Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 9 |
Descriptor
| Foreign Countries | 10 |
| Interviews | 10 |
| Young Children | 10 |
| Childhood Attitudes | 3 |
| Early Childhood Education | 3 |
| Observation | 3 |
| Video Technology | 3 |
| Child Care | 2 |
| Children | 2 |
| Cognitive Processes | 2 |
| Ethnography | 2 |
| More ▼ | |
Source
| Early Child Development and… | 4 |
| Educational Research and… | 1 |
| European Early Childhood… | 1 |
| European Journal of… | 1 |
| Journal of the American… | 1 |
| Scandinavian Journal of… | 1 |
| Social Indicators Research | 1 |
Author
Publication Type
| Journal Articles | 10 |
| Reports - Research | 8 |
| Reports - Evaluative | 2 |
Education Level
| Early Childhood Education | 5 |
| Preschool Education | 2 |
| Elementary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkMäättä, Elina; Järvelä, Sanna; Perry, Nancy – Scandinavian Journal of Educational Research, 2016
This study investigated personal and contextual influences to young children's perceived self-efficacy (SE) in social and independent learning situations. The participants were children (n = 24) 6-8 years old from four Finnish elementary school classrooms. First, teachers from each classroom were asked to rate their students' social competence…
Descriptors: Young Children, Self Efficacy, Independent Study, Elementary School Students
Robertson, Leena Helavaara; Kinos, Jarmo; Barbour, Nancy; Pukk, Maarika; Rosqvist, Leif – Early Child Development and Care, 2015
This paper focuses on child-initiated pedagogy that is based on the process of co-construction of learning experiences between children, adults and the environment, being part of longitudinal research project that analyses child-initiated pedagogies in formal early years settings with 3-6-year-old children. Drawing on an ethnographic approach this…
Descriptors: Foreign Countries, Young Children, Childhood Attitudes, Ethnography
Hännikäinen, Maritta – Early Child Development and Care, 2015
This study focuses on a particular relationship between teachers and one- to three-year-old children: the child in the teacher's lap. When, in what situations, does this happen? Who are the children in the teacher's lap? Why are they there? How do children express emotional well-being when in the teacher's lap? Relational, sociocultural and…
Descriptors: Young Children, Toddlers, Well Being, Emotional Response
Kyronlampi-Kylmanen, Taina; Maatta, Kaarina – Early Child Development and Care, 2012
A day-care centre is a place where a child spends most of his/her week nowadays. A day-care centre as an institution of early childhood education has often been studied from the early childhood educators' point of view or within a wider societal context. The children's voices have not been heard much. The purpose of this article is to describe, on…
Descriptors: Children, Early Childhood Education, Childhood Attitudes, Foreign Countries
Kyronlampi-Kylmanen, Taina; Maatta, Kaarina – Educational Research and Reviews, 2011
Traditional research focusing on children has been carried out by collecting information from the children's parents, teachers, and other adults. Information acquired from the children themselves has been considered of secondary importance. As the number of studies focusing on children has increased, it is important to consider the children…
Descriptors: Foreign Countries, Young Children, Participant Characteristics, Data Collection
Kiiveri, Kaisa; Maatta, Kaarina – Early Child Development and Care, 2012
There is plenty of research on teaching reading skills as well as on the prerequisites of literacy, but not so much on children's opinions on learning to read. Few know what a child thinks itself of his/her learning to read and ability to learn to read. The aim of this article is to reveal the children's (n = 43) opinions on learning to read at…
Descriptors: Reading Skills, Reading Instruction, Teaching Methods, Reading
Mattila, Marja-Leena; Kielinen, Marko; Jussila, Katja; Linna, Sirkka-Liisa; Bloigu, Risto; Ebeling, Hanna; Moilanen, Irma – Journal of the American Academy of Child & Adolescent Psychiatry, 2007
Objective: This study evaluated the diagnostic process and prevalence rates of Asperger syndrome (AS) according to the DSM-IV, ICD-10, and criteria developed by Gillberg and Gillberg and by Szatmari and colleagues and clarified confusion about AS. Method: An epidemiological study of 5,484 eight-year-old children in Finland, 4,422 (80.6%) of whom…
Descriptors: Foreign Countries, Observation, Incidence, Criteria
Kutnick, Peter; Brighi, Antonella; Avgitidou, Sofia; Genta, Maria Luisa; Hannikainen, Maritta; Karlsson-Lohmander, Maelis; Ruiz, Rosario Ortega; Rautamies, Erja; Colwell, Jennifer; Tsalagiorgou, Eleni; Mazzanti, Chiara; Nicoletti, Sandra; Sansavini, Alessandra; Guarini, Annalisa; Romera, Eva; Monks, Claire; Lofqvist, Monica – European Early Childhood Education Research Journal, 2007
This study sought to identify and compare the characteristics of the social pedagogic context of cognitive activities in a sample of early education settings in six European countries (England, Finland, Greece, Italy, Spain and Sweden). Previous research concerning the social context within which cognitive/learning activities take place has…
Descriptors: Young Children, Rating Scales, Foreign Countries, Social Development
Taimalu, Merle; Lahikainen, Anja Riitta; Korhonen, Piia; Kraav, Inger – Social Indicators Research, 2007
Our main interest in this paper is in studying children's well-being by using children themselves as informants and fear as an indicator of insecurity from cross-cultural and longitudinal perspectives. More specifically our paper documents the changes in the content and prevalence of children's fears in two neighboring countries, Finland and…
Descriptors: Security (Psychology), Cross Cultural Studies, Incidence, Social Change
Peer reviewedAnnevirta, Tiina; Vauras, Marja – European Journal of Psychology of Education, 2001
Presents the results of a longitudinal study exploring the development of metacognitive knowledge in primary grade children, ages six to nine (n=196), from preschool to third grade. Finds that the average metacognitive knowledge of the children developed during the first three years of school. (CMK)
Descriptors: Cognitive Ability, Cognitive Processes, Educational Research, Foreign Countries
