sti Lasten kielellisen ymmärtämisen arviointi ja harjoittaminen virtuaaliympäristössä………………………………... more sti Lasten kielellisen ymmärtämisen arviointi ja harjoittaminen virtuaaliympäristössä……………………………………………………………………………….42 Åsa Pa lvia inen Lek och allvar i förälder-barn-WhatsApp-chattar……………..…………………….…59 Ker ttu Huttunen Digitaaliset pelit ja sovellukset lapsen kehityksen tukena…………………………….76 Rosa Sa lmela , Ra ymond Ber tr a m ja Minna Lehtonen Mobiilisovellukset toisen ja vieraan kielen oppimisen tukena….
This is an electronic reprint of the original article. This reprint may differ from the original ... more This is an electronic reprint of the original article. This reprint may differ from the original in pagination and typographic detail.
How do you feel when you're sad? Where in your body you feel the sorrow? What does help you when ... more How do you feel when you're sad? Where in your body you feel the sorrow? What does help you when you're feeling sad? Children consider these questions in kindergartens with emotion pixies Weepybold, Angrybold, Afraidybold and Happybold. Emotional competencies, i.e. identifying, recognising and controlling one's emotions, develop in social interaction with other people. There are several intervention programmes designed for children's socialemotional development, one of which is Papilio, a programme for preschool education. It is currently under study at the Department of Education in the University of Jyväskylä.
The potential of digital games to enhance learning in different areas of child development has dr... more The potential of digital games to enhance learning in different areas of child development has drawn increasing interest amid growing concern about children's emotional well-being, social-emotional difficulties, and problem behaviors alongside diminishing economic resources for intervention and habilitation. However, digital games designed to promote social-emotional competence are surprisingly scarce. In this chapter, we explore children's use of the digital game Emotion Detectives (ED), designed to promote children's acquisition of emotional knowledge skills (e.g., recognizing, appreciating, and understanding emotions and their expressions), prosocial behaviors (e.g., helping, sharing, comforting, and showing concern for others), and problem-solving abilities. Analyzing children's gameplay sessions in two Finnish day care centers improved understanding of children's gameplay experiences, social-emotional knowledge, and collaborative learning. From the double effect of practicing socialemotional skills simultaneously in the game and in peer interactions, ED has the potential to be an effective learning environment for children. The game's humorous features, creative opportunities, and possibilities to make progress while playing clearly motivated children to learn.
International Journal of Social Welfare, Jan 23, 2023
Non‐standard work schedules (NSWS) have become typical, but their associations with childcare arr... more Non‐standard work schedules (NSWS) have become typical, but their associations with childcare arrangements and children's well‐being are unknown. This study explores how risk factors are associated with the social–emotional well‐being of girls and boys using flexibly scheduled early childhood education and care. Furthermore, the study investigates whether well‐functioning cooperation between parents and educators buffers the negative effects of the risk factors. This study, which is a part of a larger survey carried out in three European countries, reports Finnish parents' (N = 146) perspectives. The results showed that high parental stress was associated with low child well‐being. Strong parent–educator cooperation positively impacted both boys' and girls' social–emotional well‐being. The risk factors of reconciling work and family life had negative associations with children's well‐being and the fulfilment of their basic needs. The results illustrate the complex interrelations between children's well‐being, risk factors relating to NSWS and the buffering effect of protective factors.
This study investigated the use of a playful, narrative, vignette-based method, called Story Magi... more This study investigated the use of a playful, narrative, vignette-based method, called Story Magician's Play Time (SMPT), in supporting children's social-emotional reasoning and in helping children practice their social skills. We set out to examine (1) in what ways children use SMPT sessions to explore social interaction situations and to practice social skills, and (2) what story content and narrative play behavior during the SMPT sessions reveal about the social-emotional competence of children, in terms of acquisition and performance skills. The data were collected during SMPT storytelling sessions where 5-6-year-old children narrated stories of familiar but challenging daily situations and enacted their story in play. The data were analyzed using thematic analysis. The results suggest that the children had knowledge of socially responsible behaviors, but that they also had difficulties executing these behaviors in play. SMPT enabled the children to participate, experiment, and reflect on the emotions and strategies needed for developing socially sustainable solutions.
