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Tämän opinnäytetyön tarkoituksena oli selvittää vanhempien kokemuksia perheperustaisen kuntoutuksen kehittämiskeskuksen toiminnasta. Keskus on osa Honkalampi-säätiön kuntoutus- ja ohjauspalveluita. Opinnäytetyön avulla haluttiin selvittää, millaisia kokemuksia vanhemmilla on perheperustaisen kuntoutuksen kehittämiskeskuksen toiminnasta ja miten vanhemmat kehittäisivät sen toimintaa. Opinnäytetyö toteutettiin laadullisen tutkimuksen menetelmin ja tutkimuksen aineisto kerättiin teemahaastatteluiden avulla. Haastatteluihin osallistui kuusi vanhempaa, joiden perhe tai lapsi oli osallistunut perheperustaisen kuntoutuksen kehittämiskeskuksen toimintaan. Aineisto analysoitiin teemoittelemalla. Opinnäytetyön tuloksissa selvisi, että vanhemmat pitävät yhteistyötä ammattilaisten kanssa toimivana ja tärkeänä. Lisäksi ammattilaisilta saaduilla neuvoilla ja ohjauksella on tärkeä merkitys perheitten arkeen. Perheperustaisen kuntoutuksen kehittämiskeskuksen toimintaa pidetään yksilöllisenä ja lapsen tarpeita huomioivana. Toiminnan kautta vanhemmat ovat saaneet vertaistukea. Jatkotutkimuksen aiheena olisi mielenkiinoista selvittää perheperustaisuuden toteutumista, sisarusten, isovanhempien tai työntekijöiden näkökulmasta.
The Körperkoordinationstest für Kinder (KTK) (Kiphard & Schilling, 1974, 2007) is a standardized, norm-referenced measure used by physical therapists and occupational therapists in clinic and school practice settings to evaluate the motor coordination (MC) of 5- to 14-year-old children. To find out for which research purposes the KTK has been used and its reliability and validity, we conducted a systematic review. Searching five databases, we found 46 studies used the KTK over four decades. The KTK was widely used in Europe in children with typical and atypical development. The KTK was used to investigate associations, to test the effects of interventions and treatments, to identify or diagnose different factors, to evaluate MC and it was included in reviews of motor assessments. The KTK was reported to be a reliable measure, although only nine studies examined its validity or reliability in target populations. The KTK was considered a non-sport/skill-specific, easy-to-administer, had a scoring system that enabled crossstudy comparisons but was limited to balance and locomotor aspects, had norm values that were outdated, and needed careful standardization. The KTK’s validity for different purposes requires further evaluation.
Motor skill development sets the basis for children’s movements and overall physical activity. Fundamental motor skills are best learned before the school-age. Good motor skills in childhood predict more active lifestyle later in youth. Motor skills are also associated with cognitive skills, health determinants and psychological wellbeing of children. At the moment we lack large scale children’s motor skill assessment surveys in Finland, and therefore the purpose of this study was to describe the motor skill level of 3–10-year-old children in 2015. The participants of the study were 374 children (191 girls and 183 boys; mean age 6,78; sd 1,98). Data were collected from six primary schools and eight day care centers in Middle-Finland using a new Test of Gross Motor Development, 3rd version (TGMD-3). Motor skills were assessed afterwards from the videos by two trained assistants (physical education teachers) without any distractions. This was assumed to increase validity and reliability of the results. Means and standard deviations were calculated to describe the sample. KruskalWallis -test and Mann-Whitney U -test were used to calculate differences within ages and between sexes. The results revealed that older children achieved higher TGMD total skill scores than younger children, but the individual items’ mastery was very difficult for all children. In locomotor skills there were no gender differences except that 5-year-old girls were better in skip than boys. In ball skills boys were statistically significantly better than girls in every age category and every skill. Based on the test results teachers have an opportunity to take into account individual differences between children, and plan programs for each child in a way that best supports his/her development both in early education and at school.
This study examined the intrarater and interrater reliability of the Test of Gross Motor Development—3rd Edition (TGMD-3). Participants were 60 Finnish children aged between 3 and 9 years, divided into three separate samples of 20. Two samples of 20 were used to examine the intrarater reliability of two different assessors, and the third sample of 20 was used to establish interrater reliability. Children’s TGMD-3 performances were video-recorded and later assessed using an intraclass correlation coefficient, a kappa statistic, and a percent agreement calculation. The intrarater reliability of the locomotor subtest, ball skills subtest, and gross motor total score ranged from 0.69 to 0.77, and percent agreement ranged from 87 to 91%. The interrater reliability of the locomotor subtest, ball skills subtest, and gross motor total score ranged from 0.56 to 0.64. Percent agreement of 83% was observed for locomotor skills, ball skills, and total skills, respectively. Hop, horizontal jump, and two-hand strike assessments showed the most difference between the assessors. These results show acceptable reliability for the TGMD-3 to analyze children’s gross motor skills.
