Browsing by Subject "varhainen tiedekasvatus"

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  • Liekola, Johanna (Helsingin yliopisto, 2021)
    Targets. The purpose of this study is to investigate the joy of learning as a phenomenon. The joy of learning is relevant in the process of learning, because in the joy of learning, the child can exceed the limits of his own competence and it ́s also child ́s innate way to learn. The research question is to examine, how children express the joy of learning in the learning process. There ́s little research made of the joy of learning in the context of early childhood education, so it is important to broaden the knowledge of the children ́s joy of learning and increase the understanding of the phenomenon. The theoretical framework of this study is sociocultural approach to learning and shared joy. Methods. The research method was qualitative case study and the research data was gathered in the “The Joy of Learning Multiliteracy” -research. The research data, which consists of video recordings from the early science inquiries, was collected in three preschool groups in Finnish day care. This research is based on data from video observations. The analysis was conducted by data-driven content analysis with Atlas.ti-software. Results and conclusions. As a result, the joy of learning appears in verbal and functional ways, like different voices, speech and bodily movements. There were clearly more verbal expressions than functional expressions. The joy of learning was highlighted when the children were seeking interaction with other adults and peers and thus sharing the experience of the joy of learning. The phases of the joy of learning were short-lived and passing, and they were very diverse in nature. The most moments of the joy of learning were seen when the children were practicing inquiries independently either alone or in pairs. The situation required the emphasized role of adults to create the optimal learning environment. The results offer teachers information on how to recognize the joy of learning. The outcomes of the study also increase the significance of the joy of learning as the basis for learning and well-being. When the joy of learning is visible, it is possible to create new methods to reinforce the joy in early childhood education pedagogy.
  • Niiniharju, Marianna (Helsingin yliopisto, 2018)
    Tiivistelmä - Referat - Abstract The objective of this study was to examine early science education and children’s scientific curiosity. Previous studies have shown that children benefit from inquiry-based learning of science, and curious behavior is often used when talking about small children. However, most previous studies focused on adults, and research about young children’s scientific curiosity is sparse. This study is part of The Joy of Learning Multiliteracies (MOI) program. The goal is to examine children’s scientific curiosity about natural science and study what shapes children’s curiosity. A theoretical framework is based on previous studies on curiosity and how previous researchers studied the nature of curiosity. The research questions are: What subjects cause curiosity about natural science? What shapes scientific curiosity? Data was collected in group interviews with several children while they drew pictures of what causes curiosity and what they wanted to study. The interviews were collected in two rounds, before and after the poetry science sessions. There was also a structured interview based on the Scientific Curiosity scale. Data was gathered with videotaping and consists of nine group interviews. The participants were 17 pre-school children from three different daycare facilities in Helsinki, Finland. According to the first round of interviews, children’s scientific curiosity is related to biological subjects and geological sciences. After the poetry science sessions, curiosity came up in subjects relating to physics, chemistry and astronomy. Children also talked about what they were doing in the poetry science sessions and described how they used the scientific equipment. During the interviews, much of the children’s curiosity was influenced by their social situation in the context of the interview. This indicates that the nature of curiosity is alive, and new subjects emerge when children learn collaboratively. However, some children had their own interests, and other children did not influence these children’s curiosity choices. The study showed that children’s experiences was either an enriching or limiting factor when scientific curiosity was observed. The results indicate that for this reason, it is important to create opportunities for children to be part of playful learning and scientific learning based on children’s needs and support positive experiences. Without the provided opportunities, children’s curiosity cannot be developed, or it can be hard to know what can be studied. This study’s results support previous research on the meaning of children’s curiosity in the social situation and the meaning for the learning process.