Table of Contents JECER 5(1), 2016
Halttunen, L. JECER 5(1), 2016, p. 2–18.
The latest leadership theories require leadership to be distributed, but there is little evidence of how the distribution is made in practice, particularly in the context of early childhood education. This article describes leadership in two day care organizations in which the organizational structure was different than the traditional one. One organization comprised four day care units and the other had five units. According to the findings, leadership was implemented in the spirit of distributed leadership. The staff and the day care centre director in co-operation took responsibility for their organization. The relationship between the director and the staff was interactive and there was readiness to share the tasks and duties of the director.
Aerila, J.-A., Keskitalo, A. & Urmson, K. JECER 5(1), 2016, p. 19–43.
In this study the development of literacy skills is connected to outdoor learning, visual arts, and the thinking skills method. The study represents design research where the teachers and the researchers actively work together pursuing for more child-centered and motivating pedagogical approaches for learning literacy. The teaching experiment described in this article consists of playing with the shapes of alphabets, creating the forms of alphabets, and trying to find those alphabets in the outdoor environment, and empathizing with imaginary characters living in the immediate surroundings of the school. The methods used in the experiment brought child-centeredness and playfulness to learning. The holistic approach encouraged children to be active and supported their achieving a range of learning goals simultaneously and effectively.
Ukkonen-Mikkola, T. & Turtiainen, H. JECER 5(1), 2016, p. 44–68.
This study is linked to the activities of the early childhood education (ECE) partner-ship network coordinated by the University of Tampere. The aim of the study is to explore the activities, which takes place during the learning at work processes of the ECE students in the boundary space of the university and of the kindergarten. The theoretical framework of the study is linked to boundary work, and the boundary space is analyzed by using the factors of activity system described by Engeström. The study is qualitative and the data consists of the students’, mentors´ and teach-ers’ interviews, the focus group -interview of the steering group of the regional partnership network of ECE, and the students’ narratives.
Kultti, A. & Pramling Samuelsson, I. JECER 5(1), 2016, p. 69–91.
In the present study, the critical role of education in promoting social and cultural sustainability is a premise for understanding learning opportunities that are actualized in the preschool context. Information and dialogue as forms of collaboration are investigated through a directed content analysis to interpret empirical data from an in-schooling model in two preschool units, with caregivers and educators with first languages other than Swedish.
Jokikokko, K. & Karikoski, H. JECER 5(1), 2016, p. 92–114.
Cultural diversity has been increasing in Finnish day care centres, implying the need for early childhood education teachers to learn how to meaningfully work with chil-dren and parents from different cultural backgrounds. This article focuses on de-scribing the intercultural learning process as narrated by a Finnish early childhood education teacher, Tanja, who has worked for more than twenty years in a multicul-tural day care context.
Ray, C., Määttä, S., Roos, G. & Roos, E. JECER 5(1), 2016, p. 115–135.
Parents’ perceptions about factors related to their children’s fruit- and vegetable (FV) and sugar-enriched food intake is a less studied subject, even if it is well-known that parents have an important role for their children’s food intake. This study aims to bring up parents’ perceptions of factors influencing children’s intake of FV and sugar-enriched foods. Focus groups (n=6) were conducted among parents (n=17) of 3 to 5–year old children during autumn 2014.
Salomaa, S. JECER 5(1), 2016, p. 136-161.
Various media are a part of children’s, everyday lives in Finland. However, media education that promotes media literacy has not been systematically included in early childhood education and care (ECEC). The need to enhance ECEC professionals’ media educational competences has been aknowledged both nationally and internationally. This acrticle discusses media literacy orientated media education from the viewpoint of ECEC goals and pedagogy.
Kajamies, A., Mattinen, A., Kaurila, A.-L. & Lehtonen, E. JECER 5(1), 2016, p. 162-188.
In this article, the quality of scaffolding is studied from the perspective of emotional support, because it is crucial for the children’s learning and well-being. Our aim was to develop a systematical observation method to deepen understanding of emotional support during interaction. Videos from four day care professionals were used to develop the emotional support categories based on multidimensional Classroom Assessment Scoring System. With categories developed, we observed the emotional support of two day care professionals across a dialogic reading intervention, variation of emotional support during single reading sessions and typical expressions of emotional support.
Reed, M. JECER 5(1), 2016, p. 189-201.
This paper is concerned with teaching and learning in higher education and is situated in a field of study known as students as researchers. This is where students engage in learning at university aligned with a practice-led inquiry conducted in the workplace. It is a process, which can be applied to a number of modalities or disciplines, but in this case concentrates on the training of early education students. Short paper.
Vlasov, J., Hujala, E., Essary, J. & Lenskaya, E. JECER 5(1), 2016, p. 202-222.
This investigation examines changes in teachers’ views of the needs of children in early childhood education (ECE) context in the USA, Russia, and Finland over the past two decades. In addition, it focuses on the teachers’ views about their role in the process of child‑rearing within formal ECE institutions. Moreover, the primary purpose of documenting teachers’ views on children’s needs, professional work, and centre‑based child care, between these societal contexts from 1991 and 2011, is to better understand points of comparative change.