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PROBLEMS OF EDUCATION IN THE 21 st CENTURY Volume 36, 2011 37 ISSN 1822-7864 WHEN A CHILD’S EMOTIONAL COPING FAILS Eeva-Liisa Peltokorpi Maaniittu School, Nurmijärvi, Finland E-mail:[email protected] Kaarina Määttä, Satu Uusiautti University of Lapland, Finland E-mail: Kaarina.Maatta@ulapland.fi, satu@uusiautti.fi Abstract 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. Introduction L�f� has tur�t� m�r� cha��� tha�v�r a� pr�ms �t� m�r� a� m�rc�mp�x (G���s, 1991; M�rr�s�, 2005; Y �u�, 2003). Thus, th� sch��� has t� r�sp� t� th�s cha���y �v�t� m�r� t� ach�v� s�c�-�m�t�a�a�s a� pup�s�v�ra�� w��a�� w�th ��f�rmat�a� t�ach�. It m�a�s, f�r �xamp�, c�sc�us �ar�f s�c�a� sk��s (B�r�r, Gr�ss, & Dra�ma�, 1982; Fa�s �t a�., 1999; L��, 2009) wh�ch ca� s��� as thpr�r�qu�s�t� f�r ��� c�t�z�sh�p (s�� May�r �t a�., 2000; V �rma & Pathak, 2011.) I�t�r�at�a� r�s�arch has sh�w� that th� pr�mary sch��� stu�ts �ack th� a�ty t� r�arth��r c�assmat�s (A�r�j�a �t a�., 2000; Capar�s �t a�., 2002; Kra�tz �t a�., 2003; A�rusyk & A��rysyk, 2003). Th� mast�ry �f s�c�a� sk��s has �t a s�f�ca�t r� th� m�r� sch��a�� w�rk�f� (�.�. F�ta�a, 1990; McC��a�, M�rr�s�, & H�m�s, 2000). Furth�rm�r�, �.�. F�ta�a, 1990; McC��a�, M�rr�s�, & H�m�s, 2000). Furth�rm�r�, . Furth�rm�r�, �t s��ms that �wa�ays ch�r� hav�ff�cu�t�s t�t a� w�th th�r p��r mat�s (G�ff�r�- Sm�th & Br�w��, 2003; L�B�a�ck, Sautt�r, & D�r�, 2006). I� a���t��, a ch�s m� ca�c�m� �xhaust��y th� f���f �f�rmat� pr�vat sch��� (R�w� �t a�., 2010; Zu���t a�., 2010). T �ay�s curr�cu�a pr�f�r �f�rmat�-�r�tstu�y�v�r th� su�j�cts that c�u� pr�v� th� ch�r� w�th �xp�r�c�s �f r�c�z�a�� pay� att�t� t� th�r �w� s�f a���s. Acqu�r�� s�c�a� sk��s �s ��va�ua� f�r thch��r�s f�rthc�m�f� (Ch�� & Fur�ham, 2002; W���war� & F�r�uss�, 2000). F�r

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Page 1: in the 21 century WHEN A CHILD’S EMOTIONAL 37 COPING FAILSd.researchbib.com/f/7no2SdnF5hMKDiLKW0nJAfMKZiZwNkAP80...problems of education in the 21st century Volume 36, 2011 37 ISSN

problemsof educationin the 21st centuryVolume 36, 2011

37

ISSN 1822-7864

parruca, J. (2009). la s��s�����sat��� �� ����t�rcu�tur�� �� c�ass� �� �a��u�. i�la s��s�����sat��� �� ����t�rcu�tur�� �� c�ass� �� �a��u�. i� Langues, Education et interculturalità. t�ra��: m���apr��t.

pash�, s. (2008). l�appr�ch� ��ttéra�r� �t ��é�ucat��� �� �a c�t�y����té �a�s u�� c�ass� �� �a��u�. i� Plurilinguisme, diversité, citoyenneté. c����qu� eur�pé��. t�ra�a: a��pap�r.

rama, a. (2008). l��jat ���rkurr�ku�ar�. Revista Pedagogjike 2. t�ra��: i�st�tut� � Kurr�ku�av� �h� � traj��m�v�.

s��a, e. (2007). aft�s�t� p�r j�t��-��m�s��shm�r� p�r ars�m�m�� � �r�z�t t� r�. Revista Pedagogjike 1.t�ra��: i�st�tut� � Kurr�ku�av� �h� � traj��m�v�.

tup�, f. (2007). d�v�rs�t�t� ku�tur�r �� m�s�m�h����� � fr���j�sht�s: sf��a � ��a���ut m���s p�pujv� t� ��t�s �a��ka��k� �s� t� tj�r�v�. Revista Pedagogjike 2. t�ra��: i�st�tut� � Kurr�ku�av� �h� � traj��m�v�.

Zarat�, G. (2001). Langues, xénophobie, xénophilie, dans une Europe multiculturelle. ca��: c��tr�ca��: c��tr� �at���a� �� ��cum��tat��� pé�a����qu� �� bass� n�rma����.

Advised by Nonda Varfi, University of Tirana, Albania

r�c��v��: September 21, 2011 acc�pt��: October 28, 2011

Eldina Nasufi PhD, Teacher, University of Tirana, Faculty of Foreign Languages, Departement of French Language, �ruga e �l�asanit, Tirana, �l�ania���ruga e �l�asanit, Tirana, �l�ania��Tirana, �l�ania���l�ania�� �-mail: �ldina_n@yahoo��com

Sonila Sadikaj PhD, Teacher, University of Tirana, Faculty of Foreign Languages, Departement of German Language, �ruga e �l�asanit, Tirana, �l�ania���ruga e �l�asanit, Tirana, �l�ania��Tirana, �l�ania���l�ania���-mail: sonila��sadikaj@gmx��de

WHEN A CHILD’S EMOTIONAL COPING FAILS

Eeva-Liisa PeltokorpiMaaniittu School, Nurmijärvi, Finland

E-mail:[email protected]

Kaarina Määttä, Satu UusiauttiUniversity of Lapland, Finland

E-mail: [email protected], [email protected]

Abstract

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.

Introduction

l�f� has tur��� ��t� m�r� cha�������� tha� �v�r a�� pr����ms ��t� m�r� a�� m�r� c�mp��x (G�����s, 1991; m�rr�s��, 2005; y�u��, 2003). thus, th� sch��� has t� r�sp��� t� th�s cha������ �y ��v�t��� m�r� t� ach��v��� s�c��-�m�t���a� ��a�s a�� pup��s� �v�ra�� w�������� a���� w�th ��f�rmat���a� t�ach���. it m�a�s, f�r �xamp��, c��sc��us ��ar���� �f s�c�a� sk���s (b�r��r, Gr�ss, & dra�ma�, 1982; fa��s �t a�., 1999; l��, 2009) wh�ch ca� �� s��� as th� pr�r�qu�s�t� f�r ���� c�t�z��sh�p (s�� may�r �t a�., 2000; V�rma & pathak, 2011.)

