The quality of an expert teacher’s and a student teacher’s pedagogical interactions in early childhood education and care examined through the CLASS lens

High-quality interactions between teachers and children in early childhood education and care (ECEC) are at the heart of supporting children’s development, well-being, and learning. The aim of the study was to examine the quality of an experienced ECEC teacher’s and an ECEC student teacher’s teacher–child interactions using the Classroom Assessment Scoring System (CLASS). Furthermore, the study explored the participants’ reflections on their pedagogical interactions and the extent to which they aligned with the CLASS framework. The data consisted of video recordings, written observation notes, and stimulated recall interview (SRI) transcripts. The videos were rated according to the CLASS manual, and the data were analysed using qualitative thematic analysis. The results suggested that participants’ teacher–child interactions were of relatively high quality, although instructional support was an area for development. However, the interactions of the student teacher varied across observation cycles. In the SRIs, both participants emphasised the importance of emotional support and supporting children’s language skills. Differences arose in the participants’ positioning toward teacher identity: the ECEC teacher as expert and the student teacher as developing a professional identity. The results provide novel qualitative insights into teacher–child interactions and using CLASS tool in combination to teachers’ self-reflections regarding their interactions with the children.High-quality interactions between teachers and children in early childhood education and care (ECEC) are at the heart of supporting children’s development, well-being, and learning. The aim of the study was to examine the quality of an experienced ECEC teacher’s and an ECEC student teacher’s teacher–child interactions using the Classroom Assessment Scoring System (CLASS). Furthermore, the study explored the participants’ reflections on their pedagogical interactions and the extent to which they aligned with the CLASS framework. The data consisted of video recordings, written observation notes, and stimulated recall interview (SRI) transcripts. The videos were rated according to the CLASS manual, and the data were analysed using qualitative thematic analysis. The results suggested that participants’ teacher–child interactions were of relatively high quality, although instructional support was an area for development. However, the interactions of the student teacher varied across observation cycles. In the SRIs, both participants emphasised the importance of emotional support and supporting children’s language skills. Differences arose in the participants’ positioning toward teacher identity: the ECEC teacher as expert and the student teacher as developing a professional identity. The results provide novel qualitative insights into teacher–child interactions and using CLASS tool in combination to teachers’ self-reflections regarding their interactions with the children

Children’s Peer Interaction While Playing the Digital Emotion Detectives Game

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

Lastentarhanopettaja lasten autonomian tukijana varhaiskasvatuksessa

Pyrkimys autonomisuuteen on yksi ihmisen psykologisista perustarpeista, joka alkaa kehittyä noin kahdesta ikävuodesta eteenpäin. Autonomiaa on kuitenkin tutkittu empiirisesti hyvin vähän varhaiskasvatuksen kontekstissa. Tarkastelemme tässä laadullisessa tutkimuksessa 4–5-vuotiaiden lasten autonomiaa päiväkodissa lastentarhanopettajien näkökulmasta havainnointien ja haastatteluiden sekä lastentarhanopettajien päiväkirjojen ja kirjoitelmien kautta. Tutkimustehtävänämme on selvittää, miten lastentarhanopettajat ymmärtävät lapsen autonomian ja mitä pedagogisia keinoja he käyttävät autonomian tukemisessa. Tutkimusaineisto on analysoitu laadullista sisällönanalyysia ja narratiivista analyysia hyödyntäen. Opettajat kuvasivat lapsen autonomiaa eri tavoin ilmentyvänä itsenäisyytenä ja itseohjautuvuutena ja tämän nähtiin olevan yhteydessä erilaisten taitojen oppimiseen. Näihin taitoihin sisältyivät lapsen omatoimisuus, sosiaaliset taidot ja leikkitaidot, tunnetaidot ja itsesäätely sekä ajattelu ja oppiminen. Lastentarhanopettajan ja lapsen välinen turvallinen vuorovaikutussuhde oli lähtökohta lapsen autonomian tukemiselle. Tutkimusaineistosta muodostamamme kertomukset viidestä erilaisesta ohjaustavasta havainnollistavat lastentarhanopettajien autonomian tukemisen pedagogisia keinoja. Tutkimustulokset tuottavat uutta tietoa lapsen autonomiasta ja sen tukemisesta lastentarhanopettajan näkökulmasta.One basic human psychological need is the need for autonomy, which begins to develop from the age of two years. However, empirical studies on autonomy in the context of early childhood education and care (ECEC) are scarce. In the present study, we explore kindergarten teachers’ perspectives on the autonomy of children from the ages of 4 to 5 years, within the context of ECEC. Our data consist of observations, diaries, essays, and interviews with kindergarten teachers. Our aim is to determine how teachers describe children’s autonomy in the practices of ECEC and how they pedagogically support their autonomy. The data of this qualitative study are analyzed via using content analysis and narrative analysis. Our results suggest that kindergarten teachers perceive autonomy as a range of manifestations of autonomy, growing skills and self-determination. This kind of autonomy includes children’s autonomy in the following tasks and skills: daily practices, social skills and play, emotional skills and self-regulation, and thinking and learning. Teachers pedagogically support autonomy through, in particular, a sensitive and caring teacher–child relationship. We describe five pedagogical ways to support children’s autonomy. The research findings provide new insights on understanding and supporting children’s autonomy in ECEC from the perspective of kindergarten teachers

