Browsing by Author "Niitamo, Ilona"

The purpose on this study was to find out how to prevent children´s social exclusion in kindergarten, how to teach and lead children`s peer interaction and what kind of signs in child behaviour and action indicate a possible risk of social exclusion. Social exclusion is a complex concept and it is thought to be a long- term process where human drifts to the edge of society. For this reason, studying social exclusion for young children has been limited. There is a need for information how to support from the very beginning in order to increase wellbeing and to prevent social exclusion. In their earlier studies Laine and Neitola have found that social exclusion from peer group begins already in the early years. As a research material I used three kindergartens teachers’ interviews. The nature of this study is qualitative, and the method of collective data was semi-structured theme interviews. The material was analysed by content analysis. The result of the research showed that the learning and guiding social and emotional skills as well as children participation and equality in the kindergarten peer group are the best ways to prevent social exclusion. Learning peer interaction skills was seen as an important part of everyday life and it was clearly invested in each group. Peer interaction skills was especially supported in children`s play. Besides learning and expressing emotional skills was considered an important part of the peer interaction. The behaviour and action that indicates the risk of being excluded proved to be extreme behaviour. Especially the result showed that children who behaved aggressively or withdrawingly were in the risk group of exclusion. Weak social and emotional skills seem to be behind for children who are risk of exclusion.