i�t�r�at���a� r�s�arch has sh�w� that th� pr�mary sch��� stu���ts �ack th� a����ty t� r��ar� th��r c�assmat�s (a��r�j�a �t a�., 2000; capar�s �t a�., 2002; Kra�tz �t a�., 2003; a��rusyk & a��rysyk, 2003). th� mast�ry �f s�c�a� sk���s has ��t a s����f�ca�t r��� �� th� m���r� sch��� a�� w�rk��� ��f� (�.�. f��ta�a, 1990; mcc����a��, m�rr�s��, & h��m�s, 2000). furth�rm�r�,�.�. f��ta�a, 1990; mcc����a��, m�rr�s��, & h��m�s, 2000). furth�rm�r�,. furth�rm�r�, �t s��ms that ��wa�ays ch���r�� hav� ��ff�cu�t��s t� ��t a���� w�th th��r p��r mat�s (G�ff�r�-sm�th & br�w����, 2003; l�b�a�ck, sautt�r, & d�r�, 2006).

i� a���t���, a ch����s m��� ca� ��c�m� �xhaust�� �y th� f���� �f ��f�rmat��� pr�v���� at sch��� (r�w� �t a�., 2010; Zu���� �t a�., 2010). t��ay�s curr�cu�a pr�f�r ��f�rmat���-�r���t�� stu�y��� �v�r th� su�j�cts that c�u�� pr�v��� th� ch���r�� w�th �xp�r���c�s �f r�c����z��� a�� pay��� att��t��� t� th��r �w� s��f a�� ����s. acqu�r��� s�c�a� sk���s �s ��va�ua��� f�r th� ch���r���s f�rthc�m��� ��f� (ch��� & fur�ham, 2002; W���war� & f�r�uss��, 2000). f�r

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��sta�c�, r�s�arch has p���t�� �ut that th�s� p��p�� wh� ar� s�c�a��y sk���fu� ma�a�� w��� at th��r w�rk (c��� �t a�., 2001). thus, �� th�s art�c��, w� wa�t t� h��h���ht th� �mp�rta�c� �f s�c�a� sk���s that ar� ��ar��� at sch���. th�s v��wp���t c��tr��ut�s a c�u�t�r�a�a�c� t� th� pr�s��t �mphas�s at sch��� wh�ch �s f�cus�� m�r��y �� th� ��str��ut��� �f ��f�rmat��� at th� �xp��s� �f �m�t���a� ��f� (s�� a�s� uus�ky�ä, 2005).

em�t���a� c�p��� ca� �� c��s���r�� as s�c�a� fu�ct������ a�� �ts ��j�cts ar� �th�r p��p��, �� �th�r w�r�s, th� s�c�a� r�a��ty (ha��rmas, 1984; 1998). i� th�s art�c��, w� ��tr��uc� r�su�ts fr�m a stu�y wh�r� pup��s� �m�t���a� c�p��� was ��s�rv�� a�� ��v���p�� �y var��us t�ach��� m�th��s. r�su�ts sh�w�� that ��tt��� acqua��t w�th var��us f�rms �f �m�t���a� c�p��� �mpr�v�s th� t�ach�r�s a����t��s t� ��ha�c� stu���ts� �m�t���a� c�p���.

What is Emotional Coping?

acc�r���� t� matth�ws �t a�. (2000), �m�t���a� c�p��� �s th� a����ty t� ha���� var��us ��ma��s. th�y ��f��� th� c��c�pt �r��f�y �ut th� ��f���t��� ca� �� ��t�rpr�t�� �� s�v�ra� ways. em�t���a� c�p��� ca� �� u���rst��� as a sk��� �r a����ty that ca� �� tau�ht. br����r a�� sa��v�y (1997) c��s���r th� c��c�pt �f �m�t���a� r��u�at��� as a su�-c��c�pt f�r �m�t���a� c�p���. acc�r���� t� th� auth�rs, ��th �m�t���a� c�p��� a�� �m�t���a� r��u�at��� ar� pr�c�ss�s w�th wh�ch f�r �xamp�� ��ff�cu�t s�tuat���s ar� ha�����. pr�v��us�y ��ar��� strat����s ar� us�� �� ��th pr�c�ss�s �� �r��r t� ma�a�� th� s�tuat���. b��ka�rts (1996) shar�s th�s �p����� �ut sh� �mphas�z�s th� str��� ��f�u��c� �f th� �m�t���s a�� ass�ssm��t t� th� s���ct��� �f a part�cu�ar c�p��� m�th��. b��ka�rts has ��v���p�� a m���� �f th� c�p��� pr�c�ss that ca� �� s��� c����ct�� t� th� c��c�pt �f �m�t���a� c�p���. acc�r���� t� th� m����, p��p�� us� �m�t���s t� ��r�ct th��r w��������. i� a pr����mat�c s�tuat���, �m�t���s ar� str����y pr�s��t as th� s�tuat��� �s �xp�ct�� t� tur� ��t� a ��tt�r ���. it happ��s, f�r ��sta�c�, wh�� p��p�� try t� c��tr�� ���at�v� �m�t���a� r�act���s �y ��s��ta������ th�m ��s�wh�r� �r pursu� ha������ th� s�tuat��� �y s��f-c��tr��. (s�� a�s� G��tz, 2005.)

i���v��ua�s st�r� �m�t���a� r��u�at��� pr�c�ss�s th�y hav� us�� �� th��r r�p�rt��r�, as b��ka�rts (1996) ass�rts. th�s r�p�rt��r� �s a� �mp�rta�t part �f th� �m�t���a� c�p��� pr�c�ss a�� tha�ks t� �t a� ����v��ua� ca� act�vat� th� p�ss���� f�rms �f �m�t���a� r��u�at��� �� su�ta��� s�tuat���s aft�r th� �m�t���a� c�p��� pr�c�ss has start��. e�s����r� a�� h�s r�s�arch �r�ups hav� stu���� �m�t���a� r��u�at��� (s�� sp��ra� �t a�., 2006; ha��sh �t a�., 2004; e�s����r� �t a�., 2004; e�s����r� & sp��ra�, 2004; sp��ra� �t a�., 2004) a�� ��t�� that th� ��f���t���s �f �m�t���a� r��u�at��� ar� c��ar�y c����ct�� t� b��ka�rts�s (1996) m���� �f th� c�p��� pr�c�ss. acc�r���� t� e�s����r��s r�s�arch �r�up (2000), �m�t���a� c�p��� �s a pr�c�ss that c��s�sts �f c���uct���, susta�����, c��f�rm���, a�� c��s����at��� ����r �m�t���a� stat�s. furth�rm�r�, �t �s a� �m�t���a�-�as�� psych�����ca� pr�c�ss that h��ps ach��v��� th� ��a� f�r th� pr�c�ss �f �m�t���a� r��u�at���. o�� ar�a �� th�s m���� �s th� ��ar��� syst�ms that c�mpr�s� a� ����v��ua��s r�p�rt��r� �f �m�t���a� r��u�at���. b�caus� �f �t, �m�t���a� r��u�at��� a�� c�p��� ar� c��s���r�� f�rm�y ��t�rc����ct��.

