Browsing by Title
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(2020)This study aim was examine students social tension. Tension is normal and common emotion so I decided to clarify that when university students experiences social tension. Also this study aim was examine that how students survives situtations where they feels anxiety and social tension. Reseaches has said that for someone’s social tension improves their perform. In the other hand for someones it is harmful and it is reason that some students does not graduate in time. This study execution was literary survey. In this study has seven sources which includes one doctoral thesis, three master’s thesis and three research article. Data has collected by using Google scholar, Helka and speech communication yearbook Prologi. The results says that student’s feels social tension in many situations. In general every single interaction situation can be reason where student feels social tension. Typical situations where student’s feels social tension were performance situations. Also situations where invidual is under the evaluation were reason that students feels social tension. Typical coping mechanisms how students survives situations where they feels themself tensioned were getting ready for situations, discussion with others peoples and breathing practises before the situation.
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(2022)Tavoitteet. Tutkimuksessa tarkoituksena on selvittää, miten käsityönopetuksella voidaan lisätä ja tukea oppilaan hyvinvointia. Hyvinvointia tarkastellaan Seligmanin (2011) PERMA-hyvinvointiteoriasta käsin. PERMA-teoriassa ihmisen hyvinvointiin vaikuttavat tekijät on jaoteltu viiteen osa-alueeseen: positiiviset tunteet, sitoutuneisuus, myönteiset ihmissuhteet, merkityksellisyys ja saavutettavuus. Tämä auttaa tarkastelemaan hyvinvointia monipuolisesti. Olettamuksena on, että käsityön opetuksella on myönteinen vaikutus oppilaan hyvinvoinnin kokemukseen. Aikaisemmat tutkimukset ovat osoittaneet, joissa on selvitetty käsityöharrastuksen vaikutuksia ihmisen hyvinvointiin, että käsillä tekemiselle on merkittävä rooli myönteiseen hyvinvoinnin kokemukseen. Toisena olettamuksena on, että positiivisen pedagogiikan avulla hyvinvointia lisääviä tekijöitä voidaan lisätä myös koulun käsityönoppitunnilla. Menetelmät. Tutkimus toteutettiin kuvailevana kirjallisuuskatsauksena. Tutkimuksen tarkoituksena on hahmottaa kokonaiskuvaa siitä, miten käsityönopetuksella voidaan tukea hyvinvointiin vaikuttavia eri osa-alueita aikaisempien tutkimusten perusteella. Tietoa etsittiin suomen- ja englanninkielisillä hakusanoilla hyödyntäen eri tiedonhankinnan kanavia, kuten Heldaa, Helkaa, Finnaa ja Google Scholaria. Valitut tutkimusaineistot ovat sidoksissa PERMA-teoriaan sekä koulun käsityönopetukseen. Aineistossa korostui oppilaan kokemusmaailma. Tulokset ja johtopäätökset. Tulosten perusteella käsityönopetuksella voidaan lisätä ja tukea oppilaan kokonaisvaltaista hyvinvointia. Oppilaan sitoutuneisuuden kokemuksia lisää mindfulness-harjoitteet, taitotason ja tehtävän haasteellisuuden suhteuttaminen toisiin sekä oppilaan ajatus- ja kokemusmaailman huomioiminen opetuksessa. Myönteisiä ihmissuhteita voidaan harjoittaa yhteisöllisen työskentely kautta, jossa materia toimii vuorovaikutustaitojen kehittämisen apuna. Saavuttamisen tunnetta voidaan lisätä yhdessä asetettujen tavoitteiden ja niiden toteutumista arvioinnin avulla. Prosessin dokumentointi auttaa oppilasta hahmottamaan omia vahvuuksiaan ja taitojen kehittymistä. Oppilaan kokemusta elämän merkityksellisyydestä voidaan lisätä materian, itseilmaisun, käsityöprosessin ja valmistetun konkreettisen tuotteen kautta. Onnistumisen kokemukset saavat aikaan myönteisiä tunteita.
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(2022)The aim of this study was to examine what kind of harmful perceptions young people have on sexual consent. The other aim was to find recent scientific research on how sexual consent could best be discussed in school-based sex education and why. Sexual consent is an integral part of healthy and enjoyable sexual encounters which the lack thereof is a violation of one’s self-determination and physical integrity. Previous studies have shown that the legal and binary notions of sexual consent are unsuccessful in describing any and all experiences of unwanted and non-consensual sexual encounters. Subtle and deeply ingrained social norms affect how we behave in sexually charged situations. This study was conducted as a descriptive literature review. The data consisted of ten peer-reviewed articles that discuss sexual consent, school-based learning and young people. The studies were published in 2020 and 2021 and they took place in the United Kingdom, the United States, Canada, Sweden, Denmark and New Zealand. According to this study young people have a varying understanding of sexual consent. Where some young people indicated a nuanced and multifaceted understanding of sexual consent, others expressed problematic and even dangerous views regarding the topic. Heteronormative gender roles were heavily related to young people’s notions of sexual consent. Men were seen as active and having initiative whereas women were seen as the passive party. However, the responsibility to set boundaries and express refusal was almost entirely on women. Insufficient understanding of sexual consent, gender roles and relying on body language to assume sexual consent may lead to situations where young people unintentionally wind up having unwanted sex. By discussing sexual consent in school-based education it is possible to influence young people’s understanding of sexual consent, to contest social norms related to sexual consent and to prevent such sexual violence that is caused by the lack of understanding of the phenomenon. Addressing sexual consent in education should focus on identifying one’s personal boundaries, communicating consent and non-consent, fostering deep understanding of sexual consent and pursuing enjoyable sexual experiences. Advisable methods in this study were inclusive exercises where young people could share their thoughts and in return learn information directly related to their personal experiences.
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(2019)Tutkimuksen tarkoituksena oli luoda kuva suomalaisesta uskonnonopetuksen järjestämisen mallista, uskonnonopetuksen asemasta, sisällöistä ja tavoitteista suomalaisessa opetussuunnitelmassa sekä tulevaisuuden kehityslinjoista. Ajallisesti tutkimus rajoittuu tarkastelemaan suomalaista uskonnonopetusta kansakoulun perustamisesta vuoden 2014 perusopetuksen opetussuunnitelman perusteisiin. Tarkastelu rajautuu koskemaan kansa- ja peruskoulua, eikä tarkastele esimerkiksi lukion uskonnonopetusta koskevaan tutkimusta. Tavoitteena oli kartoittaa ja koota yhteen aiheeseen liittyvää tutkimusta, ja luoda kuva uskonnonopetuksen historiasta, nykyhetkestä ja mahdollisista tulevaisuuden kehityssuunnista. Tavoitteena oli myös kuvailla suomalaista uskonnonopetuksen järjestämisen mallia suhteessa muiden Euroopan Maiden malleihin. Tämän tutkimus on Kuvaileva kirjallisuuskatsaus, joka aineistona toimivat eri tietokannoista haetut tutkimusartikkelit sekä Perusopetuksen opetussuunnitelmat. Lisäksi tutkimuksessa on tarkasteltu Perusopetuslakia. Tutkimuksessa käytettävät käsitteet ovat jossain määrin hyvin monitulkintaisia. Tässä tutkimuksessa käsitteet määriteltiin koulukonteksti huomioiden. Kiinnostuksen kohteena oli erityisesti se, mitkä tekijät ovat vaikuttaneet ja vaikuttavat uskonnon oppiaineen asemaan ja järjestämiseen osanan yhteiskunnan järjestämää kouluopetusta. Tarkoituksena oli selvittää millaisia pedagogisia, juridisia tai teologisia perusteluita uskonnonopetuksen aseman säilyttämisen, vahvistamisen tai poistamisen taustalla vaikuttaa. Kiinnostavaksi tutkimuskohteeksi muodostui myös uskonnonopetuksen tulevaisuuden näkymät. Tutkimusaineiston perusteella voidaan todeta, että uskonnonopetus ja sen asema ovat olleet ja ovat yhä ajankohtaisia, ja tutkimukset sekä hahmotelmat tulevaisuuden skenaarioista muodostuivat kirjallisuuskatsauksessa kiinnostaviksi.
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(2020)Tutkielmassa analysoidaan kolmea kuvakirjaa selvittäen miten kuolema niissä ja niiden kautta selittyy lapselle biologisessa viitekehyksessä kehityspsykologisiin reunaehtoihin nojaten. Tarkoituksena oli selvittää, miten lapsen kyky ymmärtää kuolemaa biologisena ilmiönä representoituu teoksissa ja toi-saalta miten teokset tukevat varhaiskasvatusikäisten lasten kuolemakäsityksen kehittymistä. Aineisto koostui alkuperäiskieleltään suomalaisista 2000-luvulla julkaistuista kuolemaa käsittelevistä kuvakirjoista, joiden lähtökohta teeman käsittelylle on kuoleman ilmiön tarkastelu eläin- tai mielikuvi-tusmaailmaan etäännytettynä. Aineiston ulkopuolelle rajautuivat teokset, jotka kohdentuvat ilmeisellä tavalla tarkastelemaan tutkittavaa teemaa erityisesti lapsen surukokemuksen kautta. Suru on keski-össä aiemmassa kuolemaa käsitelevien kuvakirjojen tutkimuksessa. Teoreettinen viitekehys rakentui laajasti tunnustettuihin kehityspsykologisiin käsityksiin lapsen ajatte-lun kehityksen vaiheista kuoleman ymmärtämisessä sekä tietoon kuoleman käsittelyn tavoista lasten kanssa. Tutkimus on laadullinen tutkimus ja se toteutui teoriaohjaavana sisällönanalyysinä, jossa tar-kasteltiin kuvakirjaa multimodaalisena teoksena myös lähilukua metodisesti hyödyntäen. Teoreettisen viitekehyksen mukaisten kehityspsykologisten määrittelyjen ja aineiston pohjalta analyysiin muodostui teemat, jotka kytkeytyivät kuoleman universaalisuuteen, kuoleman jälkeiseen, kuoleman pysyvyy-teen, ruumiin toimimattomuuteen ja kausaalisuuteen. Tulokset osoittivat, että teokset representoivat lapsen kykyä ymmärtää kuolemaa kehityspsykolo-gisiareunaehtoja mukaillen. Teokset kuvaavat toisaalta luonnontieteellisten tosiasioiden äärellä lap-sen tapaa kokea ja prosessoida kuoleman käsitettä, ja samanaikaisesti jättävät erityisesti rikkaan kuvituksen kautta tilaa lapsen omalle ajattelulle ja tulkinnalle. Tuloksissa korostui teoksille tyypillisenä tapana selittää kuolemaa biologisena ilmiönä erityisesti kuoleman universaaliuden kautta, usein luon-non kiertokulkuun viittaavien kuvausten kautta. Siten teokset voivat tukea erityisesti tämän osa-alueen kehittymistä varhaiskasvatusikäisten lasten kuolemakäsityksen muotoutumisessa. Tutkielmani tulokset vahvistavat käsitystä siitä, että suomenkielinen nykykirjallisuus pitää sisällään monivivahtei-sia kuvakirjoja, joiden kautta elämää, kuolemaa ja olemassaoloa koskevia teemoja kuvataan rohke-asti ja lapsen näkökulmasta lapsen rikasta mielenmaisemaa sekä mielikuvitusta kunnioittaen.
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(2019)Goal. Literacy is an essential skill in modern society. In Finland, the children’s ability to read has been top class in worldwide comparative studies. However, recently there has been a tight competition of the top places. The amount and effect of the visual culture is increasing in our everyday life, therefore its’ effects are stronger as well. As pictures are looked at and interpreted continuously, multi-literacy should be taught also to small children. In picture books, the visuality is combined through the illustration to the text which makes them a good teaching method in the area of language and literature. The main goal of my research is to clarify how picture books can develop 4–6 years old children’s ability to read. I explore how to use picture books to motivate and to support children’s reading skills. I also research what is the best method when using picture books in teaching children how to read. Method. The method of the research is narrative literature review. The data was put together from different types of research material. The final analyze consisted mainly of international articles. In narrative literature review the researcher does not select the material by strict criteria. The main point of this literature review was to collect different aspects from different studies and to end up with new conclusions by comparing and combining study results. Results and conclusions. The study showed that the picture books can support 4–6-year-old children’s literacy skills in many ways. Illustration of picture books motivates children to read and picture books are an easy way to practice book conventions. Pictures offer children an easy way to approach information. The use of picture books in the teaching situation is the most efficient by working with the method called shared reading. In the method of shared reading the adult leads the discussion: the adult asks questions of different kinds about the pictures and the text, gives feedback and asks child to repeat new vocabulary. By doing so the reading comprehension, the narrative comprehension and the vocabulary are improved. This study provides teachers new way to help children learn to read with the picture books.
