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  • Hietala, Jenny (2016)
    Goals: The purpose of this study was to find out how to ethically sensitively persons working in the financial business self-evaluate themselves. The study also wanted to find out if there are any differences between men and women in their ethical sensitivity. The theoretical background for the thesis is about four moral components by James Rest, Muriel Bebeau and Darcia Narvaez (1999), of which an ethical sensitivity was studied in this work in more detail. Methods: The study was conducted by quantitative research method, and the data were collected in August 2015 from a metropolitan area banking group. Offices located in Helsinki, Espoo, Vantaa and Kauniainen. The responses were collected through a e-form, which was answered by 183 people. 77.6% of respondents were women (N = 142) and men 22.4% (N = 41). Ethical sensitivity was measured by ESSQ - meter (Tirri, Nokelainen 2007, 2011), which consisted of 28 statements, which were answered by a 5-point Likert scale (1 = strongly disagree ... 5 = strongly agree). From these 28 ESSQ - meter statements were formed by seven different factors, whose reliability was measured by Cronbach's alpha. The averages of the results were examined with the T-test. Results and conclusions: Bank employees have been assessed by the highest ethical sensitivity areas ESSQ_2 and ESSQ_3, those averages are ESSQ_2 = 4.2199 and ESSQ_3 = 4.1680. The lowest average received ESSQ_7 = 3.4781. Between the sexes, there was in the average differences, but they did not differ from each other statistically significant, as only in the two areas. Generally speaking the ethical sensitivity of the financial business could be slightly higher, although the results are not very disturbing.
  • Vasarainen, Minna (2016)
    Object. Ethical sensitivity is terminologically close to “social intelligence”, which is the new represented form of intelligence. Ethical sensitivity in practice means for example that how well an individual is able to cope with other people and legitimate one’s actions to others. In internet societies it’s a relevant factor when individuals form a new social rules among each other. The goal of the study was to describe the way ethical sensitivity manifests in a one of these societies, which has formed around a game-streaming channel in a streaming service. The subject interested me specially because the channel and streaming environment general involves lot of young people and different kind of information technology takes more and more of our time including youngsters. This study analyzes the streamers actions based on one thematic interview. It also introduces a new work ethic called “hacker ethics” and considers its possibilities among the workers in 21th century in new kinds of environments, which information technology makes possible. Method. The research method was a qualitative case study with a thematic interview. I interviewed one person who streams professionally. In addition, I participated to the channels activity to form a better understanding about the research environment. Conclusions. The streamer has on her/his channel unquestionable power as well as the responsibility of handling the channel. Since the ownership of the channel streamer gives guidelines about the approved behaviour in the channel. The streamer is able to show with her/his own choices one way of coping with different kind of conflict situations despite of biases people might have. Studies have shown that showing an example of approved behaviour might be helpful to decrease bullying via internet.
  • Dunkel, Elias (2016)
    Children and adolescents have a high rate of participation in organized sports and physical activities. Participation in contact sports has been shown to be related to an elevated risk of suffering a concussion, which makes the management of concussions in child and adolescent athletes an important public health concern. Most of the research on concussion has been conducted on adults and the management protocols of concussions in both adult and youth athletes is based on this research. In this thesis I aim to provide an overview of the common symptoms and consequences of sports-related concussions, the effect of recurring concussions, and the special concerns relating to sports-related concussions in child and adolescent athletes. Research suggests that despite significant overlap, clinical and neuropsychological symptoms of a concussion may resolve at a different rate. In addition, neurophysiological functions appear to be altered for a far longer period than either clinical or neuropsychological symptoms. This is a cause for concern, as return-to-play (RTP) policy of concussed athletes is often based on clinical symptoms alone. A conservative RTP policy should be considered especially in concussed child and adolescent athletes, as they seem to recover slower than adults. Supervision is essential in concussion management, as youth athletes are often unaware of previously sustained concussions, premature RTP may expose the athlete to an elevated risk of suffering a second injury, and recurring concussions have been shown to have accumulating effects on neurocognitive functions.