The Classification of Emotional Coping

th� c�ass�f�cat��� �f �m�t���a� c�p��� cr�at�� �y e�s����r��s r�s�arch �r�up (1993) f�rm�� a �as�s f�r th� ��s�rvat��� a�� ��scr�pt��� �f th� ph���m���� stu���� �� th�s art�c��. th� c�ass�f�cat��� �f e�s����r��s r�s�arch �r�up c��s�sts �f thr�� ma�� cat���r��s f�r �m�t���a� c�p��� w�th 13 a�t���th�r su�-cat���r��s:

a. c��struct�v� c�p���: 1) i�strum��ta� c�p���, 2) em�t���a� ��t�rv��t���,

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3) i�strum��ta� a��r�ss���, 4) av���a�c�, a�� 5) d�stract���.

b. em�t���a� v��t���: 6) V��t���, 7) em�t���a� a��r�ss���, 8) c����t�v� r�structur���, a�� 9) em�t���a� supp�rt.

c. pass�v� c�p���: 10) c����t�v� av���a�c�, 11) i�strum��ta� ��t�rv��t���, 12) i�strum��ta� supp�rt, a��13) d���a�.

c��struct�v� c�p��� ��c�u��s ��strum��ta� c�p���, �m�t���a� ��t�rv��t���, ��strum��ta� a��r�ss���, a�� av���a�c�. i�strum��ta� c�p��� �s c��struct�v� act��� that a�ms at cha����� th� pr����m s�tuat���. em�t���a� ��t�rv��t��� sh�ws c��t��u�� �m�t��� t� ��t ass�sta�c�. i�strum��ta� a��r�ss��� r�s��v�s pr����ms thr�u�h phys�ca� �r v�r�a� a��r�ss���. av���a�c� m�a�s th� sam� as t� ��av� �r av��� pr����mat�c s�tuat���s. th� �ast ��� �f c��struct�v� c�p��� �r�up �s ��stract���, wh�ch r��at�s t� a s�tuat��� wh�r� ��� �s s� �usy that h� �r sh� �s u�a��� t� th��k a��ut th� pr����m.

th� s�c��� ma�� �r�up, �m�t���a� v��t���, ��c�u��s v��t���, �m�t���a� a��r�ss���, c����t�v� r�structur��� a�� �m�t���a� supp�rt. V��t��� app�ars as c�mp�a����� �f th� suppr�ss�v� s�tuat��� �r c��t��t ���s��f w�th �th�r ���s. em�t���a� a��r�ss��� m�a�s th� us� �f v�r�a� �r phys�ca� a��r�ss��� t� r���as� f������ wh�r�as c����t�v� r�structur��� r�s�m���s th��k��� a��ut th� pr����m �� a p�s�t�v� way. em�t���a� supp�rt �s a c�p��� strat��y wh�r� p��p�� ta�k a��ut a pr����m h�p��� �f ��tt��� supp�rt.

th� th�r� ma�� �r�up, pass�v� c�p���, c��s�sts �f c����t�v� av���a�c�, ��strum��ta� ��t�rv��t���, ��strum��ta� supp�rt, a�� ����a�. c����t�v� av���a�c� av���s th��k��� a��ut a pr����m s�tuat���. i�strum��ta� ��t�rv��t��� as a c�p��� strat��y �� pr����m s�tuat��� r�f�rs t� ask��� f�r h��p; a�� ��strum��ta� supp�rt m�a�s ta�k��� w�th s�m���� t� f��� a s��ut���. th� �ast �r�up, ����a�, �s a c�p��� strat��y wh�ch �s �as�� �� ����ra�c� �f th� pr����m �� th� pr�va����� s�tuat���.

The Development of Emotional Coping

Z�����r�s r�s�arch �r�up (2003) has c��struct�� a� ��t��rat�� m���� f�r th� ��v���pm��t �f �m�t���a� ��t�������c� wh�r� �m�t���a� c�p��� �s c��s���r�� ��t�rtw���� w�th t�mp�ram��t a�� pr�v��us�y ��ar��� sk���s. acc�r���� t� th� m����, a ch����s �m�t���a� ��t�������c� ��v���ps thr�u�h f����ack, m�������, a�� r���f�rc�m��t, f�r �xamp�� �� ��t�ract��� ��tw��� a m�th�r a�� a ch���. lat�r �� wh�� a ch��� ��ts ����r, ��t�ract��� ��v��v�s m�r� a�� m�r� p��p��, such as th� ch����s fr����s, t�ach�rs, a�� �th�r a�u�ts. it ca� �� assum�� that a ch����s �m�t���a� c�p��� ��v���ps, am��� �th�r th���s, �� ��t�ract��� w�th s�c�a� fact�rs such as par��ts, fr����s, a�� t�ach�rs (Z�����r �t a�., 2003). th�s v��w �s supp�rt�� �y th� stu�y that was f�cus�� �� th� ma��f�stat��� �f �m�t���a� c�p��� a�� �ts ��v���pm��t a�� wh�ch �s ��tr��uc�� �� th�s art�c��. i� th�s stu�y, pup��s� �m�t���a� c�p��� was ��v���p�� w�th ��t�ract���a� t�ach��� m�th��s (p��t�k�rp�, 2007; s�� a�s� p��t�k�rp� & määttä, 2010; p��t�k�rp� & määttä, 2011; p��t�k�rp�, määttä, & uus�autt�, 2011.)

Eeva-Liisa PELTOKORPI, Kaarina MÄÄTTÄ, Satu UUSIAUTTI. When a Child’s Emotional Coping Fails

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acc�r���� t� th� Z�����r �t a�. (2003), �m�t���a� c�p��� ��t ���y ��c�u��s s�c�a� sk���s �ut a�s� �t �s ��t�rc����ct�� w�th s�c�a� sk���s. s�m��ar�y, �th�r stu���s (sah���r� & l�pp��amp�, 1994; shara� & sah���r�, 2002; a��r�j�a �t a�., 2000; Kra�tz �t a�., 2003; s�����, 2005; Kr�� �t a�., 2004) hav� pr�v�� that pup��s� s�c�a� sk���s �� a�� a�� �r�ups (J�r�a� & l� m�ta�s, 1997) ca� �� ��v���p�� w�th ��t�ract���a� t�ach��� m�th��s.

o� th� �th�r ha��, th� ��v���pm��t �f �m�t���a� c�p��� �s a� ����v��ua��s ����r pr�c�ss that ca� �� ��ss�ct�� �y b��ka�rts�s (1996) m���� �f th� c�p��� pr�c�ss. acc�r���� t� th� m����, a� ����v��ua� �u���s �� �m�t���s a�� ass�ss�s th� s���ct��� �f m�th��s a�� strat����s �� pr����mat�c �r str�ssfu� s�tuat���s. p��p�� us� �m�t���s, var��us ��hav��r-r��at�� r�as��s, a�� th� f���� �f c����t�v� c�p��� strat����s f�r ��r�ct��� �r r�st�r��� th��r w�������� a�� tur���� th� curr��t pr����mat�c s�tuat��� ��t� a ��tt�r ���. th�s pr�c�ss ��v��v�s ass�ssm��t, ��t��t���s, a�� strat����s. b��ka�rts (1996) wr�t�s a��ut tw� fu�ct���s �f c�p��� ��f���� �y �th�r r�s�arch�rs (s�� lazarus, 1985; G��tz, 2005): pr����m-f�cus�� a�� �m�t���-f�cus�� c�p���. th� f�rst ��� f�cus�s �� th� pr����m �ts��f a�� th� �att�r �� �m�t���a� r��u�at��� try��� t� r��u�at� th� ���at�v� �m�t���a� r�act���s f�r �xamp�� w�th a����at��� �r s��f-c��tr��.

