Emotional support constructing high quality scaffolding in day care

Tässä artikkelissa ohjausvuorovaikutuksen laatua tarkastellaan tunnetuen näkökulmasta, koska tunnetuki on lapsen oppimisen ja hyvinvoinnin kannalta keskeistä. Tavoitteenamme oli kehittää systemaattinen havainnointimenetelmä syventämään ymmärrystä tunnetuesta vuorovaikutusprosesseissa. Tunnetukiluokittelu kehitettiin moniulotteisen Classroom Assessment Scoring System-menetelmän pohjalta käyttäen videoaineistoja neljän varhaiskasvattajan lukuhetkistä. Valmiin tunnetukiluokittelun avulla havainnoimme kahden varhaiskasvattajan tunnetukea keskustelevan lukemisen periaatteita noudattavan Jänistarinat-intervention aikana, tunnetuen vaihtelua yksittäisissä lukuhetkissä sekä tunnetuen tyypillisiä ilmenemismuotoja. Tutkimusaineistoksi valittiin molemmilta varhaiskasvattajilta kolme videota, jotka analysoitiin rinnakkaishavainnointina. Tulosten mukaan varhaiskasvattajat tarjosivat pääosin myönteistä tai neutraalia tunnetukea, kielteisen tunnetuen jäädessä vähäiseksi. Toisella varhaiskasvattajalla johdonmukaiset, oppimista tukevat ohjausjaksot olivat pidempiä ja niitä oli enemmän kuin toisella. Lukuhetkissä ilmeni myös epäjohdonmukaisuutta eli jatkuvaa vaihtelua myönteisen, neutraalin ja kielteisen tunnetuen välillä sekä ei-tavoiteltavaa johdonmukaisuutta, jolloin tunnetuki jumiutui kielteisen ja neutraalin vaihteluksi. Myönteinen tunnetuki ilmeni tyypillisesti eläytyvänä lukemisena, myönteisenä palautteena ja kannustavina ilmeinä. Kielteinen tunnetuki ilmeni tyypillisesti joustamattomuutena lasten näkökulmille. Tulokset korostavat keskeisiä tunnetukeen liittyviä ilmiöitä, joiden aikaisempaa vahvempi huomioiminen rakentaa laadukasta ohjausvuorovaikutusta.In this article, the quality of scaffolding is studied from the perspective of emotional support, because it is crucial for the children’s learning and well-being. Our aim was to develop a systematical observation method to deepen understanding of emotional support during interaction. Videos from four day care professionals were used to develop the emotional support categories based on multidimensional Classroom Assessment Scoring System. With categories developed, we observed the emotional support of two day care professionals across a dialogic reading intervention, variation of emotional support during single reading sessions and typical expressions of emotional support. Three videos from both cases were analyzed by two observers. Results show that day care professionals provided mainly positive or neutral emotional support and seldom negative emotional support. One of the cases provided more and longer consistent, learning supportive emotional support than the other. Also non-consistent emotional support and consistent variation between negative and neutral emotional support were observed. Positive emotional support was typically shown by engaged reading, positive feedback and encouraging facial expressions. Negative emotional support was typically shown by inflexibility to children’s perspectives. The results emphasize the need to pay increasing attention to the emotional support to construct high quality scaffolding

Evaluating bicyclists’ risk perception using video clips: Comparison of frequent and infrequent city cyclists