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(2018)The purpose of this study was to find out how the use of Augmentative and Alternative Communication, or AAC, affected daily situations in a Finnish kindergarten. The topic of my research is timely, since a major group of all children in kindergartens round Helsinki metropolitan area do not speak Finnish as their first language. Even though children with different native languages might benefit significantly of the use of AAC, there is a lot for all children to gain. Using AAC in kindergarten is helpful not only in bringing equality among children, but for instance in situations of transition and emotional intelligence. My bachelor’s thesis is a qualitative research with a phenomenological basis. I gathered my data using an internet enquiry. The link to the enquiry was sent to the kindergarten personnel (26) but only nine people answered. I analysed the data by analysis of content. The results were close to what I had expected. All of the participants felt the use of AAC had positively affected themselves and the children. I found five main groups in which I categorized the answers.
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(2016)This study handles with visual arts education. Studies dealing with visual arts education in early childhood suggest that the objectives of activities are obscure. Because of this the purpose of this study was to describe the objectives and methods of visual arts education in early childhood education and preschool. Data of this qualitative research consists of three early childhood curriculums from kindergartens and of three semi-structured interviews of kindergarten teachers from the same kindergartens. The study also observes the operating environments of these kindergartens trough 13 photos. Content analysis was the data analysis method of this research. This study shows that implemented objectives of visual arts education are mostly general objectives of growth and development that were implemented through visual arts education. Objectives that were set by kindergarten teachers and in the curriculums highlighted operating with different mediums and techniques which also helps the development of motoric skills. For teachers it was important that art activities were joyful for children and that all the required art materials were at hand for children to use during free play. Operating environments of the kindergartens have many duties as also through them teachers are showing their respect for childrens artwork and collaborating with parents. Only one of the kindergarten teachers in this study was setting objectives that also guided children to understand art. The same teacher was also only one who had been studying visual arts education and also working as kindergarten teacher for more than a year. This study suggests that directive documents such as Varhaiskasvatussuunnitelman perusteet (2005), Esiopetussuunnitelman perusteet (2011) and both education plans from the city of Helsinki (Helsingin kaupungin varhaiskasvatussuunnitelma, 2013 and Helsingin kaupungin esiopetuksen opeussuunnitelma, 2011) are not providing objectives for visual arts education that are originating from the visual arts itself.
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(2016)Objectives. According to previous research people construct life stories to achieve an identity. We tell stories about ourselves and our personal experiences to each other, and those stories become part of me. The perception of one´s life story and past evolves when one grows older. Identity achievement refers to a sense of who one is as a person, continuity and sameness and direction in one´s life. We can observe identity development in life choices. Individuals also come to terms with their culture and vice versa through life narrative. The research guestions were: how did different art education books that relate to youth arts projects deal with identity and how did they aim to support identity development through artistic expression. My goal is to construct an overall picture of this theme in the shape of a literature review because I am convinced that it is possible to support identity formation and the well-being of a pupil through art in ways that are worth acknowledging and beneficial to a class teacher. Methods. This thesis is a systematic and discretionary review. I selected suitable youth arts projects and literature related to them that were published during last ten years. The book material was analysed by content analysis. I also considered how the results of the content analysis could be applied pedagogically. Results and conclusions. The books that were selected to this literature review emphasized different parts of identity. They aimed to support identity development through arts education and artistic expression, group meetings and through exploring life stories and considering the factors that relate to cultural identity. The objective of the education was e.g. to increase cultural knowledge. The processing of emotions related to gender and sexual identity supported identity formation in those areas. According to the results it was possible to strengthen identity through life stories, shared cultural experiences, cultural heritage and recognition. In youth it is important that one is recognized as a unique individual. Recognition, feedback, improving self-esteem, sharing experiences and telling one´s life story have a significant influence on identity formation. Autobiographical and artistic expression help to clarify who one is, where one is going and where does one belong.
