During the past few years, child research has increased both when it comes to various disciplines and various methods. The purpose of this article is to discuss those common, special ethical viewpoints that the researcher has to take into consideration when conducting action research in the classroom. The article is based on the teacher-researcher's action research which was carried out among 7-9-year-old pupils (N=21). The purpose was to study their emotional coping. The focus is on the following question: how to secure the children's position and voices by leaning on the principle that research should be just, valuable, and good-producing and not harm the children or have a malign influence on the phenomenon studied. The purpose is to encourage researchers to do child research and to help them pay attention to ethical challenges in the various phases of research.
The aim of this research is to increase understanding about children’s emotional coping and to support teachers’ work on enhancing children’s readiness to handle challenging social situations at school. Emotional coping skills are important to human beings’ success and wellbeing and the basis for these skills is built already in early childhood. In this research, various interactive learning activities were planned and carried out in the classroom and the measures of emotional coping were created. Nine pupils aged between seven and eight who had problems with their emotional coping were selected as the research participants. Their forms of emotional coping, development and teaching were observed and the pupils’ self-evaluations were collected during the study year 2006-2007 in interactional classroom situations that involved mathematical problem-solving tasks. As a result, six various forms of emotional coping were found, which exemplified either constructivist, operational, or emotional coping. Results showed that pupils’ individual emotional coping can be illustrated through various mathematical reasoning and problem-solving tasks in stages. Familiarizing oneself with the various forms of emotional coping contributes to the teacher’s abilities to enhance students’ emotional coping to survive and direct their emotions when the goal is to develop toward emotional directedness. Key words: child research, emotional coping, emotional intelligence, emotional regulation, primary school.
Emotional coping is an emotional-based psychological process that contributes to achieving the goal of emotional regulation. As such, the development of emotional coping can be understood as an individual's inner coping process which consists of various elements. This article describes the development of children's emotional coping and the teaching methods that enhance it in the school class. A range of interactive learning activities were planned and carried out in the classroom and the measures of emotional coping were created. Nine pupils aged between seven and eight who had problems with their emotional coping were selected as the research participants. Their development and teaching were observed and the pupils' self-evaluations were collected during the study year 2006-2007 in interactional classroom situations that involved mathematical problem-solving tasks. The aim of the research was to study 1) how primary school pupils' emotional coping develops and 2) with what kind of teaching methods their emotional coping could be enhanced. Results showed that pupils' individual emotional coping can be illustrated through various mathematical reasoning and problem-solving tasks in stages. Emotional coping skills are important for individuals' success and wellbeing and the foundation for these skills can be laid already in the early years.
Emotional coping is an emotional-based psychological process that contributes to achieving the goal of emotional regulation. As such, the development of emotional coping can be understood as an individual's inner coping process which consists of various elements. This article describes the development of children's emotional coping and the teaching methods that enhance it in the school class. A range of interactive learning activities were planned and carried out in the classroom and the measures of emotional coping were created. Nine pupils aged between seven and eight who had problems with their emotional coping were selected as the research participants. Their development and teaching were observed and the pupils' self-evaluations were collected during the study year 2006-2007 in interactional classroom situations that involved mathematical problem-solving tasks. The aim of the research was to study 1) how primary school pupils' emotional coping develops and 2) with what kind of teaching methods their emotional coping could be enhanced. Results showed that pupils' individual emotional coping can be illustrated through various mathematical reasoning and problem-solving tasks in stages. Emotional coping skills are important for individuals' success and wellbeing and the foundation for these skills can be laid already in the early years.
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