Eksperttiopettajan kielikasvatuksen käyttöteoria monikielisten lasten varhaiskasvatuksessa

In this case study we examine the practical theory of an expert teacher implementing bilingual pedagogy (Finnish-Swedish) in early childhood education with multilingual children. Practical theory refers to the pedagogical vision that guides a teacher’s actions and the focus of this study is the expert teacher’s practical theory regarding the use of different languages. The two research questions address the key aspects of the teacher’s practical theory and how these aspects related to the different languages. The dataset from two interviews with the expert teacher were thematically analyzed. The findings show that the teacher’s practical theory is constructed from a core value (equality of languages) and various aims and principles (e.g., mutual learning, supporting language-identities and pedagogical tact) that were closely intertwined. The findings suggest that in the expert teacher’s use of Finnish and Swedish the intent was to expand the children’s language resources whereas in the use of the children’s home language the purpose was to acknowledge and utilize their languages while creating language appreciation.Tässä tapaustutkimuksessa tarkastelemme, millainen käyttöteoria kaksikielistä pedagogiikkaa (suomi-ruotsi) varhaiskasvatuksessa toteuttavalla eksperttiopettajalla on eri kielten käytöstä monikielisten lasten kanssa toimiessa. Käyttöteorialla tarkoitetaan tässä pedagogista näkemystä, joka ohjaa opettajan toimintaa. Käyttöteoriaa eri kielten käytöstä lähestyttiin kahden tutkimuskysymyksen kautta, joissa tarkasteltiin kielikasvatuksen käyttöteorian keskeisiä osa-alueita ja niiden ilmenemistä eri kielissä. Aineistona oli yhden eksperttiopettajan kaksi haastattelua, jotka analysoitiin laadullisella temaattisella analyysillä. Tulokset osoittavat, että opettajan kielikasvatuksen käyttöteoriassa korostui yksi arvo (kielten yhtäläinen arvo) sekä useat tavoitteet ja periaatteet (esim. vastavuoroinen oppiminen, kieli-identiteetin tukeminen ja pedagoginen tahdikkuus), jotka olivat tiiviisti yhteydessä toisiinsa. Tulosten perusteella suomen ja ruotsin käytössä opettajan pyrkimyksenä oli kasvattaa monikielisten lasten kielellisiä resursseja. Lasten kotikielten käytöllä opettaja puolestaan tähtäsi ensisijaisesti lasten olemassa olevien kieliresurssien huomiointiin, hyödyntämiseen ja arvostukseen

