GoogleTranslate Service


Celebrating the Finnish children’s favourite TV program “Pikku Kakkonen” – 40 years and more

January 14th, 2017 by Pekka Kamarainen

On my blog I have not dealt so much with my home country Finland – given that I have worked since 1994 most of the time elsewhere in Europe. During our EU-funded Learning Layers project I found several occasions to address some developments in Finland as impulses for the project work (e.g. developments in apprentice training and the ‘sustainability commitments’  in education, training and economy). Last December I felt the need to write about the Finnish independence, now that Finland is celebrating its 100th independence day in the coming December. In this respect I will picking more Finnish issues to celebrate during this year.

And just now I have a perfect case – the 40th anniversary of the most popular and sustainable children’s TV program – Pikku Kakkonen (Tiny 2-er). Today I watched the special TV program “Postilokero 347” (P.O. Box 347) in its full length and was amazed what all this program could report on the history, characters, contributors, feedback etc. Here I give the link to the program (made in Finnish for Finnish children) and then try to describe what all I learned.

Postilokero 347 – 40-vuotiaan Pikku Kakkosen tarina

The song “Pikku Kakkosen posti”: The TV-program invited children to send drawings and other post and the postal address was presented as a song that was performed by children. And this special program was started with this very song  – performed by several groups of children at different times. (And they all enjoyed it.)

The initial start of the program: Some of the founders had already been involved in making an earlier children’s program for the Finnish TV 2 but it had been based on a British format and was scripted in the UK. In this context they came to the conclusion that they could develop a program with their own format and with Finnish content and Finnish-initiated characters. Of course, they were also looking for contents and impulses from other countries. But on the whole Pikku Kakkonen was a Finnish design (from TV 2 and Tampere).

Some key characters and program elements: The program was composed of short elements glued together by the moderators. A special feature was to bring hand puppet animals as partners of the moderators. The most popular was Ransu the dog and his two mates Riku and Eno-Elmeri (together known as Karvakuonot – Furry Noses). Sometimes they were also making special outdoor visits (e.g. boat trips on the nearby lake or visiting police stations or fire brigade stations). From Poland the program borrowed Teddy Hangor (Nalle Luppakorva) and his animal friends. From DDR the program got its Sandman to start and to conclude the sleepy time tale (that was told by a famous Finnish actor – male or female). One of the most popular slots was that of the Circus clown Hermanni – announced either as Hermanni’s clown school (Hermannin pellekoulu) or as Hermanni’s hotline (Hermannin hätäapu). And all kinds of children’s concerns could be dealt by the sympathetic, shy and clumsy clown who was speaking directly to (fictive) kids somewhere in Finland and commenting their (fictive) answers.

Special excursions: The very special initiatives were to send a moderator with Ransu the dog to visit Leningrad in the 1980s – just to give insights into everyday life of children in Soviet Union (avoiding all kinds of ideological ornaments). Later on the same moderator and Ransu visited Berlin – and wondered why the people had got into such bad terms with each other that some got the idea to build the wall. Ransu made the point that they should learn to get along with each other so that no such walls would be needed. This was in the autumn 1989 – and by chance: the wall was opened next week (and the moderator and Ransu could add this delightful news as a PS to their travel report. Later on another moderator went with Ransu to interview the presidents of republic about their childhood memories or relations to their pet animals.

Echo from kids and families with kids: This special program presents several episodes in which city kids and rural kids rush to watch Pikku Kakkonen when the program starts – and the parents can count that the kids will focus entirely on the program the next half an hour. And in many cases this had gone from one generation to another. BUT even more striking was that in the 1980s Pikku Kakkonen had been the ‘window to west’ for the Soviet Estonian children and their families. And for Estonian children of that time it was easy to learn Finnish just watching the program.

Echo from other viewers: It was fascinating to hear a special fan – a severely disabled and blind man who had suffered from his disease from his childhood on – to tell that he had been able to follow the program very well in spite of his blindness – the program was sufficiently conversational and had a lot of music. But it appeared that the program is also popular in elderly people’s homes – it brings the children to the inhabitants of these homes (even if they may not have grandchildren of their own). And – what was striking to me – Pikku Kakkonen has become popular among the refugee families in Finland and a key facilitator of the language learning of their children at pre-school or school age. This became apparent in the talks with a Syrian family (in Arabic) and their children (in Finnish).

And finally, at the end of the celebration program “Postilokero 347” I was inspired to hear the current bedtime storyteller of Pikku Kakkonen present the Grimm brothers’ story of Bremen town musicians (Bremer Stadtmusikanten). That made me happy in my present location – in Bremen.

– – –

I guess this is enough to give a picture of Pikku Kakkonen, its history, key characters and impact. If you want to learn more, just click the link and make your own observations! I was overwhelmed by memories of the childhood of my kids (that we shared with Pikku Kakkonen in the 1980s). And I was surprised to learn what all came after those years (when we grew out of Pikku Kakkonen but the program moved on). Congratulations, Pikku Kakkonen – years and more!

More blogs to come (but on other topics)

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • @mark_carrigan @CamEdFac Is this for people outside Cambridge? If so count me in

    About 2 hours ago from Cristina Costa's Twitter via Twitter for Android

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories