Niina Rutanen
Biographic Data
| ID | 3674644 |
|---|---|
| NAME | Niina Rutanen |
| GIVEN NAMES | Niina |
| FAMILY NAME | Rutanen |
| SIGNATURE | RUTANEN N |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-9713-3680 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers' visual gaze behavior toward children during teacher–child interaction in early childhood education and care
Incommensurable tensions facing early childhood education transitions: A collective writing project
This collective writing article addresses transitions into, between and out of early childhood education and care (ECEC) from the standpoint of incommensurability, which entails a lack of a common measure between diverging standards, values and priorities between competing instances involved into a shared matter ( Bird, 2000 ; Chang, 2013 ). We explore incommensurable tensions as non-reconcilable issues that arise between stakeholders, educationa…
Diversities in transitions: Children transitioning to pre-primary education
The study discusses children's diverse resources and positions during their transition from early childhood education and care (ECEC) to pre-primary education. The ethnographic data were collected in two pre-primary contexts in Finland: early childhood education centres and schools at the beginning of the pre-primary year. Theory-informed thematic analysis produced categories and distinctions of resources, which had different social meanings depe…
Constructing the space of transition within the early childhood education and care pedagogical environment: A child's resources and positions
This article examines how the space of transition is constructed within and linked to the early childhood education and care (ECEC) pedagogical environment during a child's first transition to ECEC. In many studies, this transition has been characterised as a stressful situation in which to cope successfully with the demands of the new environment. In this study, the focus is on the construction of the space of transition and, particularly, on ch…
Newcomer object ownership negotiations when transitioning from home care to early childhood education and care in Finland
For those experiencing them, educational transitions include not only the present time but are embedded within institutions that precede and extend beyond the individuals. This article explores how, as an institutional space, the early childhood education and care (ECEC) setting is (re)produced within young children’s encounters with others during a transition period. Video-recorded observations of three infant-toddlers’ first months of attendanc…
Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program
The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating in a tailored professional development (PD) program in mathematics. The program, which was designed around principles of transformative learning, was aimed at strengthening the conscious and holistic teaching of early mathematical skills to 3- to 7-year-…
Negotiating Ethics-in-Action in a Long-term Research Relationship with a Young Child
This article continues the discussions of relational ethics put forward in Human Arenas in “Arena of Ethics” (Hilppö et al., 2019). Our aim in this article is to explore and discuss relational ethics, as ethics-in-action, in a long-term research relationship with a child. Our question is: How is ethics-in-action negotiated during critical incidents in the construction of a research space that involves a long-term research relationship with a youn…
A cultural-historical exploration of relational ethics in research involving children
Infants’ emotional and social experiences during and after the transition to early childhood education and care
The socio-emotional experiences of infants during transitions to early childhood education and care (ECEC) and across their first year in these out-of-home contexts are not well known. In an international project across five countries (New Zealand, Finland, Australia, Scotland and the United States), observational data, video of key moments, plus re-probing interviews with parents and teachers concerning 10 infants (six females) aged 5–13 months …
Exploring Materiality in Childhood: Body, Relations and Space
Caralyn Blaisdell - ORCID 0000-0002-5491-7346 https://orcid.org/0000-0002-5491-7346
Expectations and emotions concerning infant transitions to Ecec: International dialogues with parents and teachers
Although a large body of literature recognises the impact of parent-teacher relationships on infant everyday experiences, less is known about the emotional experience and associated expectations of the adults themselves during earliest transitions. In the context of a multi-site international investigation across five countries – Brazil, Finland, Scotland, New Zealand, and the United States – the present paper examines teacher and parent intervie…
Infantologies. An Epat collective writing project
Infantologies is a collective writing project designed to express and\nsummarise important ideas, approaches and forms of advocacy in a\nshort and condensed method, in order to present a network of diverse\nthemes, arguments and evidence concerning infants.This is a collective\nwriting project invited fifteen scholars to participate by writing 500\nwords with maximum of 5 references in a short period of time (normally\na couple of weeks). It is a…
Tensions and challenges concerning ethics on video research with young children - experiences from an international collaboration among seven countries
This article and the four videos linked to this article are a result of the earliest experiences in establishing an international research collaboration among seven countries in the Project Social and emotional experiences in transition through the early years. We draw attention to the complex issues surrounding the many processes, beliefs and attitudes about infants in research that permeated our processes of gaining ethical approval for the int…
Space for toddlers in the guidelines and curricula for early childhood education and care in Finland
In Finland, the policies and practices in early childhood education and care (ECEC) have been characterized by a division into practices and forms of care for children under and over 3 years old. This study analyses the construction of space in the national and local level curricula for the very youngest children. These documents both present 'child's best interests' as age-related, and generalize and distinguish the needs and abilities of the 'y…
What do children tell in their own stories: Opening up children's narrative culture
Preview this article: What do children tell in their own stories: Opening up children's narrative culture, Page 1 of 1 /docserver/preview/fulltext/ni.9.1.14rut-1.gif
Infantologies. An Epat collective writing project
Infantologies is a collective writing project designed to express and\nsummarise important ideas, approaches and forms of advocacy in a\nshort and condensed method, in order to present a network of diverse\nthemes, arguments and evidence concerning infants.This is a collective\nwriting project invited fifteen scholars to participate by writing 500\nwords with maximum of 5 references in a short period of time (normally\na couple of weeks). It is a…
