Browsing by Subject "LIS-YC"

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  • Vaalasranta, Merja (Helsingfors universitet, 2014)
    Involvement measures the quality of activity. By evaluating a child's involvement in an activity, we can gain information about how the child experiences the activity. According to previous research, children who are involved in an activity are working at the limits of their abilities. The purpose of this study is to establish how preschoolers are involved and perform in cognitive tasks and furthermore, whether involvement in a task is related to task performance. This research was conducted as a case study. The research material consists of video footage and documents gathered 2008 in Vantaa as part of Laulua arjessa, a project by the University of Helsinki on promoting children's emotional well-being in daycare centers. The subjects of the study are three preschool girls from the same daycare preschool group. The video material consists of the girls performing cognitive tasks. These tasks were selected from NEPSY ll, a neuropsychological test for children ages 3-16. The documents consist of the girls' task papers, ten from each girl. The video material was analyzed using the Leuven Involvement Scale for Young Children (LIS-YC). The cognitive tasks were scored in accordance with NEPSY ll guidelines. The present study found variation in involvement between the preschool girls. The involvement of the first girl included a multitude of intense periods and occasional persistent periods. The second girl managed periods of intense involvement in one task, but was only involved to some extent in the others. The third girl's involvement was somewhat divided between periods of sustained and intense involvement, with emphasis on intense and even persistent periods. The overall performance of one of the girls was mostly good. The other two girls performed relatively poorly in two of the four tasks. One of the girls displayed a relation between involvement and performance in all of the tasks and one task in particular, while another girl showed no such relation, but performed mostly well. And in one girl's case, the relation between involvement and performance was evident in one task. With preschoolers, the quality of the task is relevant to task involvement.
  • Malmström, Sanna (Helsingfors universitet, 2011)
    Children's involvement is a key quality factor in Early Years Education. As a process variable it concentrates on children's actions and experiences. The involved children are operating in their zone of proximal development. The aim of this study was to find out how the children involved themselves in the Finnish day care centres. The problems of the study were: (1) how the children are involved in different situations between the hours 8.00 and 12.00, (2) how do the skills of children whose involvement level is high differ from the skills of children whose involvement level is low and (3) how do the learning environments of the children whose involvement level is high differ from the learning environments of the children whose involvement level is low? The research method was observation and children's involvement levels were assessed using LIS-YC Scale. In addition, the kindergarten teachers evaluated the children's skills and the team workers did the evaluations of the educational settings. The data used in this study was a part of the 'Orientaation lähteillä' research. The 802 children, who took part in the study, were from 48 different groups of eight different municipalities in Central Uusimaa. There were 18358 observations of children's involvement and the quantitative data was analyzed using correlation, cross tabulation and t-test. Children's involvement was an average at a moderate level. The involvement levels were the highest during playing time and adult guided tasks and lowest during eating and basic care situations. The level of involvement was higher if the children were adaptable, proactive, self-motivated and good players. The involvement lever was lower if the children needed some special care. The children's involvement is supported if the educators had at least once a week a meeting and if children's confidence and identity construction was frequently considered in educational discussions. Furthermore, the appreciation of the ethical issues and positive atmosphere appeared to confirm the involvement. The children's involvement is decreased if the educators had been perpetually short of time or resources or there has been lack of joy and humour in the group.
  • Hytönen, Venla (Helsingin yliopisto, 2019)
    The aim of the study was to investigate the link between the nature of the level of stress-activation and the level of engagement of toddlers, 1-4-year-old children, stress reactivation and engagement. The goal approached with two research tasks. First (1) to determine whether there is a link between the levels of stress response activation and children involvement to action and second (2) whether a link between variables maintained by the cortisol daily variation after a breakdown into a typical and atypical group and do these groups differ in relation to the level of commitment Earlier studies have shown that there is a link between children's cognitive abilities, memory, and alertness at the level of children's stress response activation. Similarly, higher levels of cognitive skills are also required for involvement, which reflects children's emotional well-being, interest, and relevance. Observing involvement to children's activities gives the educator important information about the child's world, interests, skills and needs. This study assumed (H1) that with decreasing stress activation in children, the level of involvement would increase. The study focused on the calamities of kindergartens in the Helsinki Metropolitan Area. The study used the material of the University of Helsinki's LASSO project Taaperot research by analyzing the level of engagement of the children involved in the research using the LIS-YC scale and comparing the levels of engagement thus obtained to the stress response measurements from children. Stress response measurements consisted of the concentrations of alpha-amylase and cortisol collected from children, which used to determine the AOCg value of these concentrations in the final analysis. A statistically significant negative relationship found between the levels of stress in children and the level of engagement in the study. The connection was observed at the time of the stress response measurement for the target level of binding (p <0.05) and for the entire material (p <0.01). The results of the study provided indicative information on the relationship between children's stress responses and engagementt to action.
  • Lehto, Sari (Helsingin yliopisto, 2020)
    The aim of this study was to examine what is involvement of preschoolers with special needs during co-teaching of a special education teacher and a teacher in preschool. The aim was also to find out what kind of teacher's teaching methods help children to be more involved during teaching in presschool. The theoretical background of the study is based on learning as a socio-cultural phenomenon (Vygotsky 1978) and Laevers and Hautamäki's (1997) notion that involvement is a human trait that can be identified by e.g. concentration and perseverance. The characteristics of involvement include e.g. intrinsic motivation, enchantment, inclusion, openness to stimuli, intensity of experience, deep satisfaction and a strong sense of physical and mental energy. (Laevers & Hautamäki 1997.) In the theoretical background, learning in a peer group and especially adults and the interaction between adult and child as a factor in the learning environment were examined. This study was qualitative in nature. The study focused on three children with special needs in pre-school education and their involvement. The children were observed by videotaping them during preschool time in kindergarten. Video footage was collected during 6 different days from 9 a.m. to noon. Approximately eight hours of video material was recorded. Qualitative analysis of the material is based on the evaluation of episodes delimited from video material using the LIS-YC method (Laevers & Hautamäki 1997) and on the analysis of transcribed episodes. The results of this study show that, on average, the involvement of children with special needs is low. Co-teaching appeared to improve children’s involvement. In this study, teacher guidance influenced children’s involvement; above all, the ways in which the teacher was guiding the children were significant. In this study, children’s individual differences in involvement were seen during both single-teacher and teacher-specialty education teacher simultaneous teaching. The teacher’s sensitivity to noticing these differences in children was important for high involvement.