Browsing by Subject "palaute"

Abstract Self-regulation means the ability to control own emotions, behavior and cognitive operations as required by the environment. This research focuses on examining how self-regulation skills of children from 3 to 5 years are supported in the kindergarten. The research question was (1) how is the development of self-regulation skills of children from 3 to 5 years supported in the kindergarten according to kindergarten teachers? The research question had three parts. (1.1) How kindergarten teachers define self-regulation? (1.2) In which ways development of self-regulation is supported in the kindergarten? (1.3) How kindergarten teachers explain these methods? Previous research has shown that child learns self-regulation by interacting with others. Feedback from environment and the way how adult responds to child’s actions have an impact on development of self-regulation. The method of this research was qualitative. The data was collected by using half-structured interview. The data consists of three interviews, which were conducted in three different kindergartens in Vantaa. All three interviewees had kindergarten teacher degree and they all had worked in the field at least five years. The data was analyzed by themes, which were based on research questions and interview questions. The results of this research brought out that the way adult guides and encourages child in the kindergarten activities in the early childhood education were essential. Creating positive atmosphere, presence of an adult, and adult’s own example were seen as important parts of teaching self-regulation skills. It also seemed to be important to use different kind of pictures while guiding child and vary the size of child groups. Kindergarten teachers defined that self-regulation skills include of the way child controls their actions, behaviors and how child concentrates on doing something without the distraction of environment.

The aim of this thesis is to research information from written articles and books about the connection between a given feedback from a manager and the employee’s competence development. In this literature review I will examine the concepts of feedback and competence development and the factors affecting them. I will also examine how feedback from a manager can improve employee’s competence, work motivation and commitment in practice. Work motivation and commitment can is a base for competence development, because committed and motivated employee is more willing to invest to one’s work and develop his or her skills and performance. The subject is very interesting and important. According to the literature using feedback in work context is often seen as something considered self-evident. It is not always the case in real life and many workers complain about not getting enough feedback from their managers about their performance. The data is collected using books and articles from the fields of educational and business economics including many researches about motivation, competence development and feedback in work context. The thesis is assembled together by using the method of narrative literature review. The keywords of this thesis are feedback and competence development. Feedback is seen as a received information of one’s actions. Feedback is always experienced individually and many things, such as receiver’s age, his or her own perception and the strategy used when giving feedback can affect how it is received and understood. Competence development can be assimilated with learning at work and it means intentionally or unconsciously improving one’s professional skills. This can benefit employees and the whole organization, since nowadays working life requires constant development to maintain one’s position in hardened competition – both in individual and organizational levels. According to this literature review, competence development can be supported with a good and adequate feedback. Constructive feedback can help correct errors and encourage development. Positive feedback can increase employee’s self-esteem and feeling of competence. This is important because supportive and positive working environment is a crucial factor for one’s job motivation and commitment.

New curriculum (2014) emphasizes formative assessment, so it was one reason to pick that topic. Second reason was, I wanted to research if evaluation can motivate pupils to learn. The purpose of this study is bring data of formative assessment and feedback. The study aimed to clarify what is formative assessment and how it impacts to learning. In addition, study illustrated what is feedback and what kind of feedback promotes learning. I implemented a descriptive literature review. I decided to use scientific articles. Articles presented formative assessment in comprehensive school context. Material were mainly collected from EBSCO, including years 1998-2017. Study shows it is difficult to define formative assessment, because researchers used different definitions. Common features are that formative assessment is used during the teaching periods or single lessons. Aim of formative assessment is to produce information about pupil`s learning. Purpose of formative assessment is improve on learning. Formative assessment improve learning, only if its implementation is intended. Articles showed that feedback has a great effect to learning. Feedback is an instrument to transmit formative assessment information to pupil.

Tämän tutkimuksen tavoitteena on tutkia oppilaan kasvua tukevien formatiivisten arviointikeinojen käyttöä käsityön opetuksessa. Tarkoitus on kartoittaa, minkälaisia oppilaiden kasvua tukevia menetelmiä käsityötunneilla käytetään ja miten oppilaat ja opettajat kokevat niitä. Formatiivinen arviointi on osa oppimisen arviointia, jota määritellään tarkemmin perusopetuksen opetussuunnitelman perusteissa (2014). Formatiivinen arviointi on laadullista, oppimisen aikaista arviointia, jonka tavoitteena on auttaa oppijaa tunnistamaan omaa oppimista ja auttaa kehittämään sitä (Opetushallitus, 2014). Aiemmissa käsityön arviointia käsittelevissä tutkimuksissa pääpaino on usein joko oppimista todentavassa, summatiivisessa arvioinnissa tai arvioinnin kokonaisuudessa. Aiemmat tutkimukset osoittavat, että oppilaat kokevat arvioinnin itselleen merkityksellisenä. Tutkimuksien mukaan opettajat kokevat arvioinnin haastavana tehtävänä ja tiedostavat hyvin sen merkityksen oppilaan kasvulle ja kehitykselle. Tämä tutkimus toteutettiin kuvailevana kirjallisuuskatsauksena. Aineistoa kerättiin käsityön arviointia ja formatiivista arviointia koskevien tutkimusten ja artikkeleiden kautta. Aineistosta nousi esiin muutamia toistuvia oppilaan kasvua tukevia teemoja, kuten oppilaan kasvua tukevat formatiiviset arvioinnin menetelmät, oppilaiden kokemukset kasvua tukevista menetelmistä ja opettajien kokemukset kasvua tukevan arvioinnin toteuttamisesta. Käsityön tunneilla yleisimmät kasvua tukevat formatiivisen arvioinnin menetelmät ovat aineiston mukaan palaute, vertaisarviointi, itsearviointi sekä portfoliotyöskentely. Tutkimustulokset osoittavat, että käsityön tunneilla oppilaan kasvua tuetaan monipuolisesti edellä mainittujen formatiivisten menetelmien avulla. Kokonaisessa käsityössä palaute, itsearviointi ja vertaisarviointi liittyvät prosessin eri vaiheisiin. Palaute on yksi yleisimmistä käytetyistä menetelmistä. Oppilaat kokevat saadun palautteen pääosin positiivisena, mutta toivovat siihen lisää vuorovaikutteisuutta. Vuorovaikutteisella palautteella on voimakas vaikutus oppilaan kasvuun. Tulokset osoittavat myös, että vertaisarviointia toteutetaan käsityön tunneilla itsearviointia vähemmän. Kumpaakin toteutetaan oppitunneilla sekä suullisessa, että kirjallisessa muodossa ja mitä enemmän niitä harjoitellaan, sitä sujuvammin ne toteutuvat. Portfolioiden käyttö on harvinaisempaa, vaikka esimerkiksi e-portfolio on todistetusti tehokas keino tukea oppilaan itsearviointitaitojen kehittymistä. Portfolioiden hyödyntäminen vaatii opettajilta ajan antamista niiden tekemiseen sekä ohjaamista.