Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties

This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately fo…

A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms

This study examined the diversity of teaching practices to illuminate the qualitative variety of instructional teaching practices among preschool teachers. Further, teachers' self-rated educational goals were explored to complement the multifaceted nature of preschool teachers' instructional teaching practices. The study was carried out as a case study. The cases were used to describe the qualitative variety of Finnish preschool teachers' instructional practices in authentic classroom situations among groups of 6-year-old children. The authors' previous study revealed four distinct latent profiles of teaching practices in preschool classrooms based on 49 observed preschool teachers, using t…

Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions

The main aim of this study was to identify different teaching practices and explore the types of opportunities that they provide for children’s participation in four different Finnish preschool classrooms for 6-year olds during structured learning sessions. Observational data of four preschool teachers were analyzed according to the principles of qualitative content analysis. Three themes of teachers’ practices were identified, which described the key practices through which teachers influence children’s participation, namely, through discussion and conversations; by referring to shared rules and managing the classroom; and through demonstrating pedagogical sensitivity and understanding tow…

Teacher-child interaction quality and children's self-regulation in toddler classrooms in Finland and Portugal

This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and 283 Portuguese (M = 30, SD = 4 months) toddlers and their teachers (n = 43 Finland; n = 29 Portugal). The children's behavioural self‐regulation (attention, working memory, and inhibition control) was individually tested, and the teachers evaluated the children's self‐regulation skills in the classroom. The quality of the teacher–child interactions (i.e., emotional and behavioural support and engaged support for learning) was evaluated using the CLASS‐Toddler observation in…

Scaffolding patterns of dialogic exchange in toddler classrooms

The present study investigates how often episodes of dialogic exchange can be identified in educator–toddler interactions during play and emerging academic activities, what kind of scaffolding strategies educators use during the episodes of dialogic exchange and, ultimately, what kind of scaffolding patterns of dialogic exchange can be identified based on educators' use of scaffolding strategies. Educator–child interactions were video-recorded in seven European countries, in two toddler classrooms in each country. The video recordings of emerging academic and play activities were transcribed and analysed, combining the principles of theory and a data-driven content analysis. First, 69 episo…

EARLYMATH-hanke tutkii ensiaskelia matematiikan maailmaan

Matemaattiset vaikeudet ovat perinnöllisiä, mutta taidot kehittyvät vuorovaikutuksessa ympäristön kanssa. Jyväskylän yliopiston Opettajankoulutuslaitoksella on käynnistynyt EU-rahoitteinen EARLYMATH-hanke, jossa tutkitaan matemaattisten taitojen, motivaation ja tunteiden varhaisia kehityspolkuja syntymästä kouluikään asti. Hankkeessa selvitetäänkin, miten vanhempien matemaattiset vaikeudet ennustavat lapsen kehitystä sekä sitä, miten varhaislapsuuden ja kouluiän kasvuympäristöt tukevat lapsen matemaattista kehitystä. nonPeerReviewed

Teachers' contribution to the social life in Finnish preschool classrooms during structured learning sessions

This study aimed to clarify and deepen the knowledge on and understanding of the role that teachers’ practices during teacher-led learning sessions play in creating and enhancing social life in Finnish preschool classrooms. Observational data pertaining to 20 preschool teachers were analysed according to the principles of thematic analysis. Four identified themes reflected teachers’ contribution to social life in preschool classrooms in relation to their practices under different group compositions: (1) managing children’s peer-relations; (2) promoting the coherence of the group; (3) supporting individual child as a part of group; and (4) discussing friendship and respectfulness. As a concl…

Muutostrendien tarkastelu nuorten koulumotivaatiossa ja -hyvinvoinnissa : kohorttitutkimus yli kolmen ajankohdan

Tässä kohorttitutkimuksessa tarkasteltiin seitsemäsluokkalaisten koulumotivaation sekä kouluhyvinvoinnin tason muutoksia yli kolmen ajankohdan (vuodet 2007, 2010 ja 2014). Vuosien 2007 (N=339) ja 2010 (N=266) aineistot edustavat kahta kohorttia Lapsen Kielen Kehitys-seurannan osallistujista, ja vuoden 2014 (N=1167) aineisto on osa Alkuportaatseurantaa. Tulokset osoittivat, että seitsemäsluokkalaisten kohorteissa koulumotivaatio ja - hyvinvointi muuttuivat vain vähän ajankohdasta toiseen. Nuorten matematiikan arvostus lisääntyi hieman, mutta kiinnostus äidinkieleen heikentyi. Nuorten ilmaisemissa koulutuspyrkimyksissä tapahtui muutosta: yliopisto koulutuspyrkimyksenä oli tyypillisempi ja amm…

Early Childhood Education and Care System in Finland

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of th…

The teacher as a source of educational support : exploring teacher-child interactions and teachers' pedagogical practices in Finnish preschool classrooms

Process Quality in Toddler Classrooms in Four European Countries

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 engagement with materials, explained differences in teacher-child interaction quality across activities. Participants were 129 toddler classrooms and their lead teachers, specifically, 28 in the Netherlands, 40 in Finland, 31 in Portugal, and 30 in Poland. Process quality was measured with the CLASS Toddler (La Paro et al., 2012) and the Activity Setti…

Social Competence Among 6-year-old Children and Classroom Instructional Support and Teacher Stress

Research Findings: This study examined the extent to which observed classroom quality and teacher stress are associated with children's social competence in classrooms of 6-year-old children (kindergartners in Finland). Assessments of academic pre-skills were available for a total of 1,268 children, and kindergarten teacher ratings of social competence were available for a total of 1,222 children. The kindergarten teachers (N = 137) also provided ratings of their work-related stress. Observations of classroom quality (i.e., emotional and instructional support and classroom organization) were conducted in 49 kindergarten classrooms using the Classroom Assessment Scoring System. The results o…

Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

Research Findings: The aim of the present study was to examine classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted in 49 Finnish kindergarten classrooms utilizing the Classroom Assessment Scoring System (R. C. Pianta, K. M. LaParo, & B. K. Hamre, 2008 ). In addition, questionnaire data on classroom and teacher characteristics, as well as Early Childhood Classroom Observation Measure (D. Stipek & P. Byler, 2004 ) observational ratings, were used in the analyses. L…

Reading and math skills development among Finnish primary school children before and after COVID-19 school closure

AbstractThis study quantified the possible learning losses in reading and math skills among a sample of Finnish Grade 3 children (n = 198) who spent 8 weeks in distance learning during the first wave of the COVID-19 pandemic in spring 2020. We compared their reading and math skill development trajectories across Grades 1, 2, and 4 to a pre-COVID sample (N = 378). We also examined if gender, parental education, maternal homework involvement, and child’s task-avoidant behavior predict children’s academic skills at Grade 4 differently in the pre-COVID sample compared with the COVID sample. Children’s reading and math skills were tested, mothers reported their education and homework involvement…

Development of pre-academic skills and motivation in kindergarten : a subgroup analysis between classroom quality profiles

AbstractThe present study extends research on classroom quality profiles by examining the differences between profiles with respect to children’s development in pre-academic skills and motivation across the kindergarten year. Teacher–child interactions were observed in 49 Finnish kindergarten classrooms using the CLASS Pre-K instrument. Based on prior identification of latent profiles of classroom quality, subgroup analyses on children’s data were carried out on three profiles representing high Emotional Support and Classroom Organisation and intermediate Instructional Support (Profile 1), higher-intermediate Emotional Support and Classroom Organisation and lower-intermediate Instructional …

Varhaislapsuuden lukuhetket tukevat lukutaitoa

Suomalaiset vanhemmat arvostavat luk emista . He myös mielellään vahvistavat lastensa kiinnostusta lukemis ta kohtaan tietoisesti ja tiedostamattaan jo paljon ennen varsinaista koulun alk ua . Lapselle voidaan esimerkiksi lukea iltasatua ääneen, käydä yhdessä kirjastossa, ostaa la sten kirjoja tai tilata lastenlehtiä luettavaksi. Näin pieni lapsi altistuu ko tona kielellisille virikkeille ja tutustuu tekstin käytäntöihin ja periaatteisiin varhaislapsuudessa . nonPeerReviewed

Longitudinal associations between teacher-child interactions and academic skills in elementary school

This study examined the extent to which the quality of teacher-child interactions assessed in kindergarten (6-year-olds) is associated with children's reading and math development across the elementary school years. The sample consisted of 515 Finnish children (271 boys, 244 girls). Teacher-child interactions were observed in 49 kindergarten classrooms. The findings from the latent growth curve models showed that high-quality teacher–child interactions in kindergarten were positively associated with the initial levels of reading and math skills. Furthermore, the results indicated that high-quality teacher-child interactions in kindergarten were positively associated with children's academic…

Interaction in context : Guest editorial

The value of children’s daily interactions in early childhood settings is currently unquestionable. Substantial evidence has shown that interactions are the key drivers for child development and well-being. Still, a number of pressing issues calls for further research. Given their dynamic and reciprocal nature, interactions are highly complex, multimodal and multifaceted, and they are experienced by several individuals, which produces conceptual and methodological challenges. Moreover, although interactions are often examined at the group level, they are always embedded in specific cultural contexts that are part of broader early childhood education and care (ECEC) systems that are guided b…

Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme

This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic teaching practices and pupils' classroom engagement during the programme. Data on pupils' school engagement were collected using classroom video recordings and students' self-ratings at the end of the lesson including dialogic teaching practices. The participants comprised seven in-service teachers and their 140 pupils (10- to 15-year-olds) from two comprehensive schools. The findings indicated positive change in the use of dialogic teaching practices and in observed pupi…

Opettajien kokemuksia dialogisen opetuksen toteuttamisesta perusopetuksessa

Tässä artikkelissa tarkastellaan opettajien kokemuksia dialogisen opetuksen toteuttamisesta perusopetuksen ryhmissä osana Vuorovaikutus, motivaatio ja osallisuuden tukeminen (VuoMo) - nimistä ammatillisen kehittämisen ohjelmaa. Dialogisen opetuksen tavoitteena on vahvistaa oppilaiden osallisuutta lisäämällä näkökulmien jakamista sisältävää vuorovaikutusta ja keskustelua ja siten tukea oppilaiden oppimismotivaatiota. Tutkimuksen aineisto koostui kuuden kehittämisohjelmaan osallistuneen opettajan haastatteluaineistosta, joka analysoitiin temaattisella analyysilla. Opettajat kokivat, että heidän dialogisuuteen liittyvä pedagoginen ajattelunsa muuttui ohjelman aikana. Erityisesti dialogisia ope…

Intergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?

By investigating children whose parents have dyslexia, family risk (FR) studies are expanding our understanding of the intergenerational transmission of dyslexia. These studies, however, vary in their identification of FR, and how the use of different identification methods influences research findings and conclusions is yet to be systematically investigated. This study aims to evaluate the association between two FR identification methods—parental self-reports and direct skill assessments—and their unique contributions in the prediction of children's reading. The study employed two datasets: a prospective FR sample (half of the parents in the sample had dyslexia and the remaining half did …