Kaisa Pihlainen

Kaisa Pihlainen
University of Eastern Finland | UEF · School of Educational Sciences and Psychology

Doctor of Education

About

22
Publications
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Introduction
Kaisa Pihlainen currently works at the School of Educational Sciences and Psychology, University of Eastern Finland. She studies topics concerning special education, early childhood education, older adults´ learning and educational technology. Currently she does research in the following projects: 'ACCESS – Supporting digital literacy and appropriation of ICT by older people.' (EU / Academy of Finland); Peer Interactions involving Children with Autism Spectrum disorder in inclusive classrooms (PEICAS) (Academy of Finland); Expanding learning environments and support in early childhood education (LaTVa) (European Regional Development Fund). She also develops research tools for the use of various user groups, including older adults and people with disabilities.

Publications

Publications (22)
Article
Full-text available
This special issue deals specifically with the sustainability of families and child welfare with respect to sustainable social development [...]
Article
Full-text available
Rapid development of digital technologies affects the lives of all people and often leads to people being in unequal positions regarding digital skills training opportunities. Older adults’ motivations for learning digital skills vary, but they are generally connected with expectations of upcoming benefits. This study investigates the self-perceive...
Article
Digitalization of public services affects daily life of older adults since adequate digital skills are required in using the digital devices and services. Many organizations have reacted to the growing need of older adults to receive support in using digital services by offering guidance in digital skills. The knowledge of how older adults learn he...
Article
Full-text available
Although there have been developments in family and child welfare services, these have not been prioritized from a sustainability perspective. This article aims to provide a framework for supporting sustainable provisions for family and child welfare. We demonstrate how the need for a socially sustainable stance on family and child welfare arises f...
Article
Full-text available
The closure of schools because of the COVID-19 pandemic created a challenge for families and teachers in supporting children’s remote schooling. This study investigates parents’ perspectives on their accommodation to the rapid change to remote schooling from the point of view of sustainable education. The study was conducted at the beginning of the...
Article
Full-text available
Quality factors are the subject of increasing interest in the research and practice of early childhood education and care (ECEC). The purpose of the article is to emphasize the importance of the children’s voice in relation to the quality of ECEC. This article focuses on children’s negative experiences of ECEC as they can be used to improve service...
Article
Full-text available
Formulating questions is an integral part of pupils’ learning process and scientific inquiry. Investigating pupil-generated questions in a collaborative science learning setting, combining self-regulation theory and phases of inquiry, can extend the previous research into pupils’ questions. This study considered questions from pupils (n = 24, aged...
Article
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a Itä-Suomen yliopisto, vastaava kirjoittaja, s-posti: kaisa.pihlainen@uef.fi b Helsingin yliopisto c Itä-Suomen yliopisto TIIVISTELMÄ: Suomessa varhaiskasvatusta toteutetaan pääsääntöisesti päiväkodeissa ja perhepäivähoidossa. Varhaiskasvatuksen tavoitteena on tukea lapsen kasvua, kehitystä ja oppimista laadukkailla palveluilla. Varhaiskasvatuksen...
Article
Full-text available
The use of mobile technologies is playing an increasingly important role in early childhood education (ECE) settings. However, although technologies are often integrated in ECE provided in day care centres, technology use in other ECE settings, such as in family day care, is rare. In this paper, we describe the Digi-bag, a tablet-based mobile learn...
Conference Paper
The current curricular changes across Europe towards the inclusion of computational thinking through coding in comprehensive schools have prompted new challenges for teachers that may not be confident nor have a scripted pedagogy to teach the core concepts, as well as for students that may have a negative bias towards such subjects. In this poster,...
Article
We present a study of children collaborating around interactive tabletops in three different countries: India, the United Kingdom and Finland. Our data highlights the key distinctive physical strategies used by children when performing collaborative tasks during this study. Children in India employ dynamic positioning with frequent physical contact...
Article
Parental participation during children’s free-time activities, schooling, and therapy is of core importance. However, parents’ participation in long-term technology development is very rare, even though its importance has been widely noted. This paper looks at technology co-development with parents within informal learning club contexts for childre...
Conference Paper
Due to an increasing use of technologies, practical nurses working with elderly people in home care need to master various technologies. In this paper we investigate the practical nurses ́ perceptions of their know-how of information and communication technologies and the role of technologies in home care. According to online survey, the practical...
Article
Full-text available
The purpose of this paper is to introduce the results of children's and teacher's experiences and feedback on DIY push-button workshops. The implementation of the workshops was based on the ideas of participatory design. An objective of the workshop was to make a working biased membrane switch from cheap and easily modifiable common materials. Part...
Conference Paper
Full-text available
The Children in the Centre (CiC) framework, introduced in this paper, facilitates successful multidisciplinary research and design collaboration in computer science and special education with partners in non-academic contexts. The CiC framework emphasizes the active role of children and their families in the research and design processes. Practical...
Conference Paper
Full-text available
Based on results from the technologies for children with individual needs project and two case projects, we propose a new multidisciplinary framework for research between computer science, educational technology, and special education. The framework presents a way to conduct research that aims at developing new methods for technology-enhanced speci...
Article
Full-text available
The increasing number of children who need special education in Finland also requires an increasing amount of resources from teachers and a restructuring of the education system. Tech- nology can be a part of the solution to this resource problem; however, for the technological solution to work, technologies need to be designed and implemented in n...
Conference Paper
Full-text available
Educational robotics is used worldwide in education as a learning tool, but surprisingly rarely in special education. In our study educational robotics and the kids' club working model were brought into special education which usually lacks educational technology tools. Through qualitative action research, we have identified various advantages that...
Article
Knowing "what do I know" and thinking about "how do I learn", that is metacognition, is an important element in learning. The Finnish curriculum points out metacognition in the choice of the studying methods. The methods should help the students to become aware of their own learning, to develop better learning strategies, and skills to apply the st...

Projects

Projects (3)
Project
PEICAS is an interdisciplinary and international research project. PEICAS aims at developing understanding and strategies to support the social participation of children with autism in peer interactions in inclusive classrooms. https://www.peicas.fi
Project
The multidisciplinary project will focus on finding ways to support the learning of ICT skills among older people with weak technological skills.The project will analyse different contexts of learning (e.g. formal and informal) and different ways of learning (e.g. courses and peer learning), and it will also look into novel opportunities of learning ICT skills. Furthermore, the project will design a counselling concept and make available information of fixed and mobile technological solutions that are suitable for older people. The international consortium project is coordinated by the University of Siegen in Germany, and the partners include the University of Eastern Finland, TU Dortmund University, the University of Vienna, the National Institutes on Health and Science of Ageing, Italy, and the German Institute for Japanese Studies in Japan. The three-year project will be ongoing in 2018–2020. The project secured funding from the H2020 More Years Better Life – Ageing and Place in a Digitising World call.
Archived project