Abstract Hazard and risk perception has been studied extensively among car drivers, and their link to crash involvement is established. Bicyclists, in particular, are vulnerable road users. Better understanding of their risk and hazard perception could help to improve their traffic safety. In this study, we investigated the risk perception of bicyclists in a city environment. Two groups of bicyclists were compared: 19 frequent and 19 infrequent bicyclists. Participants were shown video clips taken with a camera attached to the handlebar of a bicycle, and they were asked to continuously indicate with a slider how much caution the situation needed. The frequent cyclists had more frequent rises in the caution estimate, which suggest that they anticipated or detected more hazards than infrequent cyclists. This is in line with the classical hazard perception results, which link the car driving experience to faster and more accurate hazard perception. The overall level or caution was not directly related to the rise event rate or bicycling frequency. Those cyclists who reported typically cycling faster than others showed elevated overall level of caution on sidewalks compared with others, but there was no difference on bike paths.Hazard and risk perception has been studied extensively among car drivers, and their link to crash involvement is established. Bicyclists, in particular, are vulnerable road users. Better understanding of their risk and hazard perception could help to improve their traffic safety. In this study, we investigated the risk perception of bicyclists in a city environment. Two groups of bicyclists were compared: 19 frequent and 19 infrequent bicyclists. Participants were shown video clips taken with a camera attached to the handlebar of a bicycle, and they were asked to continuously indicate with a slider how much caution the situation needed. The frequent cyclists had more frequent rises in the caution estimate, which suggest that they anticipated or detected more hazards than infrequent cyclists. This is in line with the classical hazard perception results, which link the car driving experience to faster and more accurate hazard perception. The overall level or caution was not directly related to the rise event rate or bicycling frequency. Those cyclists who reported typically cycling faster than others showed elevated overall level of caution on sidewalks compared with others, but there was no difference on bike paths. (C) 2015 Elsevier Ltd. All rights reserved.Peer reviewe

Effects of single family room architecture on parent-infant closeness and family centered care in neonatal environments : a single-center pre-post study

OBJECTIVE: The aim of this study was to evaluate the effects of a single family room architecture in a neonatal intensive care unit (SFR-NICU) on parents’ presence, parent–infant skin-to-skin contact (SSC) and the quality of family centered care. STUDY DESIGN: Two cohorts of parents of preterm infants were compared: those in the unit before and after the move to SFR-NICU. The parents used daily diaries to report their presence and SSC, and they responded to daily text message questions about the quality of family centered care. RESULTS: Parents spent more time in the SFR-NICU, but no significant change was found in SSC. Parents rated the quality of family centered care highly in both unit architectures, without a change in rating after the move. CONCLUSION: The SFR-NICU increased parents’ presence but not SSC. The change in architecture did not affect parents’ evaluations of the quality of family centered care, which was already highly rated before the move.©The Author(s) 2021. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visithttp://creativecommons.org/licenses/by/4.0/.Open access funding provided by University of Turku (UTU) including Turku University Central Hospital.fi=vertaisarvioitu|en=peerReviewed

Pedagogies of Inclusion: A Critical Exploration of Small-Group Teaching Practice in Higher Education

This paper provides a critical examination of inclusion as a pedagogic principle through a practice-based interrogation of contemporary ‘good practice’ strategies for encouraging inclusion in small-group teaching. The analysis emerges from our experiences of delivering four classroom exercises that are frequently proposed as strategies for increasing inclusion, and borrows insight from critical intersectional feminist pedagogy to interrogate normative discourses of inclusion in HE. We argue that both the terms of inclusion, and the assumption that (verbal) participation is itself a straightforward sign of improving inclusion in classroom spaces, require interrogation. This article thus responds to the proliferation of inclusion discourses in contemporary UK HE, by identifying some of the potential pitfalls of viewing inclusion through the limited lens of participation

Emotional support constructing high quality scaffolding in day care

In this article, the quality of scaffolding is studied from the perspective of emotional support, because it is crucial for the children’s learning and well-being. Our aim was to develop a systematical observation method to deepen understanding of emotional support during interaction. Videos from four day care professionals were used to develop the emotional support categories based on multidimensional Classroom Assessment Scoring System. With categories developed, we observed the emotional support of two day care professionals across a dialogic reading intervention, variation of emotional support during single reading sessions and typical expressions of emotional support. Three videos from both cases were analyzed by two observers. Results show that day care professionals provided mainly positive or neutral emotional support and seldom negative emotional support. One of the cases provided more and longer consistent, learning supportive emotional support than the other. Also non-consistent emotional support and consistent variation between negative and neutral emotional support were observed. Positive emotional support was typically shown by engaged reading, positive feedback and encouraging facial expressions. Negative emotional support was typically shown by inflexibility to children’s perspectives. The results emphasize the need to pay increasing attention to the emotional support to construct high quality scaffolding.</p