bas�� �� th� m���� �f c�p��� pr�c�ss, b��ka�rts (1995) has ��tr��uc�� a m���� �f c��tr����� ��ar���� pr�c�ss �� wh�ch a c��tra� fact�r �s a�s� r�pr�s��t�� �y ass�ssm��t fu�ct������ as a m�cha��sm f�r th� pr�c�ss �f attract��� att��t��� a�� cha������� ���r�y. b�th m����s, th� m���� �f c�p��� pr�c�ss�s a�� th� m���� �f th� c��tr����� ��ar���� pr�c�ss, ar� a��ut f������ a c��tr����� �a�a�c�. acc�r���� t� b��ka�rts�s m���� �f th� c��tr����� ��ar���� pr�c�ss, ��ar���� act�v�t��s such as var��us pr����m-s��v��� tasks tr����r a sp�c�a� k��� �f act�v�ty ��caus� ��ar���� act�v�t��s aff�ct pup��s� p�rs��a� �ff�rt a�� s��s�t�v�ty (b��ka�rts, 1995). if a ��ar���� act�v�ty �s c��s���r�� p�s�t�v�, th� pr�va����� ass�ssm��t �� that s�tuat��� w��� ��a� t� str��� ��ar���� ��t��t���s a�� t� such a ��v�� �f p�s�t�v� �xp�r���c� that act�vat�s th� fu�ct���a� ways �f c�p��� a�� ��ar����; wh�r�as a pr�va����� u�fav�ra��� ass�ssm��t r�su�ts �� p��r ��ar���� ��t��t��� a�� a ���at�v� �xp�r���t�a� ��v��. th� �att�r “path” �s ��t ��k��y t� ��a� t� ��ar���� (b��ka�rts, 1995).

Research Focus

th� f�cus �f th�s r�s�arch �s t� ��cr�as� u���rsta����� a��ut ch���r���s �m�t���a� c�p��� a�� t� supp�rt t�ach�rs� w�rk �� ��ha�c��� ch���r���s r�a����ss t� ha���� cha�������� s�c�a� s�tuat���s at sch��� thr�u�h carry��� �ut ��t�ract���a� ��ar���� s�tuat���s that w�r� supp�s�� t� ��v���p pup��s� �m�t���a� c�p��� at sch���.

th� r�s�arch qu�st���s ar� th� f����w���:1. h�w ��� pr�mary pup��s ma��f�st th��r �m�t���a� c�p��� ��t�ract���a� s�tuat���s �ur���

math�mat�cs ��ss��s? 2. h�w ��� pup��s� �m�t���a� c�p��� ��v���p �ur��� ��t�ract���a� ��ar���� s�tuat���s that

��v��v�� math�mat�ca� pr����m-s��v��� tasks?

Methodology of Research

General Background and Sample of Research

th�s r�s�arch �s �as�� �� th� f�rst auth�r�s ��ct�ra� r�s�arch (p��t�k�rp�, 2007; s�� a�s� p��t�k�rp� & määttä, 2010; p��t�k�rp� & määttä, 2011; p��t�k�rp�, määttä, & uus�autt�, 2011) wh�r� pr�mary sch��� ch���r���s �m�t���a� c�p��� was stu���� �y act��� s�mu�ta���us�y as a t�ach�r a�� r�s�arch�r �� th� c�assr��m. th� r�su�ts �� t�ta� hav� ���� pu���sh�� �� th� f�rst auth�r�s ��ss�rtat��� (s�� p��t�k�rp�, 2007, wr�tt�� �� th� f����sh �a��ua��). th� ma�� r�s�arch su�j�cts w�r� th� ch���r�� (n=21) wh�s� �m�t���a� c�p��� was ��s�rv�� �� th� ��t�ract���a�

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c�assr��m s�tuat���s r��at�� t� th� math�mat�ca� pr����m-s��v��� tasks a�� �am�s �� pa�rs �r �� �r�ups �f thr��. 18 ��ar���� s�tuat���s w�r� ��s�rv�� �ur��� th� r�s�arch p�r��� (2005-2007). th� t�ach��� m�th��s us�� �� th�s� ��ar���� s�tuat���s w�r� str�am��� a�� r�f��ct�v� tasks. th� pup��s (n=9) w�r� s���ct�� fr�m ��� �f th� c�ass�s that th� f�rst auth�r tau�ht (�� 2007) a�� �� wh�ch sh� ha� c��f����t�a� r��at���sh�ps w�th stu���ts a�� th��r par��ts. th� pup��s a�� th��r par��ts �av� th��r ass��t t� th� r�s�arch.

th� r�s�arch r�pr�s��t�� qua��tat�v� r�s�arch �� wh�ch a r�s�arch�r �s s��� as a part �f th� ph���m���� stu���� (Wh�t�h�a� & mcn�ff, 2006). a r�s�arch�r ca� a�s� �� s��� as s�c�a��y structur�� ��s��� r�s�arch. th�s v��w pr�s��ts a ��w way t� u���rsta�� act��� a�� ca� �� s��� as th� a����ty t� c��s���r th� act��� as a fact�r that ��f�u��c�s th� s�c�a� s�tuat��� (s�m�kh, 2006.) d��z�� a�� l��c��� (2005) c��s���r a r�s�arch pr�c�ss as a� ��t�rpr�tat�v� c�mmu��ty wh�r� th� r�s�arch�r �s a� ��ha��ta�t ��s��� th� c�mmu��ty. du� t� th�s r�as��, th� r�s�arch�rs fam���ar�z� th�ms��v�s �r a��pt a sp�c�a� way t� ��t�rpr�t �th�r p��p��. t�ma� (2003) p���ts �ut that qua��tat�v� r�s�arch ��tr��uc�s a �atura��st�c a�� ��w r�s�arch appr�ach. it r�f�rs t�, am��� �th�rs, that r�s�arch pursu�s u���rsta����� h�w p��p�� �xp�r���c� a�� cr�at� th� m�a����s f�r ��j�cts a�� ph���m��a. a c��c�ptua��z��� pr�c�ss �f th�s k���, acc�r���� t� str����r (2004), �s th� h�art �f th� �atura��st�c qua��tat�v� r�s�arch. furth�rm�r�, ��� c��tra� f�atur� �f qua��tat�v� r�s�arch �s that �t pr��uc�s m�a����s t� th� r�s�arch�r ��a����� h�m �r h�r t� u���rsta�� h�w p��p�� ��t�rpr�t th���s.

