Papers by Kristiina Kumpulainen
Routledge eBooks, Jun 22, 2022
This socioculturally framed case study investigates the agency of young children aged 2 years old... more This socioculturally framed case study investigates the agency of young children aged 2 years old during their digital media use in their homes in Finland. The study has two objectives: (a) to portray children's use of digital media in homes and (b) to identify how, if at all, children's agency manifests itself in their digitally mediated activities in the home context. The case study data were collected by means of the "Day in the Life" methodology (Gillen, et al., 2007), which entails researchers visiting children's homes and collecting observational and video data over one full day. The parents' accounts were also taken into consideration by means of an informal interview. The findings demonstrate how the children's agency manifested itself in child-initiated activities that afforded children to make choices, and to take active, interactive and creative positions around digital media. The children's agency was mediated by the sociocultural contex...
This book has been written for all those adults who are interested in promoting young children’s ... more This book has been written for all those adults who are interested in promoting young children’s multiliteracy skills. We gave this book the title Playful Parts: The Joy of Learning Multiliteracies. “Playful Parts” is a metaphor that we use to encourage children and adults to use their imagination and creativity in teaching and learning multiliteracy skills. Playful Parts are open to pedagogical interpretation and can be applied in a variety of ways to meet the needs of particular children, situations and circumstances. They can be extensively used in different settings, such as, nurseries, schools, libraries, science centres, museums and homes. We hope that Playful Parts will come to life in a variety of forms when applied to activities participated in by adults and children and that they generate new approaches to enhance the joy of teaching and learning multiliteracy skills
Kupla-kuvakirja on suunnattu erityisesti pienille (0-6 vuotiaille) lapsille. Osallistavassa ja to... more Kupla-kuvakirja on suunnattu erityisesti pienille (0-6 vuotiaille) lapsille. Osallistavassa ja toiminnallisessa kuvakirjassa seikkailee pieni saippuakupla nimeltään Kupla. Kirja on suunniteltu edistämään pienten lasten monilukutaidon kehittymistä tarinan, kuvitusten ja toiminnallisten aktiviteettien kautta. Sen tavoitteena on innostaa lapsia tutkimaan ja tulkitsemaan tarinan ja kuvitusten maailmaa yhdessä Kuplan kanssa multimodaalisesti ja moniaistillisesti. Se rohkaisee lapsia myös omaan tarinankerrontaan ja ympäristön tutkimiseen. Kirjan tarinassa pieni ‘Kupla’ on päätynyt metsään. Tarina kutsuu lapsia yhteiseen seikkailuun Kuplan kanssa. Se kannustaa lapsia mielikuvitukselliseen leikkiin ja toimintaan yhdessä Kuplan kanssa. Tarinan lopuksi lapsia kannustetaan luomaan omia kuplia, sekä keksimään kuplille uusia seikkailuja. Kirjan hyödyntämä AR-teknologia rikastuttaa ja elävöittää lapsen lukukokemusta. Kirja soveltuu varhaiskasvatukseen, esi- ja alkuopetukseen, lasten iltapäivä- tai kerhotoimintaan, sekä kotikäyttöön
Denna bok är skapad för alla vuxna som är intresserade av att främja små barns multilitteracitet.... more Denna bok är skapad för alla vuxna som är intresserade av att främja små barns multilitteracitet. Vi har gett den här boken namnet Bångstyriga bitar: Inlärning av multilitteracitet med glädje. ”Bångstyriga bitar” är ett bildligt uttryck och ett pedagogiskt verktyg som vi utvecklat för att efterlysa fantasi och kreativitet hos barn och vuxna i undervisningen och inlärningen av multilitteracitet. De material som baserar sig på Bångstyriga bitar är öppna till sin natur och kan tillämpas mångsidigt. Vi hoppas att de Bångstyriga bitarna vi utvecklat kommer till liv på många olika sätt i barns och vuxnas gemensamma verksamhet, och att nya former för undervisning och inlärning av multilitteracitet med glädje växer fram.