  • Sandström, Daniela (2019)
    According to the Finnish curriculum, Perusopetuksen opetussuunnitelman perusteet 2014, the teaching should be permeated by a comprehensive assessment. The comprehensive assessment includes self- and peer assessment. Based on my experiences from the actuality of school, self- and peer assessments are not used in the classrooms. Therefore, I want to clarify which effects a formative self- and peer assessment have on the students learning, motivation and self-efficacy through my bachelor thesis. The goal is to clarify the effects of self- and peer assessment to the people working in schools to increase the use, and knowledge of these assessment methods. This study was conducted as a systematic literature review, where the chosen studies were reviewed through a content analysis. The content analysis generated in following categories: Effects of self- and peer assessment on student’s learning, effects of self- and peer assessment on student’s motivation and effects of self- and peer assessment on student’s self-efficacy. The results indicate that the formative self- and peer assessment improves the student’s achievements and capabilities to see strengths, and weaknesses in their own achievements. Self- and peer assessments gives the students increased motivation, self- confidence, reduced anxiety and partly enhanced self-efficacy. By that means, self- and peer assessments have a positive effect on students learning, motivation and self-efficacy.
  • Kalske, Kreetta (2019)
    Aims. The new national core curriculum for basic education that defines aims for learning came into effect on 2016. That curriculum directs schools to use integrative teaching methods by foregrounding multidisciplinary themes. Though curriculum binds schools to use integrative approaches, the ways of implementation are left for every school to decide. Phenomena of integrative teaching have been described in the research literature with several terms depending on the era of research. Terms are not equivalent with each other that makes it difficult to compare researches of different times. In this thesis, the problem is solved by using the term phenomena of integrative teaching. It is used to describe all such methods of organizing teaching that lowers the borders between traditional school subjects. The aim of this study is to investigate how the phenomena of integrative teaching have been presented in Finnish national curriculums for basic education and how it is treated in research from the 1980s to the 2010s. Methods. This thesis is descriptive review and chosen articles are published either by the peer reviewed journals, the compilations of articles or state’s bureau of education. Most of the articles used were research reports on pedagogical experiments where researchers implemented the integrative methods of teaching between different school subjects or themes. Those articles were sorted by their topic when it was possible to compare them with different theories of integrative teaching methods. Results and conclusions. When gathering data for the thesis, it was noticed that it was difficult to find articles from the 1994 curriculum and it was also noticed that it didn’t have on chapter for integrative teaching methods. By the articles used, it can be observed that the most common way of implementing integrative teaching methods is to handle the same theme in two or more school subjects at the same time. However, the curriculum in use encourages teachers to take the integrative teaching even deeper and lower the barriers between different school subjects. Nevertheless, there is not yet research to be found on that kind of teaching and especially teachers experience, and conceptions should be studied more.
  • Heinilä, Anni (2016)
    Objective of the study. The objective of this study was to find out what kind of cooperation is ideal from a teaching assistant’s point of view in the school community as a whole, and with an individual teacher. Furthermore the research covers teaching assistant’s experiences about their own roles and status individually and generally. The purpose of this study is to find out what helps and supports the ideal cooperation between the teacher and the teaching assistant and to what degree they feel being part of the work community. Methods. The study was conducted in May 2015 by interviewing four teaching assistants. All the interviewees worked as a teaching assistant at a school in Southern Finland. Two of them worked in general education and two of them worked in special needs education. Their work experience was between seven and ten years. The data was analysed by a qualitative content analysis. Conclusions. The teaching assistants experienced that ideal cooperation requires explicit common rules, target-oriented teamwork, discussion, teacher’s directions and equality between the teacher and the teaching assistant, but also hierarchy between the teacher and the teaching assistant. Special needs assistants emphasized special class’s common rules and courses of action. All of the teaching assistants wanted more explicit directions from teachers. They also wished that the work community would take their opinions into account more. The roles between the teacher and the teaching assistant were experienced as clearer in the general education than at the special needs education. Special needs assistants wanted the role differentiation to be more definite, because they thought it would make working easier. Teaching assistants experienced, that there was some kind of hierarchy between the teachers and the assistants. Nevertheless they thought it had both positive and negative aspects. The teaching assistants felt that their job included plenty of responsibility. However they hoped that the teachers would have more skills to make most of the assistants’ potential.
