Participation of older people in learning studies. A scoping review

The participation and meaningful engagement of older people are strongly supported because of their individual and communal benefits. Currently there is a lack of general understanding of how older people participate in research activities. The purpose of this review was to examine the ways older people participate in learning studies. A search of abstracts of empirical studies published in English was conducted in three databases between 2015 and 2019 using scoping review methodology. The results showed that most often older people did participate as study subjects in clinical studies. Other participant roles included informants, partners, and multiple roles. The review addressed a paucity in qualitative and participatory roles in older people’s learning studies. All participant roles are still needed to provide various standpoints for learning studies. Further studies are suggested to provide various meaningful and participatory ways for older people to get involved in research activities. (DIPF/Orig.

Children’s negative experiences as a part of quality evaluation in early childhood education and care

Quality factors are the subject of increasing interest in the research and practice of early childhood education and care (ECEC). The purpose of the article is to emphasize the importance of the children's voice in relation to the quality of ECEC. This article focuses on children's negative experiences of ECEC as they can be used to improve services and increase children's wellbeing. The data was collected by means of a questionnaire from 2500 children aged 2-6 years (girls 50.4%) in Finland. The data was analysed using qualitative and quantitative content analysis. According to the results, children mentioned both structural and process factors. Peer interaction among children was mentioned the most when referring to negative experiences in ECEC. We conclude that children's negative experiences provide an opportunity for ECEC professionals to support children's resilience and a sense of belonging, which are important elements in the process quality of ECEC.Peer reviewe

FEEDBACK METHODS IN VOCATIONAL EDUCATION AND TRAINING FOR SUPPORTING STUDENTS WITH LEARNING DISABILITIES AND/ DIFFICULTIES IN LEARNING: A LITERATURE REVIEW

Purpose: Feedback is considered to motivate students and enhance their learning. In Vocational Education and Training (VET) and workplace settings, feedback methods have been implemented to ensure a better connection between teaching and learning. However, to date, not much seems to be known about feedback methods used on students with learning disabilities/difficulties in VET. This literature review study examines the current feedback methods and outcomes among students with disabilities and/or difficulties in learning in vocational education, training, and workplace settings. Methods: For this purpose, ERIC, PubMed, Scopus, ProQuest, Google Scholar, and Web of Sciences were used to identify relevant literature between 2015 and 2022. The review was conducted following the PRISMA-P guidelines. Amongst the studies identified, four studies met the inclusion criteria to be included in the study. The feedback methods identified in the studies include videotaped feedback dialogues between students and teachers, video modelling with video feedback interventions, peer feedback through collaborative writing activities, and a combined peer-teacher feedback method. Findings: The results showed that students received feedback from peers, teachers, and instructors in vocational education and training schools and workplace settings. The feedback, such as communication, reflection, and practical learning capabilities, assisted these students with their working lives. It significantly impacted their learning capacity, enhanced their persistence, increased their perceived abilities, enabled them to understand their learning development better, and improved their performance as they acquired new skills by doing tasks. Conclusion: Generally, the feedback methods were perceived as supportive, constructive, and motivating, prompting reflection and inspiring performance. Notwithstanding, more research on feedback methods and their outcomes on students with learning disabilities/difficulties in vocational education and workplace settings is needed. This must be in conjunction with research on how these same students experience/perceive the feedback methods used on them. This will enable new measures to facilitate the effective transition from school to employment for this category of VET students.   Article visualizations

Lapset varhaiskasvatuksen arvioijina – Lasten mukavina pitämät asiat päiväkodissa ja perhepäivähoidossa

In Finland early childhood education (ECE) is mainly provided in day care centres and family day care. The purpose of ECE is to support children´s growth, development and learning with high-quality services. Various methods and tools have been developed for evaluating quality in ECE but children have participated in evaluation only a little. In this article we present how ECE in Finland appears when children (1−8 year-old-children, 49,3 % girls) in family day care (N = 371) and day care centres (N = 371) are included in evaluation by telling about their pleasant things in ECE. Children´s interviews were implemented by their parents. Data was analysed using qualitative and quantitative methods. According to the results, children mentioned several positive aspects in ECE settings. Children in day care centres emphasized children´s own and organized activities in ECE. Children in family day care, in turn, mentioned more topics concerning human relations and everyday life situations. The youngest children in day care centres stated persons more in their names and six-year-old children special days and trips. Results indicate that children’s evaluations are a valuable part of the multi-method quality evaluation of early education. Results can be used to develop ECE practices by paying attention to children´s participation and positive aspects that children mention about ECE.Peer reviewe

Parents’ competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown

Actions to mitigate the spread of the COVID-19 pandemic, such as emergency remote teaching (ERT), affected the lives of school children, their parents, and schooling in spring 2020. Rapid changes in routines due to lockdown and ERT were challenging, especially for many children with special needs (SEN). This article focuses on parents’ perspectives regarding their basic psychological needs, i.e. competence, autonomy, and relatedness, in relation to the schooling of their children with SEN. Questionnaire data consisted of the views of 120 parents who described 179 resources and 151 challenges concerning their basic psychological needs during ERT of their children. Data were analysed following the principles of theoretical categorising. According to the results, parents experienced their pedagogical as well as intra- and interpersonal competence as resources to support the child in ERT. The greatest challenges concerned relatedness between parents and children as well as between parents, school, and other professionals. The study suggests schools and teachers to develop instructions to support teacher–parent interaction and learning of all children to cope with ongoing and future remote and face-to-face teaching for children with SEN.</p