Journal of Early Childhood Literacy, 2021
This article examines the unfolding joy in young children’s literacy practices in a Finnish early... more This article examines the unfolding joy in young children’s literacy practices in a Finnish early years classroom. We focus on the unfolding of joy in intra-action among children, adults and materials during literacy learning endeavours by thinking with new materialist theories, and the data from an early years multiliteracies project named The Storybook. Our goal is to draw attention to the material and relational dimensions of young children’s joy in its moment-to-moment unfoldings by examining how joy unfolds unexpectedly in a moment when children, adults, Storybooks and other material resources intra-act.
Kasvatus
Tässä artikkelissa tutkitaan alakouluikäisten lasten kokemaa yksinäisyyttä. Tutkimusaineistona ov... more Tässä artikkelissa tutkitaan alakouluikäisten lasten kokemaa yksinäisyyttä. Tutkimusaineistona ovat kolmansien luokkien oppilaiden (n = 22) vapaamuotoiset kirjoitukset ja piirustukset heidän omista yksinäisyyden kokemuksistaan. Aineisto tuotettiin syksyllä 2016 äidinkielen oppitunnin aikana. Tutkimuksen tavoitteena on ymmärtää ja tulkita, minkälaisia merkityksiä lasten tuottama aineisto kertoo yksinäisyydestä. Tutkimusaineisto tuotettiin lapsinäkökulmaisesti ja sitä tarkasteltiin teoriaohjaavan fenomenologisen tutkimusperinteen mukaisesti. Aineiston analyysissa hyödynnettiin Hymelin, Tarullin, Hayden Thomsonin ja Terrell-Deutschin kehittämää kvalitatiiviseen tutkimukseen sopivaa analyysimallia, jossa lasten omat käsitykset ja kokemukset yksinäisyydestä on jaoteltukolmeen toisiinsa kietoutuvaan ulottuvuuteen: affektiivisiin, kognitiivisiin ja vuorovaikutuksen kontekstiin liittyviin kokemuksiin. Lasten kertomukset ja kuvat viestittivät yksinäisyyden liittyvän vahvasti emotionaalisiin ...
Enhancing Digital Literacy and Creativity, 2019
The main aim of this book is to provide an overview of the key findings of the project 'Makerspac... more The main aim of this book is to provide an overview of the key findings of the project 'Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity' (MakEY). This project, funded by the EU Commission's Horizon 2020 Programme, was a collaboration between researchers, educators, library staff, museum educators, artists and makerspace staff in Denmark, Finland, Germany, Iceland, Norway, Romania, the UK and the USA. The project also actively involved an international advisory board consisting of scholars from Australia, Canada, Colombia, South Africa and the USA. Over a period of 30 months, the team explored the role and value of makerspaces in both formal and non-formal educational settings. In this introductory chapter, we explore the concept of makerspaces and offer a rationale for undertaking research on their use in early childhood practice. Early childhood is defined as the
Multiliteracies and Early Years Innovation, 2019
InSEA ART Education VISUAL Journal IMAG #3, 2016
In this paper, I will discuss how children's use of visual methods provides possibilities for res... more In this paper, I will discuss how children's use of visual methods provides possibilities for researchers and educators to understand children's voices. Drawing on sociocultural and dialogic approaches, my conclusion challenges simplistic notions of gaining access to and understanding children's voices. On the contrary, as my empirical examples show, the visually mediated voices of children should be understood as interactional achievements shaped by their cultural, social, and material contexts. As such, visual methods appear to offer children rich means of expression, which can result in new meanings, emotions, and experiences for everyone involved.
