Search results for "sosiaalinen kehitys"
showing 10 items of 22 documents
Social-Emotional and Behavioural Difficulties in Children with Neurodevelopmental Disorders: Emotion Perception in Daily Life and in a Formal Assessm…
2022
AbstractChildren with neurodevelopmental disorders often have social-emotional and behavioural difficulties. The present study explored these difficulties in children (n = 50, aged 6–10 years) with autism spectrum disorder, attention-deficit/hyperactivity disorder and developmental language disorder. Parents, teachers and therapists evaluated children’s social-emotional and behavioural difficulties through a self-devised questionnaire and the Strengths and Difficulties Questionnaire. Additionally, the children, along with their typically developing age peers (n = 106), completed six emotion discrimination tasks. Analysis revealed some impaired emotion discrimination skills that were predict…
National Policies that Connect ICT-Based Education Reform to Economic and Social Development
2005
Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national p…
Sosiaalinen hyvinvointi turvaa terveyttä
2022
Ihmisen hyvinvointi on moniulotteinen ilmiö, joka ei ole pelkistettävissä yksilötasolle ja hyvän terveyden käsitteisiin. Liittyminen ja yhteenkuuluvuus toisiin on ihmisen keskeinen perustarve, ja tässä katsausartikkelissa jäsennämme niitä eri näkökulmia, joita eri tieteenalat ja tarkastelutavat tarjoavat sosiaalisen hyvinvoinnin ymmärtämiseksi. Sosiaalinen hyvinvointi rakentuu ja muovautuu koko elämän ajan yksilön vuorovaikutuksessa ryhmänsä, yhteisöjensä ja yhteiskunnan kanssa. Yksilöiden välisten erojen lisäksi myös yhteiskunnat eroavat keskimääräisessä hyvinvoinnissaan, samoin eri väestöryhmät ja yhteisöt yhteiskunnan sisällä. Sosiaalista hyvinvointia voidaankin arvioida myös globaalista…
Opetussuunnitelman tavoitteiden toteutuminen musiikkiluokalla
2004
Theoria, praxis, poiesis : individualization as the constitution of sociality
2012
Mummokerhosta Mikä Mikä -maahan : etnografinen tapaustutkimus kokonaiskoulupäivästä oppilaan sosiaalisuuden kehittäjänä
2005
Teacher– and parent–child relationships and children’s adjustment behaviors in grade 1 : The role of temperament.
2022
This study aimed at investigating the reciprocal longitudinal associations between teacher– and parent–child relationships and children’s adjustment behaviors during Grade 1, and the role of the child’s temperament in this interplay. The longitudinal study followed Lithuanian children (229 in kindergarten [T0], 337 at the beginning of Grade 1 [T1], 341 at the end of Grade 1 [T2]), their parents, and their Grade 1 teachers (n = 24). The parents and teachers reported on the quality of their relationship with the children during Grade 1. In addition, parents reported on the children’s temperament in kindergarten, and the teachers reported on the children’s adjustment behaviors during Grade 1. …
Yleisen käsityskyvyn ja moraalitajun yhteydet tietokonepelien pelaamiseen kuudesluokkalaisilla lapsilla
2001
Teacher-child interactions as a context for developing social competence in toddler classrooms
2022
The present study investigates the quality and variability of teacher-child interactions in relation to children’s social competence in Finnish toddler classrooms. The participants included 242 toddlers (114 girls, 128 boys) and their teachers (N= 42). The quality of teacher-child interactions (i.e., emotional and behavioral support; engaged support for learning) was observed using the CLASS-Toddler observation instrument (La Paro et al., 2012), and the average amount of within-day variability was calculated from the observed cycles. Teachers rated toddler’s social competence with the Multisource Assessment of Social Competence Scale (MASCS; Junttila et al., 2006) in relation to the toddler…