Physical education (PE) course curricula in Finnish universities were reviewed and compared, and 274 preservice teachers' perceptions of their PE studies in Finnish early childhood teacher education (ECTE) programmes were investigated using quantitative and qualitative methods. The results of the inductive content analysis revealed both knowledge- and skill-based learning outcomes, with teaching skills receiving the most emphasis. One-way ANOVAs revealed that the preservice teachers were relatively satisfied with their PE studies. They reported being prepared for teaching PE and provided detailed information on the policies regulating early childhood education and care (ECEC). However, they perceived their training with children as insufficient and felt they would have benefited from further training in inclusive PE. Preservice teachers reported inculcating joy of movement as the most important aim of PE teaching in ECEC. These findings suggest that future PE course curricula should place greater emphasis on teaching joy of movement, provide more knowledge on inclusive PE, and include more practical training with children. It is recommended that PE studies in Finnish ECTE should continue to account for at least five ECTS.
Sand play may be a significant determinant of health and development in early childhood, but systematically synthesised evidence is absent in the literature. The main objective of this study was to present a planned methodology to systematically review, and synthesise, the evidence regarding sand play and its associations with 0–8-year-old children’s health and development. The systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols statement was registered to PROSPERO (CRD42021253852). Literature searches will be conducted using information from eight electronic databases. Studies will be included when participating children were aged 0–8 years, settings provided children with exposure to sand environments and/or materials, and child-level outcomes related to physical, cognitive, and/or social–emotional health and development. The search results will be imported to software; duplicates will be removed; and independent double screening, and study quality assessments using appropriate tools, will be conducted. Synthesis without meta-analysis will be conducted for quantitative studies similar in exposure, outcome, and content analysis to qualitative studies. Our overall confidence in each review finding will be assessed. The findings of this systematic review can inform policy makers and early childhood education teachers about the associations between sand play and children’s health and development, and its impact in practice.
Opetus- ja kulttuuriministeriö sekä Opetushallitus antoivat Jyväskylän yliopiston liikunta- ja terveystieteiden tiedekunnalle toimeksiannon suunnitella valtakunnallinen fyysisen toimintakyvyn seurantajärjestelmä. Sen on tarkoitus tukea kouluterveydenhuoltoa sekä erityisesti laajoja terveystarkastuksia peruskoulun 5. ja 8. vuosiluokilla (Valtioneuvoston asetus 380/2009). Tämän seuranta- ja palautejärjestelmän tavoitteena on auttaa ensisijaisesti oppilasta ja hänen perhettään ymmärtämään fyysisen toimintakyvyn yhteydet oppilaan terveyteen, päivittäiseen hyvinvointiin, jaksamiseen ja opiskeluun. Mittarin kehittelytyössä fyysisen toimintakyvyn määritelmänä on käytetty Rissasen (1999) määrittelyä, jonka mukaan se tarkoittaa elimistön toiminnallista kykyä selviytyä fyysistä ponnistelua edellyttävistä tehtävistä ja sille asetetuista tavoitteista. Mittariston suunnittelun pohjaksi työryhmä analysoi nykykoululaisten toimintakyvyn arkipäivän tarpeita, joita ovat esimerkiksi: 1. Koulumatkan kulkeminen omin lihasvoimin (kävelyä tai pyöräilyä vähintään 5 km), 2. Koulu- ja harrastusvälineiden nostaminen ja kantaminen omin lihasvoimin, 3. Istuvan elämäntavan vaikutusten ennaltaehkäiseminen: luonnollisen anatomisen liikelaajuuden ylläpitäminen erityisesti ylävartalossa ja lonkan alueella, 4. Liikenteessä liikkuminen: ympäristön havainnoiminen ja siihen tarkoituksenmukaisesti reagoiminen, 5. Portaissa, erilaisissa maastoissa sekä erilaisilla alustoilla liikkuminen: tasapainon säilyttäminen myös liukkaalla alustalla, 6. Vedessä liikkuminen (raajojen liikkeiden yhteensovittaminen ja kestävyyskunto). Tässä julkaisussa esitetään peruskoululaisten fyysistä toimintakykyä mittaavien mittausosioiden kehittelyyn liittyvät analyysit. Mittausosioilla analysoidaan kestävyyttä, voimaa, nopeutta, liikkuvuutta, tasapainoa ja motorisia perustaitoja. Mittaustulokset syötetään palautejärjestelmään, josta oppilas, hänen huoltajansa, terveydenhoitaja sekä opettaja saavat tietoa toimintakyvystä, sen yhteydestä lapsen hyvinvointiin sekä siitä, miten sitä voi kehittää edelleen.
