Browsing by Subject "PLAY"

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  • Kokkonen, Juuli-Mari; Vepsäläinen, Henna; Abdollahi, Anna; Paasio, Hanna; Ranta, Samuli; Erkkola, Maijaliisa; Roos, Eva; Ray, Carola (2021)
    Nature visits and nature exposure have been shown to be favorably associated with children's health and development, but the research regarding their associations with children's lifestyle habits is limited. The current study aimed to investigate the associations between the frequency of parent-child nature visits and sleep, moderate-to-vigorous physical activity (MVPA) and weight status among three- to six-year-old Finnish preschoolers. Parents and their children (n = 864) participated in a cross-sectional DAGIS (increased health and wellbeing in preschools) study, which was conducted between 2015 and 2016 in Finland. In total, 798 parents answered a questionnaire on the frequency of parent-child nature visits, which also included questions on sociodemographic factors and their children's sleep habits. Parents also reported children's bedtimes and wake-up times and children wore an accelerometer for seven days. Trained researchers measured children's weight and height. Linear and logistic regression analyses were conducted. More frequent parent-child nature visits were associated with children's longer sleep duration at night, higher amounts of MVPA outside preschool time and, among girls, good sleep consistency. The frequency of parent-child nature visits was not significantly associated with whether children were overweight or obese or not. Promoting parent-child nature visits could be a cost-effective way to increase young children's MVPA and enhance night-time sleep.
  • Salonen, Anne; Alho, Hannu; Castren, Sari (2017)
    Background: Information about public gambling attitudes and gambling participation is crucial for the effective prevention of gambling-related harm. This study investigates female and male attitudes towards gambling, gambling participation, and gambling-related harm in the Finnish population aged 15-74. Methods: Cross-sectional random sample data were collected in 2011 (n = 4484) and 2015 (n = 4515). The data were weighted based on gender, age and region of residence. Attitudes were measured using the Attitudes Towards Gambling Scale (ATGS-8). Gambling-related harms were studied using the Problem Gambling Severity Index and the South Oaks Gambling Screen. Results: Attitudes towards gambling became more positive from 2011 to 2015. Female attitudes were generally negative, but nonetheless moved in a positive direction except in age groups under 25. Occasional gambling increased among women aged 18-24. Women aged 18-24 and 45-54 experienced more harms in 2015 than in 2011. Both land and online gambling increased among women aged 65-74. Male attitudes towards gambling were generally positive, and became more positive from 2011 to 2015 in all age groups except 15-17. Weekly gambling decreased among males aged 15-17. Gambling overall increased among males aged 18-24. Gambling several times a week decreased among men aged 35-44 and 45-54, and gambling 1-3 times a month increased in the latter age group. Online gambling increased only among men aged 55-64. Conclusions: Attitudes towards gambling became more positive in all except the youngest age groups. Under-age male gambling continued to decrease. We need to make decision-makers better aware of the continuing growth of online gambling among older people and women's increasing experiences of gambling-related harm. This is vital to ensure more effective prevention.
  • Määttä, Suvi; Gubbels, Jessica; Ray, Carola; Koivusilta, Leena; Nislin, Mari; Sajaniemi, Nina; Erkkola, Maijaliisa; Roos, Eva (2019)
    The physical environment in preschool, covering all indoor and outdoor equipment, and the surfaces of the preschool yard, may have a large potential for increasing children's physical activity (PA). However, it is less clear which specific physical environmental factors are associated with children's PA. Cross-sectional associations between the individual observed items (e.g. fixed and portable equipment, surfaces, terrain in the grounds) as well as composite scores for the PA equipment on the one hand, and children's PA, measured by accelerometers, on the other, were investigated in a sample of 3-6 year old children (N = 778) attending preschool in Finland. Having balance equipment and trampolines in group facilities, having balance equipment, gym mats and sticks in the gym and having skipping ropes, sand and mostly hilly terrain on the outdoor playground were associated with children's higher PA, regardless of gender. On the contrary, having gravel as the terrain in the playground and having a seesaw outdoors were associated with lower PA levels, regardless of gender. Four significant interactions with gender were found, but none of the environmental predictors remained significant in the post-hoc gender-stratified analyses. Variety in PA equipment and playground terrain may be beneficial for increasing children's PA in preschools. (C) 2018 Elsevier Inc. All rights reserved.
