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Educational psychology lies between educational sciences 


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and psychology

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Educational psychology applies psychological theories, phenomena and concepts 


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to education, learning and teaching

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And “upbringing” here means that 

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we do not talk only about 

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school or 

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early childhood education: educational sciences also concern parenting 

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and phenomena related to families. Educational psychology examines  

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them as well. The first perspective is a developmental perspective

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in which we reflect on such basic questions as how 

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people of different ages learn, and how we should take the developmental phase 

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into account in learning guidance

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What should assignments, learning environments, 

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support 

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and assessment be like? And self-assessment? 

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At what age is one capable of self-assessment, and what kind of self-assessment? 

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And what kind of education or teaching suits different ages? What if we think that 

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teaching could even enrich and support development

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and I

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encourage you to examine development in a multifaceted and holistic way 

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Not only from the perspective of cognitive development but also considering social, emotional 

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and physical development. Today 

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researchers like to undertake brain research and 

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examine brain development from the perspective of learning

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I will share a few points about that with you today

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And then we will be at the heart of the matter

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I added the following question based on very recent discussion because “self-direction” 

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is a matter of much interest today. So, what kind of 

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self-direction are people of different ages able to develop? 

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I think it is also essential how we can support self-direction

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Even the classical theories of educational and developmental psychology

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Vygotsky and 


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probably Bruner and friends in the 1970s,

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who started to explore the zone of proximal development concept

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they talked about scaffolding

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Their starting point was that when providing teaching and guidance for children

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young people and adults

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we must build a scaffold for their learning

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Their point was that when learning begins

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more scaffolding and teacher guidance are needed 

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Gradually, when a child starts to master the things to be learned, guidance can be reduced

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I think this self-direction discussion lacks the idea that no one is 

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born self-directed, but we 

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need scaffolding, which can be gradually loosened. Of course, the aim is that 

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a person’s self-direction and mastery increase

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There are critical periods in development

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which should be taken into consideration. For example, new brain research also demonstrates 

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that brain development has critical periods. As critical brain 

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development periods, early childhood, early adolescence, adolescence 

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and late adolescence are strong

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That has been forgotten earlier

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There is naturally plenty of individual variation in development

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which must be considered

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An interesting question is whether gender is significant 

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for development and if it is, whether it should 

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be considered in teaching and guidance – and how

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Researchers 

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have very differing perspectives on 

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this gender issue

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And I do not really dare to start arguing for or against 

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because I am not always so sure 

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what would be best

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In any case, I think it would be important for teachers/educators 

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to recognise that there are differences in the development of girls and boys

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It can progress at a slightly 

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different rate, which at least should be considered

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Some kind of diversification of development has occurred, and it may be visible 

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as an increasing inequality

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but also as the diversification of life paths

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especially in adulthood and early adulthood

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While this knowledge concerning development 

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changes, we still have classical development theories that 

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should not be thrown away. They contain plenty of 

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profound understanding. Of course, sometimes they are complemented and 

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even refuted by new research data

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One interesting thing, especially for students of adult education, 

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is that there is new research data on middle age

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For example, here in Jyväskylä

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based on the longitudinal research led by Lea Pulkkinen, Katja Kokko has 

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recently written a lot about middle age and about 

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views that the mid-life crisis can be a myth

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That even based on research data, it does not seem to be a more 

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crisis-prone phase than any other phase of adulthood

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What has happened in research on human development is that 

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we now pay less attention to risk factors and more attention to protective factors 

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and resilience. Resilience is 

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an interesting international concept 

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referring to our ability to withstand adversity
 
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This offers all fields interesting knowledge 

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regarding the factors that promote this kind of resilience despite risk factors

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Risk factors can even strengthen an individual

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Every now and then, all kinds of new 

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studies are published and 

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new concepts emerge. Recently, about 10 years 

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ago, people talked about “dandelion children” and “orchid children” 

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to express 

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children’s biological differences in their sensibility to stress factors

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Dandelion children are not affected much by these risk factors

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They hang on and manage all right, while the orchid children 

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are biologically prone to the impact of various stress factors

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This division into 

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dandelions and orchids might seem like a bit of generalising “pop psychology”, 

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but it is quite interesting

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I have conducted research on resilience, protective factors, and 

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positive and negative turning points. It has demonstrated that 

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even when one has plenty of difficulties in life

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one can pull through 

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with the help of the protective factors. Such turning points can spontaneously occur in life

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or they can be produced 

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through services

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Before we progress to family issues

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a little more about development in adolescence and  

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early adulthood. At upper secondary school, did you learn about 

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the concept of emerging adulthood? 

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Eli emerging adulthood.

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Does it sound familiar? 

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I think it may have been introduced briefly. It is not a very recent concept but was 

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created in the 2000s by Jeffrey Arnett

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It has been found very useful. It reflects your phase of life

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that from the age of 18 to about 25 or 27

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Jeffrey Arnett thus 

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noted that classical development theories cannot properly explain 

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and understand this phase of life in today’s western countries. It’s a phase when 

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you need to make various choices, encounter many changes and 

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transitions, and do a lot of self-searching

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which was not so common earlier. Arnett created 

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this concept, and if you at some point handle this phase of life 

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this literature is definitely worth reading

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Ideas about adolescence vary and change a lot

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Earlier there was a “storm and stress” 

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perspective, meaning that adolescence is just one big storm.  

