Relational expertise among Finnish educators working in extended hours ECEC

References

• Act on Early Childhood Education and Care. (2018). https://www.finlex.fi/fi/laki/alkup/2018/20180540 (Only available in Finnish)
   Google Scholar
• Atkins, L., & Wallace, S. (2012). Qualitative research in education. SAGE. https://doi.org/10.4135/9781473957602
   Google Scholar
• Aubé, C., Brunelle, E., & Rousseau, V. (2014). Flow experience and team performance: The role of team goal commitment and information exchange. Motivation and Emotion, 38(1), 120–130. https://doi.org/10.1007/s11031-013-9365-2
   Web of Science ®Google Scholar
• Bamberg, M., De Fina, A., & Schiffin, D. (2011). Discourse and identity construction. In S. Schwartz, K. Luyckx, & V. Vignoles (Eds.), Handbook of identity theory and research (pp. 177–200). Springer.
   Google Scholar
• Burr, V. (2003). Social constructionism (2nd edition). Routledge.
   Google Scholar
• Carlile, P. (2004). Transferring, translating and transforming: An integrative framework for managing knowledge across boundaries. Organization Science, 15(5), 555–568. https://doi.org/10.1287/orsc.1040.0094
   Web of Science ®Google Scholar
• Davies, B., & Harré, R. (2001). Positioning. The discursive production of selves. In M. Wetherell, S. Taylor, & S. J. Yates (Eds.), Discourse theory and practice. A reader (pp. 261–271). Sage.
   Google Scholar
• De Schipper, J. C., Tavecchio, L. W. C., van Ijzendoorn, M. H., & Linting, M. (2003). The relation of flexible child care to quality of center day care and children's socio-emotional functioning: A survey and observational study. Infant Behavior & Development, 26(3), 300–325. https://doi.org/10.1016/S0163-6383(03)00033-X
   Web of Science ®Google Scholar
• Dreyfus, S. E. (2004). The five-stage model of adult skill acquisition. Bulletin of Science, Technology & Society, 24(3), 177–181. https://doi.org/10.1177/0270467604264992
   Google Scholar
• Duhn, I., Fleer, M., & Harrison, L. (2016). Supporting multidisciplinary networks through relationality and a critical sense of belonging: Three ‘gardening tools’ and the relational agency framework. International Journal of Early Years Education, 24(3), 378–391. https://doi.org/10.1080/09669760.2016.1196578
   Web of Science ®Google Scholar
• Edwards, A. (2010). Being an expert professional practitioner. The relational turn in expertise. Springer.
   Google Scholar
• Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in system of distributed expertise. International Journal of Educational Research, 50(1), 33–39. https://doi.org/10.1016/j.ijer.2011.04.007
   Google Scholar
• Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices. Learning, Culture and Social Interaction, 1(1), 22–32. https://doi.org/10.1016/j.lcsi.2012.03.003
   Web of Science ®Google Scholar
• Edwards, A. (2017). Relational expertise: A cultural-historical approach to teacher education. In M. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education (pp. 555–567). Springer. https://doi.org/10.1007/978-981-10-4075-7_37
   Google Scholar
• Finnish national agency for education. (2022). National core curriculum for early childhood education and care. Finnish National Board of Education.
   Google Scholar
• Fonsén, E., & Ukkonen-Mikkola, T. (2019). Early childhood education teachers’ professional development towards pedagogical leadership. Educational Research, 61(2), 181–196. https://doi.org/10.1080/00131881.2019
   Web of Science ®Google Scholar
• Halfon, S., & Friendly, M. (2015). Work around the clock. A snapshot of non-standard hours child care in Canada. Childcare Resource and Research Unit Publication. Occasional paper 29.
   Google Scholar
• Hökkä, P. K., Vähäsantanen, K., Paloniemi, S., & Eteläpelto, A. (2017). The reciprocal relationship between emotions and agency in the workplace. In M. Goller, & S. Paloniemi (Eds.), Agency at work. Professional and practice-based learning, vol 20. Springer. https://doi.org/10.1007/978-3-319-60943-0_9
   Google Scholar
• Husa, S., & Kinos, J. (2005). Academisation of early childhood education. Scandinavian Journal of Educational Research, 49(2), 133–151. https://doi.org/10.1080/00313830500048865
   Google Scholar
• Kangas, J., Ukkonen-Mikkola, T., Harju-Luukkainen, H., Ranta, S., Chydenius, H., Lahdenperä, J., Neitola, M., Kinos, J., Sajaniemi, N., & Ruokonen, I. (2021). Understanding different approaches to ECE pedagogy through tensions. Education Sciences, 11(12), 790. https://doi.org/10.3390/educsci11120790
   Web of Science ®Google Scholar
• Karila, K. (2012). A nordic perspective on early childhood education and care policy. European Journal of Education Research, Development and Policy, 47(4), 584–595. https://doi.org/10.1111/ejed.12007
   Google Scholar
• Karila, K., & Kinos, J. (2012). Acting as a professional in a Finnish early childhood education context. In L. Miller, et al. (Ed.), Early childhood grows up, international perspectives on early childhood education and development 6 (pp. 55–70). Springer.
