Elina Viljamaa

Datos Biográficos

ID146487
NOMBREElina Viljamaa
NOMBRESElina
APELLIDOViljamaa
FIRMAVILJAMAA E
AFILIACIONESUniversity of Oulu
ORCID0000-0001-8885-071X
VERIFICADOSí
TOTAL DE OBRAS7
TOTAL DE CITAS4
TOTAL COMO AUTOR7
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2017
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H2

  • Towards holistic understanding and solutions

    Open AccessKata‐Riikka Kumpulainen, Päivi Pihlaja et al.ARTICLEJournal of Educational Change2026

    This study explores the impact of a gamified, multi-positioned approach to decision-making in Finnish early childhood education (ECE). In Finland, ECE is a vast societal service for families, heavily regulated by the government. Decision-making processes and their effects from the legal agent to families and children are long and fragmented. Information appears to flow predominantly from top to bottom, and transparency is lacking across organizat…

  • Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care

    Open AccessHenri Pesonen, Aino Äikäs et al.ARTICLEContemporary Issues in Early…2025

    The important role of early childhood education and care in nurturing and ensuring belonging among all children is well recognised, but research specifically focused on how this is accomplished for autistic children is scarce. The aim of this study was to examine how supporting autistic children's belonging appeared in the stories of Finnish early childhood education and care professionals (e.g. early educators, special education teachers, and ea…

  • The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education

    Open AccessNoora Heiskanen, Mari Saha et al.ARTICLEJournal of Research in Special…2025Referencias: 29

    In this paper, we investigate the discursive positionings of early childhood special education teachers (ECSETs) in situations where they describe challenges in organizing the support for a child in interprofessional collaboration. Relaying on research on occupational well‐being of teachers, we state that such situations where professionals experience insurmountable challenges in organizing proper support for a child are potentially burdensome to…

  • The production of a child in conflict in teacher education – research on available storylines

    Open AccessM Lanas, M Petäjäniemi et al.ARTICLEEuropean Journal of Teacher…2024

    Teacher education takes part in producing childhood. This is rarely discussed in teacher education. In this study, we are interested in what kinds of positions become normalised for children and youth in the discourses in teacher education. We utilise the concepts of narrative resources and storylines, looking into the storylines in which student teachers take themselves to be in, and in the positions that are opened for pupils in these storyline…

  • Touch in children's everyday peer relations in preschools

    Open AccessVirve Keränen, Elina Viljamaa et al.ARTICLEChildhood2021Citada por: 2Referencias: 32

    The article explores how touch appears in children's everyday peer relations in preschools. The narrative research material consists of video recordings produced in four Finnish preschools. Touch in children's relations appeared as an invitation, an attempt to control and a conventional pattern. The findings show that narrative environments of the preschools produce, enable and limit touch in the children's everyday peer relations. In terms of to…

  • Retracted Article

    Open AccessM Lanas, P Rautio et al.ARTICLEDiscourse Studies in the Cultural…2017Referencias: 16

    This article refers to:RETRACTED ARTICLE: Engaging in theoretical reflection with students in teacher education Additional informationFundingThis study was supported by the Academy of Finland, projects (1) 267166 and (2) 2643070

  • Engaging with theoretical diffraction in teacher education

    Open AccessM Lanas, P Rautio et al.ARTICLEDiscourse Studies in the Cultural…2017Citada por: 2Referencias: 21

    This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was ha…