Behavioral Regulatory Problems Are Associated With a Lower Attentional Bias to Fearful Faces During Infancy     

Eeva Eskola  Eeva-Leena Kataja  Jukka Hyönä  Tuomo Häikiö  Juho Pelto  Hasse Karlsson  Linnea Karlsson  Riikka Korja 《Child development》2021,92(4):1539-1553

To investigate the role of early regulatory problems (RP), such as problems in feeding, sleeping, and calming down during later development, the association between parent-reported RP at 3 months (no-RP, n = 110; RP, n = 66) and attention to emotional faces at 8 months was studied. Eight-month-old infants had a strong tendency to look at faces and to specifically fearful faces, and the individual variance in this tendency was assessed with eye tracking using a face-distractor paradigm. The early RPs were related to a lower attention bias to fearful faces compared to happy and neutral faces after controlling for temperamental negative affectivity. This suggests that early RPs are related to the processing of emotional information later during infancy.  相似文献   

Career Guidance Training: Dealing with Uncertainty     

Jussi Onnismaa 《International journal for the advancement of counseling》1998,20(3):175-190

In career guidance training participants are given time and space in order to gather knowledge of current interest. Career-relevant and other issues are re-contextualized by experiences participants have acquired during the course period. New interpretations are frequently co-created in a student group. A student should be in the position of being the best expert to reach further conclusions and solutions. Though changes in the students' orientation are often discovered during the course process, the effects of counselling are not usually communicable in terms of measurable "effectivity". The kind of discourse that objectifies the students and reduces the outcomes of counselling to quantitative indicators is to be avoided. It would appear that a new language is needed which is transparent and accessible to various stakeholders in education and counselling.  相似文献   

From university to working life: an analysis of field-based studies in early childhood teacher education and recently graduated kindergarten teachers’ transition to work     

Eeva-Leena Onnismaa  Leena Tahkokallio  Marjatta Kalliala 《Early Years: An International Journal of Research and Development》2015,35(2):197-210

The aim of this article was to shed light on problematic issues related to the practical element in early childhood teacher education. We approach these questions mainly through scrutinizing and interpreting this part of kindergarten teachers’ university education in Finland. We then expand our analysis to include the broader issues of job commitment and the role of mentoring programmes among newly qualified kindergarten teachers. With the ‘kindergarten teacher as researcher’ as the chosen teacher model, our findings indicate that this aim can only be realistically achieved if all stages of the teacher education process are effectively linked. Key elements begin with the entry requirements for students and include productively connecting practicum experiences with on-campus courses, establishing a ‘double supervision model’, and cooperating with a stable network of early childhood centres for field studies. A further finding is that, despite a successfully completed professional education, the induction phase in the workplace can be a vulnerable time for novice teachers, suggesting an urgent need for mentoring programmes.  相似文献   

Maternal Depressive Symptoms During the Pre- and Postnatal Periods and Infant Attention to Emotional Faces     

Eeva-Leena Kataja  Linnea Karlsson  Jukka M. Leppänen  Juho Pelto  Tuomo Häikiö  Saara Nolvi  Henri Pesonen  Christine E. Parsons  Jukka Hyönä  Hasse Karlsson 《Child development》2020,91(2):e475-e480

We examined how infants’ attentional disengagement from happy, fearful, neutral, and phase-scrambled faces at 8 months, as assessed by eye tracking, is associated with trajectories of maternal depressive symptoms from early pregnancy to 6 months postpartum (decreasing n = 48, increasing n = 34, and consistently low symptom levels n = 280). The sample (mother–infant dyads belonging to a larger FinnBrain Birth Cohort Study) was collected between 5/2013–6/2016. The overall disengagement probability from faces to distractors was not related to maternal depressive symptoms, but fear bias was heightened in infants whose mothers reported decreasing or increasing depressive symptoms. Exacerbated attention to fearful faces in infants of mothers with depressive symptoms may be independent of the timing of the symptoms in the pre- and postnatal stages.  相似文献   

Finnish ECEC policy: interpretations,implementations and implications     

Eeva‐Leena Onnismaa  Marjatta Kalliala 《Early Years: An International Journal of Research and Development》2010,30(3):267-277

This article examines the complex development and contradictory current state of affairs of early childhood education and care (ECEC) in Finland. Rather than presenting a harmonious picture of the Finnish ECEC system, the authors have chosen to look at the problematic way in which national policies concerning ECEC have been interpreted and implemented. The road from legislation and national regulations (e.g. the National Curriculum Guidelines) on ECEC in Finland to implementation has been a convoluted one and the implementations may vary remarkably according to how the documents have been interpreted. Several results of this can be seen as less than favourable. For example, due to attempts to enlarge the scope of Finnish ECEC, its primary task – promoting the well‐being, development and learning of the child – has gradually been obscured. In addition, a number of ‘external’ factors such as rivalry between professional groups have influenced the shaping of the ECEC field more than one would like to admit. A more analytical approach to ECEC is called for in order to avoid new misinterpretations of the national policies and consequent adverse policy effects.  相似文献