  • Nykänen, Hanne-Maaria (2017)
    In this special education bachelor thesis I explored educational motivation and influences related to prison education by using qualitative analysis method. The material consisted of four half-structured theme interviews recorded and transcribed. The people interviewed were men aged between 26 and 42. They had educational experiences from vocational school, high school or university studies while incarcerated. When collecting the data the interviewees were no longer incarcerated or they were on parole, so the experiences of prison education were shared as tales from the past. Themes were gathered from the material and analysed against area’s theoretical framework. The theoretical framework shows that study on prison education’s area has traditionally had interest on employment and cost-effectiveness. Recently there have also been interest to explore prison education’s effect on self-image, cognitive and social skills on the person studying. Prison education correlates with lower recidivism. Finnish prison education seems not to be on the same level with the other Nordic countries. Prisoners are statistically low-educated, they have a lot of learning difficulties and prison as a learning environment has its own unique features. Agreements concerning human rights point clearly that all people must have possibility for life-long learning. It’s meaningful to develop prison education also by gathering experiences from people who have studied incarcerated. The educational motives discovered in the interview material of this study were viewed through the motivational categories structured by Manger, Eikeland and Asbjørnsen (2012): 1) future planning, 2) social reasons and escapism and 3) competence building (learning for the sake of learning). In the interview material of this bachelor thesis future planning and escapism were the most shown factors. Competence building was discovered indirectly in the material and social reasons were shown only slightly. In the analysis prison education’s influences were related both to sentence time and life after release. The themes formed in earlier studies and discovered also in this bachelor study’s interview material were getting a degree, better employment and stronger self-image. The new theme found was getting rid of the fear for school.
  • Kallunki, Elli-Noora (2020)
    Tämän tutkimuksen tarkoituksena oli selvittää, mitä pienten lasten tunnekasvatus on varhaiskasvatuksessa sekä, miten tunnekasvatusta toteutetaan varhaiskasvatusympäristössä. Tavoitteena oli kyselylomakkeen avulla kerätä varhaiskasvattajien omia näkemyksiä tunnekasvatuksesta ja sen toteuttamisesta pienten alle kolmevuotiaiden lasten kanssa. Teoriaosuudessa perehdyin tarkemmin pienen lapsen kasvuun ja kehitykseen sekä lasten tunnetaitoihin ja niiden vahvistamiseen varhaiskasvatuksessa. Tutkielma toteutettiin laadullisena eli kvalitatiivisena tutkimuksena. Aineiston hankintaan käytettiin apuna verkkokyselylomaketta, joka luotiin Helsingin Yliopiston e-lomake palvelun avulla. Kysely julkaistiin joulukuun 2019 alussa Facebookin kahdessa eri varhaiskasvattajille suunnatussa ryhmässä. Verkkokyselylomake sisälsi taustatiedot sekä viisi kysymystä. Kaikki kysymykset esitettiin avoimina kysymyksinä. Kyselyyn vastasi 20 varhaiskasvatuksen am-mattilaista. Saatu aineisto analysoitiin käyttäen sisällönanalyysia. Tuloksissa ilmeni neljä selkeää pääteemaa, jotka olivat tunteiden tunnistaminen ja nimeäminen, aikuisen tuki tunnetilanteissa, tunnekasvatuksen arkipäiväisyys sekä lasten sosioemotionaaliset- ja vuorovaikutustaidot. Tuloksien mukaan tunnekasvatus voitiin tulkita tunteiden tunnistamiseksi ja nimeämiseksi, ja sitä toteutettiin arjessa spontaanisti tai suunnitellusti. Pienten lasten tunnekasvatuksessa korostui aikuisen tuki ja läsnäolo. Yllättävää oli, että tun-nekasvatuksessa kiinnitettiin enemmän huomiota negatiivisiin kuin positiivisiin tunteisiin.
