Browsing by Subject "lapsen osallisuus"

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  • Vihonen, Kaisu (Helsingin yliopisto, 2015)
    The purpose of this study was to examine what are the knowledge practices in preschool groups that do not use study books. The research further investigates how child participation manifests in these preschool groups. Based on prior research teacher's pedagogical thinking always interacts with the practices shown in a group or class. Due to this also the interaction between teacher's pedagogical thinking and knowledge practices were examined. This study was conducted by observing preschool activities in three different preschool groups at the Helsinki Metropolitan area. In addition five preschool teachers were interviewed during the research process. The aim of these interviews was to examine how teacher's pedagogical thinking and knowledge affect their knowledge practices. To further analyse child participation also six children from one of the day care centers (center 2) were interviewed. These documents complemented each other. The analysis methodology for the sample was theory-based. In non-study book preschool groups knowledge was produced together in social practices. Children also worked independently with knowledge and information was transferred from an adult to a child, too. In addition there were equipment and materials that supported learning and working with knowledge. Child participation occurred when children communicated their ideas to the adults and when the adults acknowledged these thoughts. In the beginning of the preschool year children in day care center 2 also told what they would like to do during the year and this was taken into account in day-to-day activities. Teacher's pedagogical thinking was linked to the knowledge practices of the group while the teachers said that they choose used methods based on children's needs.
  • Määttä, Satu (Helsingin yliopisto, 2018)
    Objectives. The aim of this study was to describe in which ways child’s participation is seen in round-the-clock daycare centres’ preschool action plans. Preschool action plans are documents supplementing preschool curriculum. The starting point of the study was to find out how child’s participation is supported within the frame of reference of preschool. The need to this kind of research rises from childrens’ right to be heard about matters that concern themselves. The rights of the child are based on the Constitution of Finland (1999) and the UN Convention on the Rights of the Child (1989). In preschool this means all the activities included in the child's preschool day. The study examined how child’s participation is generally demonstrated and, in particular, from the point of view of learning, in round-the-clock daycare centers’ preschool action plans. Previous studies point out that child’s participation is seen as multidimensional phenomenon. Methods. The research was initially data-oriented. The data of the research consisted of preschool action plans of all six round-the-clock daycare centres in Helsinki. These were public documents and they were collected from the daycare center's own web sites. The study is qualitative by nature and the data was analyzed by using content analysis. The material was treated as a single entity and the action plans were not compared. Results and Conclusions. According to the research results, all action plans described child's participation in many different ways. The action plans described hearing of the child and his or her initiatives, the methods for hearing, the atmosphere related to hearing, the child's ability to influence and the child's learning from the point of view of participation. From the research results it can be concluded that adults in pre-school groups are aware of the factors affecting child’s participation. The results confirm the earlier views that the phenomenon of participation is multidimensional. The results also show how adults in preschool are aware of the child's right to be heard, influence and participate in his or her own community.
  • Ekblad, Aila (Helsingin yliopisto, 2018)
    Goals. In the special education strategy, the support given to pupils was divided into three stages; general, intensified and special support. The three-tiered support was introduced at the end of year 2011. This study examines what goals are set for the children, with what pedagogical solutions are the children supported and how the progress is evaluated based on learning plans for intensified support. Child´s participation has been emphasized in both pre-primary and basic education curricula. In this study I also want to research how child´s participation can be seen in the pedagogical solutions of intensified support. Methods. The material for the study included documents concerning intensified support for children born in a medium-sized city in 2008 during both pre-primary education and the autumn of the first grade. The material consisted of pedagogical assessments (pre-primary education 60 pieces, first grade 16 pieces) and learning plans for intensified support (pre-primary education 69 pieces, first grade 51 pieces). The planning sections of the learning plans for intensified support (need for support, goals, means and evaluation) were categorized using content analysis. Child´s participation was also researched based on references in the pedagogical solutions (means in the forms) using content analysis. Results and conclusions. The pre-primary documents had varying criteria for starting intensified support. The pre-primary and first grade teachers had differing opinions on what the purpose of the plans was. A part of the plans was mainly filled out to transfer information between teachers and they used broad terms and the text was scarce. The pupils’ goals had been copied word for word to several children’s plans. There were uncompleted documents still in December in the first grade. Intensified support was focused in large measure at developing linguistic and mathematical skills. The child was mainly described as an object of actions by adults in the means of the learning plans, i.e. pedagogical solutions. The child was described as an independent agent in only 0,41% of the references made in the learning plans. Evaluation of the plans mainly consisted of observations in the everyday life.