Instrument and Procedures

l�ar���� s�tuat���s, wh�r� th� pup��s w�r� f��ur��� �ut th� math�mat�ca� pr����m s��v��� a�� r�as����� tasks ��th�r �� pa�rs �r �� th� �r�ups �f thr��, w�r� observed �� th�s r�s�arch. th� s�tuat���s wh�r� th� sam� k���s �f sma�� �r�ups w�r� p�ay��� �am�s that w�r� �as�� �� th� math�mat�ca� ca�cu�at���s w�r� ��s�rv�� as w���. part �f ��th th� tasks a�� th� �am�s w�r� �r����a��y a��pt�� fr�m th� t�ach�r�s ���ks, t�xt ���ks, a�� supp��m��tary mat�r�a� f�r th� f�rst �ra���s math�mat�cs. s�m� �f th� ass���m��ts w�r� r�v�s�� �� �r��r t� �� m�r� su�ta��� f�r th� pup��s a�� s�m� w�r� cr�at�� �y th� t�ach�r. th� math�mat�ca� pr����m-s��v��� a�� r�as����� tasks ��c�u��� am��� �th�r th���s th� tasks �� wh�ch th� pup��s w�r� supp�s�� t� f��� th� r��ht �um��r ��t� a tr�a���� �r �r��, �r th�y ha� t� f�rm c�rta�� f��ur�s �ut �f ta��ram p�ac�s �r st�tch�s.

i� th� p�ay��� s�tuat���s ��s�rv��, th� pup�� thr�w a ��c� �� tur�s a�� ��� c�rta�� math�mat�ca� ca�cu�at���s �ur��� th� �am�. th� �am�s f����w�� th� ru��s �f a tra��t���a� �am�: f�r �xamp��, a pup�� ha� t� wa�t f�r h�s �r h�r tur� �v�r ��� thr�w. i� a���t���, th� pup��s wh� part�c�pat�� �� th�s r�s�arch p�ay�� a �am� �� wh�ch th� pup���s w�r� t� p�ac� th� ��c��s sp�t �� th� h�art f��ur�s �� a way that th� �um��r �� th� h�art a�� th� ��� �� ��c� �qua��� t��. a pup�� was a���w�� t� c���r th� h�art a��, at th� ���, th� w����r was th� ��� w�th th� h��h�st �um��r �f c���r�� h�arts.

th� ��s�rvat��� m�th�� was ��r�ct ��s�rvat��� ��caus� �t ha� th� a�va�ta�� �f th� r�s�arch�r ����� a��� t� acqu�r� th� f�rst-ha�� ��f�rmat���. it ��a���� th� r�s�arch�r t� c����ct th� �ata �� r�a�-��f� s�tuat���s (t�ma�, 2003). th� ��ar���� s�tuat���s w�r� ��s�rv�� s� that th� r�s�arch�r wh� was s�mu�ta���us�y th� pup��s� t�ach�r wr�t� ��w� th� pup��s� ta�k as such. acc�r���� t� t�ma� (2003), ��r�ct ��s�rvat��� �s pract�ca� ��caus� �t ca� �� tra�sf�rr�� ��t� a��c��ta� f�rm.

i� a���t��� t� ��s�rvat���, th� �ata was a�s� c����ct�� w�th self-evaluation forms. a s��f-�va�uat��� f�rm was cr�at�� �as�� �� th� pr�v��us�y m��t����� c�ass�f�cat��� �y e�s����r��s r�s�arch �r�up. th� tasks that w�r� r��at�� t� th� qu�st���s �� th� �va�uat��� f�rm w�r� ��s����� s� that th� f�rst-�ra�� pup��s w�u�� f��� �t �asy t� a�sw�r. acc�r���� t� t�ma� (2003), th� ma�� fu�ct��� �f th� qu�st���s �s t� ask ��r�ct�y �� �r��r t� acqu�r� ��f�rmat��� f�r th� �at�r a�a�ys�s

Eeva-Liisa PELTOKORPI, Kaarina MÄÄTTÄ, Satu UUSIAUTTI. When a Child’s Emotional Coping Fails

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w�th wh�ch th� p�a�s �f act��� ca� �� ��v���p��. th� qu�st���s a���w�� pup��s t� ch��s� ��tw��� tw� a�sw�rs th� m�st su�ta��� ��� (i a�r�� �r i ��sa�r��). c��s��-����� qu�st���s a���w th� r�sp�����t t� ch��s� ��tw��� a var��ty �f a�sw�rs a�� th�s� k���s �f qu�st���s ar� ��s����� t� m�asur� r�sp�����t�s �p�����s, k��w�����, �r c��c�pt���s (t�ma�, 2003).

tw� k���s �f s��f-�va�uat��� f�rms w�r� us�� �� th�s r�s�arch. aft�r a math�mat�ca� pr����m-s��v��� s�tuat���, th� pup��s ha� t� a�sw�r th� f����w��� ���� stat�m��ts:

1. i ��� th� tasks t���th�r w�th my fr����, 2. i s��v�� th� task �y mys��f, 3. i tr��� t� s��v� th� tasks �y mys��f wh�� th�y s��m�� ��ff�cu�t, 4. W� tr��� t� s��v� th� tasks t���th�r wh�� th�y s��m�� ��ff�cu�t, 5. i c��c��trat�� w��� �� ����� th� tasks, 6. i f�u�� th� tasks p��asa�t, 7. i c�mp��t�� th� tasks �y mys��f, 8. W� c�mp��t�� th� tasks t���th�r, 9. i qu�tt�� ����� th� tasks.of th�s� stat�m��ts, �um��rs 2, 3, 7, a�� 5 (a ���at�v� a�sw�r t� th� stat�m��t �� 5)

w�r� p�a���� t� m�asur� c��struct�v� c�p���; th� stat�m��ts �um��r 1, 4, 8, a�� 6 �m�t���a� v��t���; a�� th� stat�m��t �um��r 9 (a ���at�v� a�sw�r) pass�v� c�p���.

th� pup��s a�sw�r�� th� s�c��� s��f-�va�uat��� f�rm aft�r a �am� s�tuat���. th� stat�m��ts c��c�r���� �am�s w�r� th� f����w���: 1. i ��� th� tasks t���th�r w�th my fr����, 2. i s��v�� th� task �y mys��f, 3. i c��c��trat�� w��� �� ����� th� tasks, 4. i f�u�� th� tasks p��asa�t, 5. aft�r ��s��� a �am�, i ��t a��ry �r start t� su�k. of th�s� stat�m��ts, �um��rs 2 a�� 3 (���at�v� a�sw�r �� th� stat�m��t �� 3) m�asur�� c��struct�v� c�p���, �um��rs 1 a�� 4 �m�t���a� v��t���, a�� �um��r 5 �m�t���a� a��r�ss���.

Data Analysis

th� �ata a�a�ys�s was �x�cut�� �y c��struct��� a chart �f th� ��s�rvat��� ��t�s a�apt��� t�ma��s (2003) a��c��ta� ��s�rvat��� m�th��. i� pract�c�, th� pup��s� ta�k a�� ��hav��r w�r� ��cum��t�� �� th� f�rm �f a ta���. th� ta��� c��s�st�� �f f�ur c��um�s: �at�, pup���s �am�, c�tat��� fr�m th� ��s�rvat��� ��ary, a�� th� r�s�arch�r�s c�mm��ts �� th� ��s�rvat���s. th�s �s h�w th� r�s�arch�r �p�rat���a��z�� th� c��c�pts �f �m�t���a� c�p���. th� r�s�arch�r�s c�mm��ts w�r� s����f�ca�t ��caus� th� c�ass�f�cat��� �f th� �m�t���a� c�p��� was ma�� �as�� �� th�s� �� �r��r t� k��w �� wh�ch ��r�ct��� a�� h�w �m�t���a� c�p��� ha� t� �� ��v���p��. th� c��um� w�u�� hav� ��c�u��� c�mm��ts such as: -wants to do together, -discusses the task with a partner, - asks for advice. th�s� ��s�rvat���s, th� r�s�arch�r�s pr�-c�mpr�h��s���, a�� th� c�ass�f�cat��� �f �m�t���a� c�p��� cr�at�� �y e�s����r��s r�s�arch �r�up (1993) f�rm�� th� �as�s f�r ��v���p��� pup��s� �m�t���a� c�p���. s��f-�va�uat��� f�rms pr�v���� a c�mpar�s�� p���t t� th� pup��s� ��v���pm��t: th� r�su�ts �f s��f-�va�uat���s w�r� c�mpar�� w�th th� ��s�rvat���s.