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(2017)The purpose of this study was to investigate kindergarten teachers’ conceptions of the importance and objectives of art education. Practices related to the planning, implementation and assessment of art activities were also investigated. Finally, the aim was to reflect on whether the conceptions of the educators were in line with the goals defined in the national core curricula for early childhood education and care and for pre-primary education. This study is based on a survey conducted with early childhood educators in Kuopio during December 2016. An online questionnaire was circulated within 27 day-care centres. The questionnaire was addressed to the kindergarten teachers via day-care centre managers. The data were analysed quantitatively. The kindergarten teachers considered art activities as valuable opportunities for self-expression and perceived the activities as beneficial for the development of creativity and imagination. Furthermore, the objectives related to the development of motor skills and the ability to express one’s ideas, observations and experiences were recognised as of great importance. Objectives related to multicultural and media education were considered of least importance. This finding could be identified as the greatest challenge in the implementation of art education within the framework of the national core curricula. Both multicultural and media education are closely connected to the concept of multiliteracy. This study suggests that visual literacy and the ability to interpret diverse cultural meanings and messages could be effectively and meaningfully promoted by the means of art education and should be given greater emphasis in the practices of early childhood education. Secondly, the results of this study indicate that further emphasis should be put on children's participation in planning and assessing art activities.
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(2020)Tutkimuksen kysymyksenasettelu on syntynyt lasten itseilmaisun ja vuorovaikutustaitojen tärkeydestä esi- ja alkuopetusikäisten lasten kasvun ja kehityksen kannalta. Lasten itseilmaisu ja vuorovaikutus ovat nostettu esille niin esiopetuksen opetussuunnitelman perusteissa (2014) ja perusopetuksen opetussuunnitelman perusteissa (2014), jotka ovat lasten oppimista, kasvua ja kehitystä sekä pedagogista toimintaa ohjaavia asiakirjoja. Tässä tutkielmassa pyrin tarkastelemaan keinoja, joilla voidaan tukea lapsen kuvallista itseilmaisua ja edistää lapsen vuorovaikutusta kuvataidetuokioissa. Aiemmat tutkimukset puhuvat itseilmaisun tärkeydestä lapsen minuuden muotoutumisessa ja vuorovaikutustaidoilla lapsi kykenee ilmaisemaan itseään sekä olemaan sosiaalisessa vaikutuksessa toisten kanssa sekä kommunikoimaan ympäristön kanssa. Tutkimuksen aihe on mielestäni tärkeä tulevan opettajan ammatin kannalta. Tässä kirjallisuuskatsauksessa tarkasteltiin tietokirjallisuuden lisäksi opinnäytetöitä, tieteellisiä artikkeleita ja tutkielmia, jotka liittyivät esi- ja alkuopetusikäisten lasten kuvataidetuokioihin ja jotka sivusivat lapsen itseilmaisua sekä vuorovaikutusta. Tutkimuksen aineisto oli rajattu koskemaan esi- ja alkuopetusikäisiä lapsia. Tarkastelin tutkimustuloksia varhaiskasvatuksen opettajan ja luokanopettajan näkökulmista. Kirjallisuuskatsauksen muodoksi valikoitui narratiivinen kirjallisuuskatsaus. Kirjallisuuskatsauksessa selvisi, että lasten kuvallista itseilmaisua voidaan tukea antamalla lapselle monipuoliset työskentelyvälineet sekä tarpeeksi aikaa ilmaisemaan itseään kuvallisin keinoin. Keskustelu opettajan ja lasten välillä tuki lasten kuvallisen itseilmaisun kehitystä, jolloin lapsi oppi uusia kuvallisen ilmaisun keinoja. Lapsen vuorovaikutusta kyettiin tukemaan opetusmenetelmän avulla, jossa tutkittiin taideteoksia yhdessä vertaisten kanssa. Lapsi pääsi vuorovaikutuksessa kertomaan omista ideoistaan ja ajatuksistaan sekä rakentamaan uutta tietämystä vertaisten kanssa. Erilaiset kuvataideprojektit sekä kuvataiteen työskentelytavat nähtiin tukevan lasten välistä vuorovaikutusta, jossa lasten välinen ohjaus mahdollistui.
