Vol. 14 No. 2 (2025)

View Vol. 14 No. 2 (2025)

Published: 2025-06-13

Peer-reviewed articles

Building History: Project-Based Pedagogy for Cultural Heritage in Early Childhood Education

Linnéa K. Jermstad

1-23
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Pre-service Early Childhood Education Teachers´ Animation Projects as a Dialogue within Ecosocial Art Education

Aleksi Ojala, Hanna Niinistö, Seija Kairavuori, Leena Knif

34-66
- PDF (Finnish)
Parental participation in two-year pre-primary education trial

Tuulimaria Peltonen, Saila Poulter, Arniika Kuusisto

79-112
- PDF (Finnish)
Does task context affect copying? Visual analysis and graphic quality in 3- and 4-year-olds

Magali Noyer-Martin

113-139
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Teachers as linguistic role models: Language teaching in multilingual ECEC settings

Jeanette Koskinen, Josefine Karlsson

140-168
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“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

Johanna Heikka, Sanni Kahila, Samuli Ranta

169-194
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The Cost of Caring: Empathic Relationships and Emotional Labour in Early Childhood Leadership

Angela Hodgkins, Joe

195-222
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Early years teachers’ experiences of factors supporting instruction in children’s craft and technology projects

Leena Kiviranta, Marja-Leena Rönkkö, Arttu Korkeaniemi, Eila Lindfors

223-242
- PDF (Finnish)
The usability of learning stories as a formative assessment tool in lower primary education

Virpi Yliverronen, Juli-Anna Aerila, Laura Lintunen

243-273
- PDF (Finnish)
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

Lotta Saariluoma

295-324
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Non-peer reviewed writings

Definitions of advanced and special support and the paradox of local decision making

Vellamo Vekki, Marja Syrjämäki, Noora Heiskanen

24-33
- PDF (Finnish)
Transforming the Ordinary into the Extraordinary: The Role of Documentation in Early Learning Settings

Stephanie Quon, Erica Nichols

67-78
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A Conceptual Framework for Teaching Addition, Subtraction, and Multiplication in Kindergarten Using Grid-Counting Approach

Erich Odonkor, Dr Dagadu

274-294
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