Browsing by Subject "draamaleikki"
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(2016)This thesis is about child’s involvement in drama play. It analyzes how child’s involvement process construes during drama play session. The topic of this research is especially important for early childhood education, since involvement in action is a precondition for profound learning. In addition, thesis considers what kind of elements concerning drama play situation, and teacher’s action can connive or inhibit involvement process during drama play session. My presumption is that drama play is meaningful activity for the child, and hence well-organized drama play session might create a situation, which may help the child to get involved in action with long term. Starting point is an idea that child’s involvement in action is dependent on the manner in which an adult performs in play situation, in various ways. Hence, the adult may be able to enrich and connive child’s play, and involvement. Theoretical framework describes drama in early childhood education, features of pedagogical drama play, and the importance of child’s involvement for learning. In addition, I describe the role of an adult in child’s play, and analyze adult’s involvement process during drama play. The data collection process can be termed participatory observation. Two girls aged four and five and one four-year-old boy from a school in Uganda participated in the study. The data collection performed during drama play situation, which I planned and organized. The drama play session videotaped. The Leuven Involvement assessment scale for children developed by Ferre Lavers (1997) supported the analysis. Adult Engagement Scale (AES), which scrutinizes adults, applied to describe my own engagement in drama play situation. (see. f. e. Tahkokallio 2014; Pascal et al. 1995). According to the results, drama play created involvement in action with a child. A large amount of variation in involvement process was discernible between the children as com-pared to one another. Especially the variation came out in how quickly the involvement initiat-ed. Every child’s involvement during drama play session developed differently as a process in which it weakened and enforced again. Teacher’s involvement in action during the session had a major significance for child’s involvement process. The teacher succeeded to engage, and with sensitivity, to activate children and enhance their involvement. The child’s involve-ment was disturbed as other children came to follow the drama play session.
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(2016)This research describes, analyses and interprets the kind of learning environment the Pikkukaupunki-play creates in the Vironniemi kindergarten. The research is focused on the ways in which the kindergarten staff plays a role in the planning and constructing of a pedagogically ambitious environment. Additionally, the staff’s own views of themselves as being both the educators, as well as part-takers in the play is being examined. The theoretical framework is constructed of theories from play pedagogy and creative learning environment. It is a kvalitative case study where the empirical data is formed by interviews of eight (8) children and the answers from a survey for the staff. Observing (two visits), and the notes from the visits were also used as a research method. Said information from the survey was compared to the data gathered from the interviews of the children: were the views similar or might it be that the children’s views weren’t supportive of those of the adults? The use of the notes from the journal weren’t of much use – they were only used twice in the summarization of the results. The Pikkukaupunki-play showed itself to be a creative learning environment. The physical state of the play, the structure and the educators’ decisions guide children to social interaction. Educators have the ability to guide the play using improvisation and their own role in the play, although their own role in the play should be specified in regards to the manner of speech suitable for the role. The involvement and agency which the educators emphasized weren’t prominent in some classes, as seen through the observations. In the future, educators should consider the involvement of children especially in regards to the physical state, and how the children may be involved in the forming of rules and composing of the office. As the play already supports creative learning, Pikkukaupunki-play could also motivate the children’s own operability.
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