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In the 2000s,a “positive youth development” theory was created,

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according to which youth is not 

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necessarily a crisis

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Factors that promote positive development were examined, and perhaps 

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young people were seen as competent 

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individuals. However 

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recent brain research has again 

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reversed this perspective a little

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Steinberg (2005) has written a good summary of the topic

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and many others have later investigated 

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brain research in adolescence. They have found that especially self-control skills

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and the lobes of the brain that 

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regulate them, develop most slowly. Their development continues 

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long after the age of 20

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They strongly affect decision-making skills

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I remember being about 

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24 or 25 years old when I got into a specific 

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phase: by that time I had not worried much about anything, but 

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then came such that what on earth 

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am I doing. But in fact, Robinson speaks about 

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“quarter-life crisis”. It is also part of more recent 

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research. These are 

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examples of how research data renews with time, and that it is good to follow the development

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In the same way, I could share good examples about early childhood

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infancy, and brain development at that stage

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Do you have questions? 

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That’s where we are coming now

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let’s hope the YouTube video works

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One large research area in educational psychology 

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concerns family and its significance 

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for the development and activities 

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of children, adolescents and adults. This is an area 

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that has undergone several changes. Families have become much more 

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diverse

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Recent family research 

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shows that we should pay attention to the quality of family 

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relationships. Their permanence and warmth 

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are important, and no family structure as such is 

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better than others

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The research data that Golombok presents in the book shows 

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that the major risk factors include parents’ mental health problems and 

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substance abuse, family violence and neglect. They are the 

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worst risk factors, which have 

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serious consequences for the wellbeing of a child and adolescent

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However, the external conditions of families are highly important

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which may sometimes have been belittled in psychology; they consist of livelihood, housing and social 

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networks. These factors to some extent explain the weaker learning outcomes of  

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children in single-parent families

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which may however be highlighted in extensive surveys

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Naturally

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the presence of a father figure is essential here 

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whether a child has one. But it is even advantageous, compared with traditional 

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nuclear families, that people in these new family forms may 

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offer better living conditions and 

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parenting. But the situation of single-parent families is slightly different in that it may involve 

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financial shortage and poverty

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What I want you to remember from this is 

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that today every family is different

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This diversity is not a risk factor, but 

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labelling as different is

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That is why it is extremely important for us 


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to be aware of how these themes and families are talked about

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So that we do not cause that risk

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Now we’ll talk about temperament and children’s individuality

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The concept of temperament was probably introduced to you at upper secondary school

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do you remember something about it? Temperament refers 

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to biological

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largely innate differences in our individual 

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being and style. Personality then refers to 

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something that is strongly shaped by our environment 

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over the course of life and that continuously develops 

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But we talk about temperament more in connection with young children

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What’s essential here is to reflect on how 

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temperament affects learning and wellbeing, and how we as educators should 

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acknowledge different individuals in learning guidance

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It is a comforting perspective especially for parents 

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that a child’s temperament also shapes 

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parenthood. For example, if a child’s temperament is very 

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demanding, it increases parents’ stress and  

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exhaustion. And if the temperaments of a parent and child  

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are very different, such asymmetry 

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causes stress 

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n bringing up the child. It is important to recognise and use 

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the right terms: what do we mean with temperament, and how is it manifested? 

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At upper secondary school, you probably studied different temperaments and possibly also different temperament theories 

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and classifications. In any case, it is a biologically determined phenomenon 

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visible in early childhood

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The main categories in which people differ already 

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as babies are sociability, expression of emotions

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and activeness. Sociability here refers to 

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the need for company, not to social skills

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Social skills are learned, no one has them innately

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But children are different in whether they enjoy being alone or in group

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Then the expression of emotions – how fiercely 

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we express them, and how active we are

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I recognise in myself 

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that my score in tests measuring this type of activeness would be extremely high

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Even my slipper soles wear out 

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every year because I walk so energetically. Certainly, there are plenty of 

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individual differences. Further 

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distinguishing factors include how 

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easily one is disturbed by external stimuli and how easily one gets excited 

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by something new. There are also others

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but based on research data these words printed in bold 

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that are innate and biologically determined

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The core is related precisely to the way those emotional reactions 

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are stimulated and then regulated

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This sets special requirements for the way children should be 

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guided and what kind of support they need. In particular

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children who are very active or shy, or who react very sensitively

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benefit from very 


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different guidance methods and tasks

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Appropriate stimuli and structuring of the learning environment are among the basic requirements

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That is why, for example, Keltikangas has highlighted that 

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such recent renewals as 

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co-teaching 

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and shared, unstructured facilities 

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can be very disturbing for some children

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This means having several teachers or 

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no clear structures and routines for activities

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Also whether they enjoy being in a group or alone and 

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whether they need the presence of an adult are some 

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central factors. It is also part of your professional skills to 

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develop competence for this in the years to come

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Diverse learning methods play a key role here 

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because, of course, you can’t always take each individual separately 

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into account; but at least we need to think about this a bit. 

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Before ending this lecture, I will 

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summarise some things that we’ve handled today

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You can also reflect on the concept of eacher’s knowledge of the learner

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This table I have created 

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has been useful for me when reflecting on 

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what we educators 
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should understand about children and adolescents

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The left column provides a developmental  

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perspective. In other words

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when a teacher is in front of a group of children 

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or adults

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and when starting to plan teaching for a group, it 

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is important to consider the age of the children or learners in general

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What important aspects does their development include? 

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What can make them flourish? What kind of 

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self-direction can I demand from them? 

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Second, it is useful to reflect on 

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this individual side: what are the learners’ interests

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what makes them satisfied or enthusiastic? 

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How is each learner’s temperament? Do they enjoy being all alone or in groups

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and in what situations are they in their element? Where do they need encouragement? 

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Through these questions, we can start to know the group 

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and reflect on teaching and guidance