Merja Koivula
Biographic Data
| ID | 6508755 |
|---|---|
| NAME | Merja Koivula |
| GIVEN NAMES | Merja |
| FAMILY NAME | Koivula |
| SIGNATURE | KOIVULA M |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-2980-0031 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Multivocal perspectives on children’s belonging in peer relationships in early childhood education and care
The present study explores how children, professionals and parents understand belonging in children’s peer relationships in early childhood education and care (ECEC). The participants in this qualitative research were children aged 3–5 years (n = 34), their parents (n = 9) and professionals (n = 15) from three ECEC groups in Finland. The data were collected through video-cued interviews (Tobin, 2019). The results of the reflexive thematic analysi…
Examining Factorial Validity and Cross-Cultural Similarity of the Short-Form Cocaring Relationship Questionnaire for Assessing Family–Professional Partnerships in ECE
Dynamics of professionals’ daily negative emotions and assessments of the emotional climate among children in Finnish early childhood education and care
This study examined dynamics between Finnish early childhood education and care (ECEC) professionals' ( N = 77) daily negative emotions and both harmonious and discordant climates in the child group using a mobile diary during five consecutive working days. Professionals' negative emotions and their assessments of the emotional climate were associated within the workday, but the previous day's interpretation of the emotional climate predicted nex…
Ecec educators’ Attitudes and Perceptions Toward and Supportive Role in children’s Digital Gameplay
Today, digital games are considered important tools for learning, but using them in early childhood education and care (ECEC) has raised the question of educators’ roles when children play an educational digital game. The aim of this study was to explore how ECEC educators differed in their attitudes and perceptions toward and ways of supporting children’s digital gameplay and how these differences were associated with children’s gameplay. The da…
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-…
Family and work‐related risk factors in children's s ocial–emotional well‐being and parent–educator cooperation in flexibly scheduled early childhood education and care
Non‐standard work schedules (NSWS) have become typical, but their associations with childcare arrangements and children's well‐being are unknown. This study explores how risk factors are associated with the social–emotional well‐being of girls and boys using flexibly scheduled early childhood education and care. Furthermore, the study investigates whether well‐functioning cooperation between parents and educators buffers the negative effects of t…
Reconsidering passivity and activity in children’s digital play
The discussion around children’s digital game culture has resulted in two contradictory images of children: the passive, antisocial children uncritically and mechanically consuming digital game content and the active, social children creatively using and interacting with digital game content. Our aim is to examine how these seemingly contradictory ideas of “active” and “passive” children could be considered. By means of empirical examples of chil…
Reconsidering passivity and activity in children’s digital play
The discussion around children’s digital game culture has resulted in two contradictory images of children: the passive, antisocial children uncritically and mechanically consuming digital game content and the active, social children creatively using and interacting with digital game content. Our aim is to examine how these seemingly contradictory ideas of “active” and “passive” children could be considered. By means of empirical examples of chil…
Reconsidering passivity and activity in children’s digital play
The discussion around children’s digital game culture has resulted in two contradictory images of children: the passive, antisocial children uncritically and mechanically consuming digital game content and the active, social children creatively using and interacting with digital game content. Our aim is to examine how these seemingly contradictory ideas of “active” and “passive” children could be considered. By means of empirical examples of chil…
Family and work‐related risk factors in children's s ocial–emotional well‐being and parent–educator cooperation in flexibly scheduled early childhood education and care
Non‐standard work schedules (NSWS) have become typical, but their associations with childcare arrangements and children's well‐being are unknown. This study explores how risk factors are associated with the social–emotional well‐being of girls and boys using flexibly scheduled early childhood education and care. Furthermore, the study investigates whether well‐functioning cooperation between parents and educators buffers the negative effects of t…
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-…
Ecec educators’ Attitudes and Perceptions Toward and Supportive Role in children’s Digital Gameplay
Today, digital games are considered important tools for learning, but using them in early childhood education and care (ECEC) has raised the question of educators’ roles when children play an educational digital game. The aim of this study was to explore how ECEC educators differed in their attitudes and perceptions toward and ways of supporting children’s digital gameplay and how these differences were associated with children’s gameplay. The da…
Multivocal perspectives on children’s belonging in peer relationships in early childhood education and care
The present study explores how children, professionals and parents understand belonging in children’s peer relationships in early childhood education and care (ECEC). The participants in this qualitative research were children aged 3–5 years (n = 34), their parents (n = 9) and professionals (n = 15) from three ECEC groups in Finland. The data were collected through video-cued interviews (Tobin, 2019). The results of the reflexive thematic analysi…
Examining Factorial Validity and Cross-Cultural Similarity of the Short-Form Cocaring Relationship Questionnaire for Assessing Family–Professional Partnerships in ECE
Dynamics of professionals’ daily negative emotions and assessments of the emotional climate among children in Finnish early childhood education and care
This study examined dynamics between Finnish early childhood education and care (ECEC) professionals' ( N = 77) daily negative emotions and both harmonious and discordant climates in the child group using a mobile diary during five consecutive working days. Professionals' negative emotions and their assessments of the emotional climate were associated within the workday, but the previous day's interpretation of the emotional climate predicted nex…
Early childhood education (4 works) · Early Childhood Education and Development (4 works) · Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Early childhood (3 works) · Social Psychology (3 works) · Child care (2 works) · Child Development and Digital Technology (2 works) · Developmental psychology (2 works) · Digital Games and Media (2 works)