Journal of Early Childhood Education Research
The Journal of Early Childhood Education Research (JECER) is an international open access journal that publishes high-quality research in the field of early childhood education. Theoretical and empirical double-blind peer-reviewed articles are published either in Finnish or in English. The peer-review follows a double-blind procedure, in which the reviewers and authors do not know each other's identities. In addition, JECER publishes shorter articles that do not undergo peer review. This journal is targeted to researchers, educators, and students of early childhood education, parents, and early childhood education professionals, along with stakeholders. JECER has received a level 1 rating on the Finnish Publication Forum (for more information, see Publication Forum site). We continuously welcome new submissions. Please note that we are currently receiving a very high number of high-quality manuscripts. When submitting a manuscript to the journal, please allow several months for processing and review. This ensures that all manuscripts receive a careful and high-quality review. If you have any questions, please do not hesitate to contact us.
Suomen varhaiskasvatus ry. / Early Childhood Education Association Finland
Politics of belonging in the peer relationships of 3–5-year-old children: An ethnographic study of an integrated group in early childhood education and care in Finland
Belonging is a key factor in supporting young children’s learning, well-being, and development. Peer relationships in early childhood education and care (ECEC), in particular, are important arenas for young children to construct belonging. However, belonging is often intertwined with questions of power, social positions, hierarchies, and acceptance, notably among young children still practicing interaction. This ethnographic study examined how politics of belonging are manifested in the peer relationships of 3–5-year-old children in an integrated ECEC group setting, where approximately half of the children receive intensified or special support, and the remaining half do not. The group included 12 children (5 of whom received special support) and 5 early childhood professionals. The ethnographic observation data was analyzed using a data-driven thematic analysis. The results indicated that the politics of belonging is characterized by children’s tendencies to recognize intersectional similarities and differences in each other, which reflect definitions of acceptance or exclusion, as well as negotiations of social positions and morality. Furthermore, the ways in which children who need no support participate in shaping the politics of belonging were more subtle and tactful in some places compared to their peers who need support.
Copyright (c) 2025 Lotta Saariluoma https://creativecommons.org/licenses/by-nc/1.0/fi/
A Conceptual Framework for Teaching Addition, Subtraction, and Multiplication in Kindergarten Using Grid-Counting Approach
This paper presents a conceptual framework for teaching basic arithmetic operations – addition, subtraction, and multiplication – at the kindergarten level using the Hundred Chart. Based on developmental learning theories and supported by a comprehensive literature review, the proposed approach bridges the gap between concrete manipulatives and abstract mathematical reasoning. While not reporting empirical findings, this framework lays the groundwork for future experimental research into developmentally appropriate numeracy strategies in early childhood education. We contend that this visual and structured method, when incorporated in the early grade curriculum, will foster counting fluency, number sense, and operational understanding in a way that is accessible and engaging for young learners. Researchers and teacher educators looking for developmentally appropriate methods, as well as classroom practitioners and curriculum developers hoping to make maths education more tangible and interesting for younger students, can all benefit from this framework.
Copyright (c) 2025 Erich Odonkor, Joshua Dagadu https://creativecommons.org/licenses/by-nc/1.0/fi/
The usability of learning stories as a formative assessment tool in lower primary education
This study investigates the pedagogical usability of a learning story method as part of the formative assessment of 6–9-year-old pupils in the early years education by examining the experiences of class teacher students. Learning stories describe adult’s observations of a child’s learning and offer suggestions for new learning goals and ways to achieve them. The data of the study were collected as part of a guided pre-service training in classroom teacher education in grades 1–3 of primary education. The research data consists of group discussions (N = 9) implemented at the end of the pre-service training, involving 29 pre-service teachers. The data were analyzed in two stages: In the first stage, a theory-driven content analysis was performed with the aim of analyzing students' experiences of the usability of learning story method from the perspective of formative assessment. The unit of this analysis was the expressions in which the students described their experience and its different aspects. In the second phase, the analysis was more closely linked to theory, as the data were investigated from the perspective of formative assessment in terms of feedback, teacher pedagogical choices, goal setting, peer learning, and self-evaluation. The pedagogical usability was investigated using the criteria of effectiveness, efficiency, and satisfaction. The results of the study are in line with previous international studies. According to the students, the learning story method allows them to make non-traditional learning contents visible and to draw attention to positive perceptions of pupils’ performance and learning. The learning story method was seen as particularly relevant in the subjects of arts and crafts. Additionally, the positive notions of the meaningfulness of sharing learning stories with the pupil are in line with previous international research findings. The students perceived pupils’ lack of familiarity with positive observations and one-to-one moments with their teachers. This result differs to some extent from previous studies and raises a debate about the Finnish culture of assessment. Criticisms of the learning narrative method are consistent with previous research findings on its subjectivity, the challenges regarding the process of implementing the learning story method, and its time-consuming nature.