Effects of single family room architecture on parent–infant closeness and family centered care in neonatal environments—a single-center pre–post study

Objective: The aim of this study was to evaluate the effects of a single family room architecture in a neonatal intensive care unit (SFR-NICU) on parents' presence, parent-infant skin-to-skin contact (SSC) and the quality of family centered care. Study design: Two cohorts of parents of preterm infants were compared: those in the unit before and after the move to SFR-NICU. The parents used daily diaries to report their presence and SSC, and they responded to daily text message questions about the quality of family centered care. Results: Parents spent more time in the SFR-NICU, but no significant change was found in SSC. Parents rated the quality of family centered care highly in both unit architectures, without a change in rating after the move. Conclusion: The SFR-NICU increased parents' presence but not SSC. The change in architecture did not affect parents' evaluations of the quality of family centered care, which was already highly rated before the move.</p

Caveolin-1 accumulation in the tongue cancer tumor microenvironment is significantly associated with poor prognosis : an in-vivo and in-vitro study

Peer reviewe

Bilingualism and Performance on Two Widely Used Developmental Neuropsychological Test Batteries

Peer reviewe

Inovação responsável através de fronteiras: tensões, paradoxos e possibilidades

In March 2014 a group of early career researchers and academics from São Paulo state and from the UK met at the University of Campinas to participate in a workshop on ‘Responsible Innovation and the Governance of Socially Controversial Technologies’. In this Perspective we describe key reflections and observations from the workshop discussions, paying particular attention to the discourse of responsible innovation from a cross-cultural perspective. We describe a number of important tensions, paradoxes and opportunities that emerged over the three days of the workshop

Loss of DIAPH1 causes SCBMS, combined immunodeficiency, and mitochondrial dysfunction

Background: Homozygous loss of DIAPH1 results in seizures, cortical blindness, and microcephaly syndrome (SCBMS). We studied 5 Finnish and 2 Omani patients with loss of DIAPH1 presenting with SCBMS, mitochondrial dysfunction, and immunodeficiency. Objective: We sought to further characterize phenotypes and disease mechanisms associated with loss of DIAPH1. Methods: Exome sequencing, genotyping and haplotype analysis, B- and T-cell phenotyping, in vitro lymphocyte stimulation assays, analyses of mitochondrial function, immunofluorescence staining for cytoskeletal proteins and mitochondria, and CRISPR-Cas9 DIAPH1 knockout in heathy donor PBMCs were used. Results: Genetic analyses found all Finnish patients homozygous for a rare DIAPH1 splice-variant (NM_005219:c.68411G>A) enriched in the Finnish population, and Omani patients homozygous for a previously described pathogenic DIAPH1 frameshift-variant (NM_005219:c.2769delT;p.F923fs). In addition to microcephaly, epilepsy, and cortical blindness characteristic to SCBMS, the patients presented with infection susceptibility due to defective lymphocyte maturation and 3 patients developed B-cell lymphoma. Patients' immunophenotype was characterized by poor lymphocyte activation and proliferation, defective B-cell maturation, and lack of naive T cells. CRISPR-Cas9 knockout of DIAPH1 in PBMCs from healthy donors replicated the T-cell activation defect. Patient-derived peripheral blood T cells exhibited impaired adhesion and inefficient microtubule-organizing center repositioning to the immunologic synapse. The clinical symptoms and laboratory tests also suggested mitochondrial dysfunction. Experiments with immortalized, patient-derived fibroblasts indicated that DIAPH1 affects the amount of complex IV of the mitochondrial respiratory chain. Conclusions: Our data demonstrate that individuals with SCBMS can have combined immune deficiency and implicate defective cytoskeletal organization and mitochondrial dysfunction in SCBMS pathogenesis.Peer reviewe