  • Pursi, Annukka; Lipponen, Lasse (2018)
    A large body of educational research has focused on play as one of children's own activities, however, considerably less attention has been paid to structures and practices associated with joint play between adults and children. This article contributes to this line of research by analyzing adults' participation in joint play with very young children. The data consist of 10 rich make-believe play cases taken from 150 h of videotaped, naturally occurring interactions in a group care setting. The results show that the ability of adults to build sustained co-participation in play with very young children demands delicately timed observations, initiatives and responses with attuned and coordinated use of gesture, gaze and talk. In all, this study provides one way to study and understand better what adults are doing in practice while they are actively co-participating in play. Pedagogical implications for early childhood education are discussed.
  • Pursi, Annukka; Lipponen, Lasse; Sajaniemi, Nina (2018)
    The purpose of this single case study was to investigate emotional and playful stance taking in adults and very young children as they engage in joint make-believe play activity in a natural Finnish group-care setting. Drawing on the sequential approach of conversation analysis (CA), the study represents an effort to understand play in an early childhood education (ECE) setting from both children's and adults' perspectives at the same time. The results suggest that the interplay of emotional and playful stance taking in make-believe play produces emotional transitions in interaction. These transitions can be understood as interactional accomplishments that offer children and adults the possibility to align and affiliate themselves with their own and each other's emotional experiences and to explore personal reflections of the emotionally heightened real-life trajectories in a shared make-believe play frame. Based on these findings, it is argued that creating and maintaining emotionally heightened joint play with very young children requires adults' emotional involvement and delicately calibrated participation through leading, following and leading by following. Further empirical study is needed to investigate sequences in which playful and emotional stance taking stand in a non-aligning and non-affiliating relationship. Such research could reveal problem-remedy sequences more evidently and provide important further development of ECE theory and practice for children under the age of three.
  • Olli, Johanna; Salanterä, Sanna; Karlsson, Liisa; Vehkakoski, Tanja (2021)
    The purpose of this study was to find out how an adult can enable or hinder the realization of a disabled child’s agency in play interaction. We focused on the child’s play invitations, which were constructed as dispreferred by the adult. The data consisted of nine videotaped playing situations with five nurses and five disabled children in a children’s neurological ward. The microanalysis with interventionist applied conversation analysis focused on one playing situation between one nurse and one three-year-old boy with no spoken language. The nurse responded to the child’s play invitations constructed as dispreferred by her in three different ways. Two of them were about trying to control the situation, either through managing the child’s behaviour or by guiding the plot of the play. The third way of responding was negotiating through dialogical playing, which enabled the realization of the child’s agency. The findings can be utilized widely for developing child-centred practices.
  • Zhou, Kecheng; Dichlberger, Andrea; Ikonen, Elina; Blom, Tomas (2020)
    Studies of lysosome associated protein transmembrane 4B (LAPTM4B) have mainly focused on the 35-kDa isoform and its association with poor prognosis in cancers. Here, by employing a novel monoclonal antibody, the authors found that the 24-kDa LAPTM4B isoform predominated in most, both healthy and malignant, human cells and tissues studied. LAPTM4B-24 lacks the extreme N-terminus and, contrary to LAPTM4B-35, failed to promote cell migration. The endogenous LAPTM4B-24 protein was subject to rapid turnover with a t(1/2) of approximately 1 hour. The protein was degraded by both lysosomal and proteasomal pathways, and its levels were increased by the availability of nutrients and lysosomal ceramide. These findings underscore the pathophysiological relevance of the LAPTM4B-24 isoform and identify it as a dynamically regulated effector in lysosomal nutrient signaling.