Copyright (c) 2025 Virpi Yliverronen, Juli-Anna Aerila, Laura Lintunen https://creativecommons.org/licenses/by-nc/1.0/fi/
Teachers as linguistic role models: Language teaching in multilingual ECEC settings
This article examines ECEC teachers' beliefs about being linguistic role models and how these beliefs relate to their language teaching for multilingual children. Due to the increased language diversity in Finland, the demands on teachers have increased. Teachers are expected to be linguistic role models and create multilingual learning opportunities for all children. This study uses quantitative methods to examine the relationships between teachers as linguistic role models and language teaching for multilingual children. A questionnaire was answered by 42 ECEC teachers in Swedish-medium settings in Finland. Data was analyzed using chi-square tests to depict relationships between variables. Results show that teachers largely agree to be linguistic role models. This correlates with seeing adult-led play as important for language development and using dialogic reading as a teaching strategy. Play with peers was highly valued as a language development activity but not related to being a linguistic role model. Although planning reading activities was considered important, it was not related to being a linguistic role model. The latter may indicate that teachers need more knowledge on how these daily activities can become high-quality language teaching situations, especially when developing children’s academic language skills.
Copyright (c) 2025 Jeanette Koskinen, Josefine Karlsson https://creativecommons.org/licenses/by-nc/1.0/fi/
Early years teachers’ experiences of factors supporting instruction in children’s craft and technology projects
This study explores the factors that support instruction in young learners' craft, design and technology (CDT) projects, focusing on the experiences of teachers working in early childhood education, pre-primary education and early years of basic education. The data consists of group interviews (N = 7) and CDT development plans (N = 9) prepared by educational personnel. The data were analyzed using qualitative content analysis. Teachers emphasized that fostering working skills and encouraging active participation are central to project design. Co-teaching emerged as a particularly significant element in their experiences. Furthermore, collaboration with families and other community stakeholders was identified as an important contributor to the successful CDT projects. Expanding learning environments beyond the classroom, such as incorporating outdoor learning, was seen as a valuable way to enhance CDT projects with young learners. Both, the extension of learning spaces and stakeholder collaboration were viewed as opportunities to strengthen young learners’ engagement and learning outcomes in CDT. The findings can be applied to develop initial teacher education and in-service training for teachers working in early years educational settings.
Copyright (c) 2025 Leena Kiviranta, Marja-Leena Rönkkö, Arttu Korkeaniemi, Eila Lindfors https://creativecommons.org/licenses/by-nc/1.0/fi/
“Increased PAD time makes me a better early childhood education teacher” – Finnish ECE teachers’ perceptions of the significance of planning, assessment, and development reform for implementation of pedagogy
Planning, assessment, and development (PAD) by teachers are essential for quality pedagogy and early childhood education (ECE). The allocated PAD time for ECE teachers in Finland was increased from 8 percent to 13 percent in 2018. This study aimed to investigate the significance of this PAD time reform for pedagogy implementation by exploring ECE teachers’ perspectives on the support, challenges, and improvement needs related to the reform. Data were collected via an electronic questionnaire, and 282 teachers’ responses were analysed using qualitative content analysis. The study found that, according to teachers, the PAD time reform has strengthened assessment and development work, alongside planning, while also supporting implementing a goal-oriented pedagogy that is more firmly and holistically aligned with the ECE curriculum. Furthermore, the reform has fostered teamwork and pedagogical expertise among ECE professionals. Challenges were linked to ambiguity surrounding the meaning and content of PAD time, atmosphere problems among team members, and concerns about professionals’ fatigue. Therefore, the teachers in the study emphasised the importance of improving PAD time guidelines, practices and resources to enhance not only the pedagogy’s quality but also the professionals’ well-being.
Copyright (c) 2025 Johanna Heikka, Sanni Kahila, Samuli Ranta https://creativecommons.org/licenses/by-nc/1.0/fi/
Does task context affect copying? Visual analysis and graphic quality in 3- and 4-year-olds
At the age when the first controlled shape productions appear, what are the visual analysis capacities of children? Learning to draw letters or copy drawings requires a fine visual analysis of the model to reproduce all the shapes that compose it. This article focused on the relationship between visual analysis (number of gazes at the model) or associated copy production (conformity to the model) in 3- and 4-year-old children in different production contexts. 53 children had to copy simple shapes (single shape copy task) and complex shapes (mixed shape copy task) in 3 contexts: graphic (producing a circle), drawing (completing a fish drawing with a bubble) or writing (completing a word with the letter “O”). Results showed that the number of gazes and the quality of copying in 3–4-year-old children depend both on model complexity and on the context in which the child must produce the target form. The results of this study highlight the role of representation and visual-graphic constraints in the copying task.
