Jenni Salminen

Jenni Salminen
University of Jyväskylä | JYU · Early Childhood Education

Doctor of Education

About

23
Publications
9,486
Reads
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231
Citations
Education
September 2008 - September 2014
University of Jyväskylä
Field of study
  • Early Childhood Education
September 2005 - December 2007
University of Jyväskylä
Field of study
  • Early Childhood Education

Publications

Publications (23)
Article
Full-text available
This 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...
Article
Full-text available
High-quality interactions between teachers and children in early childhood education and care (ECEC) are at the heart of supporting children's development, well-being, and learning. The aim of the study was to examine the quality of an experienced ECEC teacher's and an ECEC student teacher's teacher-child interactions using the Classroom Assessment...
Article
Full-text available
The present study investigates the quality and variability of teacher-child interactions in relation to children's social competence in Finnish toddler classrooms. The participants included 242 toddlers (114 girls, 128 boys) and their teachers (N = 42). The quality of teacher-child interactions (i.e., emotional and behavioral support; engaged suppo...
Article
Full-text available
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 sk...
Article
Full-text available
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 usin...
Article
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 b...
Article
Full-text available
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...
Article
The 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...
Article
The present study examined reciprocal associations between children’s social competence and language and pre-literacy skills across the preschool year. Participants were 441 children (six-year-olds; 212 boys, 229 girls) and their teachers. Teachers rated children’s social competence in the autumn and again in the spring, using the Multisource Asses...
Article
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 lifelon...
Article
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 classr...
Article
The 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 iden...
Article
Full-text available
This report presents the findings of a multiple case study, conducted in seven European countries to examine common and culturally differing aspects of curriculum, pedagogy, and quality of Early Childhood Education and Care (ECEC) provisions in Europe. This multiple case study involved intensive data collection on structural characteristics, proces...
Article
Full-text available
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 q...
Article
Full-text available
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 compet...
Article
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 id...
Article
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 s...
Article
Full-text available
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...

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Cited By

Projects

Projects (6)
Archived project
QualityMatters aims to understand variations in interaction quality, activity setting and peer interactions to answer the overarching question “How and under what conditions does quality in early education and care matter?” The project intends to examine the aspects of the classroom experience that can be intentionally used by teachers to have an effect both on teacher-child interactions and child development. Through a cross-cultural process oriented approach, the researchers in QualityMatters capitalize on the variation in ECEC systems present in 4 European countries (Finland, Netherlands, Poland and Portugal) to examine the complex relations of activity setting, teacher-child, peer interactions and children’s development in self-regulatory skills. https://www.fpce.up.pt/qualitymatters/projeto.html
Project
The aim of the VUOKKO-study is to explore the extent to which the observed quality of teacher-child interactions in Finnish toddler classroom is currently associated and subsequently predicts children’s developmental outcomes (early academic, social and self- regulation skills) at ages 2–3 and 5–6. VUOKKO-study data were collected in 2015-2016 and again in 2018-2019.
Project
The CARE research project coordinated by the University of Utrecht comprises 11 countries, including Finland (University of Jyväskylä). In line with the EU strategies for 2020 and the need for a systemic and integrated approach to Early Childhood education and Care (ECEC), the project identifies eight key issues and questions for which effective policy measures and instruments should be developed. They concern assessing the impact of ECEC, optimizing quality and curricula for ECEC to increase effectiveness, raising the professional competencies of staff, monitoring and assuring quality of ECEC, increasing the inclusiveness of ECEC, in particular for socioeconomically disadvantaged children, funding of ECEC, and the need for innovative European indicators of children’s wellbeing. The project addresses these issues in an integrative way by combining state-of-the-art knowledge of factors determining personal, social and economic benefits of ECEC with knowledge of the mechanisms determining access to and use of ECEC. In developing a European knowledge base for ECEC, the project adds to the existing knowledge in three ways. First, it includes secondary analyses of recent and ongoing large-scale longitudinal ECEC research from several European countries. Second, it includes the perspectives of important stakeholders and integrate cultural beliefs and values through a large scale survey across Europe. Third, it includes an observational in-depth study in ECEC centers in eight countries, along with a cross-cultural evaluation of observed practices. The central aim is to develop an evidence-based and culture-sensitive framework of (a) Developmental goals, quality assessment, curriculum approaches and policy measures for improving the quality and effectiveness of ECEC; and (b) Effective strategies of organizing, funding and governing ECEC that increase the impact of ECEC. The interdisciplinary research team constructs this framework, based on the competencies and skills that young children need to develop in current societies, identifies the conditions that have to be fulfilled to promote child development and wellbeing, and identifies strategies and policy measures that support access to high quality provisions, and that are likely to receive broad support of stakeholders, thereby enhancing the impact of ECEC. Website: http://ecec-care.org.