Noora Heiskanen
Biographic Data
| ID | 4420538 |
|---|---|
| NAME | Noora Heiskanen |
| GIVEN NAMES | Noora |
| FAMILY NAME | Heiskanen |
| SIGNATURE | HEISKANEN N |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0002-2785-5346 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Early childhood education and care professionals’ accounts of challenging situations in Norwegian kindergartens
Professionals in Norwegian early childhood education and care (ECEC; e.g. ECEC teachers, special pedagogues, managers, assistants) face challenges such as staff shortages, increased job demands, absenteeism, growing child diversity and a lack of knowledge on special needs. They are expected to ensure inclusion and well-being of all children, yet discrepancies often arise between institutional expectations and the experiences professionals encount…
Something old, something new, something borrowed: Early childhood education professionals' perceptions of changing culture and emerging practices within the legislative reform on child support
Legislative changes in education often expand from a reform towards a change in everyday practices. This study deals with the recent early childhood education and care (ECEC) reform in Finland with the aim of examining the changes identified by ECEC professionals in their work. The reform focused on supporting child development and learning in ECEC. Our research material ( N = 135 reflective entries of ECEC professionals) was collected at a regio…
Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care
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…
Characteristics of significant interprofessional support in early childhood education and care in Finland
An interprofessional approach is often implemented to ensure a child's right to support when their support needs are complex. This study was designed to define the characteristics of significant interprofessional support in the context of early childhood education and care (ECEC) in Finland, to promote a more systematic and functional praxis. The data were collected from ECEC teachers and special needs teachers as written and drawn maps (N = 34) …
Teachers’ use and perceptions of Let’s Talk about Children
Schools play significant roles in promoting pupils’ well-being. This study explores teachers’ experiences using the research-based, psychoeducational method Let’s Talk about Children (LTC) to support pupils’ well-being and identify possible risk factors in cooperation with home and school. The study’s data comprise 83 LTC training participants’ writing about their experiences with the method as first-time users. The results indicate that the teac…
Metanarrative review of documentation as a social phenomenon in early childhood education and care
The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education
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…
Developing inclusive early childhood education through positive behaviour intervention and support: Structure, comprehension, experimentation
Pedagogical support in early childhood education and care (ECEC) is often based on individually designed methods, although the most relevant support is the building up of organisational culture as part of the activities of all children and the whole institution. Constructing this kind of socioemotional and behavioural support practice can be linked to the creation of inclusive communities. In this paper, we analyse the actions that Finnish ECEC c…
Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner
This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). H…
Why we need a concept to describe collaborative support instead of labelling children as demanding: Perspectives from Finland
In this article, we draw on our research and expertise in a problematic concept of 'demanding special support children' in Finnish early childhood and basic education, and the scarce international research, to propose a concept regarding multidisciplinary and collaborative support for children.Our conceptualisation shifts the focus away from children's deficits to effective collaborative practices surrounding the child.This can facilitate compreh…
Positioning children with special educational needs in early childhood education and care documents
The article critically discusses the practice of describing children’s special educational needs (SEN) in early childhood education and care (ECEC) pedagogical documents. Documentation is understood as a form of governance. In current practice, documentation is extensively used in educational institutions. Even when the focus of documentation should be pedagogical, the descriptions of children’s SEN commonly describe a child’s individual deficits…
Why we need a concept to describe collaborative support instead of labelling children as demanding: Perspectives from Finland
In this article, we draw on our research and expertise in a problematic concept of 'demanding special support children' in Finnish early childhood and basic education, and the scarce international research, to propose a concept regarding multidisciplinary and collaborative support for children.Our conceptualisation shifts the focus away from children's deficits to effective collaborative practices surrounding the child.This can facilitate compreh…
Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner
This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). H…
Positioning children with special educational needs in early childhood education and care documents
The article critically discusses the practice of describing children’s special educational needs (SEN) in early childhood education and care (ECEC) pedagogical documents. Documentation is understood as a form of governance. In current practice, documentation is extensively used in educational institutions. Even when the focus of documentation should be pedagogical, the descriptions of children’s SEN commonly describe a child’s individual deficits…
Positioning children with special educational needs in early childhood education and care documents
The article critically discusses the practice of describing children’s special educational needs (SEN) in early childhood education and care (ECEC) pedagogical documents. Documentation is understood as a form of governance. In current practice, documentation is extensively used in educational institutions. Even when the focus of documentation should be pedagogical, the descriptions of children’s SEN commonly describe a child’s individual deficits…
Why we need a concept to describe collaborative support instead of labelling children as demanding: Perspectives from Finland
In this article, we draw on our research and expertise in a problematic concept of 'demanding special support children' in Finnish early childhood and basic education, and the scarce international research, to propose a concept regarding multidisciplinary and collaborative support for children.Our conceptualisation shifts the focus away from children's deficits to effective collaborative practices surrounding the child.This can facilitate compreh…
Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner
This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). H…
Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care
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…
Characteristics of significant interprofessional support in early childhood education and care in Finland
An interprofessional approach is often implemented to ensure a child's right to support when their support needs are complex. This study was designed to define the characteristics of significant interprofessional support in the context of early childhood education and care (ECEC) in Finland, to promote a more systematic and functional praxis. The data were collected from ECEC teachers and special needs teachers as written and drawn maps (N = 34) …
Teachers’ use and perceptions of Let’s Talk about Children
Schools play significant roles in promoting pupils’ well-being. This study explores teachers’ experiences using the research-based, psychoeducational method Let’s Talk about Children (LTC) to support pupils’ well-being and identify possible risk factors in cooperation with home and school. The study’s data comprise 83 LTC training participants’ writing about their experiences with the method as first-time users. The results indicate that the teac…
Metanarrative review of documentation as a social phenomenon in early childhood education and care
The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education
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…
Developing inclusive early childhood education through positive behaviour intervention and support: Structure, comprehension, experimentation
Pedagogical support in early childhood education and care (ECEC) is often based on individually designed methods, although the most relevant support is the building up of organisational culture as part of the activities of all children and the whole institution. Constructing this kind of socioemotional and behavioural support practice can be linked to the creation of inclusive communities. In this paper, we analyse the actions that Finnish ECEC c…
Early childhood education and care professionals’ accounts of challenging situations in Norwegian kindergartens
Professionals in Norwegian early childhood education and care (ECEC; e.g. ECEC teachers, special pedagogues, managers, assistants) face challenges such as staff shortages, increased job demands, absenteeism, growing child diversity and a lack of knowledge on special needs. They are expected to ensure inclusion and well-being of all children, yet discrepancies often arise between institutional expectations and the experiences professionals encount…
Something old, something new, something borrowed: Early childhood education professionals' perceptions of changing culture and emerging practices within the legislative reform on child support
Legislative changes in education often expand from a reform towards a change in everyday practices. This study deals with the recent early childhood education and care (ECEC) reform in Finland with the aim of examining the changes identified by ECEC professionals in their work. The reform focused on supporting child development and learning in ECEC. Our research material ( N = 135 reflective entries of ECEC professionals) was collected at a regio…
Early childhood education (9 works) · Pedagogy (8 works) · Psychology (8 works) · Developmental psychology (7 works) · Early childhood (7 works) · Early Childhood Education and Development (6 works) · Family and Disability Support Research (6 works) · Sociology (5 works) · Educational and Psychological Assessments (4 works) · Mathematics education (4 works)