Results of ResearchThe Manifestation of Emotional Coping

em�t���a� c�p��� �ccurr�� �� th� �r�up �f pup��s r�s�arch�� that a�� thr�� ma�� f�rms �f �m�t���a� c�p��� ma��f�st�� th�ms��v�s �� th� math�mat�c ��ss��s ��s�rv��. n�xt, w� w��� ��scr��� h�w th� var��us su� cat���r��s w�r� �mphas�z�� a�� h�w th� �m�t���a� c�p��� app�ar�� fr�m th�s p�rsp�ct�v�.

i�strum��ta� c�p���

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th� c��struct�v� c�p��� �� th� math�mat�c ��ss��s was �sp�c�a��y ��strum��ta� c�p��� �y �atur�. it app�ar�� �� a ma���r that a pup�� m��ht t��� a��u� a�� th� t�m� t� th� �th�r pup�� what h�/sh� was ����� �ut ��� ��t tak� ��t� c��s���rat��� th� �th�r pup��s �f th� �r�up �r ��t th�m �� th��r �w� ���t�at�v� part�c�pat� �� th� pr����m s��v���. th�s pup���s act��� was ��f���� as �st��s���� c��p�rat��� �� th� r�s�arch ��caus� th� pup�� ma�� ��k� h�/sh� was ����� th� task t���th�r w�th h�s/h�r pa�r �v�� �f h�/sh� was �u����� th� part��r�s act���s a�� th� t�m�. i� a �am� s�tuat��� a pup�� c�u�� tak� a ����rty t� ��m��at� th� �am� �y ��v��� �v�� qu�t� str�ct �r��rs t� th� �th�r pup��s �f th� �r�up. a pup�� that us�� ��strum��ta� c�p��� c�u�� a�s� �� a mav�r�ck wh� s��v�� th� pr����ms a���� ��k� th�r� w�r� ��t a�y �th�r pup��s ar�u��. a mav�r�ck c�mmu��cat�� just a ��tt�� w�th th� �th�r pup��s a�� p�rs�st��t�y s��v�� a�� th� tasks. i� a �am� s�tuat���, th�s ma���r app�ar�� s� that a�th�u�h th� part��r ha� a�r�a�y f���sh��, th� mav�r�ck r����� th� ��c� f�r s� ���� that h�s/h�r �w� p��c� f���sh�� as w���.

av���a�c�

a pup�� w�th th�s k��� �f �m�t���a� c�p��� ��� ��t part�c�pat� �� s��v��� th� pr����ms �r �� th� �am� s�tuat��� at a�� �r just a ��tt�� �f th� �th�r pup��s ask�� h�m/h�r t�. th� pup�� w�u�� rath�r pay att��t��� t� th� th���s �� th� ��sk �r th� p�ctur�s �� th� c�assr��m wa��s. ev�ryth��� ��s� �xc�pt th� pr����m s��v��� tasks �r �am�s ��t�r�st�� th� pup��. typ�ca� �f th� pup�� �� a ��ar���� s�tuat��� was that h�/sh� w�u�� s�t �y a�� f����w �th�r pup��s� act�v�t��s.

V��t���

V��t��� �ccurr�� wh�� ��� was ��t�r�st�� �� th� task. i� pract�c�, v��t��� was ma��f�st�� as c��t��tm��t w�th ���s��f a�� �th�r pup��s: �� a �am� s�tuat���, a pup�� c�u�� c�mm��t �� th� �am� �y say��� “y�s” �r aft�r w������ t������ w�th �xc�t�m��t: “Teacher, I wan”. c��t��tm��t w�th �th�r pup��s was �xpr�ss�� �y ������� �r sm����� wh�� a��th�r pup�� thr�w a ��s�r�� sp�t. th� acc�pta�c� �f �th�r pup��s was a�s� ma��f�st�� �y t�uch��� �r �u����� p�ayfu��y �� th� m����� �f pr����m-s��v��� s�tuat��� �r �am� s�tuat���. acc�pt��� ���s��f a�� th� �th�rs app�ar�� a�s� as �au�h��� �r sm����� a ��t �r sh������ a �au�h��� ��a�c� t� th� �th�r pup�� w�th c�mm��t��� “this is a nice game, isn’t it?”

em�t���a� a��r�ss���

em�t���a� a��r�ss��� was �xpr�ss�� �y su�k��� a�� sp��ch��ss��ss. it �ccurr�� �sp�c�a��y �� th� �am� s�tuat��� as a pup�� c�u�� �� �ff a su�k �� th� f���r �r u���r th� ��sk a�� w�u�� ��t c��s��t t� c��t��u� t� p�ay th� �am�. natura��y, �t happ���� wh�� a pup�� ��st th� �am�. s�m� �����y �xpr�ss���s w�r� a�s� c����ct�� t� su�k��� such as fr�w���� �r shru����� sh�u���rs. i� a���t���, s�m� v�r�a� c�mmu��cat��� c�u�� p�rta�� t� su�k���; f�r �xamp�� th� c�mm��ts such as “oh no” �r “h’m”. s�m� w�u�� a�s� h�t ����s h�a� w�th ha��s �r put ha��s �� ����s �ars. i� a pr����m-s��v��� s�tuat���, �m�t���a� a��r�ss��� c�u�� app�ar as sp��ch��ss��ss �r qu��t s��rts. th� �att�r ��� �ccurr�� wh�� a part��r �r s�m� �th�r pup�� fr�m th� �r�up was s��v��� th� task �� a wr��� way.

em�t���a� supp�rt

em�t���a� supp�rt m�a�s shar��� f������s w�th �th�rs a�� ma�a���� th� tr�u���s�m� s�tuat��� t���th�r. it �s pr�f�u�� ��t�ract��� that ��v��v�s part�c�pat���, car���, a�� trust. part�c�pat��� a�� car��� m�a� ��t�c��� �th�r part�c�pa�ts a�� ���a���� as w���. it m�a�s �����

Eeva-Liisa PELTOKORPI, Kaarina MÄÄTTÄ, Satu UUSIAUTTI. When a Child’s Emotional Coping Fails

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��t�r�st�� �� th� �th�r: ��t just th� p�rs��, �ut a�s� �� what h� �r sh� wa�ts t� say. th� ��t��s�ty �f th� ��t�r�st r��at�s �� h�w �mp�rta�t th� �th�r �s p�rc��v��. i� a c�ass r��m, th� pup��s w�r� ������� t� �� w�th �ach �th�r ��caus� th�y ha� t� s��v� th� tasks t���th�r. a pup�� w�u�� �� ��scuss��� th� task w�th �th�r pup��s, p�ss���y ask f�r h��p t� s��v� th� pr����m, a�� f���sh th� task t���th�r w�th �th�r pup��s. thus, pup��s� act���s a�� ��hav��r w�r� ��r�ct�� ��th t� th� ass���m��t a�� �th�r pup��s �� th� �r�up.

c����t�v� av���a�c�

dur��� th�s stu�y, c����t�v� av���a�c� was ma��f�st�� �y ��av��� a task u�f���sh�� �r �y qu�tt���. a pup�� w�u�� chuck �t a�� up at ��c� wh�� fac��� th� f�rst ��ff�cu�ty. i� a �r�up �r pa�r w�rk, a pup�� c�u�� �as��y ��av� pr����m s��v��� t� th� �th�r pup��s. ev�ry ��w a�� th��, a pup�� m��ht tak� part �� s��v��� th� task. Wh�� f������ �t t�� ��ff�cu�t, a pup�� c�u�� just t��� th� �th�rs that h�/sh� ca���t �� th� task. i� a ��ar���� s�tuat���, th�s k��� �f pup�� ��� ��t, h�w�v�r, ask �th�r pup��s f�r h��p �� �r��r t� s��v� th� pr����m.