What do children tell in their own stories: Opening up children's narrative culture
Preview this article: What do children tell in their own stories: Opening up children's narrative culture, Page 1 of 1 /docserver/preview/fulltext/ni.9.1.14rut-1.gif
What do children tell in their own stories: Opening up children's narrative culture
Preview this article: What do children tell in their own stories: Opening up children's narrative culture, Page 1 of 1 /docserver/preview/fulltext/ni.9.1.14rut-1.gif
Space for toddlers in the guidelines and curricula for early childhood education and care in Finland
In Finland, the policies and practices in early childhood education and care (ECEC) have been characterized by a division into practices and forms of care for children under and over 3 years old. This study analyses the construction of space in the national and local level curricula for the very youngest children. These documents both present 'child's best interests' as age-related, and generalize and distinguish the needs and abilities of the 'y…
Tensions and challenges concerning ethics on video research with young children - experiences from an international collaboration among seven countries
This article and the four videos linked to this article are a result of the earliest experiences in establishing an international research collaboration among seven countries in the Project Social and emotional experiences in transition through the early years. We draw attention to the complex issues surrounding the many processes, beliefs and attitudes about infants in research that permeated our processes of gaining ethical approval for the int…
Exploring Materiality in Childhood: Body, Relations and Space
Caralyn Blaisdell - ORCID 0000-0002-5491-7346 https://orcid.org/0000-0002-5491-7346
Expectations and emotions concerning infant transitions to Ecec: International dialogues with parents and teachers
Although a large body of literature recognises the impact of parent-teacher relationships on infant everyday experiences, less is known about the emotional experience and associated expectations of the adults themselves during earliest transitions. In the context of a multi-site international investigation across five countries – Brazil, Finland, Scotland, New Zealand, and the United States – the present paper examines teacher and parent intervie…
Infantologies. An Epat collective writing project
Infantologies is a collective writing project designed to express and\nsummarise important ideas, approaches and forms of advocacy in a\nshort and condensed method, in order to present a network of diverse\nthemes, arguments and evidence concerning infants.This is a collective\nwriting project invited fifteen scholars to participate by writing 500\nwords with maximum of 5 references in a short period of time (normally\na couple of weeks). It is a…
Negotiating Ethics-in-Action in a Long-term Research Relationship with a Young Child
This article continues the discussions of relational ethics put forward in Human Arenas in “Arena of Ethics” (Hilppö et al., 2019). Our aim in this article is to explore and discuss relational ethics, as ethics-in-action, in a long-term research relationship with a child. Our question is: How is ethics-in-action negotiated during critical incidents in the construction of a research space that involves a long-term research relationship with a youn…
A cultural-historical exploration of relational ethics in research involving children
Infants’ emotional and social experiences during and after the transition to early childhood education and care
The socio-emotional experiences of infants during transitions to early childhood education and care (ECEC) and across their first year in these out-of-home contexts are not well known. In an international project across five countries (New Zealand, Finland, Australia, Scotland and the United States), observational data, video of key moments, plus re-probing interviews with parents and teachers concerning 10 infants (six females) aged 5–13 months …
Newcomer object ownership negotiations when transitioning from home care to early childhood education and care in Finland
For those experiencing them, educational transitions include not only the present time but are embedded within institutions that precede and extend beyond the individuals. This article explores how, as an institutional space, the early childhood education and care (ECEC) setting is (re)produced within young children’s encounters with others during a transition period. Video-recorded observations of three infant-toddlers’ first months of attendanc…
Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program
The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating in a tailored professional development (PD) program in mathematics. The program, which was designed around principles of transformative learning, was aimed at strengthening the conscious and holistic teaching of early mathematical skills to 3- to 7-year-…
Diversities in transitions: Children transitioning to pre-primary education
The study discusses children's diverse resources and positions during their transition from early childhood education and care (ECEC) to pre-primary education. The ethnographic data were collected in two pre-primary contexts in Finland: early childhood education centres and schools at the beginning of the pre-primary year. Theory-informed thematic analysis produced categories and distinctions of resources, which had different social meanings depe…
Constructing the space of transition within the early childhood education and care pedagogical environment: A child's resources and positions
This article examines how the space of transition is constructed within and linked to the early childhood education and care (ECEC) pedagogical environment during a child's first transition to ECEC. In many studies, this transition has been characterised as a stressful situation in which to cope successfully with the demands of the new environment. In this study, the focus is on the construction of the space of transition and, particularly, on ch…
Teachers' visual gaze behavior toward children during teacher–child interaction in early childhood education and care
Incommensurable tensions facing early childhood education transitions: A collective writing project
This collective writing article addresses transitions into, between and out of early childhood education and care (ECEC) from the standpoint of incommensurability, which entails a lack of a common measure between diverging standards, values and priorities between competing instances involved into a shared matter ( Bird, 2000 ; Chang, 2013 ). We explore incommensurable tensions as non-reconcilable issues that arise between stakeholders, educationa…
Psychology (12 works) · Children's Rights and Participation (10 works) · Early Childhood Education and Development (10 works) · Sociology (10 works) · Early childhood education (9 works) · Pedagogy (8 works) · Developmental psychology (6 works) · Early childhood (6 works) · Social science (5 works) · Child care (4 works)