Euroopan Unionin elinikäisen oppimisen avaintaidot, Eurooppalainen tutkintoviitekehys ja oppilaitosten opetussuunnitelmien kehittäminen

Euroopan unionin vuoden 2006 elinikäisen oppimisen avaintaidot ja vuonna 2008 hyväksytty tutkintoviitekehys ovat perustana Suomenkin lukio-, ammatillisen- ja korkeakoulutuksen osaamisperusteisuudelle. Sen kaksi tärkeitä elementtiä ovat työelämälähtöisyys ja yleisten (geneeristen, transversaalisten) kykyjen kehittäminen. Kumpikaan näistä ei käsityksemme mukaan turvaa tyydyttävästi opetussuunnitelmien kytkeytymistä luonnonympäristön, yhteiskunnan ja työelämän muutoksiin. Työelämän tarpeet eivät ulotu moniin olennaisiin yhteiskunnallisiin ongelmiin, kuten ilmastonmuutokseen tai luonnon monimuotoisuuden köyhtymiseen. Osaamis- ja kompetenssikuvausten oletetaan olevan paljolti riippumattomia tietosisällöistä. Kuitenkin koulutus menettää vaikutusmahdollisuutensa työelämässä, jos opetuksen tavoitteissa ei huomioida tiedon kehitystä ja monipuolista asiantuntemusta osaavan suorituksen ja ongelmaratkaisun perustana. Koulutuksen, työelämän ja yhteiskunnan suhteen ongelma ei ole ratkaistavissa esittämällä luetteloja tulevaisuustaidoista ja yksilön joustavuuden turvaavista ihanneominaisuuksista. Ratkaisua on pikemminkin etsittävä eri ammatti- ja toimialojen muutosten ymmärtämisestä ja sen analysoimisesta, minkälaista tietoa ja asiantuntemusta niistä selviytymiseksi tarvitaan.Peer reviewe

A framework for research on technology-enhanced special education

Based on results from the Technologies for Childrenwith Individual Needs Project and two case projects,we propose a new multidisciplinary framework forresearch between computer science, educationaltechnology, and special education. The frameworkpresents a way to conduct research that aims atdeveloping new methods for technology-enhancedspecial education and for developing adaptablesoftware and hardware tools for individual needs ineducational settings.Peer reviewe

Sounds of learning: Soundscapes - teacher perceptions of acoustic environments in Finland's open plan classrooms

The construction of new schools has undergone much debate as children and teachers spend a significant proportion of their lives in physical learning environments in schools. The school soundscape is central but often underestimated. In this study, we investigated teachers' experiences of soundscapes in two modern Finnish comprehensive schools by interviewing teachers (N=10). In addition, we analysed the data by the constant comparative method. According to the results, the school architecture influenced the soundscape and organisation of teaching. The designs of the schools encouraged collaborative learning through open plan learning spaces and flexible classrooms. Yet, the open plan learning environment and its soundscape did not always support the instructional needs of all children. We conclude that soundscape design should consider both the learning needs of children, and the well-being of both children and teachers.</p

Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland

The closure of schools because of the COVID-19 pandemic created a challenge for familiesand teachers in supporting children’s remote schooling. This study investigates parents’ perspectiveson their accommodation to the rapid change to remote schooling from the point of view of sustainableeducation. The study was conducted at the beginning of the COVID-19 pandemic in spring 2020via an online questionnaire for parents, to which 316 voluntary participants responded. Data wereanalyzed using a theory-driven content analysis. According to the results, parents were worried aboutthe learning and wellbeing of their children as well as management of daily life and use of informationand communications technology (ICT). The results show the importance of schools and teachers aswell as networks in supporting family resilience during rapid changes. Families’ individual needsshould be acknowledged and met in a sustainable way to support children’s learning in changingsettings, including remote schooling.</p

Timelines in researching student teachers’ well-being during teaching practice

Researching well-being has gained popularity over the last decades however, research methodologies have employed mostly surveys, and the use of qualitative and visual methods is still scarce. This study discusses using timelines as a tool for researching the well-being of student teachers in two different cultural contexts. Research data includes researchers’ notes as well as focus groups and students’ notions of using timelines as a course assignment, analyzed using thematic analysis. This study shares our justification for using qualitative, visual methods to collect data related to well-being and evaluates the strengths and limitations of timelining as a tool to do this, from both the participants’ and researchers’ viewpoints. The study argues that timelines have the potential not only to support reflections on well-being but also to provide an approach to support it during teacher training and beyond. The use of timelines as tools to explore the non-linear and dynamic experiences of well-being during student teachers’ teaching practice in Finland and England will be discussed and recommendations for the further development of this approach shared