  • Pikki, Heidi (2020)
    Tutkimuksessa kehitetään alle kolmevuotiaiden matematiikan pedagogiikkaa pukemistilanteissa. Teoriaosan ensimmäisessä vaiheessa syvennytään pienten lasten pedagogiikan piirteisiin, painottaen etenkin perushoidon tilanteita ja niihin kuuluvia pukemistilanteita. Aikaisemmat tutkimukset ovat osoittaneet, että vanhempien lasten pedagogiikkaa sekä matematiikkaa painotetaan vahvemmin kuin alle kolmevuotiaiden lasten. Pienten lasten pukemistilanteesta aikaisempi tutkimustieto oli vähäistä. Teoreettisen viitekehyksen toisessa osassa käsitellään matematiikkaa varhaiskasvatuksessa, sen opettamisen ja alle kolmevuotiaiden matematiikan sisältöjen avulla. Tutkimukset ovat osoittaneet, että matemaattinen ajattelu kehittyy jo varhaiskasvatusiässä, ja silloin painottuvat ympäristössä esiintyvät matematiikan piirteet sekä vuorovaikutus. Tutkimus on kvalitatiivinen toiminnallinen tapaustutkimus, joka toteutettiin yhteiskehittämistyöpajan avulla. Siihen osallistui neljä varhaiskasvatuksen opettajaa ideoimalla ja suunnittelemalla matematiikan konkreettisia menetelmiä pienten lasten pukemistilanteisiin. Työpajassa ideointi tapahtui yhdessä keskustelemalla matematiikan osa-alueista sekä pukemistilanteen käytännöistä. Tulosten mukaan matematiikkaa on mahdollista yhdistää alle kolmevuotiaiden pukemistilanteisiin monipuolisesti ja konkreettisesti. Tuloksissa korostuivat yhtenevät teemat teoriaosan tutkimusten kanssa, kuten menetelmien konkreettisuus, ympäristön hyödyntäminen ja havainnointi, sekä pienryhmätoiminta. Työpajassa syntyneet ideat liittyivät monipuolisesti matematiikan eri osa-alueisiin. Niissä otettiin huomioon lapsen havainnot ja taidot. Ideoita olivat esimerkiksi esineiden ominaisuuksien havainnoiminen niiden materiaalin, kuvion tai värin mukaan. Voitiin myös vertailla havaittuja ominaisuuksia keskenään, esimerkiksi vaatteiden avulla. Muutosta havainnoitiin lasten kasvamisella ja vaatteiden pieneksi jäämisellä, mutta myös erilaisten sääolosuhteiden muutoksella. Tällöin täytyi myös pukeutua eri tavalla. Lukumäärää havainnoitiin lasten tai vaatteiden lukumäärällä ja omaa kehoa voitiin hahmottaa vaatteiden muotojen ja niiden paikan avulla. Pedagogiikan kehittäminen vaatii pienten ryhmissä suunnittelua ja lasten ikätason huomiointia. Kuitenkin kaikkeen toimintaan vaikuttavat kasvattajien sitoutuminen ja reagointi lasten mielenkiinnon kohteisiin sekä tarttuminen omiin ja lasten havaintoihin.
  • Donna, Palojärvi (2016)
    Objectives. In this thesis I research how restorative peer mediation supports the citizenship of children. In addition I examine what kinds of possibilities of participation does restorative mediation offer for children in comprehensive school. Peer mediation is based on a theory about restorative justice. Theory of peace education has been suggested as the background for international mediation. Previous studies have proven peer mediation to be a working method in solving conflicts between children. It has been shown to produce many types of learning from social skills to skills of problem solving. Methods. This thesis was executed as a literary survey. I examined the research done on peer mediation and considered the results I got from the aspect of children’s citizenship and involvement. In this thesis I defined my keywords based on scientific literature and research: mediation, citizenship, participation, conflict, restorative practices and peace education. Results and conclusions. Previous studies showed mediation to be a proper method for solving conflicts between children in comprehensive school according to the teachers and pupils alike. The pupils were satisfied in being involved in the mediation process but worried that too few of their conflicts were being guided to mediation. The attitudes of adults and their uncommitment to the using of mediation caused problems in the continuity of the method. The poor visibility of mediation in the school world, such as both children and adult’s scarce knowledge about peer mediation, led to the reduced use of the method. In all the studies peer mediation solved 90 % of all the cases that were guided to be mediated so as a method it works well. Mediation is based on the involvement of citizens and bringing the method into schools gives children a chance to be involved. The pupil mediators have the greatest possibility of becoming involved and according to studies they are the ones that benefit the most from peer mediation. In the mediation method children get to solve their problems themselves and act as active citizens. They experience feelings of success from sorting out their own arguments and while doing so diminish the load of teachers by settling their own conflicts independently. Mediation is a functioning method in increasing children’s participation.
