Sisällys JECER 3(1), 2014
Mononen, R., Aunio, P. & Koponen, T. JECER 3(1), 2014, p. 2–26.
This study investigated the effects of RightStart Mathematics instruction on Finnish kindergartners’ mathematics performance. The RightStart group (n = 38) received instruction that followed the RightStart Mathematics program, replacing their typical mathematics instruction, from their kindergarten teachers during the kindergarten year.
Vannebo, B. I. & Gotvassli, K.-Å. JECER 3(1), 2014, p. 27–50.
Official documents state that all Early Childhood Educational and Care Institutions in Norway should aspire to become learning organizations. In this paper, we analyze governance models in Early Childhood Educational and Care Institutions and look at how leaders interpret and act on this new mission to become learning organizations.
Reed, M. & Walker, R. JECER 3(1), 2014, p. 51–64.
The research was carried out in collaboration with student-practitioners following a part-time Foundation Degree (FdA) in Early Childhood Education and Care, (ECEC). It concentrates on the final phase of the degree programme which requires the presentation of a practice based inquiry (Dissertation) carried out within a workplace setting. The pedagogy underpinning the process is explained in terms of key teaching and learning strategies.
Waniganayake, M. JECER 3(1), 2014, p. 65–81.
In Australia, educational leadership studies emerged as a core area of study within early childhood bachelor degree courses during the 1990s. This inclusion was supported by findings from newly emerging research on leadership involving early childhood educators. A handful of Australian and Finnish scholars joined researchers based in the USA to actively research leadership focusing on the early childhood sector. In this paper, reflections on what has been achieved over the past two decades in promoting leadership studies in the early childhood sector is analysed as a starting point to evaluate learning and stimulate further discussion on additional work necessary in preparing future leaders. This analysis will be based on exploring key assumptions about distributed leadership models being favoured by policy planners and practitioners.
Hyvönen, P., Kronqvist, E-L., Järvelä, S., Määttä, E., Mykkänen, A., & Kurki, K. JECER 3(1), 2014, p. 82–107.
Children need support to strengthen their efficacious agency, which, in turn, in-creases their well-being and learning capabilities. Efficacious agency includes the idea of chil-dren’s active participation, and in research, it is necessary to develop multiple methods for a child-centered approach for examining it. In this article, we present two case studies of chil-dren’s (aged 6 to 10) perceptions of success.