How Did Emotional Coping Develop?

pup��s� ��strum��ta� c�p��� that was �as�� �� �m�t���a� c�p��� ��v���p�� �� sta��s �ur��� th� �x�cut��� �f th� stu�y. at th� ���t�a� phas� �f th� r�s�arch pr�c�ss, pup��s- �m�t���a� c�p��� was ma���y ��strum��ta� c�p���. i� a pr����m-s��v��� s�tuat���, a pup�� c�u�� stat� aft�r a �r�up �r pa�r w�rk that “t�ach�r, i hav� f���sh�� th� task”. th� pa�r �f pup��s c�u�� s��v� th� task t���th�r �y �raw��� th� ���� �� th� m����� �f th� pap�r s� that ��th �f th�m w�u�� f�cus �� th��r s��� �f th� pap�r. s�m� pa�r ha� �v�� �raw� tw� ����s, ��� p�r part��r, s� that th�y w�u�� �� sur� t� stay �� th��r �w� s���. th� r�s�arch�r ��t�c�� that pup��s� �m�t���a� c�p��� was, thus, str����y ��strum��ta� a�� ��c���� t� pay att��t��� t� th� s���ct��� �f t�ach��� m�th��s. a ta��ram task wh�r� pup��s w�r� supp�s�� t� cr�at� f��ur�s �y us��� ta��ram p��c�s was ������ th� v�ry f�rst m�th�� that ��r�ct�� pup��s� �m�t���a� c�p��� t�war� c��p�rat���. at th� ��� �f th� r�s�arch pr�c�ss, ��strum��ta� c�p��� start�� t� ��v� p�ac� t� m�r� ��v���p�� �m�t���a� c�p���.

pup��s� �m�t���a� c�p��� ��v���p�� w�th th� us� �f math�mat�ca� ��ar���� tasks �ur��� th� r�s�arch p�r���. pup��s f�u�� th� math�mat�ca� r�as����� tasks ��sp�r��� a�� th�s� tasks a�s� ��ha�c�� th� ��v���pm��t �f th��r ��strum��ta� c�p��� t�war� �m�t���a� ��r�ct����ss. i� �am� s�tuat���s, ��strum��ta� c�p��� ��m��at�� wh�� w������ th� �am� was th� ��a�. Wh�� th� purp�s� was ��t t� w��, th��r ��thus�asm �� th� �am� s�tuat��� ��cr�as�� a�� �m�t���a� c�p��� was ��r�ct�� �� ����� t���th�r.

h�w�v�r, th� ��v���pm��t �f pup��s� �m�t���a� c�p��� pr��r�ss�� ����v��ua��y. thr�� pup��s� �m�t���a� c�p��� r�ma���� ��strum��ta� c�p��� u�t�� th� f��a� phas�s �f th� r�s�arch pr�c�ss. at t�m�s, ��� pup���s �m�t���a� c�p��� app�ar�� s�mu�ta���us�y as ��th �m�t���a� ��r�ct����ss a�� ��strum��ta� c�p���. o��y ��� pup���s �m�t���a� c�p��� ��� ��t ��v���p ��t� �m�t���a� ��r�ct����ss �ut s�m� tra�ts �f th�s k��� �f c�p��� w�r� h�w�v�r ��t�cta���. f�f� pup��s� �m�t���a� c�p��� tur��� ��t� �m�t���a� ��r�ct����ss ��tt�� �y ��tt�� �ur��� th� f��a� phas� �f th� r�s�arch pr�c�ss.

Discussion

Wh�� th� t�ach�r ��c���s t� c���uct r�s�arch �� a c�ass r��m, h� �r sh� may th��k �f s�m� pr�f�ss���a� a�� pup��-c��t�r�� qu�st���s that sh�u�� �� ��v���p�� (t�ma�, 2003), f�r �xamp��, c��c�r���� th� ��v���pm��t �f pup��s� huma� r��at���sh�p a�� c��p�rat��� sk���s. th�s k��� �f r�s�arch �s pract�ca� a�� syst�mat�c �� �atur� a�� �t �r�u��s �� th� �v��ts �f

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�a��y ��f�. (h��kk���� �t a�., 2006; mcn�ff & Wh�t�h�a�, 2005.) i� th�s� cas�s, p�a����� th� r�s�arch pr�c�ss starts fr�m pract�ca� pr�m�s�s a�� �ts r�su�t �s ��r�ct a�� �ff�c���t �� that s�tt��� wh�r� th� r�s�arch �s c���uct�� (str����r, 2004). th�s was th� fu��am��ta� ���a �f th� stu�y ��tr��uc�� �� th�s art�c�� as w���.

i� th�s r�s�arch, �t was �sp�c�a��y �mp�rta�t t� �� m�ra��y a�� �th�ca��y awar� �f pup��s� ����v��ua��y a�� a��-��u�� s��s�t�v�ty. th� f�rst auth�r wh� c���uct�� th� r�s�arch �� pract�c� was a��� t� ��t�r a� ����v��ua� pup���s w�r�� �� �r��r t� u���rsta�� h�w t� cr�at� ��ucat���a� act�v�t��s that r�a��y ar� s����f�ca�t �� pup��s� �v�ry�ay ��f�. (s�� a�s� str����r, 2004.) o�� �mp�rta�t �th�ca� �as�s f�r th� r�s�arch �s that �t must ��t harm th� part�c�pa�ts. o�v��us�y, th� r�s�arch�r has t� ��t a�r��m��t fr�m th� part�c�pa�ts t� part�c�pat� �� th� r�s�arch a�� th�y hav� t� �� car�fu��y ��f�rm�� �f th� �ssu�s r��at�� t� th� r�s�arch. (f��ta�a & fr�y, 2005.) i� th�s r�s�arch, th� part�c�pa�ts w�r� f�rst-�ra�� stu���ts s� �atura��y, th� p�rm�ss��� was ask�� fr�m th��r par��ts. th� t�ach�r-r�s�arch�r ���a��� �� th� �r�up act�v�t��s c��s��y �ur��� th� r�s�arch. th� qu�st��� �f h�w c��s��y a�� ��t�mat��y th� r�s�arch�r sh�u�� part�c�pat� �r ���a�� �� th� �r�up may ��c�m� pr����mat�c a���� w�th th� r�s�arch pr�c�ss. h�w w��� c�mm�tm��t aff�ct th� part�c�pa�ts �r th� r�s�arch�r? h�w ���s �t app�ar �� r�s�arch r�su�ts? sh�u�� th� r�s�arch�r k��p ��sta�c� t� th� part�c�pa�ts c��sc��us�y? th�s� qu�st���s ha� t� �� ������rat�� a�� s��v�� wh�� start��� th� r�s�arch (m�ry��th, 2001). e��a��m��t �s, h�w�v�r, c����ct�� t� part�c�pa�ts� trust �� th� r�s�arch�r (s�� f��ta�a & fr�y, 2005; a�tr�cht�r �t a�., 2005). Wh�� a�a�yz��� th� �th�ca��ty �f r�s�arch, �t c�u�� �� r�as��a��� t� ta�k a��ut th� thr�ats t� r���a����ty that c��s�st �f th� truth va�u�, a�apta����ty, sta����ty, a�� ��utra��ty (l��c��� & Gu�a, 1985). if th�s� f�ur �th�ca� �as�c va�u�s ar� mutua��y �� �a�a�c�, th� f�u��at��� f�r th� r�s�arch �s w��� c��struct��.