  • Xi, Shu; Mesimäki, Marja; Kotze, Johan; Wales, Mark; Xie, Long; Benicke, Renan; Lehvävirta, Susanna (2022)
    One of the important features of cities is to provide high-quality outdoor environments for various groups of citizens. Although children are frequent users of green spaces, the knowledge and perspectives applied in planning and design of urban green spaces are mostly defined by adults. This results in spaces and practices that may limit the daily lives and creativity of urban children. Promoting child-friendly cities benefits from knowledge produced by children themselves, regarding their perceptions and experiences, as well as ideas and suggestions. This study provides empirical results concerning children's needs and mental images for urban green spaces in two urban areas in two countries (Chengdu, China, and Ruhr Region, Germany). 765 children, ages 8-10 were surveyed through the method of empathy-based stories (MEBS). Participants were asked to use their imagination to write stories according to given scenarios. Our study shows that MEBS can be used to gather meaningful data with children, and that children are an important stakeholder group in urban planning, landscape design and management with an ability to express their diverse needs and preferences towards green spaces. Both designed green spaces (e.g. gardens, parks) and wild nature (e.g. forests, meadows) can offer a range of activities and experiences for children in their everyday lives: opportunities for play, socializing, contact with nature, aesthetic and restorative experiences, learning and exploration. Our findings include indications of children's awareness of the diverse ecosystem services that green spaces provide, as well as of urban sustain ability and livability. While we found German and Chinese children to have corresponding needs and expectations regarding urban green spaces and nature, we also found some variation. We suggest that the use of, and experiences in green spaces are linked not only to the landscape but also to conceptual-cultural contexts.
  • ISCOLE Rese Grp; Chaput, Jean-Philippe; Fogelholm, Mikael; Mikkilä, Vera; Hovi, Elli; Kivelä, Jemina; Räsänen, Sari; Roito, Sanna (2018)
    Background Whether outdoor time is linked to dietary patterns of children has yet to be empirically tested. The objective of this study was to examine the association between outdoor time and dietary patterns of children from 12 countries around the world. Methods This multinational, cross-sectional study included 6229 children 9-11 years of age. Children self-reported the time that they spent outside before school, after school and on weekends. A composite score was calculated to reflect overall daily outdoor time. Dietary patterns were assessed using a food frequency questionnaire, and two components were used for analysis: healthy and unhealthy dietary pattern scores. Results On average, children spent 2.5 h outside per day. After adjusting for age, sex, parental education, moderate-to-vigorous physical activity, screen time and body mass index z-score, greater time spent outdoors was associated with healthier dietary pattern scores. No association was found between outdoor time and unhealthy dietary pattern scores. Similar associations between outdoor time and dietary patterns were observed for boys and girls and across study sites. Conclusions Greater time spent outside was associated with a healthier dietary pattern in this international sample of children. Future research should aim to elucidate the mechanisms behind this association.
  • Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Luonua, Marjaana; Tuomas, Anne; Nurmi, Jan-Erik (2020)
    It has repeatedly been found that temperamental inhibition and low academic achievement are associated with each other: children with cautious and wary or shy behaviour are at risk for low academic achievement. Several suggestions about the mechanism behind this association have been made, these highlighting for example, the fewer learning opportunities of cautious and wary children and more negative interaction between teachers and inhibited children. However, the empirical studies about these mechanisms are rare and, thus, they have remained unclear. This study examined whether children's maths-related self-concept of ability acts as a mediator between their temperamental inhibition and maths performance. 156 children (M-age 7.25 years) were followed during the first grade of primary school. Children's temperamental inhibition was assessed in the beginning of Grade 1. Their maths performance was tested twice, in the beginning and at the end of Grade 1, and their self-concept of ability was measured at the end of Grade 1. The research question was analysed using structural equation modelling. The results showed that children's self-concept of ability did mediate the association between temperamental inhibition and maths performance at Grade 1: that more inhibited children feel they are less capable and competent in maths than less inhibited children, and this contributes to their poorer maths performance. The findings highlight that it is important for teachers and other practitioners to be aware of this effect of temperamental inhibition on self-concept and put effort on promoting positive views of children's competencies and abilities.
  • Kumpulainen, Kristiina; Sairanen, Heidi; Nordström, Alexandra (2020)
    This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children's digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, 'How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children's digital literacy practices across operational, cultural, critical and creative dimensions of literacy?' The empirical data collection drew on the 'day-in-the-life' methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children's digital literacy practices are intertwined in families' everyday activities, guided by parental rules and values. The study demonstrates children's operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children's critical engagement in their digital literacy practices.