Children’s negative experiences as a part of quality evaluation in early childhood education and care

References

• Bauer, M. W. (2011). Classical content analysis: A review. In M. W. Bauer & G. Gaskell (Eds.), Qualitative researching with text, image and sound (pp. 132–151). London: SAGE.
   Google Scholar
• Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899–911. doi: https://doi.org/10.1017/S0954579408000436
   PubMed Web of Science ®Google Scholar
• Bollmer, J. M., Milich, R., Harris, M. J., & Maras, M. (2005). A friend in need: The role of friendship quality as protective factor in peer victimization and bullying. Journal of Interpersonal Violence, 20, 701–712. doi: https://doi.org/10.1177/0886260504272897
   PubMed Web of Science ®Google Scholar
• Brubacher, S. P., Timms, L., Powell, M., & Bearman, M. (2019). “She wanted to know the full story”: Children’s perceptions of open versus closed questions. Child Maltreatment, 24(2), 222–231. doi: https://doi.org/10.1177/1077559518821730
   PubMed Web of Science ®Google Scholar
• Ceglowski, D., & Bacigalupa, C. (2002). Four perspectives on child care quality. Early Childhood Education Journal, 30(2), 87–92. doi: https://doi.org/10.1023/A:1021245017431
   Google Scholar
• Clark, A., Kjørholt, A. T., & Moss, P. (Eds.). (2005). Beyond listening: Children’s perspectives on early childhood services. Bristol: University Press.
   Google Scholar
• Dettling, A., Paker, S., Lane, S., Sebanc, A., & Gunnar, M. (2000). Quality of care and temperament determine changes in cortisol concentration over the day for young children in childcare. Psychoneuroendocrinology, 25(8), 819–836. doi: https://doi.org/10.1016/S0306-4530(00)00028-7
   PubMed Web of Science ®Google Scholar
• Dolk, K. (2013). Bångstyriga barn: Makt, normer och delaktighet I förskolan. Stockholm: Ordfront förlag.
   Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi: https://doi.org/10.1111/j.1467-8624.2010.01564.x
   PubMed Web of Science ®Google Scholar
• European Commission. (2014). Proposal for key principles of a quality framework for early childhood education and care. Key principles of a quality framework. Report of the working group of early childhood education and care under the auspices of the European Commission. https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/ecec/ecec-quality-framework_en.pdf
   Google Scholar
• European Commission Network on Childcare and Other Measures to Reconcile the Employment and Family Responsibility of Men and Women. (1996). Quality targets in services for young children: Proposal for a ten year action programme. Proposals for a ten year action programme. Quality targets in services for young children.
   Google Scholar
• Finlex. (2013). Finnish basic education act 2013/1267.
   Google Scholar
• Finlex. (2018). Act on early childhood education and care 540/2018. Translations of Finnish acts and decrees.
   Google Scholar
• Finnish National Board of Education. (2016). Varhaiskasvatussuunnitelman perusteet 2016 [National core curriculum for early childhood education and care]. Määräykset ja ohjeet 2016, 17. https://www.oph.fi/sites/default/files/documents/varhaiskasvatussuunnitelman_perusteet_2016.pdf
   Google Scholar
• Henderson, N., & Milstein, M. M. (1996). Resiliency in schools: Making it happen for students and educators. Thousand Oaks: SAGE Publications.
   Google Scholar
• Hill, M., Davis, J., Prout, A., & Tisdall, K. (2004). Moving the participation agenda forward. Children & Society, 18, 77–96. doi: https://doi.org/10.1002/chi.819
   Google Scholar
• Ishimine, K., & Tayler, C. (2014). Assessing quality in early childhood education and care. European Journal of Education, 49(2), 272–290. doi: https://doi.org/10.1111/ejed.12043
   Web of Science ®Google Scholar
• Ishimine, K., Tayler, C., & Bennett, J. (2015). Quality and early childhood education and care: A policy initiative for the 21st century. International Journal of Child Care and Education Policy, 4(2), 67–80. doi: https://doi.org/10.1007/2288-6729-4-2-67
   Google Scholar
• Jansson, T. (2017). Moomin begins a new life (Moomin Comic Strip #8.). Montreal: Drawn and Quarterly.
   Google Scholar
• Karila, K. (2016). Vaikuttava varhaiskasvatus. Tilannekatsaus toukokuu 2016 [Operative early childhood education. Review on May 2016]. Opetushallitus, Raportit ja selvitykset 2016:6.
   Google Scholar
• Katz, L. (1993). Five perspectives on quality in early childhood programs. Perspectives from ERIC/EECE (A Monograph Series, No. 1).