Copyright (c) 2025 Magali Noyer-Martin https://creativecommons.org/licenses/by-nc/1.0/fi/
Pre-service Early Childhood Education Teachers´ Animation Projects as a Dialogue within Ecosocial Art Education
This article is structured around interventions organized within the framework of arts-based action research. In the interventions, pre-service early childhood education teachers worked on an integrative animation project in their music and visual art courses. The students worked on animated films about the United Nations Agenda2030 Sustainable Development Goals. The data for the study consists of the students' animated films (N = 151), anonymous reflections (N = 77) collected at the premiere of the films and responses to an electronic questionnaire (N = 173) completed by the students at the end of the course. We analyzed the data using qualitative content analysis methods. This article critically examines the strategies employed by pre-service teachers to harness the potential of art education in adopting ecosocial education within early childhood education settings. Our data suggests that cross-disciplinary, technology-assisted creative group work has the potential to strengthen student teachers' capacity to address ecosocial education in their future work. However, it is noteworthy that students only reflected on sustainability when specifically asked about it, although the theme featured prominently during the intervention. When asked about the possibilities of artistic work to address ecosocial education, students raised issues related to influencing, agency, materials, and the metaphorical shelter of arts.
Copyright (c) 2025 Aleksi Ojala, Hanna Niinistö, Seija Kairavuori, Leena Knif https://creativecommons.org/licenses/by-nc/1.0/fi/
Definitions of advanced and special support and the paradox of local decision making
A child has the legal right to be given support instantly when the need for support arises. Since 2022, in Finnish early childhood education and care, support has been given as general, intensified, and special support. Within this national frame, local interpretations are meaningful when defining the practices of a child’s support. The work on local decision-making that comes with law reforms takes a significant amount of time and effort for locally meaningful interpretations to be made from the concepts of the law. The goal of the support reform was originally to promote the continuity of support in the education system. Changes to the basic education act shed new light on how support is organized in early childhood education and care. This research-based discussion paper handles questions raised by the local decision making in child’s support and the meaning and paradoxes of the Finnish education system in the middle of change.
Copyright (c) 2025 Vellamo Vekki, Marja Syrjämäki, Noora Heiskanen https://creativecommons.org/licenses/by-nc/1.0/fi/
Cultural frames of early childhood education leadership
This qualitative case study examined leadership culture in early childhood education (ECE) amid change. Causal layered analysis (CLA) was employed to gain a comprehensive understanding of the leadership culture as experienced by the staff. The aim of the study was to create parallel and complementary views on leadership culture and their systemic drivers. The data consisted of focus group interviews (N = 4) including a total of seven ECE teachers and eight ECE nurses from one Finnish ECE center. The study presents three cultural frames of ECE leadership culture: the storm, the labyrinth, and the golden age. Based on these, a transformative future vision was created for the development of ECE leadership: leadership culture as an orchestra. The study revealed the importance of dialogue between different levels of leadership and support for the professional agency of staff through inclusive structures and processes. The findings suggest that leaders need to build a shared understanding of various leadership roles and the artifacts of leadership culture, which are crucial for managing organizational culture. The study provides an opportunity for critical reflection on the future qualification requirements for ECE leaders and the cultural expectations related to ECE as a female-dominated field. Additionally, the methodological approach of this study enriches leadership research in ECE and therefore offers theoretical implications as well.
Copyright (c) 2025 Hannele Roponen, Elina Fonsén, Tuulikki Ukkonen-Mikkola, Raisa Carpelan https://creativecommons.org/licenses/by-nc/1.0/fi/
The early childhood educators' views on toddler pedagogy
This study examines the early childhood educators’ views on pedagogy in kindergarten groups for children under 3 years old. The aim was to find out how the educators verbalize pedagogy, how they describe its implementation and how they justify their pedagogical choices. The data was collected by interviewing 25 educators. The data was analyzed according to reflective thematic analysis (RTA). The educators found it difficult to verbalize pedagogy, and it was also challenging for them to describe how planned and goal-oriented their pedagogical activities were. The educators described the pedagogy by talking about caring, their presence, training and guidance in the early childhood education group. In particular, educators spoke of caring, presence and training as "everyday pedagogy". By that they meant the pedagogical utilization of daily situations, which was not planned in advance. Most planning and goal-oriented aspects of pedagogy were included in guidance. As justifications for their pedagogical solutions, the educators mentioned the importance of considering children's age and individuality, child orientation and obedience. In previous studies, they have found out that planning and setting goals for pedagogy according to National Curriculum for Early Childhood Education are not yet optimally implemented. The results of this study confirm what previous studies have noticed. In addition, the results provide additional information about issues that need highlighting in the pedagogy of children under 3 years old. The research also brings out the educators' ability to utilize the small moments of the early childhood education day in a child-oriented way.
