Browsing by Subject "sosiokulttuurinen lähestymistapa"

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.