Browsing by Subject "sadutus"

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  • Tornivaara, Sanna-Maaria (2004)
    Tutkimuksen tarkoituksena on selvittää, millaista on vuorovaikutus lapsen ja aikuisen välillä päiväkodin sadutustuokioissa. Päiväkodin vuorovaikutus on perinteisesti aikuisjohtoista, koulun mallin mukaiseen kysymys­–vastaus­–arviointi -kaavaan perustuvaa. Lapsikeskeinen kasvatus on nostanut toiminnan ja sen tarkastelun keskiöön lapsen itsensä aktiviisena ja täysivaltaisena toimijana. Lapsikeskeisyyden myötä on pyritty kehittämään käytäntöjä, joilla lapsi-instituutioiden kuten päiväkodin vuorovaikutus voi tasa-arvoistua. Sadutus on Suomessa kehitetty lapsen kohtaamisen ja kuuntelemisen menetelmä, joka pohjautuu lapsikeskeiseen kasvatusajatteluun. Sadutuksessa lapsi ja aikuinen kohtaavat lapsen omin sanoin kertoman tarinan äärellä. Lapsi kertoo tarinan, aikuinen kirjoittaa sen ylös juuri sellaisena kuin lapsi sen kertoo, ja lopuksi aikuinen lukee tarinan ja lapsi saa tehdä siihen mahdollisesti haluamansa korjaukset ja muutokset. Tavoitteena on tasa-arvoinen kohtaaminen ja yhteisöllinen dialogi. Sadutusta ovat kehittäneet ennen muita Liisa Karlsson ja Monika Riihelä, joiden teokset toimivat työn keskeisinä lähteinä. Tässä tutkimuksessa sadutustuokion vuorovaikutusta analysoidaan keskustelunanalyysin (CA) avulla. Keskustelunanalyysin tavoitteena on vuorovaikutuksen osin tiedostamattoman vuorottelumekanismin näkyväksi tekeminen. Aineistona käytetään videonauhoituksia ja niistä tehtyjä litteraatteja. Aineisto on kerätty espoolaisessa päiväkodissa syksyllä 2002. Analyysissa hahmotellaan sadutustuokion kulku ja siinä esiintyvät lyhyemmät jaksot. Sadutustuokio alkaa johdantojaksolla, jossa aikuinen luo tuokion puitteet lapsen puheenvuorojen ollessa lähinnä lyhyitä vastauksia aikuisen kysymyksiin. Sadunkerrontajaksossa äänessä on lapsi. Aikuisen tehtävänä on jakaa puheenvuorot, huolehtia tilanteen etenemisestä ja tarvittaessa kurinpidosta. Valmiin sadun luentavaihe muistuttaa vuorovaikutukseltaan johdantojaksoa. Puheenvuoro on aikuisella, tosin nyt aikuisen puheen sisältö on lapsen luomaa. Tutkimus osoitti, että sadutus toimii päiväkodin vuorovaikutuskäytänteitä monipuolistavana tekijänä. Sekä aikuisten että lasten on kuitenkin vaikea irrottautua totutusta aikuisjohtoisesta vuorovaikutuksesta sadutustuokion ajaksi. Vuorovaikutuksen kannalta haasteellisiksi osoittautuivat ne tilanteet, joissa lapsi ei heti innostunut kertomaan satua ja joissa aikuinen joutui muuttamaan alkuperäistä käsikirjoitusta.
