JECER 6(1), 2017
Viljamaa, E., Estola, E., Juutinen, J. & Puroila, A-M. JECER 6(1), 2017, p. 2–21.
Artikkelissa tarkastellaan yhteenkuuluvuutta (belonging) päiväkodin ohikiitävässä hetkessä. Yhteenkuuluvuuden ymmärretään toteutuvan varhaiskasvatuksessa monimutkaisessa rakennelmassa, johon kuuluvat ihmiset, paikat, toiminta ja sen tarkoitukset (Stratigos, 2015). Aineistona on videotallenne, joka on kuvattu päiväkodin käytävässä patjakasan luona. Millaisia yhteen ja erilleen suuntautumisia tuossa hetkessä syntyy lasten, aikuisten, patjojen ja muun materiaalisen ympäristön kesken?
Ourda, D., Gregoriadis, A., Mouratidou, K., Grouios, G. & Tsorbatzoudisd, H. JECER 6(1), 2017, p. 22-42.
Motor creativity has been positively associated with preschool children learning. The present study was set out to develop a motor creativity intervention using healthy lifestyle stimuli and test its efficacy in enhancing preschool children’s knowledge about health and changing their attitudes towards healthy nutrition and exercise. In Study 1, 101 preschool children were assigned into control and experimental groups. Children performed the Thinking Creatively in Action and Movement (TCAM) to measure motor creativity. The results of the repeated measures analysis of variance showed a significant increase in all dimensions of motor creativity in the experimental group. In Study 2, 138 preschool children were assigned into control and experimental groups. Children performed the TCAM, and completed the Health Lifestyle Evaluation Instrument and measures of attitudes towards healthy nutrition and exercise.
Paananen, M. & Tammi, T. JECER 6(1), 2017, p. 43-60.
Tässä tutkimuksessa tarkastellaan lastentarhanopettajien työn kuormittavuuden kokemusta sekä tehostamistoimien ja sairauspoissaolojen välistä yhteyttä monime-netelmällisen tutkimuksen keinoin. Kuormittavuuden kokemusta tarkastellaan ai-neistolähtöisesti haastattelutilanteessa tuotettujen (N = 13) kuormittavuuden ku-vausten kautta. Haastattelun löydösten ohjaamana tehostamistoimia lähestytään edelleen käyttöasteiden ja käyttöasteissa tapahtuneiden muutosten näkökulmasta yhden kunnan kunnallisissa päiväkodeissa (N = 135) vuosien 2012–2014 välisenä aikana. Myös sairauspoissaoloja tarkastellaan määrällisesti tilastollisen aineiston kautta.
Strekalova-Hughes, E. & Wang, X.C. JECER 6(1), 2017, p. 61-88.
To address the cultural mismatch between early childhood teachers and refugee students in urban public school settings, this qualitative case study explores how teachers working with young refugees develop interculturally. Grounded in Dewey’s experiential transaction theory, we analyze two teachers’ contrasting trajectories of intercultural sensitivity development. Our findings highlight the agency of teachers (pre-experience worldview and motivation) and key qualities of intercultural experiences (cultural immersion, cultural isolation, authentic cultural dialog) within experiential transactions. Finally, the study bring to light teachers’ intercultural experiential continuums where relevant previous, present, and future experiences are interconnected.
Veijalainen, J., Reunamo, J. & Alijoki, A. JECER 6(1), 2017, p. 89-107.
The topic of how children’s self-regulation (SR) skills occur and develop has attracted researchers for decades. In this article, we focus on the content of children’s SR skills and their relation to children’s learning, social skills and special needs in the context of Finnish early childhood education (ECE). The SR skills of 2476 children, aged 13–89 months, were evaluated in day care centres between January and May 2015. Teachers completed questionnaires assessing children’s SR, social, motor, language and metacognitive skills, as well as the children’s adaptivity in peer relations and their attachment to ECE personnel.
Aerila, J., Laes, T. & Laes, T. JECER 6(1), 2017, p. 108-135.
Using and understanding humor is important for every child. Humor enhances well-being and helps children cope with different situations they face in social inter-action. However, children’s humor is not widely researched. In this study, we inves-tigate the humor of Finnish children and evaluate, whether there are gender differ-ences in their individual use of humor. The research design of this study is inspired by Roger Piret (1941). His aim was to understand the development and features of children’s humor by asking them to draw pictures, which would make others laugh. The data of this study is collected during year 2013 in Finnish primary schools. The data consist of 143 drawings made by 72 boys and 71 girls aged 6 to 8 years. The drawings are analyzed trough qualitative content analysis using Piret’s categories of children’s humorous pictures as a framework.
Kiliańska-Przybyło, G. & Górkiewicz, B. JECER 6(1), 2017, p. 136-147.
The article presents the results of the project entitled ‘Toy-free week’ in which children, (aged 5-6) were engaged in constructing their own toys from various materials, including waste materials. These toys were later used in group-work activities or individual free play. Play is an indispensable element for children’s learning and growing up. However, encouraging children to design their own toys from available materials allows them to identify their creative abilities and it fosters creativity development. The aim of the project was to examine how children would react to the idea of toy-free week and cope with a lack of ready-made toys.
Vatne, B. & Gjems, L. JECER 6(1), 2017, p. 148-162.
This study aims to examine what conceptions preschool teacher educators in Norway have about the subject fields of children’s language learning and early literacy. To investigate what the teacher educators in these two subject fields hold as important, we have interviewed twelve teacher educators having a master or PHD degree, six from the subject of Norwegian and six from the subject of Pedagogy. The research question is: What conceptions do teacher educators have about teaching in the subject fields of children’s language learning and early literacy in preschool teacher education? The results show that the teacher educators had quite different perspectives on what to teach future preschool teachers in the subject fields of children’s language learning and early literacy.