Browsing by Subject "sosiokulttuurinen viitekehys"
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(2013)The study examined a bilingual child's agency in the context of a bilingual school. Previous research has shown that supporting a pupil's agency improves his or her motivation and engagement towards school and hence also enhances learning results. The traditional roles of teacher and pupil can be changed by encouraging pupils to agency. Bilingualism is a pervasive phenomenon in the world and affects the Finnish school worlds as well. The need for language proficiency and the demands for bilingual education increase perpetually. The study sees language as a base for human action and that it is used as a tool in the expressions of agency. The study strived to find out how children express agency and how they use their mother tongues if they have two mother tongues instead of just one. The goal of the study is to examine how the agency of an English?Finnish-bilingual child is expressed through verbal communication in a classroom. The study also strived to investigate what kinds of tasks the two mother tongues are used for in interaction. The case study centers on one 11-year-old American Finnish focus student who speaks English and Finnish as her mother tongues. The data of the study were collected by videotaping in a fifth grade of a bilingual school. In addition, a semistructured interview was used to interview the focus student and her mother in order to find out what kind of language choices the child makes and how was the development of the child's bilingualism and two mother tongues supported. The data consisted of approximately 8 hours of video material. Agency and language were examined from the viewpoint of the sociocultural framework. The results were interpreted using qualitative discourse analysis. The main result of the study is that the focus student's agency was expressed in verbal communication in a classroom through three different ways: through expertise, providing humor, and playing with institutional roles. Another finding was that agency was created partly through language. The focus student used her two mother tongues consistently for different tasks, of which communicating with family, friends, and teachers was the most significant one.
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(2015)Goals. During the last few decades, the understanding of childhood has changed. Nowadays we see children as active social actors and as specialists of their life. Children's development and learning happen in close interaction with the surrounding society. The goal of my study is to describe, analyse and interpret children's experiences of participation in children's and older adults' club activities in third sector. I studied Terhokerho clubs as children's operational environment of participation. I focused my study on children's experiences of participation and the structural and situational of the operational environment. My goal was to find operational modes, which support children's experiences of participation. I studied participation through children's initiatives and children's experience of belonging to the group. Methods. I studied two different Terhokerho clubs in southern Finland. Terhokerho clubs are part of the Koko Suomi leikkii –program. There were 27 4-12 year-old children and 21 adults participating in the study. I collected my research data by observing action in Terhokerho clubs and by interviewing children. The interviews were the primary source of research data. I analysed my observation notes and transcribed interviews separately with content analysis by classifying and finding themes from the data. Results and conclusions. In my study, participation as children's experience of belonging to the group and as children's possibilities to make initiatives was surprisingly homogenous. Key factors supporting children's experience of participation were fun activities and friends. Those who did not have their own friends with them in the clubs also considered getting new friends an important factor. Children also wanted to get to know the adults in the clubs. Joint activities of children and adults helped create interaction and therefore supported children's experience of participation and possibilities to make initiatives. Adults' action and the structure of the club also made a difference. Common starting and closing moments of the clubs and activities that took into account children's opinions furthered children's possibilities to make initiatives and experience of participation. Humour and warm athmosphere between children and adults were typical in the club activities of children and older adults.
Now showing items 1-2 of 2