Vol 11 Nro 1 (2022): Special issue on Interaction in Context

Julkaistu: 2022-02-04

Editorial

Interaction in context: Guest editorial

Joana Cadima, Annukka Pursi, Jenni Salminen

1-10
- Interaction in context: Guest editorial (English)

Vertaisarvioidut artikkelit

Teacher-Child Interaction and Cognitive Development in Rio de Janeiro Preschools

Tiago Bartholo, Mariane Koslinski, Renata Gomes, Felipe Andrade

11-37
- Bartholo_et_al_Issue11-1.pdf (English)
Teacher–child interactions as a context for developing social competence in toddler classrooms

Jenni Salminen, Eija Pakarinen, Anna-Maija Poikkeus, Marja-Leena Laakso, Marja-Kristiina Lerkkanen

38-67
- Salminen-Pakarinen-Poikkeus-Laakso-Lerkkanen Issue 11-1.pdf (English)
The influence of formal education, years of service and team meetings on the quality of interaction in Austrian centre-based settings for children under 3 years

Claudia Geißler, Tanja Sonnleithner, Mailina Petritsch, Catherine Walter-Laager

68-96
- Geißler-Sonnleithner-Petritsch-WalterLaager Issue11-1.pdf (English)
Ohjausvuorovaikutuksen laatu ja esiopettajien työhyvinvointi: kontekstitekijöiden ja työstä palautumisen merkitys

Viola Penttinen, Eija Pakarinen, Marja-Kristiina Lerkkanen

97-122
- Penttinen-Pakarinen-Lerkkanen Issue11-1.pdf
The quality of an expert teacher’s and a student teacher’s pedagogical interactions in early childhood education and care examined through the CLASS lens

Merja Koivula, Jenni Salminen, Erja Rautamies, Niina Rutanen

123-150
- Koivula-Salminen-Rautamies-Rutanen Issue 11-1.pdf (English)
Esiopetusikäisten lasten tavoiteorientaatiot ja ohjausvuorovaikutuksen tarve käsityön oppimisprosessissa

Satu Grönman, Eila Lindfors, Marja-Leena Rönkkö

151-178
- Gronman-Lindfors-Ronkko Issue 11-1.pdf
Developing bilingual pedagogy in early childhood education and care: Analysis of teacher interaction

Katri Hansell, Siv Björklund

179-203
- Hansell-Bjorklund Issue 11-1.pdf (English)
Opportunities and participation in conversations: The roles of teacher’s approaches to dialogic reading and child’s story comprehension

Janne Lepola, Anu Kajamies, Mikko Tiilikainen

204-232
- Lepola-Kajamies-Tiilikainen Issue 11-1.pdf (English)
Mielipahasta myötätuntoon – myötätuntotekojen rakentuminen varhaiskasvatuksessa

Kiira Salmi, Antti Rajala, Lasse Lipponen

233-252
- Salmi-Rajala-Lipponen Issue 11-1.pdf
Relational approach to infant–teacher lap interactions during the transition from home to early childhood education and care

Yaiza Lucas Revilla, Niina Rutanen, Kaisa Harju, Eija Sevón, Raija Raittila

253-271
- Lucas Revilla-Rutanen-Harju-Sevon-Raittila Issue 11-1.pdf (English)
“He will see my drawing and we will play blindman’s bluff together” Overcoming communication barriers in a multicultural kindergarten classroom

Maria Papandreou, Konstantia Elpiniki Dragouni

272-296
- Papandreou-ElpinikiDragouni Issue 11-1.pdf (English)
Children’s social orientations as creative processes in early childhood education and care

Teemu Nikkola, Jonna Kangas, Yasmin Fong, Jyrki Reunamo

297-312
- Nikkola-Kangas-Fong-Reunamo Issue 11-1.pdf (English)

Vol 11 Nro 1 (2022): Special issue on Interaction in Context

Editorial

Interaction in context: Guest editorial

Vertaisarvioidut artikkelit

Teacher-Child Interaction and Cognitive Development in Rio de Janeiro Preschools

Teacher–child interactions as a context for developing social competence in toddler classrooms

The influence of formal education, years of service and team meetings on the quality of interaction in Austrian centre-based settings for children under 3 years

Ohjausvuorovaikutuksen laatu ja esiopettajien työhyvinvointi: kontekstitekijöiden ja työstä palautumisen merkitys

The quality of an expert teacher’s and a student teacher’s pedagogical interactions in early childhood education and care examined through the CLASS lens

Esiopetusikäisten lasten tavoiteorientaatiot ja ohjausvuorovaikutuksen tarve käsityön oppimisprosessissa

Developing bilingual pedagogy in early childhood education and care: Analysis of teacher interaction

Opportunities and participation in conversations: The roles of teacher’s approaches to dialogic reading and child’s story comprehension

Mielipahasta myötätuntoon – myötätuntotekojen rakentuminen varhaiskasvatuksessa

Relational approach to infant–teacher lap interactions during the transition from home to early childhood education and care

“He will see my drawing and we will play blindman’s bluff together” Overcoming communication barriers in a multicultural kindergarten classroom

Children’s social orientations as creative processes in early childhood education and care

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