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(2019)Language is both tool for learning and the object of learning. This makes language learning vital for young learners. Kindergarten teacher is obliged to support children’s development of language learning. There are a lot of different ways to support language development, one of them is graphic support. Studies show that long-lasting and systematic graphic support helps the progress of language skills. This objective of this thesis was to study how kindergarten teachers use graphic material on their job with children with normal language development and with children who might have a language impairment. Thesis analyses also kindergarten teachers’ view and opinion on using graphic materials. Material was gathered by using cooperation network and was executed as theme interview. Results showed that graphic material was mostly used to help with daily routines and help to perceive timeline. Graphic material was used in same situations as with the whole group. Children with possible language impairment were specially considered. Long-termed and systematic use of the images was believed to help children’s language skills and to help the children to use images independently. This is in line with previous information. Some of the kindergarten teachers found that their use of graphic material was too petite, and the use of different images was too difficult. Different graphic materials were seen helpful in pre-planned situations, such as going through program for the day, but difficult in spontaneous moments of everyday life.
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(2016)Pictures are used quite commonly in early education to support interaction and learning. However, my personal experiences about using pictures have been very variable. Moreover, there is just a little scientific knowledge about the subject. The aim of this research was to find out how pictures are used in part of a learning environment, a structured daily routine and an individual executive functions in integrated groups. Additionally, special needs kindergarten teachers’ interpretations of using pictures, the importance of using pictures in their work, and possibilities and challenges that they might see about the subject, were charted. The integrated groups were selected to my research because it is likely that pictures are used in groups that have children who have special needs. This research was qualitative. The research frame was a descriptive case study, and the data were gathered in three integrated groups that were located in the same area in Espoo. The methods that were chosen to gather the data were interviewing the special needs kindergarten teachers and observing the groups. In the data analysis, I used content analysis, where the data of the transcribed interviews and observation forms were divided and sorted by themes. Uppermost in the research results came up variety, quality and richness in using pictures in integrated groups and special needs kindergarten teachers’ positive attitude towards using pictures. Additionally, there also came up some challenges that had been experienced. It was interesting to see how consistent the teachers’ answers were. It came up that the same subjects were repeated in the issues concerning pictures. Naturally, there came up also some divergent opinions. Pictures were a big part of the learning environments, daily routines and executive functions in every group. Pictures were seen to benefit everyone, not just children who have special needs. The challenges in the future concern using pictures in part of daily routine in every kindergarten group, and supporting children’s social skills using pictures, especially when a child has problems in communication.
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(2017)Portfolios have traditionally been used by different professional groups to demonstrate their competence. More recently they have become a relatively common tool to document the pedagogical practice taking place in schools and kindergartens. The purpose of this thesis is to explore how childrens' portfolios are used as part of the pedagogical practice in kindergartens. The focus of the study is on the kind of material that is documented in the portfolios and whether it is possible through the portfolio method to support childrens' learning. The empirical part of the study was conducted as a qualitative content analysis. 14 childrens' portfolios were analyzed using this method. Qualitative content analysis gives a wider freedom to interpret the material included in the portfolios and thus the analysis has taken on hermeneutical characteristics. The results show that the most prevalent themes in the portfolios are the child itself and the family, participation as well as language and socio-emotional skills. It is also apparent that the pedagogue's own attitude has a bearing on how the portfolio is applied in the pedagogical practice in the kindergarten.
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(2017)Tiivistelmä - Referat - Abstract The focus of the study is to examine how immigrants and marginalization is represented in the Finnish newspaper Helsingin Sanomat. As my material I used writings concerning marginalization of immigrants that were published in Helsingin Sanomat during 2013-2016. The frame analysis was used as an analytical framework. My examination was based on the social constructionism assumption that language constructs social reality. It was based on the assumption that media does not only reflect, but also actively participates in its significations. Three dominant frames were found in the data – threat, control and change. The marginalization of immigrants was seen as problematic as expected in all of the three frames, but different ways to manage, to control, to express and to talk about the phenomenon rose from the frames. In the frame of threat, the marginalization of immigrants was seen as a major security threat to us and the writings were keen to create threats of terrorism, radicalization and gang formation. In the frame of control, the management of problems and the fear that the problems would grow too big for us finns, became essential. In the frame of change, the structural change of our society, and the “new era” of Finland, were acknowledged. In addition to the frames, I paid my attention to the questions of media and its power in my study. Several studies have pointed out, that the frameworks of the media have seen to influence the common opinion of the citizens. Thus media does not only reflect objectively our social reality, but also actively produces it by exracting some concerns and emphasizing others. Media has a great responsibility, and our responsibility is to pay more attention to it in the future.
