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Browsing by Subject "taapero"

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  • Robari, Marika (2017)
    The aim of this study is to describe the interaction between children and adults in a kindergarten's toddler group from a pedagogical sensitivity perspective. The study describes the interaction between children and adults before the intervention, aimed at increasing pedagogic sensitivity (the PedaSens-intervention of the Lasso project), after the intervention, and one year after the initial intervention. Previous research has shown that little children need to have a lot of adult support and guidance in everyday life while in kindergarten. It is crucial that the adult has an ability to recognise the initiatives of the children and to answer them in a way that supports the development of the child. In addition, the ability of an adult to follow the movements of the child's mind and to support the development of the child's self-regulation skills has been shown to be of great importance to the child's development and well-being. The material of the study were the videos filmed for the PedaSens-intervention showing two pairs each consisting of a child and an adult. Both pairs included video material before the intervention, after the intervention, and videos filmed one year later. For this study, only the mutual initiatives taken by children and adults and the responses to these were analysed. Different forms of interaction between children and adults varied depending on the ongoing activities and the developmental phases of the children. In the case of the first adult-child pair, the interaction increased from one measurement to another. In addition, when a child made more adult-oriented initiatives, the adult reduced her own child-oriented initiatives. The adult became more expressive after the intervention and this state also remained in the final measurements. For the second pair, the interaction was most pronounced after the intervention. The number of initiatives taken by the adult appeared to depend on the amount of support and guidance that the child needed. In the adult way of interacting, there was no clear difference from one measurement to another.
  • Kotamäki, Eeva-Liisa (2016)
    The purpose of this study is to determine the benovelent social initiatives under three years of kindergarten children in different play situations. Previous studies show that the play has a big role in the interaction of children. It is often thought that the interaction of children under three years is low. However, the growing body of research evidence has pointed in direction that the toddler has a lot of both verbal and bodily initiatives. The purpose of this study is to find out whether toddlers' initiatives difference between the different play situations in kindergarten. The focus is children's mutual operational. The study paid particular attention to the toddlers' benovelent social initiatives. The study video material has been collected in connection with Lasso Project 2013. Video from the data has been analyzed in two early childhood education professionals in the metropolitan area of one of the kindergarten videos. They have picked the play situations where there is an adult in addition to two or more of the players. I made observations of the videos, and the data were analyzed by doing themes in three different situations in the play category. All involved in the video recordings were children under three years old and in this study we use the word toddler. The study results showed that the children did benevolent social initiatives each other the most during the role play. Initiatives were both verbal and bodily. The children were motivated to work even during other types of play activities and take initiatives sociability even if the rules do not allow an adult as defined by all its current functionality of the game each. Although children are less than three years of age, the play was not only parallel play, but children tend to naturally interact with each other. Between the benevolent social initiative did not respond to the same age and adult, but it did not discourage children from doing the same initiative again. The results showed also an important adult role-play as an enabler, a modeller and the defendant benevolent social initiatives of tasks.
  • Heikkilä, Paula (2018)
    This study has been started with my observation in the early childhood education where I have worked as a kindergarten teacher in a group of children aged 1-3 years. I have noticed often how different the toddlers are and how important it is for a toddler to be with other children. I have been amazed how good the toddlers are in their interaction even if they have smaller vocabulary than older children. The aim of the study is to explain and understand the interaction between toddlers in the context of the early childhood education. Additionally, the aim of the study is to find out how the temperament of toddlers is seen in the peer relationships. In this mixed methods case study, the source material consists of video and temperament material from ten toddlers. Parents evaluated the temperament of their toddler by using the Early Childhood Behaviour Questionnaire. The material is collected from two groups of children aged 1 to 4 who represent two municipal kindergartens in the metropolitan area. The research material has been collected as part of the Toddler Research in LASSO research project at the University of Helsinki. 33 separate interaction episodes were identified in the video material and classified according to different play modes. 23 episodes included play. The statistical IBM SPSS Statistics 24 was used for quantitative temperament analysis. Various variables describing different temperament characteristics were generated from the matrix obtained from the temperament questionnaires, calculated from the child-specific and mean matrix mean values. In the kindergarten the interaction between toddlers appeared mostly as playful interaction during the free activities of the day. In addition to the play, the peer interaction of toddlers emerged in those situations where a child watched other children's play from a site or where he/she was interacting with another child, by gaze and / or by speech. Toddlers made a lot of initiatives for the each other to start an interaction. The initiatives were for example touch, transition beside a friend and start to run. The temperament of the toddler was seen in the interaction between toddlers. The emergence of different temperaments in peer interaction shows that children's peer interaction is influenced by the temperament of the child alongside linguistic and cognitive factors. Early education teachers would benefit from the study of temperamental knowledge in order to distinguish the child's temperament from her cognitive ability.