المصدر: Early Child Development and Care, v193 n2 p247-261 2023. 15 pp.

تمت مراجعته من قبل الزملاء: Y

الواصفات:

Abstractor: As Provided

نوع المنشور: Journal Articles; Reports - Research

المؤلفون: Kesäläinen, Jonna, Suhonen, Eira, Alijoki, Alisa, Sajaniemi, Nina

المساهمون: Faculty of Educational Sciences, Helsinki research community of special educational needs (SEN), Department of Education, Teacher Education

مصطلحات موضوعية: 516 Educational sciences

الوصف: The aim of this study is to identify if childrens play behaviour, temperament, and special educational needs (SEN) are interrelated. It is important to increase the awareness of the joint effects of temperament and SEN on behaviour so that early childhood special education (ECSE) teachers can provide the appropriate support for children with SEN and optimally guide their development. This study is a part of an early childhood special education (ECSE) project at the University of Helsinki. Childrens (N = 332) educational needs were divided into four status groups: language disorders, self-regulatory difficulties, severe disabilities, and children without SEN. The temperament of each child was evaluated by their parents and play behaviour observed by ECSE teachers. The results show that children without SEN had more effortful control and social play than children with SEN. In addition, there were significant differences in temperament and play behaviour between the different SEN groups. ; Peer reviewed

وصف الملف: application/pdf

العلاقة: Kesäläinen , J , Suhonen , E , Alijoki , A & Sajaniemi , N 2022 , ' The interrelation between children’s play behaviour, temperament, and special educational needs (SEN) in early childhood special education (ECSE) ' , Early Child Development and Care , vol. 193 , no. 2 , pp. 247–261 . https://doi.org/10.1080/03004430.2022.2080202Test; ORCID: /0000-0003-1718-9463/work/154553982; ORCID: /0000-0002-2262-4389/work/154555670; ORCID: /0000-0002-6247-6763/work/154559575; ORCID: /0000-0002-5959-7572/work/154562643; dc85ccdf-0df4-40e2-addf-ef5f163a88cb; http://hdl.handle.net/10138/572142Test; 000801092400001

الإتاحة: http://hdl.handle.net/10138/572142Test

المصدر: International Journal of Inclusive Education, v26 n3 p284-300 2022. 17 pp.

تمت مراجعته من قبل الزملاء: Y

الواصفات:

معرفات التقييم و الدراسة: Wechsler Preschool and Primary Scale of Intelligence

Abstractor: As Provided

نوع المنشور: Journal Articles; Reports - Research

المؤلفون: Suhonen, Eira, Alijoki, Alisa

المساهمون: Kauko, Jaakko, Corsaro, William, Department of Education

مصطلحات موضوعية: 516 Educational sciences

الوصف: Peer reviewed

وصف الملف: application/pdf

العلاقة: Bloomsbury Education and Childhood Studies; Suhonen , E & Alijoki , A 2021 , Special Needs and Disabilities in Childhood (Finland) . in J Kauko & W Corsaro (eds) , Bloomsbury Education and Childhood Studies . Bloomsbury Publishing . https://doi.org/10.5040/9781350934382.015Test; ORCID: /0000-0002-2262-4389/work/131058552; ORCID: /0000-0003-1718-9463/work/131058762; f815e3f9-bec6-4462-bb2c-060dd2c4d804; http://hdl.handle.net/10138/356144Test

الإتاحة: http://hdl.handle.net/10138/356144Test

المؤلفون: Kesäläinen, Jonna, Suhonen, Eira, Alijoki, Alisa, Sajaniemi, Nina

المساهمون: Jenny ja Antti Wihurin Rahasto

المصدر: Early Child Development and Care ; volume 193, issue 2, page 247-261 ; ISSN 0300-4430 1476-8275

الإتاحة: https://doi.org/10.1080/03004430.2022.2080202Test

المصدر: Early Child Development and Care, v188 n3 p345-358 2018. 14 pp.

تمت مراجعته من قبل الزملاء: Y

الواصفات:

معرفات التقييم و الدراسة: Bayley Scales of Infant Development

Abstractor: As Provided

نوع المنشور: Journal Articles; Reports - Research

المؤلفون: Suhonen, Eira, Sajaniemi, Nina K., Alijoki, Alisa, Nislin, Mari A.

