JECER 6(1), 2017

JECER 6(1), 2017


1. Patjakasan kutsu – yhteen tulemisia ja erilleen vetäytymisiä päiväkodissa

Vertaisarvioitu - Peer-reviewed Viljamaa, E., Estola, E., Juutinen, J. & Puroila, A-M. JECER 6(1), 2017, p. 2–21.

This article focuses on belonging at a fleeting moment in a day care centre. Belonging is understood as a phenomenon that is realized in a complex structure, consisting of people, places, actions and their purposes (Stratigos, 2015). In the forefront of the article, there is a video-recorded situation, occurring around a heap of mattresses in a corridor. What kinds of becoming together and apart are created in the relations between the children, the researcher who is filming, the mattresses, and other material environment at that moment?

2. Α motor creativity intervention in the Greek early childhood education settings: Effects on beliefs about health

Vertaisarvioitu - Peer-reviewed Ourda, D., Gregoriadis, A., Mouratidou, K., Grouios, G. & Tsorbatzoudisd, H. JECER 6(1), 2017, p. 22-42.

Motor creativity has been positively associated with preschool children learning. The present study was set out to develop a motor creativity intervention using healthy lifestyle stimuli and test its efficacy in enhancing preschool children’s knowledge about health and changing their attitudes towards healthy nutrition and exercise. In Study 1, 101 preschool children were assigned into control and experimental groups. Children performed the Thinking Creatively in Action and Movement (TCAM) to measure motor creativity. The results of the repeated measures analysis of variance showed a significant increase in all dimensions of motor creativity in the experimental group. In Study 2, 138 preschool children were assigned into control and experimental groups. Children performed the TCAM, and completed the Health Lifestyle Evaluation Instrument and measures of attitudes towards healthy nutrition and exercise.

3. Työn kuormittavuuden kokemusten, työn tehostamisen ja sairauspoissaolojen moni-ulotteiset yhteydet lastentarhanopettajan työssä

Vertaisarvioitu - Peer-reviewed Paananen, M. & Tammi, T. JECER 6(1), 2017, p. 43-60.

In this study we examine the connection between teachers’ experiences of stress, intensification measures and the amount of sick leaves of the staff in Finnish early childhood education context. Teacher’s experiences of stress are examined with the help of interviews of 13 teachers. Intensification is examined through the lens of child-staff ratio. The participants were 135 daycare centers from one municipality in Finland, with data collected using municipality’s own statistical data from three years of time.

4. Intercultural Experiential Continuum: A Case Study of Early Childhood Teachers Working with Refugee Children

Vertaisarvioitu - Peer-reviewed Strekalova-Hughes, E. & Wang, X.C. JECER 6(1), 2017, p. 61-88.

To address the cultural mismatch between early childhood teachers and refugee students in urban public school settings, this qualitative case study explores how teachers working with young refugees develop interculturally. Grounded in Dewey’s experiential transaction theory, we analyze two teachers’ contrasting trajectories of intercultural sensitivity development. Our findings highlight the agency of teachers (pre-experience worldview and motivation) and key qualities of intercultural experiences (cultural immersion, cultural isolation, authentic cultural dialog) within experiential transactions. Finally, the study bring to light teachers’ intercultural experiential continuums where relevant previous, present, and future experiences are interconnected.

5. Children’s self-regulation skills in the Finnish day care environment

Vertaisarvioitu - Peer-reviewed Veijalainen, J., Reunamo, J. & Alijoki, A. JECER 6(1), 2017, p. 89-107.

The topic of how children’s self-regulation (SR) skills occur and develop has attracted researchers for decades. In this article, we focus on the content of children’s SR skills and their relation to children’s learning, social skills and special needs in the context of Finnish early childhood education (ECE). The SR skills of 2476 children, aged 13–89 months, were evaluated in day care centres between January and May 2015. Teachers completed questionnaires assessing children’s SR, social, motor, language and metacognitive skills, as well as the children’s adaptivity in peer relations and their attachment to ECE personnel.

6. Clowns and explosions: Drawings as reflections of children’s humor

Vertaisarvioitu - Peer-reviewed Aerila, J., Laes, T. & Laes, T. JECER 6(1), 2017, p. 108-135.

Using and understanding humor is important for every child. Humor enhances well-being and helps children cope with different situations they face in social inter-action. However, children’s humor is not widely researched. In this study, we inves-tigate the humor of Finnish children and evaluate, whether there are gender differ-ences in their individual use of humor. The research design of this study is inspired by Roger Piret (1941). His aim was to understand the development and features of children’s humor by asking them to draw pictures, which would make others laugh. The data of this study is collected during year 2013 in Finnish primary schools. The data consist of 143 drawings made by 72 boys and 71 girls aged 6 to 8 years. The drawings are analyzed trough qualitative content analysis using Piret’s categories of children’s humorous pictures as a framework.

7. No toy, no joy? – Some reflections on the potential of toy-free week to promote children’s creativity and active learning

Kiliańska-Przybyło, G. & Górkiewicz, B. JECER 6(1), 2017, p. 136-147.

The article presents the results of the project entitled ‘Toy-free week’ in which children, (aged 5-6) were engaged in constructing their own toys from various materials, including waste materials. These toys were later used in group-work activities or individual free play. Play is an indispensable element for children’s learning and growing up. However, encouraging children to design their own toys from available materials allows them to identify their creative abilities and it fosters creativity development. The aim of the project was to examine how children would react to the idea of toy-free week and cope with a lack of ready-made toys.

8. Preschool teacher educators’ conceptions about teaching early literacy to future preschool teachers

Vertaisarvioitu - Peer-reviewed Vatne, B. & Gjems, L. JECER 6(1), 2017, p. 148-162.

This study aims to examine what conceptions preschool teacher educators in Norway have about the subject fields of children’s language learning and early literacy. To investigate what the teacher educators in these two subject fields hold as important, we have interviewed twelve teacher educators having a master or PHD degree, six from the subject of Norwegian and six from the subject of Pedagogy. The research question is: What conceptions do teacher educators have about teaching in the subject fields of children’s language learning and early literacy in preschool teacher education? The results show that the teacher educators had quite different perspectives on what to teach future preschool teachers in the subject fields of children’s language learning and early literacy.