Browsing by Subject "CHILDRENS"

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  • Merikukka, Marko; Ristikari, Tiina; Tuulio-Henriksson, Annamari; Gissler, Mika; Laaksonen, Mikko (2018)
    Background: Mental disorders can affect work ability and lead to early exit from the labour market through disability pension. Aims: This study aimed to identify childhood determinants of psychiatric disability pension in early adulthood. Methods: The 1987 Finnish Birth Cohort includes a complete census of children born in a single year. The children were followed up from birth until 31 December 2012 using official registers maintained by the Finnish authorities. Risk factors for disability pension were examined in the full 1987 cohort (N = 58,739) and among children who had received mental health care (N = 9,599). Odds ratios were calculated for disability pension due to all mental disorders and separately for schizophrenia, depressive and anxiety and other mental and behavioural disorders in association with childhood determinants. Results: Altogether, 1.4% of cohort members had retired due to mental disorders in 2003-2012. In the full 1987 cohort, female sex, parental divorce and social assistance, both mother's and father's psychiatric care and mother's psychiatric disability pension increased the risk for disability pension due to mental disorders. Among children who had received mental health care, risk factors for psychiatric disability pension were father's psychiatric care and mother's psychiatric disability pension. Conclusion: Childhood determinants were related to the risk of psychiatric disability pension before the age of 25. The risk factors varied by the diagnosis of the disability pension. Using knowledge of this study's risk factors should enable the identification of adolescents and young adults in general population and especially in the mental health care population who are at greatest risk of receipt of psychiatric disability pension.
  • Rintakorpi, Kati; Reunamo, Jyrki (2017)
    Documentation in early childhood education and care (ECEC) institutions has been developed for decades in various contexts. Today, documentation is preferred as an inclusive method of evaluating, planning, and developing ECEC in the curricula of many countries. Qualitative research on documentation has increased in past years, but quantitative research on the connections between documentation and ECEC practice has remained behind. We will present a study in which a total of 2889 children, 194 kindergartens and preschools, and 179 teams of ECEC educators in 13 municipalities in Finland participated. On the basis of our quantitative analysis, we argue that documentation is inherently connected with child-centred and carefully planned ECEC practices and the children's participation, well-being, and ability to learn. One of our main findings is that documentation is not yet fully exploited in the Finnish ECEC. As a result, we encourage ECEC officers and educators to develop documentation further.
  • Vartiainen, Jenni; Kumpulainen, Kristiina (2020)
    Drawing on sociocultural theorizing, this case study investigates and unpacks the qualities ofscientific playduring children's inquiry-based science activities framed by imagination and play (i.e. Poetry Science). The data were gathered in Finnish preschool groups with children aged five to six years old (N: 31) over a five-week period. The data consist of video recordings, observational field notes, and artifacts, subjected to multimodal analysis. The results show that scientific play that manifested throughout young children's inquiry process has the following four characteristics: (i) creating and maintaining an imaginary science situation, (ii) assigning new meanings to science objects and processes, (iii) combining imaginary situations and problem solving, and (iv) engaging in science talk in an imaginary situation. The study shows how imagination and play are important elements of children's science inquiry, with implications for early science education.
  • Koivuhovi, Satu; Vainikainen, Mari-Pauliina; Kalalahti, Mira (2022)
    Tracking pupils based on their abilities or other aptitudes is a common practice in many countries. In Finland, selective classes with a special emphasis have become popular. The societal and individual effects of tracking are a topic of ongoing educational discussion. Tracking has been seen to increase educational inequality, but still it has been defended as an important practice enabling individualised and adjusted teaching. This study examined whether studying in a selective class with a special emphasis has an effect on the development of pupils' action-control beliefs from grade seven to nine. Results showed that pupils who studied in classes with a special emphasis showed greater achievement and were more likely to have highly-educated mothers than pupils in classes without an emphasis. This selectivity explained most of the differences found in action-control beliefs between classes. Pairwise comparisons showed small differences in the change of certain action-control beliefs between classes.
  • Leskinen, Jasmiina; Kumpulainen, Kristiina; Kajamaa, Anu; Rajala, Antti (2020)
    This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources, and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.