The discussion around children's digital game culture has resulted in two contradictory images of... more The discussion around children's digital game culture has resulted in two contradictory images of children: the passive, antisocial children uncritically and mechanically consuming digital game content and the active, social children creatively using and interacting with digital game content. Our aim is to examine how these seemingly contradictory ideas of "active" and "passive" children could be considered. By means of empirical examples of children playing digital dress-up and makeover games, we will point out that for the successful use of these concepts, they need to be thoroughly contextualized. By discussing the context and referent of activity and passivity, it is possible to overcome the unnecessary polarization of the discourses on children's digital game culture. If the purpose is to advance the multidisciplinary discussion on digital games and childhood, the naive or careless use of the concepts of activity and passivity should be avoided.
This special issue of the JECER focuses on children's social-emotional development and its suppor... more This special issue of the JECER focuses on children's social-emotional development and its support. From the associations between linguistic and social-emotional development to the role of early education teachers in supporting children, the issue covers a wide range of subtopics. The importance of children's social-emotional learning (SEL) has been recognized already for a long time, but despite an extensive body of research, gaps, nonetheless, still exist in our knowledge. There are, for example, still a relatively limited number of intervention studies evaluating different SEL-programmes in early childhood education in different cultural contexts. We also need to know more about how high quality early childhood education, in particular the interaction between teachers and children, and interaction in the peer group contribute to children's developing social-emotional competencies. The articles in the present issue bring forth interesting insights in and important contributions on children's development in the social-emotional domain, ranging from toddlers to older children.
DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2018
Collaborative learning and collaborative use of digital technologies are essential skills in the ... more Collaborative learning and collaborative use of digital technologies are essential skills in the twenty-first century. The aim of this study was to explore the features and types of interaction that can be identified during children's digital gameplay while playing in pairs. The following research questions were addressed: 1) What are the interactional play features that characterize the play sessions? 2) Which play types can be identified based on these interactional play features? 3) How do the interactional features and play types change during the eight-week play period? In this study, 16 children aged 5-6 years played the Emotion Detectives (ED) game in pairs at day care centres for 15-30 minutes per week. During the eight-week period, the children's gameplay was video-recorded, and three play sessions from each pair were explored using content analysis. The results of this study deepen our understanding of the features of children's playing in pairs and extend our knowledge of the suitability of the ED game for joint gameplay. On this basis, we make some recommendations for educational settings.
sti Lasten kielellisen ymmärtämisen arviointi ja harjoittaminen virtuaaliympäristössä………………………………... more sti Lasten kielellisen ymmärtämisen arviointi ja harjoittaminen virtuaaliympäristössä……………………………………………………………………………….42 Åsa Pa lvia inen Lek och allvar i förälder-barn-WhatsApp-chattar……………..…………………….…59 Ker ttu Huttunen Digitaaliset pelit ja sovellukset lapsen kehityksen tukena…………………………….76 Rosa Sa lmela , Ra ymond Ber tr a m ja Minna Lehtonen Mobiilisovellukset toisen ja vieraan kielen oppimisen tukena….
This is an electronic reprint of the original article. This reprint may differ from the original ... more This is an electronic reprint of the original article. This reprint may differ from the original in pagination and typographic detail.
How do you feel when you're sad? Where in your body you feel the sorrow? What does help you when ... more How do you feel when you're sad? Where in your body you feel the sorrow? What does help you when you're feeling sad? Children consider these questions in kindergartens with emotion pixies Weepybold, Angrybold, Afraidybold and Happybold. Emotional competencies, i.e. identifying, recognising and controlling one's emotions, develop in social interaction with other people. There are several intervention programmes designed for children's socialemotional development, one of which is Papilio, a programme for preschool education. It is currently under study at the Department of Education in the University of Jyväskylä.
The potential of digital games to enhance learning in different areas of child development has dr... more The potential of digital games to enhance learning in different areas of child development has drawn increasing interest amid growing concern about children's emotional well-being, social-emotional difficulties, and problem behaviors alongside diminishing economic resources for intervention and habilitation. However, digital games designed to promote social-emotional competence are surprisingly scarce. In this chapter, we explore children's use of the digital game Emotion Detectives (ED), designed to promote children's acquisition of emotional knowledge skills (e.g., recognizing, appreciating, and understanding emotions and their expressions), prosocial behaviors (e.g., helping, sharing, comforting, and showing concern for others), and problem-solving abilities. Analyzing children's gameplay sessions in two Finnish day care centers improved understanding of children's gameplay experiences, social-emotional knowledge, and collaborative learning. From the double effect of practicing socialemotional skills simultaneously in the game and in peer interactions, ED has the potential to be an effective learning environment for children. The game's humorous features, creative opportunities, and possibilities to make progress while playing clearly motivated children to learn.