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(2019)The labour market in Finland is segregated by gender, and it is rare to work in a place, where the number of men and women is even. The aim of this bachelor’s thesis is to look at the effects of these segregated labour markets by studying the experiences of tokens. The main theory of this research is the token theory by Rosabeth Moss Kanter (1977). This theory depicts the roles and statuses that are repercussions of the token situation. In this research I will also analyze, how the token category of gender is present in the speech of the tokens. The research was based on four qualitative theme interviews of male kindergarten teachers. The length of the interviews was from 46 to 70 minutes. The research material of this is a discretionary sample. Studying male kindergarten teachers enabled examining token experiences, because teacher’s profession is strongly segregated by gender. The interviews were first transcribed, and the analyzed using a phenomenographic method with four stages of analysis. The token status is shown in the high visibility of the male kindergarten teachers. They are also often presumed to pose qualities and skills, which are typical to the category of their gender. The interviewees talked about surprised reactions, stereotypes that they face, gratitude and the benefits of being one of the few in their field. This treatment received as a token resulted in feelings of anxiety, irritation and indifference. The tokens described their work community in many ways, from empowering to feeling like an outsider. The interviewees had not often worked with other male kindergarten teachers. In contrast to the theoretical framework of the study, there were no signs of competition between the tokens in this research material. The attitude towards other tokens was positive. Segregation in the kindergarten teacher’s profession was described as a fact that the tokens are already aware of and do not need to be reminded of. In the material this was shown as a general assumption that all teachers in kindergarten are female, and also as the fact that the profession is very homogenous in terms of gender. The interviewed tokens had similar backgrounds, and they indicated many reasons for there being so few men working as kindergarten teachers. Gender roles in upbringing were addressed as different ways of acting between men and women, breaking of gender norms and gender-sensitive education.
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(2017)The purpose of the study was to investigate 7-9 years old children’s hobby in a football club in Espoo. In my research I’m studying the players motivation, goals and the amount of practice in football club Leppävaaran Pallo ry. Earlier studies done on the same topic have focused on youth and adult players and therefore I feel that I’m making an important contribution in to this topic by focusing on a different age group. The theoretical framework of the research is based on children’s psychological, physical and motor development and also on motivation and goal orientation theory. The data for this study was collected through semi-structured interviews. I interviewed five girls and four boys in November and in December 2016 in Leppävaara.The interviewees will be 8 years old in 2017. Prior to the actual interviews, I also conducted one experimental interview which enabled me to find out that the method I was about to use was appropriate for this study. I selected content analysis and counting as analytical methods for my study. According to the interviews, one of the most obvious motives for the players to play football is to learn new skills. The players felt that developing as a player and new challenges are important sources for motivation. In the children’s interviews, playing was also regarded as a very important and meaningful activity. Although the games were Important for both boys and girls, winning and success weren’t considered so important. More important than winning and gaining success in the competitions was playing itself and enjoyment from the games.Social relationships were also considered important and they felt the importance of getting new friends and getting to practice with their friends. The goals of the girls were to get in to the Finnish national team, while the boys in turn wanted to be professionals. Both girls and boys had three times a week exercises. All the players also practiced at their own time. There were no distinctions between genders with regards how they practiced at their own time. Based on the findings it can be well stated that playing, learning new skills and a competent coach are important factors that affects children’s motivation.
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(2018)The city of Helsinki has decided to organize the instruction preparing for basic education for immigrants in 1st and 2nd grades by including the students in mainstream education classes. This is a new method in educational field in Finland and creates new challenges for education providers and teachers. Instruction preparing for basic education was previously organized in separate classes exclusively for immigrant students. In my thesis I researched teachers’ experiences teaching immigrant students in mainstream education classes because this point of view has not been widely researched before in Finland. This thesis presents experiences that were related to competence in immigrant teaching, satisfaction in accomplishing targets of learning and opinions on given resources. The research is a qualitative study and the material was collected by interviewing teachers who have experience of teaching immigrant students in the new inclusive classes. Interviewees were three comprehensive school teachers and they were all interviewed separately. Interviews were recorded and transcribed for further analysis. Teachers’ experiences in inclusive education were either mostly positive or mostly negative. Positive experiences included good experiences in competence as an immigrant students’ teacher and teachers were mostly satisfied in accomplishing the targets of learning. These teachers also thought that the inclusion method in immigrant education has turned out to be successful. Negative experiences were related to dissatisfaction in competence and in succeeding in targets of learning. All teachers were mostly satisfied with given resources but they thought they would have needed more learning materials and could have used more helping hands. As it is a new phenomenon, inclusion in education and teachers’ experiences of it should be researched more especially when developing new educational practices.
