Browsing by Subject "mielen hallinta"

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  • Seppälä, Sanna (Helsingin yliopisto, 2018)
    The aim of this study was to investigate the development of self-regulation of kindergarten age children with and without special educational needs who participated in Young learning mind -intervention (MindUP™). The intervention program is based on mind control exercises, which have been discovered to have positive effects on the self-regulation skills of children. Previous similar studies have reported that interventions have affected most positively children with compromised self-regulation. The theories of self-regulation highlight the adult-child interaction. Another aim of this study was to investigate how adults can support children with special educational needs to improve the skills of calming down, focusing and executive functions. This study was conducted as a part of Young learning mind -project of University of Helsinki. The study group consisted of children with special educational needs (n=36) and also typically developing children (n=172) who all participated in the intervention in three kindergarten of Helsinki metropolitan area and whose age ranged from 4 to 6. The duration of the intervention program was 30 weeks during autumn 2016 and spring 2017.The data was collected by questionnare PikkuKesky which is used to evaluate self-regulation skills. Another part of the data was collected by videotaping and observing authentic situations of two kindergarten groups.The focus group of this case study involved 6 children who needed support with their self-regulation and the educators of these groups. This was a mixed methods study that combined both quantitative and qualitative analysis. The quantitative data was analyzed with non-parametric repeated measures test (Wilcoxon Signed Ranks Test). The data that was collected through observation was analyzed by qualitative theory guided content analysis. Non-parametric statistical analysis revealed a significant improvement in attention focus within both groups between the first and the second measurement. However, comparing the results of the children with special educaltional needs and the typically developing children there were also other statistically signigicant effects on the sub skills of self-regulation within the latter group only. Review of gender differences revealed bigger increase of self-regulation in the group of typically developing boys who had compromised sel-regulation than girls. Thus, these results give only partial support to previous studies. The content analysis revealed that adult´s engagement, authoritative behaviour, non-verbal communication and involvement in children´s play were important elements when the adult was supporting children to develop the skills of calming down, focusing and executive functions.
  • Lehtisalo, Heli (Helsingfors universitet, 2016)
    Objectives. The aim of this study was to examine how Pieni Oppiva Mieli –intervention (MindUp™) effects learning to learn skills of five and six year old children. Intervention program is based on practices of mind control and mindfulness. Earlier similar studies have indicated that interventions have affected positively in children's executive function, emotional regulation and behavior. This study focuses on learning to learn skills that consist of self-regulation, executive function, attention and vocabulary. Children need these skills when they move to primary school. This study was conducted as a part of Pieni Oppiva Mieli –project of Helsinki University. Methods. This study involved five and six year old children (n=367) from 21 kindergarten of Helsinki metropolitan area. Children were divided in intervention group (n=319) and control group (n=48). Duration of intervention program was 30 weeks during autumn 2015 to spring 2016. The data was gathered from three different forms. Keskittymiskysely (Pikku-Kesky) evaluated self-regulation, neuropsychological research method (NEPSY-II) evaluated executive function and attention and vocabulary test (Wechler Preschool and Primary Scale of Intelligence 3rd edition, WPPSI-III) evaluated vocabulary skills. The data was analyzed with repeated measures variance analysis (SPSS version 22). Results and conclusions. The results indicate that mind control and mindfulness practices may help children to develop learning to learn skills. The intervention of this study strengthened children's self-regulation skills. These skills are central to learning to learn skills. Statistically significant effects were found in sections sensitivities, maintenance of attention and executive function.