Copyright (c) 2025 Riitta Viitala, Päivi Pihlaja, Marianna Heinonen, Suvi Puolakka https://creativecommons.org/licenses/by-nc/1.0/fi/
Building History: Project-Based Pedagogy for Cultural Heritage in Early Childhood Education
This article explores how project-based learning can support young children’s engagement with cultural heritage and national history in early childhood education. Drawing on a two-month case study in a Norwegian preschool, the study examines how children aged 3–6 participated in an interdisciplinary project inspired by Thor Heyerdahl’s 1947 Kon-Tiki expedition. Central to the project was the collaborative building of a large replica raft using everyday materials, a process that became a platform for exploration, dialogue, and imaginative play. Through this hands-on work, along with storytelling, arts and crafts, AI-generated narratives, and a museum visit, children engaged with historical themes in developmentally meaningful ways. Using qualitative methods including episodic observation, teacher interviews, and reflective dialogue, the study investigates how pedagogical strategies such as scaffolding, multisensory learning, and open-ended dialogue supported participation, creativity, and emerging historical awareness. The findings highlight how narrative, material, and imaginative experiences helped children explore concepts such as time, exploration, and aspects of cultural heritage. The study contributes to early childhood research by offering a model for integrating historical learning into preschool pedagogy through creative, participatory, and context-sensitive project work.
Copyright (c) 2025 Linnéa K. Jermstad https://creativecommons.org/licenses/by-nc/1.0/fi/
Early childhood education providers building techno-value consonance: Guidance of ICT use and digital competence in municipalities
The article explores the role of early childhood education providers in fostering techno-value consonance focusing on how municipalities guide digital competence and ICT use in early childhood education. The study investigates municipal practices that strengthen techno-value consonance and support digital competence. Data were collected through semi-structured interviews with 34 participants across 13 municipalities, selected based on prior experience in guiding digital competence. The findings indicate that guidance practices vary widely among municipalities but share common elements. These practices are analyzed through three dimensions: norms, instructions, and strategies; competence development; and resource allocation. While all three are essential for fostering techno-value consonance, the results highlight a need to develop organizational structures and personnel resources tied to structures. The study encourages early childhood education providers to reassess their guidance practices and design more effective strategies for supporting digital competence.
Copyright (c) 2025 Päivi Pihlaja https://creativecommons.org/licenses/by-nc/1.0/fi/
Developing language awareness in early childhood education practices: "We are all surrounded by languages and cultures!"
In this article, we examine the perceptions of language awareness and linguistically aware pedagogical practices of early childhood education and pre-primary education professionals who participated in an in-service training course. It is important that children and their families from linguistically and culturally diverse backgrounds are taken into account in the everyday life of early childhood education. The aim of this research article is to show, how raising professionals’ linguistic and cultural awareness and developing pedagogical practices is a duty for all, and how in-service training can support developing linguistically responsive pedagogical practices. The research data were collected in the context of a nationwide in-service training in spring 2022. The data consist of the responses of the consenting participants (N = 43) to the initial and final e-questionnaires of the first part of the training. The questionnaires included both multiple-choice and open-ended questions. We focus on the participants’ open responses using qualitative content analysis, with a particular focus on language awareness. The results of our study show that many of the in-service training participants had a fairly comprehensive understanding of linguistic awareness already at the beginning of the course, and the need to develop linguistically responsive activities was mainly associated with supporting children with an immigrant background, especially in learning Finnish. The results also show that the theoretical information covered in the in-service training helped the participants to structure their activities. The workplace task provided them with concepts and theory to articulate and support their own activities. Based on the findings of this qualitative study, we conclude that there is a need for research-based in-service training in the context of early childhood education and pre-primary education in order to develop linguistically responsive everyday pedagogical practices.
Copyright (c) 2025 Laura Lahti, Raisa Harju-Autti, Outi Arvola https://creativecommons.org/licenses/by-nc/1.0/fi/
You are always the educator in these small villages” – Early childhood educators’ work and life in the culturally diverse North
This narrative study explores work and life of early childhood educators in the culturally diverse North. The research material consists of peer interviews with twenty-four early childhood educators. The study asks: How do early childhood educators co-narrate ‘being an educator’ in the culturally diverse North? The findings show that educators in the North balance between belonging and unbelonging in their personal everyday lives as well as in their work as early childhood educators. In addition, the findings show how early childhood educators’ co-narrated identities are shaped in between meaningful places, temporality, and communities. Further, the research findings show how the professional and personal lives of educators are tightly entangled. The findings also illustrate how ethical balancing is intertwined with pedagogical practices and daily encounters of early childhood educators in culturally diverse educational communities. Further, the study highlights the importance of the North for educators. The study also introduces a new concept, narrative identities in place, which challenges the recognition of the significance of place for educators’ identities. Moreover, the study suggests that early childhood teacher training programs should strengthen the student teachers’ knowledge and skills related to cultural diversity and consider the significance of place for student teachers evolving identities. In addition, the peer interview method offers a novel methodological approach to the narrative research field.