Traffic Jams Reduce Hydrolytic Efficiency of Cellulase on Cellulose Surface

Abstract A deeper mechanistic understanding of the saccharification of cellulosic biomass could enhance the efficiency of biofuels development. We report here the real-time visualization of crystalline cellulose degradation by individual cellulase enzymes using an advanced version of high-speed atomic force microscopy. Trichoderma reesei 2 cellobiohydrolase I (TrCel7A) molecules were observed to slide unidirectionally along the crystalline cellulose surface, but at one point exhibited collective halting analogous to a traffic jam. Changing the crystalline polymorphic form of cellulose by an ammonia treatment increased the apparent number of accessible lanes on the crystalline surface and consequently the number of moving cellulase molecules. Treatment of this bulky crystalline cellulose simultaneously or separately with T. reesei cellobiohydrolase II (TrCel6A) resulted in a significant increase in the proportion of mobile enzyme molecules on the surface. Cellulose was completely degraded by the synergistic action between the two enzymes

High level secretion of cellobiohydrolases by Saccharomyces cerevisiae

<p>Abstract</p> <p>Background</p> <p>The main technological impediment to widespread utilization of lignocellulose for the production of fuels and chemicals is the lack of low-cost technologies to overcome its recalcitrance. Organisms that hydrolyze lignocellulose and produce a valuable product such as ethanol at a high rate and titer could significantly reduce the costs of biomass conversion technologies, and will allow separate conversion steps to be combined in a consolidated bioprocess (CBP). Development of <it>Saccharomyces cerevisiae </it>for CBP requires the high level secretion of cellulases, particularly cellobiohydrolases.</p> <p>Results</p> <p>We expressed various cellobiohydrolases to identify enzymes that were efficiently secreted by <it>S. cerevisiae</it>. For enhanced cellulose hydrolysis, we engineered bimodular derivatives of a well secreted enzyme that naturally lacks the carbohydrate-binding module, and constructed strains expressing combinations of <it>cbh1 </it>and <it>cbh2 </it>genes. Though there was significant variability in the enzyme levels produced, up to approximately 0.3 g/L CBH1 and approximately 1 g/L CBH2 could be produced in high cell density fermentations. Furthermore, we could show activation of the unfolded protein response as a result of cellobiohydrolase production. Finally, we report fermentation of microcrystalline cellulose (Avicel™) to ethanol by CBH-producing <it>S. cerevisiae </it>strains with the addition of beta-glucosidase.</p> <p>Conclusions</p> <p>Gene or protein specific features and compatibility with the host are important for efficient cellobiohydrolase secretion in yeast. The present work demonstrated that production of both CBH1 and CBH2 could be improved to levels where the barrier to CBH sufficiency in the hydrolysis of cellulose was overcome.</p

Low free 25-hydroxyvitamin D and high vitamin D binding protein and parathyroid hormone in obese Caucasians. A complex association with bone?

Background Studies have shown altered vitamin D metabolism in obesity. We assessed differences between obese and normal-weight subjects in total, free, and bioavailable 25-hydroxyvitamin D (25(OH) D, 25(OH) D-Free, and 25(OH) D-Bio, respectively), vitamin D binding protein (DBP), parathyroid hormone (PTH) and bone traits. Methods 595 37-47-year-old healthy Finnish men and women stratified by BMI were examined in this cross-sectional study. Background characteristic and intakes of vitamin D and calcium were collected. The concentrations of 25(OH) D, PTH, DBP, albumin and bone turnover markers were determined from blood. 25(OH) D-Free and 25(OH) D-Bio were calculated. pQCT was performed at radius and tibia. Results Mean +/- SE (ANCOVA) 25(OH) D-Free (10.8 +/- 0.6 vs 12.9 +/- 0.4 nmol/L; P = 0.008) and 25(OH) DBio (4.1 +/- 0.3 vs 5.1 +/- 0.1 nmol/L; P = 0.003) were lower in obese than in normal-weight women. In men, 25(OH) D (48.0 +/- 2.4 vs 56.4 +/- 2.0 nmol/L, P = 0.003), 25(OH) D-Free (10.3 +/- 0.7 vs 12.5 +/- 0.6 pmol/L; P = 0.044) and 25(OH) D-Bio (4.2 +/- 0.3 vs 5.1 +/- 0.2 nmol/L; P = 0.032) were lower in obese. Similarly in all subjects, 25(OH) D, 25(OH) D-Free and 25(OH) D-Bio were lower in obese (P Conclusions The associations between BMI and 25(OH) D, 25(OH) D-Free, and 25(OH) D-Bio, DBP, and PTH suggest that obese subjects may differ from normal-weight subjects in vitamin D metabolism. BMI associated positively with trabecular bone traits and CSI in our study, and slightly negatively with cortical bone traits. Surprisingly, there was a negative association of free and bioavailable 25(OH) D and some of the bone traits in obese women.Peer reviewe