  • Palmu, Minna (2016)
    The aim of this study is to examine online volunteers views and experiences about online volunteering. The purpose is to investigate how interaction and presence based online volunteering is defined, how it is operated and what kind of requirements it sets for volunteers. In addition my interest is to examine how social inclusion and virtual communality reflects in the context of online volunteering and how it can be studied in the field of traditional volunteering. Previous studies suggest that many people are active to volunteer and volunteering can be considered to be very meaningful not only to the individual who volunteers but to the society as well. Volunteering is also suggested to increase the feeling of social inclusion. It has been said that online volunteering is a new trend of traditional volunteering which opens a new context of action; virtual world. There are many stereotypical images about online volunteers such as the image of them being young of age and technologically advanced. In reality online volunteers come from all age groups and possess very varied technical skills. Online volunteering is strongly linked with societal changes and technological development, which opens a great diversity how online volunteering can be operated. The data of this study consists of four interviews. All of the interviewees were from the Pelastakaa Lapset (Save the Children) organization. Interviews were conducted as theme interviews and they were transcribed and analyzed according to the principles of content analysis. Based on this research online volunteering in Pelastakaa Lapset organization could be defined somewhere between the “complete” and “ traditional / virtual” definition types. Online volunteering was conducted partly via the internet from home via computer and partly on site. The main operating model was two-on-two or group discussions in virtual world. Since online volunteering in this concept was based on interaction and presence it set some requirements for the volunteers. The volunteers were required to be able to act in visual virtual forums but mostly they were required to know how to listen, support, to be present and offer guidance to the youth they were dealing with. There was evidence that online-volunteering can increase social inclusion and that an online-volunteer can be part of a virtual and media community. It was also shown that despite the different operating context online volunteering reflects elements from traditional volunteering field and it is fitting to study it under the same research paradigms that guide the traditional volunteering research.
  • Perkiömäki, Petriina (2017)
    This study is about young adults and their experiences about which factors effected to choosing vocational school after they graduated from primary school. I’m also interested to know how the selection is seen today in their lives. Previous studies have shown that student counseling, parents’ educational background and gender all affects to the educational path that teenager chooses. I approached the subject on the basis of these concepts. In my research, I interviewed five 22 to 28 years old young adults who have chosen vocational school. The data was collected by interviewing, using theme interview. The data was analyzed phenomenologically that is focused on the interviewees' experiences and their meanings choosing a vocational school. Study supported previous research and the theoretical background. Student counseling played an important role when the teenager is thinking different options. Parents' educational background also influenced how their children are going to be educated. All the interviewees followed the same lines as their parents. Gender effects were low, although all interviewees represented stereotypically male and female-dominated sectors. The study showed that choosing vocational education is influenced by both internal and external factors. External factors strongly influence to the decision, if the direction is not clear.
  • Rossi, Joel (2021)
    Vuoden 2020 keväällä koronaviruspandemian leviämisen rajoittamiseksi päätettiin muiden toimien ohella keskeyttää lähiopetuksen järjestäminen perusopetuksessa, toisella asteella sekä korkeakoulutuksessa ja opetusta jatkettiin mahdollisuuksien mukaan etänä. Suomessa neljännesmiljoona korkeakoulututkintoa suorittavaa opiskelijaa joutui näiden toimien seurauksena siirtymään etäopiskeluun kesken lukukauden. Pandemia ja etäopiskelu jatkuvat edelleen ja opiskelijoiden tilanteesta on uutisoitu varsin runsaasti. Opiskelijat ovat myös osallistuneet uutisoinnin yhteydessä käytyyn verkkokeskusteluun aktiivisesti. Tässä tutkimuk-sessa selvitetään millaisia kokemuksia korkeakouluopiskelijoilla on koronapandemian myötä lisääntyneestä etäopiskelusta ja sen vaikutuksesta heidän hyvinvointiinsa. Aikaisemmat tutkimukset ovat osoittaneet, että tilanteella on ollut huomattava vaikutus opiskelijoiden hyvinvointiin ja esimerkiksi Helsingin yliopistossa uupuneiden opiskelijoiden määrä on jopa kolminkertaistunut aikaisempiin vuosiin verrattuna. Tutkimuksen aineisto muodostui Yle-uutisten verkkosivuilla vuosina 2020 ja 2021 julkaistujen etäopiskelua käsittelevien uutisartikkelien yhteydessä käydystä verkkokeskustelusta ja etenkin etäopiskelua ja hyvinvointia käsittelevistä kommenteista (N=95). Aineistosta etsittiin kertomuksia etäopiskeluun ja hyvinvointiin liittyvistä kokemuksista narratiivisen analyysin keinoin Ylijoen (2005) käyttämää analyysitapaa mukaillen. Usean lukukerran aikana aineistosta hahmottuvista narratiiveista muodostettiin etäopiskelun vaikutusta hyvinvointiin kuvaavia tyyppikertomuksia. Suurin osa verkkokeskusteluun sisältyvien kommenttien sisältämistä narratiiveista (n=64) kuvasi koronapandemian myötä lisääntyneen etäopiskelun vaikuttaneen hyvinvointiin heikentävästi. Pienempi osa kommenttien sisältämistä narratiiveista (n=32) kuvasi hyvinvoinnin lisääntyneen etäopiskelun myötä. Nämä tulokset vahvistivat aikaisempien tutkimusten tuloksia, joiden mukaan opiskelijoiden hyvinvointi on enimmäkseen heikentynyt lisääntyneen etä-opiskelun myötä. Aikaisemmista tutkimuksista poiketen kommenteista löytyi myös huomattava määrä toisen henkilön asemaan samaistuvia tai näitä asemia havainnoivia narratiiveja (n=47), jotka nimettiin siltoja rakentaviksi kertomuksiksi. Suurin osa korkeakouluopiskelijoista kokee koronapandemian myötä lisääntyneen etäopiskelun vaikuttaneen hyvinvointiinsa negatiivisesti ja harvempi kokee sen vaikuttaneen hyvinvointiinsa positiivisesti. Opiskelijat kuitenkin usein osoittavat ymmärtävänsä omasta kokemuksestaan poikkeavia kokemuksia ja suhteutuvat niihin empaattisesti ja samaistuen.