Copyright (c) 2025 Riikka Kess https://creativecommons.org/licenses/by-nc/1.0/fi/
Parental participation in two-year pre-primary education trial
This study examines the Ministry of Education and Culture implemented two-year pre-primary education trial (2021–2024) in Finland from parents' perspective. The trial involved children aged four to seven from selected municipalities around the country. The aim of the present study is to describe the experiences of the participating children’s parents related to the trial and their own participation in the cooperation with the pre-primary staff. Parental participation has been studied relatively little in Finnish early childhood education (ECE). The data consists of individual and group interviews with altogether 16 parents, collected using semi-structured interviews and analyzed with qualitative content analysis. The results show that parents have mostly positive experiences about the trial. The parents perceived their child’s participation in it as an opportunity for their development and as reinforcement for the child’s learning trajectory. On the other hand, the communication regarding the experiment, and the expectations and obligations directed at families, were perceived as unclear, and the resources targeted to the experiment insufficient. Some of the parents did not perceive notable differences in the pre-primary activities during the trial in comparison to their previous experiences on ECE and pre-primary. The parents were quite committed to the trial, even though they felt their involvement in it was more minimal what they had wished for. Parental experiences of the participation were associated with both feelings of trust and some uncertainties. The results of the study can be used in making further improvements in the two-year pre-primary education. In addition, the findings contribute towards developing practices for communication between ECE staff and the children’s parents.
Copyright (c) 2025 Tuulimaria Peltonen, Saila Poulter, Arniika Kuusisto https://creativecommons.org/licenses/by-nc/1.0/fi/
Varhaisen matematiikan opetus – Teoreettisesta mallinnuksesta opettajien pedagogiseen tietoisuuteen
Research concerning early mathematical teaching has been limited in Finland. There is a lack of knowledge about how teaching is realised, and how different elements influence mathematical teaching. The purpose of my doctoral dissertation was to develop a theoretical model of the holistic development of early mathematical skills, and to provide knowledge of the teaching of these skills in Finnish early childhood education and care and pre-primary education. The purpose was also to provide knowledge on how teaching could be enhanced to foster children’s mathematical learning. I utilised mixed methods research design in my study including a qualitative systematic review of 134 peer-reviewed articles, web survey data collected from teachers working with 3- to 7-year-old children (N = 206), as well as interviews and pre-follow-up-questionnaires collected from teachers (N = 7) participating in mathematics professional development (PD) programme. Results demonstrated that teaching early mathematical skills corresponded partially to research-based understanding of mathematical skills development but also revealed need for increasing up-to-date understanding. Results further showed that both PD programmes and teachers’ pedagogical awareness translated critically to early mathematical teaching; both reflected to children’s possibilities for being surrounded by mathematical phenomena in ECEC and pre-primary education.
development of early mathematical skills
Copyright (c) 2025 Piia Parviainen https://creativecommons.org/licenses/by-nc/1.0/fi/
The Cost of Caring: Empathic Relationships and Emotional Labour in Early Childhood Leadership
This article further explores some of the outcomes of research (Hodgkins 2023) based in England, that examined the impact of empathic relationships on early childhood practitioners. Participants held various job titles, such as early years educator, learning support assistant, and nursery manager, and came from diverse early childhood settings in England. Of the nine participants, four had positions with management responsibility, either as the setting manager or deputy manager. Participants kept reflective diaries of their empathic interactions with children and families, which were followed up with semi-structured interviews. The research revealed significant emotional labour for practitioners and underscored the need for more emotionally supportive supervision in the profession. It also highlighted the unique stress on those with management responsibility, who support children, families, and staff. In this article, the researcher and an early years manager who participated in the original (Hodgkins, 2023) study, examine the role of empathy for managers and emphasise the need to acknowledge and support early childhood leaders.