i� th�s r�s�arch, th� t�ach�r wh� act�� as a r�s�arch�r ha� ��t�c�� that pup��s w�r� ��t a��� t� tak� a�va�ta�� �f th��r c�ass mat�s �� �r��r t� ��ha�c� th��r �w� ��ar����. l�k�w�s�, ��t�r�at���a� r�s�arch has sh�w� that pr�mary sch��� stu���ts �� ��t hav� suff�c���t s�c�a� sk���s (a��r�j�a �t a�., 2000; capar�s �t a�., 2002; Kra�tz �t a�., 2003; a��rusyk & a��rysyk, 2003). thus, p���ty �f att��t��� has ���� pa�� �� ��v���p��� s�c�a� sk���s (chr�st�ph�r, ha�s��, & macm���a�, 1991; m����r, f��ty, sc�tt, & park, 2011; s��m��s, 2010; Zha��, 2011). i� th�s r�s�arch, a� ��t�rv��t��� that was f�cus�� �� t�ach��� m�th��s was carr��� �ut �� �r��r t� s��v� th� �v����t pr����m. r�c����z��� th� f�rms �f �m�t���a� c�p��� �� th� c�assr��m ��r�ct�� th� t�ach�r-r�s�arch�r t� ��v���p �m�t���a� c�p��� t�war� �m�t���a� ��r�ct����ss wh�ch m�a�t that pup��s start�� t� shar� th��r f������s w�th �th�r pup��s �� a� ��t�ract���a� ��ar���� s�tuat��� (s�� a�s� bur�u��s, 1990; th�mps��, 2009). th��, pup��s� �m�t���a� c�p��� app�ar�� as c��p�rat��� a�� ��a�-�r���t�� t�am w�rk as w��� as r�c�pr�ca� a�� car��� c�mmu��cat��� ��tw��� pup��s (�.�. fa��s & e�s����r�, 1992). t���th�r, pup��s w�r� a��� t� p�rc��v� m�r� a�� w�r� c����ct�� �y v�r�a� �mpathy a�� c�mm�tm��t (bur�u��s, 1990; r�ss & r���rts-pacch����, 2011).

th� w�rk��� m�th��s that w�r� ut���z�� �� th�s r�s�arch ��ha�c�� pup��s� �m�t���a� c�p��� wh�ch was ma��f�st�� �y pup��s� ��hav��r as s�c�a� f��x�����ty, a����ty t� act �� a c��struct�v� c��p�rat���, a�� ����� r�sp��s���� f�r �th�rs (W��st�r-stratt�� & r���, 2004). m�r��v�r, th�s� m�th��s supp�rt�� ��ar���� that t��k p�ac� �� pup��s� mutua� ��t�ract��� a�� act�vat�� pup��s t� w�rk �� a ��a�-�r���t�� ma���r (br�ck �t a�., 2007). th�s� sk���s ar� c����ct�� t� pup��s� w�������� ��caus� f�r �xamp�� acc�r���� t� ra�ta�a a�� määttä (2011), pup��s� w�������� �s supp�rt�� th� ��st �y �as�c �a��y w�rk that pr�v��� pup��s w�th �xp�r���c�s �f succ�ss a�� �f th� pract�c�s �� th� �v�ry�ay ��f� at sch��� supp�rt c�mmu�a��ty a�� w��������.

Conclusions

o�� way �f ��v���p��� ch���r���s �m�t���a� c�p��� was ��tr��uc�� h�r�. it �s w�rth

Eeva-Liisa PELTOKORPI, Kaarina MÄÄTTÄ, Satu UUSIAUTTI. When a Child’s Emotional Coping Fails

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r�m�m��r��� that ��v���p��� �m�t���a� c�p��� �� a m�r� ��t�ract���a� ��r�ct��� �s ��t ���y�v���p��� �m�t���a� c�p��� �� a m�r� ��t�ract���a� ��r�ct��� �s ��t ���y s����f�ca�t f�r a� ����v��ua� pup���s futur� w�������� a�� succ�ss �ut a�s� �� a w���r c��t�xt. em�t���a� ��r�ct����ss �s a t��ay�s cha������ ��caus� m�r� a�� m�r� c�mp�t��c�s—such as c��fr��t��� ��ss�m��ar�ty, w�rk��� t���th�r, a�� ��v���p��� ��tw�rk��� sk���s—ar� ������ �� th� futur�. G���a��zat��� ��c�u���� th� cha��� �� t�ach��� pr�f�ss���s a�� mu�t�-����ua� a�� mu�t�-cu�tura� ��v�r��m��ts ��ma�� th� a����ty t� c��fr��t ��ss�m��ar�ty a�� t� c��p�rat� w�th var��us p��p��. th� fu��am��ta� sk��� �s th� a����ty t� us� th�s� m�a�s �� a� ��t�ract���a� ma���r.

i� th� pr�va����� cu�tur� �f ��t�ract���, w� hav� t� s�t ��a�s ��th f�r ��ucat�rs a�� pup��s. i� pract�c�, th�s m�a�s that w� ar� cr�at��� a cu�tur� that �s f�u���� �� ��w structur�s. th�s� structur�s a�� th��r ��a�s hav� t� �� para���� at �v�ry ��v�� f�r th� tra��t���a� cu�tur� at sch��� ��ff�rs t�� much fr�m th� ��t�ract���a� ��ma��s a�� ����s �f th� t��ay�s w�rk��� ��f�.

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Advised by Laima Railienė, University of Siauliai, Lithuania

r�c��v��: September 13, 2011 acc�pt��: September 26, 2011

Eeva-Liisa Peltokorpi PhD, Primary School Teacher in Maaniittu School, Muuttolinnun-reitti 26a, 02660 �spoo, Finland�� Phone: +358 40 539 4440�� �-mail: peltokorpieevaliisa@gmail��com

Kaarina Määttä PhD, Professor of �ducational Psychology, University of Lapland, P��O�� Box 122, FI-96101 �ovaniemi, Finland�� �-mail: [email protected]

Satu Uusiautti �d��D��, Post doc �esearcher, Faculty of �ducation, University of Lapland, Lepolantie 29, 01830 Lepsämä, Finland (May-Sep), 2403 S� 8th �venue, Cape Coral 33990, FL, US� (Oct-�pr)�� �-mail: [email protected]