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Direct linkCadima, Joana; Aguiar, Cecília; Guedes, Carolina; Wyslowska, Olga; Salminen, Jenni; Slot, Pauline; Barata, M. Clara; Lerkkanen, Marja-Kristiina – Early Education and Development, 2023
Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children's…
Descriptors: Teacher Student Relationship, Infants, Toddlers, Educational Quality
Ranta, Samuli; Uusiautti, Satu; Hyvärinen, Sanna – Early Child Development and Care, 2022
The purpose of this paper is to analyze how positive pedagogical practices are implemented by early childhood education (ECE) teachers in Finland. A survey was conducted among 625 teachers, enquiring about specific positive pedagogical practices in ECEC. It was found that the correlation between the sum variables and principal components were…
Descriptors: Teaching Methods, Early Childhood Education, Foreign Countries, Preschool Teachers
Pakarinen, Eija; Lerkkanen, Marja-Kristiina; von Suchodoletz, Antje – International Journal of Research & Method in Education, 2020
The present study aimed to investigate the associations between teachers' observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children's…
Descriptors: Preschool Children, Emotional Response, Classroom Environment, Preschool Teachers
Sullanmaa, Jenni; Pietarinen, Janne; Lipponen, Lasse; Soini, Tiina; Pyhältö, Kirsi – European Early Childhood Education Research Journal, 2022
Teacher learning is crucial in terms of good quality education in early years and, respectively teachers' professional communities are crucial for teacher learning. The meaning of engagement in collaborative learning and resources available in professional community are emphasized in educational reforms. In this study, we explored teachers'…
Descriptors: Preschool Teachers, Elementary School Teachers, Primary Education, Correlation
Ahtola, Annarilla; Björn, Piia Maria; Turunen, Tiina; Poikonen, Pirjo-Liisa; Kontoniemi, Marita; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik – Scandinavian Journal of Educational Research, 2016
This study focuses on parents' and teachers' perceptions of practices aimed at easing the transition to formal schooling (e.g., familiarization with the school, discussions about the school entrants). A total of 230 preschool teachers, 131 elementary school teachers, and 2,662 mothers and fathers filled in a questionnaire containing items on how…
Descriptors: Transitional Programs, Educational Practices, Parent Attitudes, Teacher Attitudes
Rintakorpi, Kati; Reunamo, Jyrki – Early Child Development and Care, 2017
Documentation in early childhood education and care (ECEC) institutions has been developed for decades in various contexts. Today, documentation is preferred as an inclusive method of evaluating, planning, and developing ECEC in the curricula of many countries. Qualitative research on documentation has increased in past years, but quantitative…
Descriptors: Early Childhood Education, Documentation, Kindergarten, Preschool Children
Turnsek, Nada; Pekkarinen, Asko – European Early Childhood Education Research Journal, 2009
The article presents the findings of the comparative survey on attitudes (beliefs, preferences) of 222 Slovenian and 230 Finnish early childhood teachers (Turnsek 2005). They have completed the questionnaire on aspect of democratisation of early childhood education, which consisted of attitude (Likart) scales and questions of ranking the…
Descriptors: Early Childhood Education, Young Children, Multivariate Analysis, Comparative Analysis