Copyright (c) 2025 Angela Hodgkins, Joe Groom https://creativecommons.org/licenses/by-nc/1.0/fi/
Varied meanings of multilingualism: ECEC personnel's perceptions of multilingualism
This article aims to deepen the understanding of how Early Childhood Education and Care (ECEC) personnel teams describe multilingualism in the home and daycare environments and in the context of the connections between these growing environments. Additionally, it seeks to illustrate what meanings ECEC personnel teams give to multilingualism. In the article, the connection between early childhood education and homes is understood according to Bronfenbrenner’s ecological theory as a systemic structure where different growth environments meet each other, either closely linked or at through an individual moving between growth environments. The article is part of the Language-Aware Learning Environment Evaluation (KOAVA) study, which investigates language-aware and multilingual pedagogy in Finnish early childhood education groups using the KieliPeda (in English LangPeda) tool for data collection. The research data used in the article are textual KieliPeda data collected from staff teams in 81 kindergartens, which were analysed using a multi-stage content analysis. The research material for the article consists of textual data collected from the staff teams of 81 ECEC groups in daycare centres and a multi-stage qualitative content analysis was conducted. As a result, the data shows an overall positive and interested attitude towards different language and cultural groups and multilingualism. The results also indicate that awareness of children's growing environments and related multilingualism is often superficial and mainly related to observations of the child in early childhood education and further inferences derived from these observations, rather than to conscious and genuine connections between the growing environments or the languages the children know and the language of instruction in the kindergarten. At the same time, the meanings given to multilingualism are varied, and there are intersecting interpretations of multilingualism as a characteristic of the individual, as a condition of the community, as a temporal interlude or as an emergent property. Thus, in this study, supporting multilingualism appears to be somewhat of a tension, and the personnel do not necessarily have the means to support families' multilingualism. Further, the study suggests that a systemic approach may be an effective tool for identifying the meanings given to multilingualism by ECEC personnel in different child growing environments.
Copyright (c) 2025 Juli-Anna Aerila, Miina Orell, Maria Tyrer, Heidi Harju-Luukkainen https://creativecommons.org/licenses/by-nc/1.0/fi/
Transforming the Ordinary into the Extraordinary: The Role of Documentation in Early Learning Settings
Early childhood experiences are composed of countless “ordinary moments” that encapsulate a child’s unique ways of thinking and interacting with the world. These moments, though seemingly small, hold profound potential for fostering deeper understanding and meaningful dialogue about children’s learning processes. Documentation, as a reflective practice, elevates these moments, making children’s learning visible and enabling a child-centered and culturally responsive approach to early education. This paper reviews the significance of ordinary moments and their transformation through documentation. It explores the definitions, benefits, and implementation strategies of both concepts and discusses how documentation can turn ordinary moments into extraordinary insights. Practical implications are provided to guide educators in leveraging these strategies to enhance early learning environments.
Copyright (c) 2025 Stephanie Quon, Erica Nichols https://creativecommons.org/licenses/by-nc/1.0/fi/
Early childhood teachers’ perspectives on supporting children with special needs in Norwegian early childhood education and care
Early childhood teachers’ (ECTs) increased responsibilities in providing special educational support have made their role complex. Particularly, there seem to be uncertainties about who is to provide special education, as usually in Norwegian early childhood education and care (ECEC), this is often considered to be the responsibility of the special teacher. Despite the recognition that ECTs face challenges, research specifically focusing on how they view their work with children with special needs is scarce. The aim of this study was to examine ECTs’ perspectives on supporting children with special needs in ECEC. The study involved semi-structured interviews with five ECTs. A qualitative analysis of the extensive interview data produced eight dimensions, divided into three thematic categories: (1) work during times of turmoil, (2) understanding of children’s special needs and (3) aspirations for collaboration between professionals. We were interested in hearing what ECTs had to say, and our research provides encouraging findings to further investigate their role in supporting children with special needs, especially when considering the current ‘chaotic’ circumstances in ECEC and the unclear professional responsibilities in providing this support. Important practical implications are also given.
Copyright (c) 2025 Josefin Jacobson, Henri Pesonen, Magnar Ødegård https://creativecommons.org/licenses/by-nc/1.0/fi/
Teaching strategies to enhance executive functions in early childhood education: A systematic review
Evidence that the classroom environment can influence the development of executive functions in children raises some critical questions about specific teaching strategies in early childhood education. However, there is currently little evidence about which specific teaching strategies enhance the development of executive functions in preschool children. Thus, the purpose of this systematic literature review is to identify teaching strategies that positively promote executive functions in 3-to-5-year-old children. This comprehensive review, guided by the PRISMA methodology, explores the findings of 12 qualitative and quantitative studies that met our inclusion criteria. Through thematic synthesis, we found that preschoolers’ executive functions are enhanced by three specific teaching strategies: supporting autonomy in the child, encouraging sustained shared thinking, and effective classroom organisation. These findings are discussed in relation to how early childhood teachers can incorporate certain identified teaching strategies, such as delivering free-choice activities, engaging in back-and-forth conversations, and implementing organised and consistent routines, into everyday preschool curriculums to enhance executive functions. Implications for practice and directions for future research are also discussed.