   Google Scholar
• Koch, A. B. (2012). Når børn trives i børnehaven (PhD thesis). Syddansk Universitet, Århus.
   Google Scholar
• Korkman, J., Laajasalo, T., Juusola, A., Uusivuori, L., & Santtila, P. (2015). What did the child tell? The accuracy of parents’ reports of a child’s statements when suspecting child sexual abuse. Journal of Forensic Psychology Practice, 15, 93–113. doi: https://doi.org/10.1080/15228932.2015.1003439
   Web of Science ®Google Scholar
• Kragh-Müller, G., & Isbell, R. (2011). Children’s perspectives on their everyday lives in child care in two cultures: Denmark and the United States. Early Childhood Education Journal, 39(1), 17–27. doi: https://doi.org/10.1007/s10643-010-0434-9
   Google Scholar
• Kronqvist, E.-L. (2016). Varhaispedagogiikan kehityspsykologinen perusta [Developmental psychological foundation of early childhood pedagogy]. In E. Hujala & L. Turja (Eds.), Varhaiskasvatuksen käsikirja (pp. 13–30). Jyväskylä: PS-kustannus. Handbook of early childhood education.
   Google Scholar
• Kyrönlampi-Kylmänen, T. (2010). Lapsen hyvä arki [The good ordinary live of the child]. Kirjapaja.
   Google Scholar
• Manning, M., Garvis, S., Fleming, C., & Wong, T. W. G. (2017). The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Reviews, 2017, 1. doi: https://doi.org/10.4073/csr.2017.1
   Google Scholar
• Markkanen, J., & Wennerström, S. (2019). “Jos minun kanssa ei leikitä. Jos joku minua tönii, lyö tai puree.” Lasten kielteiset ja pelottavat kokemukset varhaiskasvatuksessa [Children’s negative and frightening experiences in early childhood education and care] (Master’s thesis). University of Eastern Finland, Philosophical Faculty. https://epublications.uef.fi/pub/urn_nbn_fi_uef-20200125/urn_nbn_fi_uef-20200125.pdf
   Google Scholar
• Mashford-Scott, A., Church, A., & Collette, T. (2012). Seeking children’s perspectives on their wellbeing in early childhood settings. International Journal of Early Childhood, 44(3), 231–247. doi: https://doi.org/10.1007/s13158-012-0069-7
   Google Scholar
• Mayall, B. (2008). Conversations with children. Working with generational issues. In P. Christensen & A. James (Eds.), Research with children. Perspectives and practices (pp. 109–122). New York: Routledge Falmer.
   Google Scholar
• Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, K., & Leseman, P. (2015). A review of research on the effects of early childhood Education and Care (ECEC) upon child development. CARE project.
   Google Scholar
• Merriam-Webster dictionary. (2020). Resilience. Accessed May 14, 2020, from https://www.merriam-webster.com/dictionary/resilience
   Google Scholar
• National Board of Education. (2018). Rationale for early childhood education plan.
   Google Scholar
• Nislin, M. A., Sajaniemi, N. K., Sims, M., Suhonen, E., Maldonado Montero, E. F., Hirvonen, A., & Hyttinen, S. (2016). Pedagogical work, stress regulation and work-related well-being among early childhood professionals in integrated special day-care groups. European Journal of Special Needs Education, 31(1), 27–43. doi: https://doi.org/10.1080/08856257.2015.1087127
   Web of Science ®Google Scholar
• Nolan, A., Taket, A., & Stagnitti, K. (2014). Supporting resilience in early years classrooms: The role of the teacher. Teachers and Teaching: Theory and Practice, 20(5), 595–608. doi: https://doi.org/10.1080/13540602.2014.937955
   Web of Science ®Google Scholar
• OECD. (2006). Starting strong II: Early childhood education and care. OECD Indicators, OECD Publishing.
   Google Scholar
• OECD. (2015). Starting strong IV: Monitoring quality in early childhood education and care. OECD.
   Google Scholar
• Pianta, R., Downer, J., & Hamre, B. (2016). Quality in early education classrooms: Definitions, gaps, and systems. The Future of Children, 26(2), 119–137. doi: https://doi.org/10.1353/foc.2016.0015
   Web of Science ®Google Scholar
• Pihlainen, K., Reunamo, J., & Kärnä, E. (2019). Lapset varhaiskasvatuksen arvioijina – Lasten mukavina pitämät asiat päiväkodissa ja perhepäivähoidossa [The children as evaluators of early childhood education in day care centres and family day care]. Journal of Early Childhood Education Research, 8(1), 121–142.