International Journal of Social Welfare, Jan 23, 2023
Non‐standard work schedules (NSWS) have become typical, but their associations with childcare arr... more Non‐standard work schedules (NSWS) have become typical, but their associations with childcare arrangements and children's well‐being are unknown. This study explores how risk factors are associated with the social–emotional well‐being of girls and boys using flexibly scheduled early childhood education and care. Furthermore, the study investigates whether well‐functioning cooperation between parents and educators buffers the negative effects of the risk factors. This study, which is a part of a larger survey carried out in three European countries, reports Finnish parents' (N = 146) perspectives. The results showed that high parental stress was associated with low child well‐being. Strong parent–educator cooperation positively impacted both boys' and girls' social–emotional well‐being. The risk factors of reconciling work and family life had negative associations with children's well‐being and the fulfilment of their basic needs. The results illustrate the complex interrelations between children's well‐being, risk factors relating to NSWS and the buffering effect of protective factors.
This study investigated the use of a playful, narrative, vignette-based method, called Story Magi... more This study investigated the use of a playful, narrative, vignette-based method, called Story Magician's Play Time (SMPT), in supporting children's social-emotional reasoning and in helping children practice their social skills. We set out to examine (1) in what ways children use SMPT sessions to explore social interaction situations and to practice social skills, and (2) what story content and narrative play behavior during the SMPT sessions reveal about the social-emotional competence of children, in terms of acquisition and performance skills. The data were collected during SMPT storytelling sessions where 5-6-year-old children narrated stories of familiar but challenging daily situations and enacted their story in play. The data were analyzed using thematic analysis. The results suggest that the children had knowledge of socially responsible behaviors, but that they also had difficulties executing these behaviors in play. SMPT enabled the children to participate, experiment, and reflect on the emotions and strategies needed for developing socially sustainable solutions.
The discussion around children's digital game culture has resulted in two contradictory images of... more The discussion around children's digital game culture has resulted in two contradictory images of children: the passive, antisocial children uncritically and mechanically consuming digital game content and the active, social children creatively using and interacting with digital game content. Our aim is to examine how these seemingly contradictory ideas of "active" and "passive" children could be considered. By means of empirical examples of children playing digital dress-up and makeover games, we will point out that for the successful use of these concepts, they need to be thoroughly contextualized. By discussing the context and referent of activity and passivity, it is possible to overcome the unnecessary polarization of the discourses on children's digital game culture. If the purpose is to advance the multidisciplinary discussion on digital games and childhood, the naive or careless use of the concepts of activity and passivity should be avoided.
This special issue of the JECER focuses on children's social-emotional development and its suppor... more This special issue of the JECER focuses on children's social-emotional development and its support. From the associations between linguistic and social-emotional development to the role of early education teachers in supporting children, the issue covers a wide range of subtopics. The importance of children's social-emotional learning (SEL) has been recognized already for a long time, but despite an extensive body of research, gaps, nonetheless, still exist in our knowledge. There are, for example, still a relatively limited number of intervention studies evaluating different SEL-programmes in early childhood education in different cultural contexts. We also need to know more about how high quality early childhood education, in particular the interaction between teachers and children, and interaction in the peer group contribute to children's developing social-emotional competencies. The articles in the present issue bring forth interesting insights in and important contributions on children's development in the social-emotional domain, ranging from toddlers to older children.
DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2018
Collaborative learning and collaborative use of digital technologies are essential skills in the ... more Collaborative learning and collaborative use of digital technologies are essential skills in the twenty-first century. The aim of this study was to explore the features and types of interaction that can be identified during children's digital gameplay while playing in pairs. The following research questions were addressed: 1) What are the interactional play features that characterize the play sessions? 2) Which play types can be identified based on these interactional play features? 3) How do the interactional features and play types change during the eight-week play period? In this study, 16 children aged 5-6 years played the Emotion Detectives (ED) game in pairs at day care centres for 15-30 minutes per week. During the eight-week period, the children's gameplay was video-recorded, and three play sessions from each pair were explored using content analysis. The results of this study deepen our understanding of the features of children's playing in pairs and extend our knowledge of the suitability of the ED game for joint gameplay. On this basis, we make some recommendations for educational settings.
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