Browsing by Subject "Pieni Oppiva Mieli"

Objectives. This study explored the development of children's executive function skills in groups with a Pieni Oppiva Mieli Intervention (MindUp ™). The study is part of Helsinki Uni-versity's Pieni Oppiva Mieli project, which implements a program based on mental control and childrens' practice in early childhood education and pre-school education. The key objectives of the study were to improve social skills, improve self-knowledge and self-regulation, improve skills in academic skills and business management, and increase positive and optimistic skills. The study wanted to find out how children's executive function and attentiveness skills devel-oped in groups where the Pieni Oppiva Mieli Intervention was consistently and committedly used. In addition, the study looked at the development of executive functions and attentiveness and the effects of intervention between different sexes. Methods. The material was collected during autumn 2016 and spring 2017, with three day care centers in Espoo and Vantaa. Of these three day care centers, all adults participated in MindUp training and at the same time POM. There were 16 study groups, n = 255 children (2-7 years) and 54 professionals (vo, veo, vlh). In connection with the project, the educational staff as well as the parents of the children in the sample completed the PikkuKESKY concentration survey for children aged 5-6 and Esikoulu- KTA forms, the latter of which describes the child's skills and strengths. In September-October 2016, initial measurements were carried out by education-al staff. After that, the groups accomplished Pieni Oppiva Mieli program, which included a calming moment three times a day. Final measurements were carried out in May-June 2017. In this study, all the sections of the PikkuKESKY questionnaire and the selected sections for the Esikoulu- KTA form were subjected to the Cronbach alfa test. The consistency of the meter proved to be strong for both entities (α> .70), meaning that the meter itself can be considered to be consistent. The T-test of dependent samples (SPSS 24) was used to analyze the data. In addi-tion, when examining gender differences, the material was subjected to one-way ANOVA with repeated measures. Results and conclusions. Earlier studies have found that a program to strengthen children's socio-emotional skills, with elements of sedation and science skills, has supported children's pro-social skills, stress-regulating skills, increased children's learning, and contributed positively to the development of children's executive function skills. During the research, part of the executive function skills -initiative, -design and -implementation and emotional regulation have developed. Motor restlessness has decreased during intervention. In addition, the different dimensions of attentiveness have evolved. When studying the impact of age, it is noticed that the mere development of time does not explain the results of the study, but the intervention can be seen to have contributed positively to the development of child resource planning and awareness skills.