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

Salminen, Jenni

dc.contributor.author	Salminen, Jenni
dc.date.accessioned	2014-12-02T13:05:19Z
dc.date.available	2014-12-02T13:05:19Z
dc.date.issued	2014
dc.identifier.isbn	978-951-39-5982-1
dc.identifier.other	oai:jykdok.linneanet.fi:1453044
dc.identifier.uri	https://jyx.jyu.fi/handle/123456789/44798
dc.format.extent	1 verkkoaineisto (101 sivua)
dc.language.iso	eng
dc.publisher	University of Jyväskylä
dc.relation.ispartofseries	Jyväskylä studies in education, psychology and social research
dc.relation.haspart	<b>Article I: </b> Salminen, J., Lerkkanen, M.-K., Poikkeus, A.-M., Pakarinen, E., Siekkinen, M., Hännikäinen, M., Poikonen, P.-L., & Rasku-Puttonen, H. (2012). Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland. Early Education and Development, 23, 654–677. <a href=" http://urn.fi/URN:NBN:fi:jyu-201302011144"> Please see</a>. <a href=" http://dx.doi.org/ 10.1080/10409289.2011.574267 "> DOI: 10.1080/10409289.2011.574267 <a/>
dc.relation.haspart	<b>Article II: </b> Salminen, J., Hännikäinen, M., Poikonen, P.-L., & Rasku-Puttonen, H. (2013). A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms. Journal of Research in Childhood Education, 27, 127–152. <a href=" http://urn.fi/URN:NBN:fi:jyu-201304061397"> Please see</a>. <a href=" http://dx.doi.org/ 10.1080/02568543.2013.767289 "> DOI: 10.1080/02568543.2013.767289 <a/>
dc.relation.haspart	<b>Article III: </b> Salminen, J., Hännikäinen, M., Poikonen, P.-L., & Rasku-Puttonen, H. (2014). Teachers’ Contribution to the Social life in Finnish Preschool Classrooms During Structured Learning Sessions. Early Child Development and Care, 184, 416–433 <a href=" http://urn.fi/URN:NBN:fi:jyu-201401221110"> Please see</a>. <a href=" http://dx.doi.org/ 10.1080/03004430.2013.793182 "> DOI: 10.1080/03004430.2013.793182 <a/>
dc.subject.other	teacher-child interaction
dc.subject.other	teachers' pedagogical practices
dc.subject.other	preschool education
dc.subject.other	classroom quality
dc.subject.other	the CLASS
dc.title	The teacher as a source of educational support : exploring teacher-child interactions and teachers' pedagogical practices in Finnish preschool classrooms
dc.type	Diss.
dc.identifier.urn	URN:ISBN:978-951-39-5982-1
dc.type.dcmitype	Text	en
dc.type.ontasot	Väitöskirja	fi
dc.type.ontasot	Doctoral dissertation	en
dc.contributor.tiedekunta	Kasvatustieteiden tiedekunta	fi
dc.contributor.yliopisto	University of Jyväskylä	en
dc.contributor.yliopisto	Jyväskylän yliopisto	fi
dc.contributor.oppiaine	Varhaiskasvatus	fi
dc.subject.method	Empiirinen tutkimus
dc.relation.issn	0075-4625
dc.relation.numberinseries	512
dc.rights.accesslevel	openAccess	fi
dc.subject.yso	opettaja-oppilassuhde
dc.subject.yso	esikoulu
dc.subject.yso	opetustilanne
dc.subject.yso	luokkatyöskentely
dc.subject.yso	pedagogiikka
dc.subject.yso	opetustaito
dc.subject.yso	vuorovaikutus
dc.subject.yso	opettajat
dc.subject.yso	työkokemus
dc.subject.yso	laatu

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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 ...
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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 ...

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

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Aineisto kuuluu seuraaviin kokoelmiin

Samankaltainen aineisto

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

The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens ﻿

Teacher smiles as an interactional and pedagogical resource in the classroom ﻿

The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms ﻿

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

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

The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens

Teacher smiles as an interactional and pedagogical resource in the classroom

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