  • Leppänen, Niko (2021)
    Suomalainen työelämä on ollut vahvassa murroksessa monen muun länsimaan tapaan viime vuosikymmeninä monestakin eri syystä. Yksi keskeisimmistä syistä liittyy työelämän suureen sukupolvenvaihdokseen niin kutsuttujen suurten ikäluokkien siirryttyä eläkkeelle ja tuoreiden kasvojen korvattua nämä ikäluokat työpaikoilla. Nämä ikänsä puolesta Y-sukupolveen, eli 1980- ja 1990-luvulla syntyneisiin, kuuluvat henkilöt ovat tuoneet mukaan omat toiveensa ja odotuksensa työtä, työtehtäviä ja työolosuhteita kohtaan. Aiemmissa tutkimuksissa on todettu, että Y-sukupolvelliset ”milleniaalit” haluavat tehdä työtä, joka tuntuu mielekkäältä, tarjoaa haasteita ja auttaa kehittämään omaa osaamista. Heidän on lisäksi todettu olevan aiempia sukupolvia haluttomampia sitoutumaan yksittäisen työantajaorganisaation palvelukseen. Tämän tutkimuksen tavoitteena on tuoda esille vastavalmistuneiden Y-sukupolveen kuuluvien tietotyöllisten toiveita ja odotuksia työelämää kohtaan sekä kuvata heidän sitoutumistaan työnantajaorganisaatioon. Tutkimusta varten haastateltiin kolmea vastavalmistunutta tutkimuksen kohderyhmään kuuluvaa henkilöä. Puolistrukturoitujen teemahaastatteluiden avulla kerättyä aineistoa analysoitiin teoriaohjaavan sisällönanalyysin keinoin. Sekä aineiston hankinnassa että analyysissa hyödynnettiin työn psykologisten sopimusten ja organisaatiositoutumisen teorioita ja käsitteitä. Analyysin tuloksena todettiin, että Y-sukupolveen kuuluvat vastavalmistuneet tietotyöläiset haluavat tehdä mielekästä työtä hyvähenkisessä tiimiympäristössä heitä tukevan ja kannustavan esimiehen alaisuudessa. He odottavat työantajansa myös tukevan heidän henkilökohtaisen osaamisensa kehittämistä tarjoamalla mahdollisuuksia oppia uutta ja kehittää työelämän taitoja. He eivät näytä kuitenkaan olevan kovinkaan vahvasti sitoutuneita nykyiseen työnantajaorganisaatioonsa, vaan he orientoituvat enemmän kohti hyvän henkilökohtaisen työuran rakentamista. Tutkimuksen tulokset voivat auttaa esimiehiä ymmärtämään paremmin sitä, millaisilla odotuksilla ja toiveilla varustettuna Y-sukupolveen kuuluvat työntekijät astuvat sisälle organisaatioon.
