 |
|
Kajaani University Consortium
|
|
Tel. +358 (0)8 632 4611 (exch.) |
 |
| KAJAANI UNIVERSITY CONSORTIUM |
| Research Consortium |
I. Research Center for Developmental Teaching and Learning
The Center for Developmental Teaching and Learning was founded in 1999. The ultimate goal is to study and reveal moving forces and laws of cultural development. This goal is divided into sub goals such as elaboration of the concept and models of cultural development, social situations of development, activity systems, and interrelations between education, learning and development. 2. Theoretical frame Our main focuses of research are developmental trajectories and qualitative systemic transitions. According to the dynamic theory of psychological age in cultural-historical approach we separate functional and age-related development from each other. Most research programs operate with theoretically understood age concept. The center takes the task of elaborating the methodology for studying developmental processes in different environments and stages of life. A springboard in this work will be the method of genetic and natural experiments introduced in cultural-historical psychology. Experimental work is supported with the elaboration of the basic genetic law of human development and the zones of proximal development. 3. Research laboratories and programs (pdf) The work of the center is divided into closely related research programs. The programs share the methodological approach, but have different objects of study and focus groups. Play laboratory (PlayLab) Child development in creative play
Narrative learning laboratory Transition from play to school learning The program started in 1996 at Hyvinkää city. Research
work is based on the creation of imaginative learning environments
in experimental multi age groups of four to eight years old children.
The activities of the groups are based on play-based developmental
curriculum combining three ordinary curriculum guidelines (day care,
kindergarten of six years olds, and elementary grades 1 – 2).
The educational work is organized in teams of an elementary teacher,
a kindergarten teacher and a nurse and most of the time children are
working in mixed groups. The program focuses on motivational aspects
of the transition from play to school learning. The use of imaginative
activity environments (play worlds) aims at the development of the
potential and readiness for learning in lifelong perspective. New
didactic approaches, methods and materials are developed for multi
age imaginative education in the program.
Imaginative education of children with special needs The new program is based on the participation in projects of preventive
education and multi-professional educational cooperation. The focus
is on the problems and needs originating from improper educational
environments, social situations of development or educational interaction.
The program starts from the evaluation of educational environments,
interaction and social situations. Imaginative environments and activities
do not aim at individual catharsis, but creating new perspectives
and sense of life.
Imaginative care in old age In care situations at institutions of old age mutual participation
is often reduced and old people are more or less objects of professional
care. The research program aims at increased mutual participation
and self-organized activities with a variety of methods based on narratives
and imaginative environments.
Quality in academic studies and professional activity The research program aims at the enhancement of the quality of academic
studies. In the program different methods of producing new quality
are preferred instead of quality assurance of standardized procedures
and results. Performance-driven financing of universities has changed
the discourse on quality towards the amount of degrees as the main
result of activity. The program focuses on the concept of quality
in academic environment and its relation to professional life. In
academic study programs quality is developed and analyzed as interrelations
between scientific research skills, theoretical mastery in the study
domain, and mastery of practical interaction in professional environments.
The quality concept under construction in the program accepts several
simultaneous criteria of quality and proposes the use of a system
of quality criteria as the basis of any quality measures or quality
assurance.
Teachers
Doctoral students
5. Networks and cooperation Domestic
International
6. Theses Doctoral theses
|
The
research program started in 2002 at Kajaani campus. Two groups of
children (2 – 3 years and 3 – 6 years) participate once
a week during university terms in creative play club activities. The
aim of the program is to create the prerequisites for pretend role-play
and support joint play and other creative activities with students
and older peers. The program tries to explain the origin of play,
support its development, and develop imagination and learning potential.
The program covers the transition from guided play to children’s
independent play activity.
Development
of Narrative Learning Environments (NLE)