المساهمون: Department of Education

مصطلحات موضوعية: Stress response regulation, early childhood education, temperament, cognitive and language abilities, salivary cortisol and alpha-amylase, family SES, SALIVARY ALPHA-AMYLASE, RESPIRATORY SINUS ARRHYTHMIA, NERVOUS-SYSTEM ACTIVITY, EARLY-CHILDHOOD, DEVELOPMENTAL-CHANGES, BEHAVIOR PROBLEMS, DIURNAL PATTERNS, CORTISOL-LEVELS, REACTIVITY, 516 Educational sciences, 515 Psychology

الوصف: We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress regulation in early years. Participants were 129 children (age 7 to 23 months) from 29 kindergartens. Stress response regulation was assessed by measuring salivary cortisol and alpha-amylase activity. Cognitive and language abilities were assessed using Bayley-III and children temperament with ECBQ-questionnaire. Family characteristics were assessed with surveys. Results suggest that children are alerted during kindergarten day, but their stress response regulation is balanced. Girls and boys differed in cognitive and language abilities. We propose that childrens individual needs should be better acknowledged in kindergartens. ; Peer reviewed

وصف الملف: application/pdf

العلاقة: This work was supported by the Academy of Finland under Grant [264425].; Suhonen , E , Sajaniemi , N K , Alijoki , A & Nislin , M A 2018 , ' Children's biological givens, stress responses, language and cognitive abilities and family background after entering kindergarten in toddlerhood ' , Early Child Development and Care , vol. 188 , no. 3 , pp. 345-358 . https://doi.org/10.1080/03004430.2016.1218157Test; ORCID: /0000-0002-2262-4389/work/41847068; ORCID: /0000-0003-1718-9463/work/41847191; ORCID: /0000-0002-5959-7572/work/41847632; ORCID: /0000-0003-2271-8542/work/41847858; 84982299885; 7c708111-b8bc-4e7e-a317-fb538c532a3c; http://hdl.handle.net/10138/325385Test; 000423740600008

الإتاحة: http://hdl.handle.net/10138/325385Test

المؤلفون: Suhonen, Eira, Alijoki, Alisa

المساهمون: Kauko, Jaakko, Menter, Ian, Department of Education

مصطلحات موضوعية: 516 Educational sciences

الوصف: Peer reviewed

وصف الملف: application/pdf

العلاقة: Bloomsbury Education and Childhood Studies; Suhonen , E & Alijoki , A 2020 , Special Education, Needs, and Disabilities in Primary Education (Finland) . in J Kauko & I Menter (eds) , Bloomsbury Education and Childhood Studies : Articles . Bloomsbury Publishing , London . https://doi.org/10.5040/9781350996519.0010Test; ORCID: /0000-0002-2262-4389/work/86936323; ORCID: /0000-0003-1718-9463/work/86936633; a96557f9-29ef-4554-ac54-ed044c9a04ee; http://hdl.handle.net/10138/329580Test

الإتاحة: http://hdl.handle.net/10138/329580Test

المصدر: European Journal of Special Needs Education, v32 n3 p377-390 2017. 14 pp.

تمت مراجعته من قبل الزملاء: Y

الواصفات:

Abstractor: As Provided

نوع المنشور: Journal Articles; Reports - Research

المؤلفون: Syrjämäki, Marja, Sajaniemi, Nina, Suhonen, Eira, Alijoki, Alisa, Nislin, Mari

المساهمون: Department of Education

مصطلحات موضوعية: 516 Educational sciences, YOUNG-CHILDREN, PRESCHOOL, DIMENSION, BEHAVIOR, early childhood special education, pedagogical environment, peer interaction, scaffolded communication, guided social competence

الوصف: The aim of this article is to investigate the pedagogical learning environment in early childhood special education (ECSE). The theoretical framework is based on a conception of interaction being as well a basic human need as, according to sociocultural theories, the basis of learning. Our study was conducted in ECSE kindergarten groups (N = 17) in the area of Helsinki, Finland. We were interested in the overall quality of the pedagogical environment, the quality of enhancing peer interaction (EPI) and the pedagogy for EPI amongst children with diverse characteristics and needs. Quality was evaluated using the quantitative Learning Environment Assessment, completed with qualitative data, which consisted of the researcher's observations and interviews. The quantitative data were presented with descriptive statistics. Qualitative content analysis was used to make a closer examination of EPI pedagogy. The study indicated good pedagogical quality. EPI quality was predictably good due to high overall quality. Our findings highlighted ECSE professionals' versatile pedagogical modes in structuring activities and space and intensive methods in EPI and participation, especially in scaffolding communication (with augmentative or alternative communication systems when needed) and supporting social competence. ; Peer reviewed

وصف الملف: application/pdf

العلاقة: Syrjämäki , M , Sajaniemi , N , Suhonen , E , Alijoki , A & Nislin , M 2017 , ' Enhancing Peer Interaction : An Aspect of a High Quality Learning Environment in Finnish Early Childhood Special Education ' , European Journal of Special Needs Education , vol. 32 , no. 3 , pp. 377-390 . https://doi.org/10.1080/08856257.2016.1240342Test; ORCID: /0000-0002-2262-4389/work/33744637; ORCID: /0000-0003-1718-9463/work/33744676; ORCID: /0000-0002-5959-7572/work/33744780; ORCID: /0000-0003-2271-8542/work/33744873; ORCID: /0000-0002-8489-8852/work/51807003; 84991517689; 2c6512b9-0d95-4b99-b41c-dab0ff3b23ca; http://hdl.handle.net/10138/309344Test; 000402308800007

الإتاحة: http://hdl.handle.net/10138/309344Test