   Google Scholar
• Karila, K., & Kupila, P.(2010) Varhaiskasvatuksen työidentiteettien muotoutuminen eri ammattilaissukupolvien ja ammattiryhmien kohtaamisissa. [The formation of work identities in early childhood education in encounters between different generations of professionals and professional groups]. http://www.tsr.fi/c/document_library/get_file?folderId=13109&name=DLFE-4301.pdf
   Google Scholar
• Karila, K., & Rantavuori, L. (2014). Discourses at the boundary spaces: Developing a fluent transition from preschool to school. Early Years, 34(4), 377–391. https://doi.org/10.1080/09575146.2014.967663
   Google Scholar
• Korobov, N. (2010). A discursive psychological approach to positioning. Qualitative Research in Psychology, 7(3), 263–277. https://doi.org/10.1080/14780880902822321
   Google Scholar
• Li, J., Johnson, S. E., Han, W. J., Han, W. J., Andrews, S., Kendall, G., Strazdins, L., & Dockery, A. (2014). Parents’ nonstandard work schedules and child well-being: A critical review of the literature. The Journal of Primary Prevention, 35(1), 53–73. https://doi.org/10.1007/s10935-013-0318-z
   PubMed Web of Science ®Google Scholar
• Malinen, K., Dahlblom, T., & Teppo, U. (2016). Suomalainen vuorohoito [Day and night care in Finnish ECEC]. In U. Teppo, & M. Malinen (Eds.), Osaamista vuorohoitoon [Developing expertise in day-and-night care] (pp. 12–24). Publications of JAMK University of Applied Sciences.
   Google Scholar
• Niikko, A., & Ugaste, A. (2012). Conceptions of Finnish and Estonian pre-school teachers’ goals in their pedagogical work. Scandinavian Journal of Educational Research, 56(5), 481–449. https://doi.org/10.1080/00313831.2011.599424
   Web of Science ®Google Scholar
• Nikander, P. (2012). Interviews as discourse data. In J. F. Gubrium, J. A. Holstein, A. B. Marvasti, & K. D. McKinney (Eds.), The sage handbook of interview research. The complexity of the craft (2nd ed., pp. 397–411). SAGE publishing.
   Google Scholar
• Paakkanen, M. A., Martela, F., & Pessi, A. B. (2021). Responding to positive emotions at work–the four steps and potential benefits of a validating response to coworkers’ positive experiences. Frontiers in Psychology, 4553), https://doi.org/10.3389/fpsyg.2021.66816
   Google Scholar
• Patton, M. (2002). Qualitative Research & Evaluation Methods. Sage.
   Google Scholar
• Peltoperä, K. (2021). Vanhempien ja päiväkodin työntekijöiden rakentamat merkitykset varhaiskasvatuksen vuorohoidolle. [The meanings of flexibly scheduled ECEC constructed by parents and educators]. JYU Dissertations 419. University of Jyväskylä.
   Google Scholar
• Peltoperä, K., & Hintikka, T. (2016). Pedagogiikan toteutumisen erityispiirteitä vuorohoidossa. [The special features of implementing pedagogy in extended hours ECEC]. In U. Teppo, & K. Malinen (Eds.), Osaamista vuorohoitoon [Expertise in day-and-night care] (pp. 148–167). Publications of JAMK University of Applied Sciences.
   Google Scholar
• Peltoperä, K., Turja, L., Vehkakoski, T., Poikonen, P.-L., & Laakso, M.-L. (2017). Privilege or tragedy? Educators’ accounts of flexibly scheduled early childhood education and care. Journal of Early Childhood Research, 16(2), 176–189. https://doi.org/10.1177/1476718X17750204
   Web of Science ®Google Scholar
• Peltoperä, K., Vehkakoski, T., Turja, L., & Laakso, M.-L. (2020). Pedagogy-related tensions in flexibly scheduled early childhood education and care. International Journal of Early Years Education, 1–16. https://doi.org/10.1080/09669760.2020.1778449
   Google Scholar
• Plantenga, J., & Remery, C. (2009). The provision of childcare services: A comparative review of 30 European countries. European Commission DG for Employment, Social Affairs and Equal Opportunities. https://eurogender.eige.europa.eu/system/files/the_provision_childcare_services.pdf
   Google Scholar
• Potter, J. (2003). Discursive psychology: Between method and paradigm. Discourse and Society, 14(6), 783–794. https://doi.org/10.1177/09579265030146005
   Web of Science ®Google Scholar
• Potter, J., & Wetherell, M. (1987). Discourse and social psychology: Beyond attitudes and behaviour. Sage.
