Browsing by Subject "huoltajat"
Now showing items 1-6 of 6
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(2021)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.
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(2022)The purpose of this qualitative research was to describe and interpret the meaning and grounds of worldview education from the guardians perspective and their wishes regarding worldview education in early childhood education. Previous research has shown worldview education to be a tense content area within early childhood education. Studies have focused mostly on the professionals point of view. Whereas little attention has been given to the guardians perspective. The research questions were as follows: 1. What meanings do guardians give to worldview education in early childhood education? 2. What grounds do guardians present for worldview education in early childhood education? 3. What wishes do the guardians express towards early childhood worldview education? The data consisted of four thematic interviews and open-ended entries of the questionnaire. 11 guardians answered the questionnaire. The data was analyzed using theory-driven content analysis, and utilized methods based on discourse analysis. The results were mirrored with Balčin et al.'s (2021) model of the worldview dimension of worldview education. The data shows that guardians see multi-perspective worldview education as a way of promoting accepting differences and as a mediator of a model of a good person. The necessity of the content area was questioned as early childhood education resources are critical. The meanings were built from a secular and pluralistic dimension. The guardians' grounds for worldview education focused on a shared Finnish value base, the nurturing of cultural tradition and the rights of the child. The grounds were located in the secular and monovalent dimension. The guardians expressed a preference for religious sensitivity and valued a high level of competence in worldview education from the professionals, nonalignment of worldview education, uniform practices, caution on trips to other worldview communities and stronger description of worldview education and discussion about it. The wishes were focused on the secular dimension. The guardians had a positive attitude to multi-perspective worldview education, but the practices related to its implementation revealed tense questions and attitudes in which the interpretation of one's own background in worldview education was highlighted. This thesis reveals that discussion about world-view education between guardians and personnel in early childhood education is in major role promoting multi-valued society which allows different worldviews. Discussion requires personnels' competence of worldview reflection and sensitive attitude towards religion and worldviews. In the light of this thesis, these previous skills should be supported among personnel in early childhood education.
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(2014)In previous studies it has been found a connection between pupils' school success and the quality of home-school partnership. The aim of this study is to map perceptions of parents of school-age children about home-school partnership. Furthermore this study will canvass practices of partnership that are practical or need to be improved from parents' viewpoint. The theoretical framework of this study is made up of Epstein's (1987, 1992, 1994) model overlapping spheres of influence and the six major types of partnership activities. The data of this study is collected via web-survey, which purpose was to map pupils and their parents' viewpoints to support the improvement of basic education in the research city. The questionnaire was answered by 3859 parents and 1252 pupils. The survey consisted of background questions, structured questions and open-ended questions. This study is a mixed methods study which has both quantitative and qualitative part. At the quantitative part of the study the sum of the variables have been formed by factor analysis and then examined with different background variables using analysis of variance. Qualitative data is analyzed by deductive content analysis. Epstein's (1992, 1994) six major types of partnership activities is used as a framework for analysis. At the end quantitative and qualitative part will integrate as meta-inferences. In this study parents' perceptions of the interaction between home and school was positive. Also their knowledge about student welfare team was quite good. Parents' view of home-school interaction was statistically significant related to pupil's grade. The knowledge about student welfare team was statistically significant related to pupil's grade, mother's education and pupil's support level. Partnership activities that belong to the basic obligations of school communication, for example informing and personal meetings, gathered both most compliments and most developmental proposals. Parents view home-school partnership important and they hope investment for its improvement.