  • Prittinen, Satu (Helsingfors universitet, 2015)
    Aims of the Study. This Study's Aim was to find out the factors that influence Well-Being in the storycrafted stories of Finnish and Palestinian Children. In the past ten years the research of Children's Well-Being has partly developed to a more childperspective direction. Children have slowly started moving from being objects to active subjects and becoming experts of their own Well-Being. This sort of expertese and respect of Childrens own visions has been the Aim also in this Study. In the present Study the focus is on both the resources and suppressors of the Well-Being as well as the similarities and differences between the stories of the Children from two Nationalities. Awareness of the factors influencing Children's Well-Being can on it's part help the Adults working with Children to pay more attention to the things that are meaningful for Children. Methods. The Research Data was given as a ready collected data from the research project Children tell about their Well-Being – Who listens? (projectnumber 1134911), that was funded by Academy of Finland. The research consortium was a collaboration between the Universities of Helsinki and Oulu. In the University of Helsinki it was led by professor Liisa Karlsson. The Finnish stories were retrieved from the Finnish Social Sciences data archive. These stories were collected between the years 1996-2001. The Palestinian data was gathered in Lebanon among the Palestinian refugees between the years 2006-2012. Altogether the datas consist of 81 stories, of which 42 are from Finns and 39 are from Palestinians.Children in both datas were 2-12 years old. In the review of the stories the wellfare theory by Erik Allardt(1976), a Finnish sociologist, was used as a guideline. The resources and suppressors of Well-Being were monitored through Allardt's dimensions of wellfare; material conditions (having), social relationships (loving) and the societal level (being). In the analysingprocess quatifying and contets specification were used. Results and conclusions. The resources of Well-Being in the stories from both datas were home, the satisfaction of basic needs, happiness, play, peer relationships, family and the possibility to influence in their own matters. In addition to these, in the stories of the Palestinians feeling secure and the possibility to influence thorough dance were also regarded as resources. In Finnish stories also autonomous adventures with peers were labelled as resources. Suppressors for Well-Being in the stories of both datas were shortcomings of material conditions, fear and shortcomings of the possibilities to influence own matters. Suppressors in the stories of Palestinians were also the lack of peer relationships, impossibility to play or to attend school, loss of close-ones and the unsaturation of basic needs. Additional suppressors in the stories of the Finns were difficulties in play and being left alone. In the stories of Palestinian Children one can find the experiences and consequences of War from the Child's point of view. In the stories of Finnish Children material conditions and possibilities of influencing own matters were better than in the Palestinian stories. Finnish stories revealed also challenges in peer relationships. As a conclusion from the stories of the Children peer relationships, play, family, satisfaction of basic needs and the possibility to influence ones own matters appear to be meaningful for the Well-Being of Children from both countries.
  • Tuovila, Emilia (Helsingin yliopisto, 2018)
    The purpose of the thesis was to examine the moral negotiations that 1st grade elementary school children conduct in a small group strorycrafting situation. The aim was to find out how these negotiations are constructed; what kind of communicational goals are committed by them and which communicational resources children use to solve disputes. Conversation analysis was used to make these processes visual and draw meaning of them. The study represents an ethnomethodological view of morality as a phenomenon that takes place in, and is made visual by, communicational actions in every day interaction. Child is viewed as an active moral agent who uses a wide repertoire of social competences when confronting moral situations. The main emphasis was on children’s moral agency but also the present adults’ actions were analysed. Storycrafting creates the interactional frame to the examined communication. The communicational practises of classroom interaction and its institutional character are considered in the analyse, as the studied interaction takes place in the context of the Finnish elementary school. The data consists of video recorded small group storycrafting of 1st grade school children. The collection of the data took place in the spring 2016. The data shows the course of 10 moral negotiations and the interactional resources used in them. Also, teasing and entertaining practises are made visual by the data. The teasing was mainly motivated by children’s' aim to entertain each other but children’s excluding practises also occurred in the data. The main purpose of the storytelling and teasing practises, however, seemed to be making laughter possible for the participators. The findings of the thesis show, in support of earlier results in the field, that teasing is a relevant part of children's everyday moral life. Especially the response work of teasing is important in defining the framework of teasing. It is important for the educators to familiarize themselves with the communicational practises of children. Especially children’s reactions should be carefully observed if the adult wants to practise a responsible moral agency as a co-working moral actor.