Analysing study counselling - study counselling in the University of Jyväskylä, Department of Early Childhood Education

Tässä kehittämishankeraportissa kuvataan Jyväskylän yliopiston varhaiskasvatuksen laitoksen opinto-ohjauksen kokonaisuutta opinto-ohjauksen suunnitelman laatimisen kautta sekä kehitetään uutta ohjauksen käytännettä, akateemista hopsia. Aihetta käsitellän sekä teoreettisesti että käytännön esimerkin kuvaamisen kautta. Kehittämishankkeen lähtökohtana oli laitoksen tarve dokumentoida opinto-ohjauksen käytänteitä ja tarkastella lähemmin opinto-ohjauksen kokonaisuutta. Tavoitteena on pyrkiä jäsentämään opinto-ohjausta siten, että ohjauksesta muodostuu opiskelijan opintojen etenemisen kannalta mahdollisimman toimiva ja tehokas kokonaisuus. Kehittämishankkeen teoreettisessa osassa kuvataan opintojen ohjausta sekä yleisellä tasolla että perehdytään Jyväskylän yliopistossa toteutettavaan ohjaukseen. Ohjauksen kehittäminenon tällä hetkellä ajankohtaista monissa yliopistoissa. Myös Jyväskylän yliopisto on ottanut ohjauksen yhdeksi kehittämiskohteistaan. Tämä ilmenee mm. panostamisena ohjaukseen, erityisesti hopsohjaukseen. Yliopiston hallinto on velvoittanutjokaisen laitoksen laatimaan opinto-ohjauksen suunnitelman, jota kuvataan varhaiskasvatuksen laitoksen osalta tämän raportin tulososassa. Samoin kuvataan uusi,kehitteillä oleva opinto-ohjauksen työväline, akateeminen hops, jonka tavoitteena on tukea opiskelijan opintoja koko opintopolun ajan, ei vain opintojen alussa. Tässä hankeraportissa kuvattu suunnitelma akateemisesta hopsista on ensimmäinen askel tässä suunnassa. Kehittämishankeraportissa kuvattavat opinto-ohjauksen suunnitelma ja akateeminen hops ovat yksi virstanpylväs varhaiskasvatuksen laitoksen pitkän tähtäimen kehittämishankkeessa: systemaattisen ja toimivan ohjausjärjestelmän sekä uusien ohjauskäytänteiden kehittämisessä laitokselle.This developmental project report explores the entity of study counselling in the University of Jyväskylä, Department of Early Childhood Education. In this report the process of creating a ground plan for study counselling at the Department of Early Childhood Education will be introduced as well as the process of developing so called academic learning plan: a tool for students' evaluation of learning processes and the development of expertise during their education. These issues are addressed both theoretically and empirically and some practical implications are also introduced. In recent years the improvement of studycounselling practices has become an important developmental issue in the universities. The starting point of this developmental project was the need to document the practices, procedures and the entity of student counselling in the Department of Early Childhood Education. Also the administration of the University of Jyväskylä has put all departments under obligation of writing up a ground plan for student counselling. The long term aim of the Department of Early Childhood Education is to analyse the processes of counselling and to devise as functional and efficient programme of study counselling as possible. The goal of the department is to create functional guidance system and develop some new practices of student counselling, one of which is the academic learning plan introduced in thisreport

Kieli ja osallisuus S2-lasten leikissä

peerReviewe