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(2021)The Covid-19 pandemic forced the Ministry of Education and Culture to make a historical decision, based on which all schools and educational institutions in Finland switched to dis-tance education on March 18, 2020. If necessary, contact teaching was offered only to pupils in grades 1 – 3 or with special support. The purpose of this dissertation is to record the experience of pupils aged 7 to 12 years and their parents of the distance school routine overshadowed by exclusionary activities of soci-ety. It was mentally a very difficult period. The aim of the dissertation is to find out how dis-tance education was perceived, especially in terms of the mental well-being of pupils and what opportunities the teacher has to support in the community of pupils and other mental well-being in the situation of distance education. This qualitative research has a narrative approach. The material consists of diary-based WhatsApp messages from three students and loosely structured thematic interviews with stu-dents and their parents. The material has been compiled during exceptional circumstances, and it was possible to find out changes in school practices and pupils’ moods as the distance learning period progressed. The results show the importance of different teaching practices on mental well-being of the pupil the differences in the level of teaching practices. The data shows the spring 2020 was challenging. As expected, it highlighted loneliness caused by social isolation but also the po-tential of the school to support community. At it’s best, distance education was challenging but diverse learning environment that devel-oped future skills and self-esteem of the pupil. At worst, it turned out to be a grueling and lonely drill for the pupil when even the provision of basic learning goals was uncertain.
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(2022)In the spring of 2020, primary school students were transferred to distance education for health safety reasons. Distance education environments were set up from a wide variety of teachers’ and schools’ starting points at the expense of equality. The need for design-based research on IT-mediated teaching expanded from adult education environments to primary school, where the importance of self-determination was emphasized. The purpose of the study was to form recommendations for the primary school distance education provider by looking at the experiences of the guardians. For the description of distance education arrangements during the 2020 state of emergency this is a case study, and a design research for the development of distance education recommendations. The foundations for the thematic analysis was the theoretical distance education description by Simonson and Seepersaud (2019). The secondary data was received from an extensive national distance education and well-being project. 526 Helsinki-based guardians’ multi-perspective open text form responses were demarcated for examination. In the phenomenographic research method, experiences of the guardians were summarised using quantification. Recommendations for teachers, education organisers and guardians were formed through interpretation of the data. The perspective of guardians was well suited for the educational design research. According to the results, the most challenging situation in distance education was caused by weak selfdeter-mination of primary school aged children, which was best supported with the help of the teacher, if not the pupils’ own parent. Inequality was highlighted both in the quantity and quality of teaching provided by the teacher and in the home's ability to support the child. Surprisingly, the results described the normal conditions of modern school as a scene of noise, fears, bullying, stress and strain. About 10 % of guardians described distance education as a better learning environment for their child compared to normal conditions. As a guideline based on the design research, it is recommended that the primary school teacher provides daily support and assessment for the pupil, instructions available to the pupil, contact at home - but flexibly to case-by-case and depending on the teacher's competence, and continually developing one's own work.
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(2021)Goals. The aim of this study was to investigate how first and fourth graders’ parents perceive functional home-school collaboration, and find out whether there are considerable differences between the first and fourth graders’ parents perceptions. The following research questions were asked: 1) How do the parents of first graders describe functional home-school collaboration? 2) How do the parents of fourth graders describe functional home-school collaboration? 3) Do the parents’ perceptions in different grade levels differ? Functional home-school collaboration is meaningful for students, parents, as well as their teachers, highlighting the need to investigate the matter. Methods. The study is a qualitative study, in which a phenomenographic approach was used to analyze and interpret research data. The data were collected using an online survey, which was distributed through two Facebook groups, each consisting of people living in a specific district in Helsinki. The questions in the online survey were mainly open questions. 45 parents took part in this study. The collected data were analyzed by forming units of meaning from the parents’ answers. These units of meaning formed subcategories for a further, deeper analysis. Results and conclusion. The results of the study showed that functional home-school collaboration consists of 1) regular and active communication and dissemination of information, 2) open and quick communication, 3) trust and respect between the parents and the teacher, and 4) positive collaboration, including shared goals. The perceptions of functional home-school collaboration did not differ between the first and fourth graders’ parents. The needs, thoughts, and expectations of the parents about functional home-school collaboration were rather similar between the two groups of parents.
Now showing items 1-6 of 6