  • Kuokkanen, Päivi (Helsingfors universitet, 2012)
    The aim of the study The aim of this interdisciplinary and qualitative study was to investigate the themes of subjective well-being (SWB; Ojanen 2002, 2006; Diener 2006) in the stories told by 7-10 year old Finnish children. The purpose was to give these children the possibility to participate in the research and discussions of well-being in their own way. Children were presumed to tell about their concerns with the method of story crafting: they were allowed to tell spontaneously with their own words without any questions from adults (Karlsson 2005). In this study it was at first examined what adults tell about themes of subjective well-being, SWB. Then the main interest was directed at children's themes of SWB in their own stories. Happiness was supposed to be one part of SWB. How was happiness connected to SWB-themes in children's stories? Approach of this study differs from earlier childhood studies by using the principles of the new child perspective research (Karlsson and Karimäki 2012). This study is a part of the project "Children tell of their well-being - who listens?" (TelLis, project number 1134911) led by adjunct professor Liisa Karlsson. It is a part of consortium, TelLis Project 2010-2013 (Syrjälä, Estola, Karlsson and Puroila, 2010). The Academy of Finland funds the TelLis -project as part of the Research Programme on the health and welfare of children and young people (SKIDI-KIDS). Storycrafting method and analyzing methods I ordered the narrative data of 418 stories from Finnish Social Science data archive. These tales were told and collected between 1995 - 2005. The themes of SWB were collected by content, form and categorical analysis. I used dimensions of Erik Allardt's welfare theory (1974, 1975) and its results of subjective well-being for study. I also added the dimension of Belonging developed by Kiili (2006). Conclusions The major finding of the study was that of the theme motivated, uncompelled and playful action doing and feeling safety (Having). Playing, as the most important part of many kinds of actions, combined all dimensions of well-being. The enjoyable action happened in the wild. Nature was seen also as a friend. Returning home, caring and helping, being and acting together at home or near home (loving) meant well-being. Also friendship, like playing with the best friend, and partnership were themes of Loving. Belonging into peers' groups was very important for subjective well-being, and left out caused ill-being. The previous themes were connected with happiness. However, these and many other different, interesting and surprising themes of SWB were told without mentioning happiness. Satisfied main characters were able to be themselves and be loved without feeling hard demands from others (being). Satisfying basic needs was a sufficient condition to well-being. The girls told more often than boys about the theme of rest, going to bed. Material conditions (Having) enabled SWB of other dimensions.
  • Nuutinen, Nina (Helsingin yliopisto, 2020)
    The aim of this study is to describe the connections between Monilukutaitoa opitaan ilolla (MOI) -development project’s Storybook-material and children’s storytelling skills – a pilot study of such topic in the field. The research questions are: how the use of the Storybook -material I connected to children's storytelling based on story grammar model and what kind of stories children create within the sociocultural concept of story. This study is guided by the theoretical framework of developmental psychology, development of language and as well as a sociocultural view of the story. Methods. This study was carried out in a pre-school group in a city of southern Finland. A total of nine children participated in the study. The study has utilized the design of the intervention study and examines the differences between the experimental and control groups. Five children participated in the intervention carried out with the help of the Storybook -material and four children formed the control group. The data collection method was video recording of children’s free storytelling. A total of 16 stories were told by the children. Five children in the experimental group participated in the Storybook project between storytelling skills surveys. All the material was analyzed with discourse analysis and the structure of the story was analyzed with story grammar model and with Story grammar rating scale (Gardill & Jitendra, 1999). Results and conclusions. The main result of this study is that the connection between the use of the Storybook-material and children’s storytelling cannot be confirmed. The study concludes that children with deficiency in narrative skills benefit the most from the story telling exercices. The same result has occured in many previous studies. Research also shows that children occasionally refrain from displaying their narrative skills in storytelling situations and there is variation in the narrative. The children who participated in this study produced stories according to the story grammar model and the storytelling culture can be seen in children’s stories. The stories were entities with a beginning, ending, sequence of events and characters.
  • Holmikari, Johanna (Helsingfors universitet, 2012)
    Goals: This study examines different meanings of preschool environment through pictures children have taken, and by children's stories associated to these pictures. The study committed to multidisciplinary childhood study approach which sees children as competent active actor in their own right and as a constructor of their own childhood. Theoretically the study focuses on studies of child perspective, children's geographies, and meanings. The study assumes that preschool environment appears differently to children that it does to adults, and that adults should pay more attention to how the preschool environment appears to children. Methods: The study is a part of Academy of Finland research project "Children tell of their well-being - who listens? Listening to children's voices and receiving their stories" (TelLis project number 1134911) The project is led by Adjunct professor Liisa Karlsson in University of Helsinki. Material for the study is collected from a Kouvola-area child safety project. The project focused on children's point of view. As part of the project children photographed places they considered nice or boring in their preschool environment. The children were then asked to tell about the pictures using a method called Storycrafting. The pictures and stories were used as information source by the experts from different fields who participated in this project. Pictures and narration materials produced by 28 preschoolers are analysed in this study. The material consisted of 40 picture and story combinations. Method of the study was a qualitative study and the material was analysed using content analysis. Results and conclusions: Four significant dimensions were found from the material: operation, social interaction, play, and aesthetic character. The study found that meaningful environment for children is cosy, and offers different activities, social interactions, and also possibility to play. The pictures taken by the children and the stories they relate to them contain information which helps to understand how children react to their environment and how they take advantage of affordances environment produce. The results of this study can be utilized by the experts who are working among children and design environments for children.