executive functions, teachers, teaching strategies, preschool children
Copyright (c) 2025 Parian Madanipour, Susanne Garvis, Caroline Cohrssen https://creativecommons.org/licenses/by-nc/1.0/fi/
Exploring the job demands and resources and work-related sense of coherence of preschool educators working with children in need of special support
Inclusion of children needing special support presents challenges for preschool educators. Understanding factors that enhance their well-being can improve their ability to meet all children’s needs. This cross-sectional study investigated 90 preschool educators perceived job demands and resources related to working with children in need of special support, and work-related sense of coherence (comprehensibility, manageability, meaningfulness). Analyses of group differences between preschool teachers and child carers revealed no significant differences in the experience of job demands and resources but preschool teachers reported a higher degree of meaningfulness at work compared to child carers. Correlation analyses showed that job resources were all intercorrelated and either inversely correlated or uncorrelated with job demands. Job demands were also inversely correlated to sense of coherence. Linear regression results indicated that a higher work-related sense of coherence and self-perceived control predicted lower self-perceived job demands, even after controlling for social support, growth/development, child group size and insufficient reflection time. This study underscores the need to integrate a sense of comprehensibility, manageability, and meaningfulness at work to improve well-being and to cope with the emotional, cognitive, and organisational demands of working with children needing special support.
Copyright (c) 2025 Veronica Semelius Granevald; Monika Vinterek; Lotta Strömsten https://creativecommons.org/licenses/by-nc/1.0/fi/
Teachers’ occupational well-being in relation to teacher–student interactions in primary school
Teachers experience various demands in their job, and teachers’ well-being has become a concern. However, less is known about how teachers’ positive and negative aspects of teachers’ occupational well-being are related to their quality of interactions with students, at the lower primary school classrooms. This study explored the relation between teachers’ occupational well-being and teacher–student interactions in primary school classrooms in Finland. 49 Grade 2 teachers rated their work engagement and burnout, and quality of teacher–student interactions was rated by trained coders using the Classroom Assessment Scoring System (CLASS K-3) based on video-recorded lessons. Results of structural equation modelling showed that teachers with higher levels of work engagement showed higher-quality emotional support and instructional support, while teachers with higher levels of burnout potentially evidenced lower-quality instructional support. It is suggested that more attention should be paid to teachers’ positive aspects of occupational well-being in teacher education programs and schools.
Copyright (c) 2025 Sze Wah Chan, Sanni Pöysä, Marja-Kristiina Lerkkanen, Eija Pakarinen https://creativecommons.org/licenses/by-nc/1.0/fi/
Teachers´perceived supervisory competence in supervising teaching practice in the context of Finnish early childhood teacher education
Teaching practice is an essential part of Finnish early childhood teacher education. An experienced early childhood education and care (ECEC) teacher works as a supervisor for the student during the teaching practice. The supervisor's task is to support the development of the ECEC expertise of the student teacher. In our research, we used quantitative and qualitative methods to analyse the supervising ECEC teachers' perceived supervisory competence. The research data consist of nationwide survey data collected in the OHOSKE project from ECEC teachers acting as supervisors. The data were analysed using explorative factor analysis. The qualitative data used in the survey supported the research results. The results show that supervisory competence is built from two elements: 1) supervising the student's individual professional growth and learning, and 2) supervising the student as part of the professional community of ECEC. In addition, the results suggest that the perceived supervisory competence is connected to the completion of supervisory training. We propose that supervisory training should be offered for all the ECEC teachers acting as supervisors, and the training should be developed to consider the community element of supervision better.
Copyright (c) 2025 Heidi Chydenius, Lauri Heikonen, Tuulikki Ukkonen-Mikkola, Katja Annala, Elina Fonsén, Tarja Liinamaa https://creativecommons.org/licenses/by-nc/1.0/fi/
Exploring Children's Emotional Responses to Pollution: Implications for Environmental Education
Understanding young children's emotional responses to environmental issues is crucial for shaping their attitudes and behaviours towards the environment. In the current study, we explore these responses through the lens of Social Learning Theory. Employing a constructivist paradigm, the research examines how children's interactions and experiences shape their perceptions and emotional reactions to environmental challenges. Using an interpretive research design, the study focuses on three children aged 4 to 5 years, selected from diverse preschools in Bloemfontein, to capture a broad spectrum of emotional responses to environmental stimuli. Two distinct images; one depicting dead fish surrounded by garbage and the other showing protesters burning tires—were used to provoke emotional reactions and reflections on environmental pollution and its consequences. Semi-structured interviews were conducted to gain insights into the children’s feelings, thoughts, and interpretations of these scenarios. Findings highlight the role of observational learning and social context in shaping children’s environmental attitudes and emotional responses. The study underscores the importance of understanding young learners’ perspectives on environmental issues, revealing the intricate relationship between human activities and ecological health. This research contributes to the broader discourse on environmental education and the emotional dimensions of early childhood learning.
