Finnish Preschool Research Articles

Language profiles of monolingual and bilingual Finnish preschool children at risk for language impairment

A large proportion of children are exposed to more than one language, yet research on simultaneous bilingualism has been relatively sparse. Traditionally, there has been concern that bilingualism may aggravate language difficulties of children with language impairment. However, recent studies have not found specific language impairment (SLI) or language-related problems to be increased by bilingualism. The topic of bilingualism and its effects has high actuality in Finland, where increasing numbers of children in the country's 6% Swedish-speaking minority grow up in bilingual families, where one parent's primary language is Swedish and the other's Finnish. The present study aimed at exploring the influence of such bilingualism on the language profiles of children from this population at risk for language impairment (LI). Participants were recruited from a language screening of 339 children from kindergartens with instruction only in Swedish, from the Swedish-speaking parts of Finland. Of these children, 33 (9.7%) were defined as a Risk Group for LI, whereas 48 non-risk children were randomly selected to form a control group. When subdividing the children according to home language, 35 were found to be monolingual, Swedish-speaking, and 46 were Swedish-Finnish bilingual. The children underwent neuropsychological assessment during their preschool year. Assessment methods included subtests from the Wechsler Primary and Preschool Scale of Intelligence - Revised and the NEPSY Developmental Neuropsychological Assessment. A repeated-measures multiple analysis of covariance (MANCOVA) showed a significant effect of risk of LI on the NEPSY language scores. The effect of home language was not significant and there was no interaction between home language and risk for LI. Non-verbal IQ was controlled for. Across groups, bilingual children scored lower than monolingual children only on measures of vocabulary and sentence repetition. Although a slight general cost of bilingualism was found in the language profile of the six-year olds in this study, a bilingual background was not associated with more severe language problems in the LI Risk Group. Thus, there would seem to be no need to shield language-impaired children from opportunities for dual language learning.

School as ‘survival game’: representations of school in transition from preschool to primary school

In children's lives the start of school is a turning point: compulsory education is their first encounter with civil duties. This important step in the process of becoming individual citizens is permeated with strong emotions and ambivalent expectations. However, the representations of school are created, established and negotiated in educational experiences preceding the start of school. In this article I explore the ways in which school is constructed in a Finnish preschool context. I build on ethnographic data generated in two preschool classes. First, I focus on how school is constructed in the social practices of teaching and in the physical space of preschool. Second, I analyse how children construct themselves as future school children and citizens by taking up available discourses and cultural practices. I argue that in official preschool, an ethos of individual survival characterises representations of school. Psychological, social and physical challenges are emphasised. Although preschool teachers in interviews and informal discussions sometimes problematise the ways in which school operates, in their teaching school practices are represented as natural. However, children actively exhibit their agency by collectively reworking of discourses and cultural practices and by renegotiating their informal relationships.

From Bogey Mountains to Funny Houses

THIS STUDY ANSWERS the following questions: ‘In what kinds of environments do preschool children want to play?’ and ‘In what kinds of environments do boys and girls want to play?’ Methodologically, the study draws on grounded theory, with data collected among Finnish preschoolers through 15 creation sessions with 49 children from six to seven years of age. Children prefer emotional play worlds, where excitement and amusement can be experienced and where collaborative activities and nature are afforded. Girls created scary and happy play worlds and boys created worlds of aggression and care. Emotional worlds indicate: (1) rich and varied emotions; (2) a desire for physical activity and nature; and (3) common and divergent emotional worlds of the genders. The outcomes have been utilised in designing pilot playful learning environments (PLE) and they will be useful in developing PLEs and play to meet the challenges of education.

Liberal multiculturalism and national pedagogy in a Finnish preschool context: inclusion or nation‐making?

This article analyzes how professionals of early childhood education define Finnishness and how they deal with ethnicity. It illustrates how nationality and ethnicity are actualised in the everyday practices of preschool. As part of a one‐year ethnographic study in two preschools, the study reveals that the liberal version of multiculturalism adopted in Finland strengthens the boundaries of the nation‐state. Finnishness gets conceptualised within the discipline and order of everyday life. When individuals considered as Finnish are evaluated, individual discourses are mobilised. When individuals considered as ‘others’ are under scrutiny, cultural discourses work as sources of interpretation.

Determinants of respiratory system input impedance and bronchodilator response in healthy Finnish preschool children

Determinants of respiratory system input impedance and bronchodilator response in healthy Finnish preschool children

Determinants of respiratory system input impedance and bronchodilator response in healthy Finnish preschool children

In order to study the determinants of respiratory system impedance and bronchodilator response in preschool children, a sample (n = 109) of healthy children (age 2.1-7.0 years) attending kindergarten was measured by using the impulse oscillometry. Their selection was based on a standardized questionnaire, negative skin prick test results and clinical examination, and sufficient cooperation. Triple measurements of respiratory resistance (Rrs) and reactance (Xrs) at 5, 10, 15 and 20 Hz, total respiratory impedance (Zrs), the resonance frequency (Fr) and the frequency dependence of resistance (dRrs/df) were performed, to determine individual mean values. Measurements were repeated after inhalation of 300 microg salbutamol (n = 89) or placebo (n = 19). At the baseline, Zrs and Rrs5-20 showed negative, and Xrs5-20, Fr and dRrs/df positive correlations with age, height and weight. However, logarithmic transformed height was the best independent variable for the regression equations of all the oscillometric variables. After inhalation of placebo, none of the oscillometric variables changed significantly. In the salbutamol group, the mean (SD) change in Rrs5 was -0.187 (0.124) kPa l(-1) s(-1) and -19.2 (10.2)%, corresponding to a lower reference limit of -36.9%. Both the within-test and between-test repeatabilities for the measurement of respiratory resistance were acceptable, for Rrs5 the coefficients of variation being 6.2 and 6.1%, respectively. As the overall success rate in our sample was high (89%), the forced oscillation technique seems to be a useful method in assessing respiratory function and bronchial lability in preschool children.

The role of phonological memory, word recognition, and comprehension skills in reading development: from preschool to grade 2

We examined the relationships among phonologicalawareness, phonological memory, and development ofreading skills in a longitudinal study, by following222 Finnish preschoolers through the grade 2.The main focus was on the role of phonological memoryin word recognition and comprehension. The skillsassessed were verbal abilities, phonological memory,phonological awareness, word recognition, listeningand reading comprehension, altogether comprising themost extensive set of variables so far used in thestudy of phonological memory and reading. We proposeda structural equation model for the developmentalrelationships among the variables. This model waslargely confirmed by the data. The most significantpredictor of word recognition was phonologicalawareness. Phonological memory had only a weak effecton phonological awareness at preschool age, andvia this connection, a weak indirect effect on grade 1 word recognition. Contrary toexpectations, phonological memory also had asignificant, albeit weak effect on grade 2word recognition. Phonological memory did notdirectly affect reading comprehension. However,it was strongly related to listeningcomprehension at preschool, and via the strongeffects of both listening comprehension and wordrecognition on reading comprehension, there weresignificant indirect effects of phonological memory onreading comprehension. The results also underline thestability of development of phonological memory, wordrecognition, and comprehension from preschool to theend of grade 2.

Skin test reactivity to atypical mycobacteria among healthy Finnish preschool children vaccinated with BCG vaccine at birth.

Skin test reactivity to three mycobacterial sensitins (M. avium, M. fortuitum and M. scrofulaceum) was studied in 353 healthy children vaccinated with the BCG vaccine at birth. A significant waning of reactivity to all of the three sensitins was found to occur with increasing age. Revaccination against measles, parotitis and rubella had been given to 31 (9%) of the children, all aged > 5.5 years. They had significantly larger reactions sizes, which was contrary to what was expected. Children with atopic dermatitis (n = 19) had significantly smaller reaction sizes to the M. fortuitum sensitin. Neither respiratory viral infections during the preceding six months nor contact with pets or farm animals had any influence on reaction sizes. The variation of sensitin reactions was large in preschool children vaccinated with the BCG vaccine at birth. The diagnostic value of sensitin reactions in preschool children needs to be elaborated in clinical studies in children with clinically demonstrable mycobacteriosis.

Blood lead levels in Finnish preschool children

The blood lead (PbB), hemoglobin and hematocrit were measured in 286 Finnish children living in the three largest cities of Finland ( n = 172), in rural areas ( n = 54) and in a lead smelter area ( n = 60). PbB was determinated using an atomic absorption spectrophotometric micro method. The precision of the method was good, as was the accuracy tested by an international interlaboratory comparison. The mean PbB in urban, rural and lead smelter areas varied between 6.0–6.7 μg/100 ml ∗∗ (range 3–17 μg/100 ml) and there were no significant differences between the residential areas. The mean values of hemoglobin and hematocrit were in the normal range. The PbB values in Finnish children studied were low compared with many international studies but at a similar level as in some recent Scandinavian studies.