Anitta Melasalmi
Biographic Data
| ID | 6327808 |
|---|---|
| NAME | Anitta Melasalmi |
| GIVEN NAMES | Anitta |
| FAMILY NAME | Melasalmi |
| SIGNATURE | MELASALMI A |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0002-9602-460X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
A comparative study of early childhood education and care national documents between China and Finland
Early childhood education and care (ECEC) serves as a crucial foundation for children’s holistic growth and lifelong learning. Despite its significance, comparative analyses of leading ECEC documents across cultures remain limited. To address this gap, our study conducts a comparative analysis to identify key aspects and examine similarities and differences in national ECEC documents from China and Finland. Methodologically, we used a triangle of…
Knotworking — not working
The growing expectations and demands for teacher education highlight the need to provide future teachers with more knowledge and to prepare teachers as expert collaborators who can learn from each other. This qualitative case study based on video-recorded reflective assignments investigated how Finnish pre-service special education teachers’ experiences in relational interprofessional work within institutional boundary spaces – the so-called knot…
Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness
Recognizing one’s own playfulness is important for early childhood education (ECE) teachers, who are responsible for organizing and implementing child-initiated pedagogy in ECE centers. Playfulness research has focused on children’s play and playfulness in workplaces, but playfulness as a part of ECE teachers’ pedagogical and adaptive expertise is rarely studied. Using multiple playfulness and innovativeness instruments, first- and third-year pre…
Agentic playful pre-service teachers
Play and playfulness are understood as basic and vital elements of early childhood education (ECE), and together with playful pedagogies, they perform a central role in Finnish ECE. In multidisciplinary research, children’s learning is generally understood through the inquiring process of play. However, playfulness, as opposed to play, has received relatively little scholarly attention, and educators’ use of playfulness has received even less. Pl…
Shared professional agency in Early Childhood Education
Shared professional agency in Early Childhood Education
Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness
Recognizing one’s own playfulness is important for early childhood education (ECE) teachers, who are responsible for organizing and implementing child-initiated pedagogy in ECE centers. Playfulness research has focused on children’s play and playfulness in workplaces, but playfulness as a part of ECE teachers’ pedagogical and adaptive expertise is rarely studied. Using multiple playfulness and innovativeness instruments, first- and third-year pre…
Agentic playful pre-service teachers
Play and playfulness are understood as basic and vital elements of early childhood education (ECE), and together with playful pedagogies, they perform a central role in Finnish ECE. In multidisciplinary research, children’s learning is generally understood through the inquiring process of play. However, playfulness, as opposed to play, has received relatively little scholarly attention, and educators’ use of playfulness has received even less. Pl…
A comparative study of early childhood education and care national documents between China and Finland
Early childhood education and care (ECEC) serves as a crucial foundation for children’s holistic growth and lifelong learning. Despite its significance, comparative analyses of leading ECEC documents across cultures remain limited. To address this gap, our study conducts a comparative analysis to identify key aspects and examine similarities and differences in national ECEC documents from China and Finland. Methodologically, we used a triangle of…
Knotworking — not working
The growing expectations and demands for teacher education highlight the need to provide future teachers with more knowledge and to prepare teachers as expert collaborators who can learn from each other. This qualitative case study based on video-recorded reflective assignments investigated how Finnish pre-service special education teachers’ experiences in relational interprofessional work within institutional boundary spaces – the so-called knot…
Pedagogy (5 works) · Psychology (5 works) · Developmental psychology (3 works) · Early childhood (3 works) · Early childhood education (3 works) · Political science (3 works) · Sociology (3 works) · Agency (philosophy (2 works) · Child Development and Digital Technology (2 works) · Early Childhood Education and Development (2 works)