Copyright (c) 2025 Moleboheng Mokhele-Ramulumo, Oyinade Adebisi Adekola, Thembi Phala https://creativecommons.org/licenses/by-nc/1.0/fi/
As a developer teacher, I serve as a bridge between the university and the ECE centers.” Developer teacher activities supporting teaching practicum in early childhood teacher education
The changes in societal and working life challenge Early Childhood Teacher Education to long-term development work. The previous research shows that teaching practicums are central to professional growth and enhance the attachment to the field after graduation. Prerequisites for teacher education to meet these needs require a continuous dialogue with practical working life. The paper introduces the Developer Teacher activities developed at the University of Oulu in which teaching practicum and the guidance of the pre-service teachers and continuous development is enabled through organized and regular working life connection.
Copyright (c) 2025 Satu Karjalainen, Jaakko Moilanen, Kaisa Pesonen, Laura Yli-Hukka, Outi Ylitapio-Mäntylä https://creativecommons.org/licenses/by-nc/1.0/fi/
ECE teachers' discourses about the pedagogical leadership in a team of educators
Early childhood education teacher is responsible for leading team's pedagogical activities, as he or she has overall responsibility for planning, implementing, evaluating and developing childgroup's goal-oriented activities. This study examines pedagogical leadership of an ECE teachers in a team of educators. The theoretical framework of the study is built through three concepts: pedagogical leadership, distributed pedagogical leadership and teacher leadership. The data consists of interviews with 11 early childhood education teachers (bachelor’s or master’s degree in education). The data was analysed using discourse analysis. Pedagogical responsibility, interaction and participation, orientation and guidance, and tensioned distributed pedagogical leadership discourses were identified. In addition, two interactional positions produced by ECE teacher in relation to the team member were identified from the data. These positions are those of the conversational diplomat and the firm last word. The study contributes to our understanding of team pedagogical leadership and provides evidence for the development of both practice and ECE teacher education programmes.
Copyright (c) 2025 Essi Korkeaniemi, Tuulikki Ukkonen-Mikkola, Heidi Harju-Luukkainen https://creativecommons.org/licenses/by-nc/1.0/fi/
Professional well-being and retention in changing early childhood work
This article examines occupational well-being from the perspective of early childhood education (ECE) professionals, reflecting their views on changes in working life and ECE reforms. By mapping factors influencing occupational well-being, the study aims to address challenges related to retaining professionals in a sector undergoing continuous transformation and grappling with staff shortages. The research data consist of focus group interviews, analyzed through discourse analysis. The study identifies factors that ECE professionals regard as significant for occupational well-being and retention, while also examining the meanings constructed around changes affecting early childhood education. The findings reveal that ECE work is increasingly perceived as hectic. Limited resources foster feelings of inadequacy and ethical conflicts amidst rapid change and heightened efficiency demands. Nonetheless, occupational well-being and retention can be supported through various measures. The focus group discussions illuminate differing perspectives across ECE professional groups regarding key challenges to well-being. The results pinpoint critical areas for development to strengthen retention and invite discussion on the ideological underpinnings shaping the future direction of Finnish early childhood education.
Copyright (c) 2024 Reija Ahola, Satu Valkonen https://creativecommons.org/licenses/by-nc/1.0/fi/
Institutional capitals of ECEC professionals in the field of early education centre
In this study, the competence produced by degree programs in early childhood education and the value of these competences are analyzed based on focus group interviews (N = 21) of early childhood education practitioners (N = 63). The aim of the research is to examine what kind of institutional capital different study programs produce in the field of early education centres. The research utilizes Bourdieu's theory. In analysis, especially the concept of capital, is applied. Further, the concepts of social space, field and habitus are used. The study examines how the structures of early childhood education work shape the work of practitioners and how they determine the working conditions based on the capital formed through their education. Based on the results, the capitals built for vocational, social services and teacher education are clearly different from each other, and they also aim to distinguish themselves from each other. The approach to research-based information and the work ethos drawn from it is structured as a distinctively significant difference. Examining capital makes visible the value attached to them, as well as their legitimacy in the field of early childhood centres, which are also negotiated and disputed. The study suggests that the utilization of skills and knowledge produced by education must not be considered only in the field of early education centres, but more broadly in the field of early childhood education. In addition, clarifying the pedagogical competence produced by different educations is necessary in clarifying the responsibilities and obligations of different professional groups.
Copyright (c) 2024 Satu Valkonen, Heidi Chydenius, Jaana Pesonen, Reija Ahola, Essi Strandén https://creativecommons.org/licenses/by-nc/1.0/fi/