There is overwhelming evidence that today’s education is inadequate for responding to the demands... more There is overwhelming evidence that today’s education is inadequate for responding to the demands of the 21st century and probably beyond. In order to facilitate students’ learning and education, it will be pivotal to firstly re-consider what is required from the teacher and teacher professional competency. In this paper, we argue that for education being responsive to the requirements of the digital age, it is important to support teachers’ creative design thinking and creative teaching practices realised by a teacher-culture of participation. Such a culture can nurse a “Can Do” mindset and “Want to” culture of participation leading to educational practices responsive to the needs of diverse students and
It was in the year 2005 when I first heard a children's story on "Seven Blind Mice" by Ed Young (... more It was in the year 2005 when I first heard a children's story on "Seven Blind Mice" by Ed Young (1991) in connection to a talk given by Dr. Ralph Cordova at the University of California, Santa Barbara. The story retells in verse the Indian fable of the blind men discovering different parts of an elephant and arguing about its appearance. This metaphorical story created an important rich point for me academically to further my personal learning journey in searching, developing and making sense of different ways of researching and understanding discourse, knowledge and social practice in educational settings, and the possibilities and limitations each strand of research entails for informing educational theory and practice (see also Green, Camilli, & Elmore, 2006). Most importantly, this story inspired me to explore research approaches in education whose logic-ofinquiry would allow researchers to move beyond a narrow and one-sided focus of analysis, towards acknowledging part-whole relationships and micro-macro level dynamics of educational processes and the opportunities such an approach can afford for unpacking engagement, learning and identity building among the participants. All those who have conscientiously read the chapters of this volume are most likely to agree that the studies and their logic-of-inquiry create a set of compelling academic narratives for educational researchers interested in the study of everyday life in science and engineering classrooms as situationally constructed in and across space and time. The studies zoom in and out of the everyday life of science and engineering classrooms conveying insights regarding specific cultures of learning-how they are relationally and iteratively constructed into being, maintained and transformed in situ and over time. Altogether, the studies illustrate the expressive potential (Strike, 1974) of the so called the interactional ethnographic approach (Green & Castanheira, 2012) to address many complex goals and challenges of contemporary science and engineering education.
Lifelong learning in Europe, 2009
Enhancing Digital Literacy and Creativity, 2019
Multiliteracies and Early Years Innovation, 2019
This chapter focuses on the processes and conditions for the emergence of positive affect during ... more This chapter focuses on the processes and conditions for the emergence of positive affect during children's multiliteracies learning endeavours in a Finnish pre-primary school which culminated in an exhibition at a local library. It identifies three thematic categories of activity which correlated strongly with positive, affective outcomes, namely: making and producing, sharing experiences and sustaining interest. The chapter demonstrates how positive affect is evoked when children are afforded opportunities to create, make, and share different texts and interests in the course of their multimodal, multisensory and playful activities, developing skills and dispositions of competence, relatedness and agency.
The Curriculum Journal, 2020
Over the years there have been-and there continues to be-contested narratives about what effectiv... more Over the years there have been-and there continues to be-contested narratives about what effective practice with digital tools and spaces in education may look like. This contestation may come from differing perspectives about what the purpose of education is, what the role of the teacher/early years educator is or even what effective 'digital' pedagogy should look like. However, in this book we have a contribution that shines a purposeful light on this debate. Each illuminating chapter presents evidence of the richness and depth of practice, thinking and research in the Early Years domain about effective learning and teaching with digital tools and spaces. The work featured in this book has the potential to make a positive contribution to our developing understanding of digital education and makerspaces in the Early Years. Maker culture and makerspaces are central to the practices in all the projects featured in this book. One could argue that maker culture has always been with us: it situates the learner in an open pedagogical setting where they can use a range of media and tools to build what they can think, imagine or invent. The term makerspace however is a more contemporary concept that focuses on the design and learning culture of the physical and digital spaces where this making can happen. At the heart of maker culture and makerspaces is a freedom to be creative. The chapters in this book report the individual projects that emanated from European Union funded Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity (MakEY) initiative. The participants in the project came from a wide range of European countries that include Iceland, Norway, Romania, Denmark and the UK. This geographical mix allows the reader to see that although there are shared professional perceptions and practices in the Early Years, there are also some differences due to the political and cultural nature of the countries involved. The history of Maker culture is explored through educational theorists such as Dewey, Papert and Freire and this connection with education's rich theoretical past is brought to life and further developed through the additional theoretical framing of more contemporary practitioners and researchers. Each chapter's theoretical framing is such that it brings real insight about ways in which research can impact on practice and the thinking about practice in this context. Students, teachers and early years practitioners will find Vygotsky's work as central to the thinking of many of the practitioners and researchers involved. Yes, his theory of the zone of proximal development is there and explored very well; however, his theoretical perspectives are further brought to life as we read more about how meaning-making through play and how
This publication discusses the challenges of teacher education in the coming era. Particularly it... more This publication discusses the challenges of teacher education in the coming era. Particularly it is concerned with the nature and quality of teacher education in the international, multicultural and technological world. The articles presented in this publication are derived from the 10 ...
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Papers by Kristiina Kumpulainen