  • Kunttu, Sinikka (2016)
    The purpose of my research is to describe what is outdoorlife and hiking in nature nearby in “Rain or shine” kindergartens from the view of kindergarten directors. “Rain or shine” is an operating model for environmental education and physical exercise in nature in early childhood education and in schools' afternoon clubs coordinated by Suomen Latu. The study was needed because the operating model was reformed in 2015 with the aim to expand the “Rain or shine” activities. The research problem is approached by considering two of the promises of “Rain or shine” which are "We promise to spend easygoing outdoorlife in rain or shine” and "We promise to hike in nature nearby at least three times a week". The research was qualitative and it was based on semi-structured interviews. I chose three of eight “Rain or shine” kindergartens for the interviews. These kindergartens located in different towns and they had different owners. I interviewed the directors of these three “Rain or shine” kindergartens. The interviews were carried out in March 2016. All the three interviews were recorded. The durations of the interviews varied from 60 minutes to 100 minutes. Afterwards the interviews were transcribed and analysed by temating the material by using the questions of the interviews. I found out that the outdoorlife is a natural and unseparated part of the activity in “Rain or shine” kindergartens' work. The easygoingness of outdoorlife was protected for example with good planning and preparation, limiting the group sizes, the flexibility of kitchen staff and intensive co-operation with the parents. Different seasons and weathers was not found as a problem when everybody had a necessery outdoor equipment. Kindergartens had from three to four different nature places nearby regularly in use. The nearest places were located behind the fence of the kindergarten. The furthest nature places were located 1,5 kilometres away from the kindergarten. Nature places were diverse and they offered variable possibilities for activities and playing. The hikes were organized mostly in the mornings and the duration was 1,5–5 hours. There were often a snack or a lunch also outside. The free and spontaneous play was emphasized during hikes. There occured mostly long-lasting and imaginative plays with the material and equipment found from nature. The regularity of having hikes was regarded important because it guaranteed the possibility to develop the long-lasting plays. It seems that the promises "We promise to spend easygoing outdoorlife in rain or shine" and "We promise to hike in nature nearby at least three times a week" are carried out in a comprehensive and committed way in “Rain or shine” kindergartens.
  • Uusitalo, Terhi (2017)
    The purpose of this Bachelor’s Thesis has been examined children’s experiences about a certain emotion and interaction intervention and how to include those skills to part of their daily life.The introduction of the new curriculum has been supported with different kinds of interventions,whose purpose is to have an influence on individuals’or groups’behavior. It has been noticed in the researches that interventions that are effective in the experimental designs are not always successful in ordinary operational environments. For this reason it is important to study, based on the current pedagogical context and involving the changes of the new curriculum, how the children see the skills of emotion and interaction and the interventions that improve these skills as a part of their daily lives. I executed the structured theme interview by interviewing six (6) pupils in the sixth grade. I analyzed the material with material based content analysis. The object was to search and summarize pupils’ thoughts about how to apply the emotion and interaction skills in practice In children’s talks it came up that an adult can lead child’s emotion and interaction skills to either better or worse direction. The troubles in the interaction between children, such as a fear of be marked or social roles, affect the social interaction of the whole class and this way applying learned emotion and interaction skills. In my research it came up that children do not understand why classes teaching these skills are being held. Furthermore it appeared based on the material that it was experienced very distant or even impossible to adapt these skills outside the class. Based on the results arouses a need to pay more attention on adults’ interaction skills, group dynamics and the transparency of intervention before new skills can be applied in the practice.
  • Paatero, Ella (2019)
    Objectives. In order to maintain a child’s interest and excitement for learning, development-appropriate differentiated instruction designed to fit the child’s needs and abilities is necessary. Failing to differentiate instruction for a linguistically gifted child may result in frustration, and a negative connotation towards learning altogether may arise. I chose differentiated instruction for gifted children as the subject of my thesis, as I’ve noticed the lack of its implementation in several preschools. The base theory of my thesis is built around the development of children’s linguistic skills, learning reading and writing, gifted children, differentiation and the Finnish preschool curriculum. The objective of this study is to examine how differentiated instruction of language learning is implemented in preschools and how pre-primary teachers view differentiation and its significance. Methods. The study was carried out using qualitative methods. Material was collected by interviewing five pre-primary teachers in Järvenpää in January 2019 and it was then analyzed with a theory-based content analysis. The book Onnistu eriyttämisessä – toimivan opetuksen opas (2018) by Roiha and Polso, and a five-part differentiation model the book contains, was used as the base theory for analyzation. I developed a categorization system for grouping results partly based on said model and partly by gathering information from my interview material. Lastly, I formed an analyzation frame, by which I was able to analyze results. Results and conclusions. Based on my findings, instruction was differentiated for gifted children via various methods. Especially varying difficulty of assignments, modifying learning environments, differentiation of learning material and adaptive situational grouping of children into skill-based groups stood out from the material. Differentiated instruction was thought to be highly significant among all interviewees. Even though differentiating instruction for gifted children was, on level of thought, considered to be as important as differentiation for children with challenges in learning, the latter was emphasized in everyday teaching.