Children’s low physical activity levels call for an investigation of what can promote activity for excessively sedentary children. The purpose of this longitudinal mixed-method case study in an early childhood education (ECE) environment was to observe one sedentary child’s free outdoor playtime in four seasons and determine the physical environmental factors changing his activity from sedentary to physically active. Systematic observation of video material and quantitative analysis were used to identify the most sedentary individual of the one ECE group. The child was named “John”. Qualitative analysis of John’s video material showed that during the four seasons he spent an average of 25% of the playtime doing sedentary activity and 75% of the playtime doing physically active activity during 60-minute free outdoor play sessions. There were a total of 71 physical environmental factors related to John’s change in outdoor activity in the various seasons: man-made objects, such as play equipment, observed 28 times (39%); natural materials, such as water, sand and snow, observed 25 times (35%); and free spaces in the yard observed 18 times (26%). The number of factors was highest in the summer and lowest in the spring. Seasonal changes and conditions unique to Scandinavia may make outdoor play environment in ECE physically activating.
Physical activity (PA), its location, social interactions and fundamental motor skills (FMS) were investigated in four-year-old Finnish children in day care. Six skills in the stability, locomotor and manipulative domains were assessed in 53 children (24 boys, 29 girls, normal anthropometry) with the APM-Inventory manual for assessing children’s perceptual and FMS and Total Motor Scores (TMS; 0–6 points) calculated. PA intensity, location, group composition and activity type − sitting, squatting, kneeling − were directly observed with a modified version of the Observational System for Recording Physical Activity in Children – Preschool Version (OSRAC – P) during three consecutive days in 14 centres. Altogether, 13,302 PA intervals were analysed. Results: Mean TMS was 2.45 (±1.8) points. Most PA intervals were coded as sedentary. Pearson Chi-squares indicated differences in PA intensities both between indoor and outdoor locations (p < 0.001) and between solitary and non-solitary group composition (p < 0.018). Indoors, more than 70% of intervals were spent being sedentary and 5% in moderate-to-vigorous PA (MVPA). Outdoors, sedentary accounted for 45% and MVPA 19%. When solitary, 57% of intervals were sedentary and 13% MVPA. When non-solitary, 60% of intervals were sedentary and 12% MVPA. Forty-eight per cent of intervals were spent sitting, squatting or kneeling. TMS were not significantly associated with biological factors, PA or social interaction, but outdoor PA tended toward statistical significance (IRR = 1.88, p = 0.070), indicating higher TMS in those who demonstrated more outdoor PA. We concluded that PA in day care may be inadequate to support children’s FMS development.
Lukijalla on nyt kädessään järjestyksessään toinen puolustusministeriön tilaama laajempi tutkimus Venäjän kehityksestä. Vuonna 2008 julkaistussa Venäjä–tutkimuksessa tarkastelun kohteena olivat yhteiskunta ja sisäpolitiikka, talous liikenne ja kuljetus, ympäristö ja energia sekä ulko- ja turvallisuuspolitiikka. Hankkeen toteuttamismalli oli uusi: siinä hyödynnettiin laajasti puolustushallinnon ulkopuolista osaamista ja teemaryhmät tuottivat annettujen kysymysten ja työskentelynsä pohjalta raportit, jotka toimitettiin julkaisuksi. Haasteiden Venäjä -julkaisu osoitti selvän tarpeen Suomen turvallisuuden näkökulmasta tuotetun, analysoidun ja käytännönläheisen Venäjä-tiedon kokoamiselle. Julkaisusta otettiin kolme painosta ja suomenkielisten Internet-latausten määrä oli noin 13 000 ja englanninkielisten noin 2 700. Neljän vuoden aikana sekä Venäjällä että kansainvälisessä yhteisössä tapahtunut kehitys ovat jälleen kannustaneet kokoamaan yhteen eri alojen kotimaisen Venäjä-asiantuntemuksen.
The reader is holding the second, more comprehensive study on developments in Russia commissioned by the Ministry of Defence. The first, published in 2008, focused on society and domestic politics, the economy, traffic and transport, the environment and energy, and foreign and security policy. At the time, this project represented a new approach. Extensive use was made of expertise outside the defence establishment, while reports submitted for publication were drawn up by thematic working groups, based on the preliminary research question and their own work. From the Finnish security perspective, the ‘Russia of Challenges’ publication demonstrated a clear need to gather knowledge on Russia produced, analysed and processed in a practical manner. Three editions were published. Of these, around 13,000 copies in Finnish and 2,700 in English were downloaded from the internet. Over a period of four years, developments in both Russia and the international community have once again created the need for a survey of Russia by Finnish experts and specialists in various fields.
Kieli: | fin swe eng nor |
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Julkaisija: | Tampere : Informaatiotutkimuksen yhdistys 1996- |
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1797-9129 |
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Kieli: | fin eng |
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Julkaisija: | [Tampere] : Suomen varhaiskasvatus 2012- |
ISSN: |
2323-7414 |
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