Browsing by Subject "leikin ohjaus"
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(2016)Objectives. Studies before show that orchestrating free play in kindergarten is rare. Free play is thought to be children's own activity what adults shouldn't interrupt. However studies show that it's orchestration of play that creates free play and supports child's development in many levels. The objective of this study is to find out kindergarten teachers perception and experiences of 3–5-year-olds play orchestration. Study clarifies kindergarten teachers opinions of free play and methods to orchestrate play. Methods. This study was conducted as a qualitative research. The research material was collected by using a theme interview and the interview was arranged as group interview. Two kindergarten teachers metropolitan area were interviewed. The material was analysed by using content analysis. Results and conclusions. Kindergarten teachers felt that play and play orchestration is an important part of their work. Kindergarten teachers felt that play orchestration starts with observation and lead to more direct methods like participating in children's play. Observations were used in planning activities and as help in liaison with parents. Teacher took her observations of children's interests in consideration of planning guided activities and organizing physical spaces. Direct methods were used with children who had problems with play skills and engaging in play. Teachers who were interviewed descriped to use diverse methods to orcestrate play. However, previous studies have opposite results. The subject should be studied with a bigger sample, and in addition to the interview one should observe kindergarten teacher's work to see if teachers do as they tell in the interview. Study shows that kindergarten teachers knowledge of orchestrating play is defective. With more studies we could survey teachers know-how and possibly arrange more education of play orchestration.
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(2018)The subject of this bachelor’s thesis was guiding and supporting play in pre-primary education. The purpose of this study was to find out how the knowledge of the meaning of play from kindergarten teacher education and field work experience is reflected in the actions and conceptions of pre-primary teachers working currently on the field. My research focus on three research questions: 1. What kind of definitions do kindergarten teachers give to the play of pre-primary-aged child? 2. What are the various ways in which a kindergarten teacher can guide and support the child's play in pre-primary education? 3. What kind of perceptions do kindergarten teachers have about the importance of guiding and supporting child's play in pre-primary education? The research was conducted as a qualitative questionnaire study. Altogether eight pre-primary teachers participated in the study, three of them from Espoo and five from Vantaa. The material of this study was collected by electronic e-form and was analysed by thematic analysis. Pre-primary teachers´ conceptions of play emphasized the close relationship with learning. The study proves that defining play is not simple. Responses were short and many teacher used commonly known definitions of play when asked about their own definition. The study shows that pre-primary teachers have a wide range of tools to guide and support children's play. According to responses guiding play mostly happened by affecting indirectly the external conditions of play in pre-primary education. The study points out that guiding and supporting play is considered important also in preprimary education. Surprising is that many teachers thought that guiding play belongs more to small children’s groups than pre-primary students’ groups. The general view is that the preprimary children have relatively good play skills and that they are able to play independently. Participation of adults in the play of children is seen important mainly in problem situations.
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(2018)Play is an important part of child`s development. In play children learn motoric, social, cognitive and imagination skills. Adult support is very important regarding children under 3 year old but in early childhood education, there is still confusion about how children should be supported and guided in play. There is a lot of variation how adults support play concerning children under 3-year old in early childhood education groups. This study is focused to search ways how play is supported concerning children under 3-year old. In this Bachelor`s thesis, I am examining play environment and how play is being guided and supported and in Finnish early childhood education groups concerning children under 3-year old. As a research method I am using literature review. My data consists of works of Kalliala (2008) and Mäntynen (1997). I analysed my data with content analysis. The results showed that play moments keep calm and will continue longer if the big group of children is divided to smaller groups, playtime is continuous and long enough, there are enough high quality toys, arrangement of playroom is made for small children and adults are sensitive for child`s initiatives and they are focused in play. Above mentioned conditions of play will also effect on the level and development of child`s play as well as on play moments to be pleasant for children. When there are lack of conditions and support in play, there is also more conflicts between children and play is more shortsighted. Sensitive guidance helps children to focus on play and develops their playing skills to higher level. In the future it will be important to increase educators´ knowledge on the effects of supporting play. It is also important to develop play pedagogy especially concerning under 3-year old children. Possibility to support children`s play in small groups is essential in everyday early childhood education.
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