  • Pietikäinen, Saara (2019)
    Objectives. This study aims to find out how ecological sustainability is represented in the text books of home economics. Focus in this study is to examine the text books of home economics from the ecological point of view. Aim in this research is to use qualitative content analysis to examine how the main contents of text books of home economics such as food, living and consumption represent ecological themes. Based on a previous textbook study, the textbooks also reflect the worldview of their time and by studying the contents of the textbooks, one can also look at changes in the topics. And finally, the results are compared with the environmental goals of each decades basic education curricula. Methods. This is a qualitative study. Qualitative content analysis was used to analyse fourteen text books of home economics that were published between years 1951-2015. There were two books selected from every decade to this research. Results. Research showed that ecological sustainability related themes were represented in all the text books analysed in this study. In the last two decades, ecological themes have been the highest in the content of textbooks. Saving energy in housing, reducing consumption and protecting the environment were among the most common themes in books. The study found that the contents of the textbooks of home economics corresponded with the curriculum in relation to the household objectives in relation to the environment. Changes in the contents of textbooks reflected changes in curricula and in society.
  • Malmberg, Amelie (2019)
    The aim of the study is to find out and demonstrate the thoughts and work of early childhood educators about environmental sustainability. Furthermore, a theoretical link between teachers' own knowledge and approach to environmental sustainability is important, because it is visible through their actions. These actions are noticeable in the activities together with children and affect the children's connection to ecological sustainability. With the purpose of the study as a starting point, the questions therefore are: • How does the team consider environmental sustainability in the learning environment with the children? • What seems to be the attitude towards environmental sustainability among those who participated in the study? • What is discussed and what is left out when teaching environmental sustainability? This bachelor thesis consists of a qualitative hermeneutic analysis of collected data from teams with their thoughts on environmental sustainability in daycare. Based on the data collected, it can be parsed that to a certain extent the teachers take account of ecological sustainability in their activities. However, there is to improve as there is variation in knowledge of environmental sustainability. Rarely or never are there connections to overriding entities such as system of the climate, pollution of land and water, use of land and water, ecosystems, biodiversity. The Study shows that there is interest and a positive attitude towards ecological sustainability.
  • Sandås, Annika (2022)
    Mål: Syftet med den här studien var att analysera hur ekologisk hållbarhet kan läras ut i skolan på ett målmedvetet och positivt sätt för att eleverna ska få lära sig och sporras till medvetna val. Forskningsfrågorna var hurdana ekologiskt hållbara val lärare kan göra för att minska på klimatavtrycket i skolan och hur lärare kan undervisa i ekologisk hållbarhet för elever i åk 1–6 i syftet att göra hållbarhetsundervisningen till en positiv upplevelse för eleverna. Tidigare studier har visat att ekologiska aspekter värderas av lärare men att visionen ofta är starkare än utförande, och att brist på tid och kunskap kan leda till att ekologiska aspekter inte beaktas. Metoder: Materialet för den här kvalitativa forskningen samlades in via intervjuer med fyra informanter. Två av informanterna var lärarstuderande i slutskedet av sina studier och två var färdigblivna lärare med över 20 års arbetserfarenhet. Intervjuerna som gjordes var semistrukturerade. Intervjuerna transkriberades och analyserades med hjälp av tematisk analys. Resultat och slutsatser: Forskningens resultat visade att det är viktigt att lärare gör undervisning om ekologisk hållbarhet roligt för eleverna, för att motivera dem, och undvika skrämsel gällande klimatångest. Som rolig undervisning lyfte informanterna upp undervisning med hjälp av digitala metoder och apparater. En annan viktig aspekt var lärarnas vardagsprat gällande ekologiskt hållbara val. Lärarna tyckte att de har tillräckligt med kompetens för att undervisa om ekologisk hållbarhet samtidigt som de berättade att de vill lära sig mera. Lärarna lyfte också upp att tidsbrist är en faktor som gör att hållbarhetsundervisningen ibland inte prioriteras. Det finns tydliga belägg för att öka medvetenheten och undervisning gällande klimatpåverkan som digitala metoder har. Tydligare riktlinjer och krav skulle göra undervisningen mera jämlik mellan olika klasser och skolor, eftersom nuvarande system skapar skillnader mellan klasser på basis av den enskilda lärarens värderingar.