   Google Scholar
• Puroila, A.-M., & Estola, E. (2012). Lapsen hyvä elämä? Päiväkotiarjen pienten kertomusten äärellä [A good life of a child? Alongside the small stories of daily life in ECEC]. Journal of Early Childhood Education Research, 1(1), 22–43.
   Google Scholar
• Repo, L. (2015). Bullying and its prevention in early childhood education (Research Report 367). University of Helsinki, Faculty of Behavioural Sciences.
   Google Scholar
• Roos, P., & Rutanen, N. (2014). Metodologisia haasteita ja kysymyksiä lasten tutkimushaastattelussa [Methodological challenges and questions in children’s research interview]. Journal of Early Childhood Education Research, 3(2), 27–47.
   Google Scholar
• Sajaniemi, N., & Mäkelä, J. (2013). Vertaissuhteet muovaavat lapsen aivoja [Peer interaction modifies children’s brain]. In J. Reivinen & L. Vähäkylä (Eds.), Ketä kiinnostaa? Lasten ja nuorten hyvinvointi ja syrjäytyminen (pp. 37–50). Helsinki: Gaudeamus.
   Google Scholar
• Sajaniemi, N., Suhonen, E., & Nislin, N. (2016, November 9–11). Children’s stress responses, biological givens, cognitive abilities, and family background at the beginning of day care in toddlerhood. 49th annual international society of developmental psychobiology meeting, San Diego.
   Google Scholar
• Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2004). The impact of pre-school on young children’s cognitive attainments at entry to reception. British Educational Research Journal, 30(5), 691–712. doi: https://doi.org/10.1080/0141192042000234656
   Web of Science ®Google Scholar
• Sandseter, E. B. H., & Seland, M. (2016). Children’s experience of activities and participation and their subjective well-being in Norwegian early childhood education and care institutions. Child Indicators Research, 9, 913–932. doi: https://doi.org/10.1007/s12187-015-9349-8
   Web of Science ®Google Scholar
• Sommer, D., Samuelsson, I. P., & Hundeide, K. (2013). Early childhood care and education: A child perspective paradigm. European Early Childhood Education Research Journal, 21(4), 459–475. doi: https://doi.org/10.1080/1350293X.2013.845436
   Web of Science ®Google Scholar
• Spyrou, S. (2011). The limits of children’s voices: From authenticity to critical, reflexive representation. Childhood, 18(2), 151–165. doi: https://doi.org/10.1177/0907568210387834
   Web of Science ®Google Scholar
• Swick, K. J., Knopf, H., Williams, R., & Fields, M. E. (2013). Family-school strategies for responding to the needs of children experiencing chronic stress. Early Childhood Education Journal, 41, 181–186. doi: https://doi.org/10.1007/s10643-012-0546-5
   Google Scholar
• Syrjämäki, M., Pihlaja, P., & Sajaniemi, N. (2019).  Enhancing peer interaction in early childhood special education: Chains of children’s initiatives, adults’ responses and their consequences in play. Early Childhood Education Journal, 47(5), 559–570. doi: https://doi.org/10.1007/s10643-019-00952-6
   Web of Science ®Google Scholar
• Tauriainen, L. (2000). Towards a common quality: Staff’s, parents’ and children’s conceptions of quality in an integration group at a daycare center. University of Jyväskylä, Jyväskylä Studies in Education, Psychology and Social Research. https://jyx.jyu.fi/bitstream/handle/123456789/37835/978-951-39-4743-9.pdf?sequence=1&isAllowed=y
   Google Scholar
• Turja, L. (2016). Lasten osallisuus varhaiskasvatuksessa [Children’s participation in early childhood education]. In E. Hujala & L. Turja (Eds.), Varhaiskasvatuksen käsikirja [ Handbook of early childhood education] (pp. 41–54). Jyväskylä: PS-kustannus.
   Google Scholar
• United Nations. (2017). UN Convention on the rights of the child (UNCRC).
   Google Scholar
• Vlasov, J., Salminen, J., Repo, L., Karila, K., Kinnunen, S., Mattila, V., … Sulonen, H. (2018). Varhaiskasvatuksen laadun arvioinnin perusteet ja suositukset [Foundation and recommendations for quality assessment of early childhood education]. Kansallinen koulutuksen arviointikeskus, Julkaisut 24. https://karvi.fi/app/uploads/2018/10/KARVI_2418.pdf
   Google Scholar
• Wiltz, N., & Klein, E. (2001). “What do you do in child care?” – children’s perceptions of high and low quality classrooms. Early Childhood Research Quarterly, 16(2), 209–236. doi: https://doi.org/10.1016/S0885-2006(01)00099-0
   Web of Science ®Google Scholar