Taikahattu ja hopeakengät - sadun maailmaa : lapsi päiväkodissa sadun kuulijana, näkijänä ja kokijana
Authors
Date
1998My purpose in this study was to exlore what meaning and significance a fairy tale presented to a typical kindergarten group might have. The subjects were four children in a kindergarten group of 4-7-year-olds. “Meaning” refers here to the sense of something, some object or phenomenon, for someone in some situation. Three of the children were considered to have emotional difficulties, and one child had not manifested anything that was not considered normal. My purpose was also to draw conclusions as to whether the children could cope with and handle their real-life experiences by means of the metaphors offered by a fairy tale, whether they might find some solutions to their problems in this way, and thus perhaps enrich and enhance their personal lives. Should the fairy tale change their thinking patterns in a positive way, it would be labelled therapeutic. The term “fairy tale” refers here to stories which include some logic of the impossible, namely magic objects and supernatural characters and phenomena. My ontological approach was based on existential phenomenology, and within this framework on the holistic concept of man. The epistemological solutions had their roots in philosophy, psychology, educational science, and literary science. The research data were gathered over the period of autumn 1995 and spring 1996 through participatory observation and video and audiorecording of the presentation (e.g. reading aloud, dramatizing, etc.) of the longish story about the Wizard of Oz. Additional data were gathered from other story-telling sessions that I arranged for the four children included in the study. The research findings show that one of the children with emotional difficulties was not able to understand the story of the Wizard of Oz or any other imaginary stories at the level that would have enabled him to express themes of the story either through drawings or verbally. Comprehension of fairy tale meanings presupposes that the sense of the story gains some status or function in the child’s world picture. The three other children had reached the cognitive level required to make the story accessible, and when they concentrated on it they were also able to understand its messages. These children could both explain verbally and draw pictures of the fairy tale events. Thus, they also had the opportunity to transfer the messages and the experiences of the characters into their own life situations. In this way their life was enriched and thinking patterns changed in a positive way
...
ISBN
978-951-39-8052-8Keywords
Metadata
Show full item recordCollections
- Väitöskirjat [3559]
License
Related items
Showing items with similar title or keywords.
-
Child–educator disagreements in Finnish early childhood education and care : young children’s possibilities for influence
Salonen, Eija; Koitto, Emma; Notko, Marianne; Lahtinen, Maria; Sevón, Eija (Informa UK Limited, 2022)This study explores young children’s possibilities for influence in situations of child–educator disagreement in Finnish early childhood education and care (ECEC). Data were gathered from observations conducted in four ... -
How Do Children Describe Learning Self-Regulation Skills in the Kids’ Skills Intervention?
Hautakangas, Merja; Uusitalo, Lotta; Kumpulainen, Kristiina (Springer, 2022)In this chapter, 26 Finnish children between 4 and 4 years old described how they learned self-regulation skills after participating in the Kids’ Skills programme in an early childhood education (ECE) setting. Kids’ Skills ... -
Omaehtoisen leikin rajoittaminen päiväkodissa : varhaiskasvattajien näkemyksiä lasten ei-toivotuista leikeistä
Mikkonen, Anssi (2018)Päiväkodeissa on paljon leikkiä koskevia sääntöjä, mutta tutkimusta aiheesta on niukasti. Tässä tutkimuksessa haluttiin selvittää, mitä leikkejä suomalaisissa päiväkodeissa kielletään, ja että mitkä leikit ovat varhaiskasvattajien ... -
Muumit ja suuri tunnetulva : Muumilaakson tarinoissa esiintyviä tunteiden juonirakenteita sekä leikki-ikäisten lasten tunteita käsitteleviä teemoja
Mäkelä, Heidi (2014)Heidi Mäkelä (2014). Muumit ja suuri tunnetulva: Muumilaakson tarinoissa esiintyviä tunteiden juonirakenteita sekä leikki-ikäisten lasten tunteita käsitteleviä teemoja. Terveystieteiden laitos, Jyväskylän yliopisto, ... -
Varhaiskasvatushenkilöstön käsityksiä lasten tunteiden säätelytaitojen kehittymisestä : käytäntöön integroitu koulutus ammatillisen kehittymisen tukena
Koivuniemi, Marika; Kinnunen, Susanna; Mänty, Kristiina; Järvenoja, Hanna; Näykki, Piia (Suomen varhaiskasvatus ry, 2021)Lapset tarvitsevat aikuisen tukea oppiakseen säätelemään tunteitaan. Jotta varhaiskasvatuksen ammattilainen voi tarjota lapsille monipuolista ja sensitiivistä tunteiden säätelyn tukea osana pedagogista toimintaa, häneltä ...