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(2020)Tutkielmani tavoitteena on saada tietoa autismikirjoon kuuluvien opiskelijoiden saamasta tu-esta työllistymiseen yliopinto-opintojensa aikana sekä saada ymmärrystä tuen kehittämisestä heidän toiveidensa mukaiseksi. Tutkielmassani käsittelen lyhyesti eri autismikirjon määritel-miä, Aspergerin oireyhtymälle tyypillisiä piirteitä, tutkimuksia autismikirjon työllistymisestä ja lisäksi eri yliopistojen tarjoamia tukimuotoja työllistymiseen Suomessa. Aiemmat tutkimukset ovat osoittaneet, että monet korkeakoulutetutkin autismikirjon ihmiset eivät työllisty valmistu-misen jälkeen esimerkiksi tuen puutteen tai heille vaativien rekrytointimenettelyjen takia. Jos autismikirjon opiskelijat saisivat yliopiston henkilöstöltä oikeanlaista tukea työllistyvyystaito-jen tai työkokemuksen kartuttamiseen, voisi tulevaisuuden työllistyminen olla varmempaa. Toteutin tutkielmani laadullisen aineistolähtöisen sisällönanalyysin keinoin valmiista The IMAGE -projektin tuottamasta haastatteluaineistosta. Projektin päätavoitteena on lisätä päte-vien autismikirjon ihmisten työllistymistä. Haastatteluja on kerätty vuoden 2019 aikana Suo-messa, Iso-Britanniassa, Alankomaissa ja Ranskassa. Tässä tutkielmassa käytän seitsemän suomalaisen opiskelijan aineistoa. Hyödynsin sisällönanalyysissä fenomenologis-hermeneuttista tutkimusotetta. Tutkielmani tuloksia voisi käyttää kehittämään yliopistoissa tarjottavaa tukea työllistymiseen autismikirjon ihmisille. Tutkimukseen osallistuneista autismikirjon opiskelijoista suurin osa ei ole etsinyt itse apua työllistymiseen, vaikka suurin osa onkin kaivannut apua. Osa yliopistoista tarjoaa monipuolista tukea työllistymiseen, mutta sitä tulisi markkinoida näkyvämmin, koska moni ei tiedä näistä tukimahdollisuuksista. Yliopiston henkilöstön tulisi saada lisää tietoutta autismikirjosta, jotta oikeanlaisen tuen tarjoaminen olisi helpompaa. Myös autismikirjon henkilöiden olisi luontevampaa kertoa diagnoosistaan, jos he saisivat siten tarvitsemaansa apua.
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(2019)Aims. This qualitative thesis examines the rationalizing of meat consumption and the health and ecological problems associated with the use of meat as well as ethical views. Previous studies show that the constant growth of meat production and consumption causes problems for health and the environment. The aim of the study is to get an understanding of how meat consumption is seen, how it is justified and what factors would affect consumption. Methods. The material was collected by a group interview with four women and men aged 25–32 in the metropolitan area. The interview was recorded and transcribed. The material was analyzed in a material-oriented way. Results and conclusions. The most important arguments for meat consumption were taste, habit, ease, affordability and availability. Consumption was reduced over the past few years and it was seen as possible to further reduce it. Ecological, ethical and health issues were highlighted as the reasons for this reduction. Reductions would be facilitated and promoted by better quality vegetarian alternatives, good availability and external incentives. Discontinuation was also seen as possible in the future. It would seem that there is a desire to move to a more plant-oriented diet if it is supported by, for example, food producers and society. An example of support could be to change nutritional recommendations so that plant-based products would be raised alongside animal origin products.
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