullying vary from not getting enough support to getting all the support student could ask for. Results from this study show that students hope the school to act stronger in preventing school bullying. Also schools should place more effort on the school atmosphere and the interaction between students and teachers. Strengthening school engagement and preventing school bullying could help reduce school absenteeism.