Browsing by Subject "kielellinen tietoisuus"
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(2018)The purpose of this research is to describe the connections between literacy skills and other skills of preschool children. Furthermore it will also describe how literacy skills are related with children's every day life in the ECEC. Earlier studies have shown a connection between language skills and social skills, self regulation and attentiveness. On the other hand there have also been found comorbidity of learning disabilities. Language awareness, many processes and skills seem to have an impact on the child's literacy and reading skills. The connection of literacy skills and other skills have not been studied earlier as widely as in this research with the help of children's evaluation and observation. Therefore this research will bring new information about everyday life of children with different levels of literacy skills in preschool. The method of this research was quantitative. The data used in this research was a part of Orientation project (2015), a research and development project of ECEC: This partial data consisted material of the children who took part in the literacy test. One part included the children's means and the other part was the overall data. All the data was collected by three different measures; Literacy test (n = 218), evaluation of the children's skills (n = 218) and the child observation (n = 5422). The research was made in preschools (n = 21) in Turku and Helsinki. The children were five to seven years old. The literacy test was developed in the University of Helsinki in teachers' education department. The observation was made by a structured observation-form, which was based on LIS–YC-indicator. The evaluation of children's skills was made with a form of Likert scale. The data was first analysed for frequencies. Then there was some crosstabs and correlations made. The analysis included also some tests like Chi-square-, Z-, Exact and Cramer's V-test. As a result literacy skills correlated with social skills, learning and metakognitive skills, attentiveness, controlling of reactions and state of vitality. Literacy skills have also an impact on self-regulation and commitment. Children with need of literacy support had difficulties in most of these categories. A good way to secure the wellbeing of children is to support children's skills in a pervasive way and focus on the rolls and action of adults and peers in every day life and play in ECEC.
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(2017)Objectives. The aim of this research was to find out how teachers can support children's linguistic awareness during the pre-school year. This research orientates to contents of instruction and teaching methods related to linguistic awareness. The research also partly handles differentiation of linguistic awareness in preschool education. In addition, this research aims to find an answer to the question how the learning environment can help the development of linguistic awareness. The learning environment of preschool education stands in this research for pedagogical practices related to instruction as well as environments, learning tools and materials used in instruction. Methods. The research is qualitative and it is based on my own bachelor's thesis (Saarinen. 2015). The research data consisted of interviews of teachers responsible for preschool education as well as their answers on structured questionnaires. The results of the research were analysed by categorisation of the matters found in the research data related to supporting linguistic awareness. The frame analysis of linguistic awareness consisted of phonological, morphological, syntactic and pragmatic awareness. In addition, the data related to learning environment has been analysed as a separate topic. Results and conclusions. The results of this research showed that linguistic awareness can be supported in different ways. On the other hand, the teachers implemented many in beforehand considered exercises of linguistic awareness but everyday situations also brought good development possibilities for linguistic awareness. The teachers payed attention to the pupil's experiment world and the instruction was partly based on pupils' experiences. The teachers preferred functional and playful learning methods. All areas of linguistic awareness were considered almost daily. The teaching of phonological awareness was emphasized in instruction in some degree. Many learning environments of which own classroom was the preferred teaching place, were used in preschool education. In addition, the learning environment was expanded to interiors of the school or kindergarten. The vicinity was also experienced as an essential environment supporting learning.
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(2021)The aim of this research is to clarify experiences of six teachers with different qualifications about Language awareness in a simultaneous teaching -pilot program. This program has been implemented in schools in Helsinki. My objective in this research is to sort out teachers’ experiences about planning, implementation, possible effects, or changes within this program and how translanguaging has been used in teaching. Important theoretical concepts of this research are language awareness and translanguaging. In addition, I examine mother tongue teaching, Finnish as a second language teaching, preparatory teaching for newly arrived students and multilingualism in Finnish schools from the perspectives of Finnish school system and Finnish primary school curriculum. The character of this research is qualitative content analysis. In this research I will specify the material which I have collected by using semi-structured interviews and I will present themes that were established from the material. The material contains interviews of six teachers which have been part of the pilot program. In the material we can hear experiences of mother tongue teachers, class teacher, subject teacher, and Finnish as a second language -teacher, from the middle and elementary school point of view. The results of my research give indication about capabilities of language awareness simultaneous teaching in practice and what types of thoughts teachers have about multilingual, language awareness and translanguaging utilised in teaching during this pilot program. The main results of my research indicate that middle and elementary schools have differences between teachers pedagogical planning which depend on the qualifications of the teachers. In planning, structural challenges and difficulties occurred during scheduling. In the implementation there were differences in using different languages, for example the languages were centre of the teaching or part of teaching to support learning. Experiences of possible effects of the pilot program were developed in language skills, changes in motivation, individual and peer attitude in language skills, learning and support in work, knowing students, interests of teachers outside of the pilot program and parents’ varying feedback. Utilizing translanguaging and various types of languages in classes appeared dissimilar and the teacher’s role in multilingual interaction differed based on the qualifications of the teacher. The teachers experienced the pilot program overall as a positive, useful, and necessary matter. The need for this kind of language awareness simultaneous teaching in which mother tongue teachers work together with other teachers were reflected within the teachers’ experiences. There were many advantages which display that there might be a lack or shortage in linguistic support and in multilingualism becoming a norm in the Finnish comprehensive school.
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(2019)The purpose of this study was to describe, analyze and interpret what kind of experiences and what contact with the use of Satukantele (a traditional Finnish instrument) is to linguistic skills, to creativity and musical action of pupils, and to pupils` other activities in school. Research is a qualitative case study in a first-class special education group. The theoretical framework of the thesis presents earlier studies of music connections to learning and other activities and human well-being. In addition, the development of reading and writing skills, teaching methods of reading and challenges of learning to read are considered. This first study included eight firstgraders in a special education group and a special education teacher. During the study, the pupils participated in eight Satukantele classes designed and driven by the researcher during spring 2019. In the sessions, the pupils invented their own texts and composi-tions, which were then adapted to a single finished work. The texts were adapted to the tone by syllables. The finished works were played and sung together during the Satukantele studies. At the beginning of every class pupils first played ready-made notations (Leikkinuotti) to increase the understanding of the reading direction and ensure motivation and concentration. At the be-ginning and end of the study period, syllable analysis of the first-class autumn evaluation materi-al was carried out from the LukiMat test, the analysis of which aimed to gain an understanding of linguistic skills during the study. At the end of the study, students and teacher were inter-viewed. The interview material was transcribed and analyzed by material-based content analy-sis. The topics highlighted in the interviews were supported by the findings of the study journal and the mean of the answers in the LukiMat-tests. Based on the results of the analysis of the material, three themes emerged: 1. Satukantele as a Learning Tool 2. Satukantele as a Produc-er of pleasure and 3. Satukantele as the Enabling Creativity and Own Thinking. In this study, the use of Satukantele was connected with learning to play the instrument itself, learning musical lit-eracy and reading direction, gaining an experience of success, enabling the pupil's own creative activity (inventing), producing positive emotional experiences, and strengthening linguistic skills. In particular, the results of this study related to pleasure and creative activity were in line with previous music-related studies.
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