   Google Scholar
• Presser, H. B. (2003). Working in a 24/7 economy: Challenges for American families. Russell Sage Foundation.
   Google Scholar
• Ranta, S., Harju-Luukkainen, H., Kahila, S., & Korkeaniemi, E. (2022). “At worst it leads to madness.” A phenomenographic approach on how early childhood education professionals experience emotions in teamwork. Nordisk barnehageforskning, 19(3), 19–41. https://doi.org/10.23865/nbf.v19.313
   Google Scholar
• Rantavuori, L. (2019). Kohti relationaalista asiantuntijuutta joustavassa esi- ja alkuopetuksessa. [Towards relational expertise in flexible preschool and primary school education]. Tampereen yliopiston väitöskirjat, 95.
   Google Scholar
• Ryan, G. W., & Bernard, H. R. (2000). Data management and analysis methods. In N. Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 769–802). SAGE Publications.
   Google Scholar
• Säkkinen, S., & Kuoppala, T. (2017). Kuntakyselyn osaraportti. [Partial report of the municipal survey] https://www.julkari.fi/bitstream/handle/10024/135184/TR30_17_vaka_ kuntakysely_u.pdf?sequence = 5&isAllowed = y
   Google Scholar
• Siippainen, A. (2018). Sukupolvisuhteet, hallinta ja subjektifikaatio. Etnografinen tutkimus lasten ja aikuisten suhteista vuorohoitopäiväkodissa. [Intergenerational relations, governing and subjectification. Ethnographic study on child-adult relations in daycare with extended opening hours]. JYU Dissertations 4. Jyväskylä: Jyväskylän yliopisto. https://jyx.jyu.fi/handle/123456789/59190
   Google Scholar
• Taylor, S. (2006). Narrative as construction and discoursive resource. Narrative Inquiry, 16(1), 94–102. https://doi.org/10.1075/ni.16.1.13tay
   Web of Science ®Google Scholar
• TENK. (2013). Finnish national board on research integrity. Retrieved from: www.tenk.fi
   Google Scholar
• Ukkonen-Mikkola, T., Ek, T., Piiroinen, R., Lehtinen, E., Berg, A., Sviili, E., & Liinamaa, T. (2021). Relationaalisen asiantuntijuuden rakentuminen varhaiskasvatuksen opettajankoulutuksen ohjatun harjoittelun diskursseissa. [Building relational expertise in the discourses of early childhood teacher education supervised practicing periods]. Journal of Early Childhood Education Research, 10(3), 182–207. https://journal.fi/jecer/article/view/114175
   Google Scholar
• Ukkonen-Mikkola, T., & Fonsén, E. (2018). Researching Finnish early childhood teachers’ pedagogical work using layder's research map. Australasian Journal of Early Childhood, 43(4), 48–56. https://doi.org/10.23965/AJEC.43.4.06
   Web of Science ®Google Scholar
• Ukkonen-Mikkola, T., Yliniemi, R., & Wallin, O. (2020). Varhaiskasvatuksen työ muuttuu: Muuttuuko asiantuntijuus? [The work of early childhood education is changing: Is expertise changing?]. Työelämän Tutkimus, 18(4), 323–339. https://doi.org/10.37455/tt.89217
   Google Scholar
• Uusiautti, S., & Määttä, K. (2013). Does success at work produce well-being and happiness or vice versa? The International Journal of Interdisciplinary Organizational Studies, 7(3), 11–25. https://doi.org/10.18848/2324-7649/CGP/v07i03/53406
   Google Scholar
• van Langenhove, L., & Harré, R. (1999). Introducing positioning theory. In R. Harré & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Blackwell Publishing.
   Google Scholar
• Wetherell, M. (2003). Paranoia, ambivalence and discursive practices: Concepts of position and positioning in psychoanalysis and discursive psychology. In R. Harré & F. Modhaddam (Eds.), The self and others: Positioning individuals and groups in personal, political and cultural contexts (pp. 99–120). Praeger Publishers.
   Google Scholar
• Ylitapio-Mäntylä, O. (2013). Reflecting caring and power in early childhood education: Recalling memories of educational practices. Scandinavian Journal of Educational Research, 57(3), 263–276. https://doi.org/10.1080/00313831.2011.637230
   Web of Science ®Google Scholar
• Zelle, G. (2009). Exploring the application of positioning theory to the analysis of organizational change. University of Wollongong. https://ro.uow.edu.au/commpapers/574/
   Google Scholar