Publications

Selected publications 2020

Paikallisuus, vanhemmat ja varhaiskasvatusmahdollisuudet - Tarinoita kunnan ja pienten lasten vanhempien kohtaamisista. Focus Localis, 48(1), 24-39.

Karila, K., Siippainen, A., Repo, K., Paananen, M. & Fjällström, S.

Silence and its mechanisms as the discursive production of the ‘normal’ in the early childhood classroom. Journal of Childhood, Education & Society 1 (2), 103-115.

Watson, K., Millei, Z, & Petersen, E.B

Object centric study of everyday nationalism in a preschool. (pp. 211-226) In Bollig, S., Alberth, L. & Schindler, L. (Hrsg.) Materialitäten der Kindheit. Körper, Dinge, Räume / Materialities of childhood. Bodies, Objects, Spaces. Springer VS, Reihe Kinder, Kindheiten, Kindheitsforschung

Millei, Z.

Selected publications 2019

‘Arctic Childhoods' and mobilized differences - the mattering of skis and skates. (49-64) In Rautio, P. & Stenval, E. (Eds) Social, Material and Political Constructs of Arctic Childhoods: An Everyday Life Perspective. Springer.

Millei, Z., Korkiamäki, R. & Kaukko, M.

Epistemic governance in local policy debates: The case of entitlement to early childhood education and care in Finland. European Journal of Cultural and Political Sociology. DOI: 10.1080/23254823.2019.1650651

Paananen, M., Alasuutari, M., Karila, K., & Siippainen, A.

Association between Salivary Alpha-Amylase and Executive Functioning in Healthy Children. The Spanish journal of psychology, 22.

Maldonado, E. F., Nislin, M., Marín, L., Martín-Escribano, A., Enguix, A., López, C., ... & García, S.

Micro-policies of adult-child joint play in the context of the Finnish ECEC system. In S. Alcock and N. Stobbs (Eds). Rethinking Play as Pedagogy. Thinking about Pedagogy in Early Education (4). London: Routledge.

Paananen, M. & Rainio, A.

Children’s perspective to curriculum work: Meaningful moments in Finnish early childhood education. In: Fleer, M. & Van Oers, B. International Handbook of Early Childhood Education. New York City: Springer.

Lipponen, L., Kumpulainen, K. & Paananen, M.

Educação Inclusiva e Diversidade: experiências, desafios e avanços no processo de escolarização. In: C. C. O. De & A. L. B. Duarte (Eds). Educação Básica: ensino - pesquisa - políticas públicas (pp 63-76). Curitiba: Editora CRV.

Dias, C., De Souza, C., Ferreira, J.M., Souza, K.A., Nunes, L. G. A., De Lima. L.R., & Telles, P.M.C.

Data practices and inequality in South African early childhood development policy: Technocratic management versus social transformation, South African Journal of Early Childhood Education, 9(1)

Rudolph, N., Millei, Z. & Alasuutari, M.

Learning the Nation in early childhood education: multi-sited comparison between pedagogies of nation in Australia and Hungary. European Education 52(1) 33-47.

Millei, Z. & Lappalainen, S.

Re-orienting and re-acting (to) diversity in Finnish Early Childhood Education and Care. Journal of Early Childhood Education Research, 8(1) 47-58.

Millei, Z.

The paradox of universal access: Alleviating or perpetuating inequity for children in NSW Australia. In M. Alasuutari, K. Karila, J. Lammi-Taskula & K. Repo (Eds) The Policies of childcare and early childhood education: Does equal access matter? (pp. 40-59) Edward Elgar Publishing.

Millei, Z. & Gallagher, J.

Selected publications 2018

Associations of self-perceived competence, well-being and sense of belonging among pre-and in-service teachers encountering children with diverse needs. European Journal of Special Needs Education, 10.1080/08856257.2018.1533093, 1-17.

Nislin, M. & Pesonen, H.

Constructions of preschool teachers´ professional spaces in Estonian, Finnish, and Swedish early childhdood education. In C. Pascal, T. Bertram, M. Veisson. (eds.) Early childhood education and change in diverse cultural contexts. Abingdon Oxon: Routledge, 101-117.

Kupila, P., Karila, K., Sandberg, A., Ugaste, A.

Miten pitkä on “kohta”? Ajan virta ja kietoumat koulussa ja päiväkodissa. Kasvatus, 50 (1), 34–46.

Hohti, R. & Paananen, M.

Increased Health and Wellbeing in Preschools (DAGIS) Study—Differences in Children’s Energy Balance-Related Behaviors (EBRBs) and in Long-Term Stress by Parental Educational Level. International journal of environmental research and public health, 5(10), 1-17.

Lehto, E., Ray, C., Vepsäläinen, H., Korkalo, L., Lehto, R., Kaukonen, R., Suhonen, E., Nislin, M., Skaffari, Koivusilta, L., Sajaniemi, N., Erkkola, M., & E., Roos

Egy egyenrangú nevelő-szülői kapcsolat felé: Együtt írott kis történetek vagy nagy szakmai igazságok. (Towards equal family and practitioner relationships) In Vargáné Nagy Anikó ed. Családi Nevelés 3.. Debrecen, Hungary: Didakt Kft., 61-82.

Millei Zsuzsa, Bajzáth Angéla

Forward. Preface of the book. In: Pyyry, N., Tainio, L., Juuti, K., Vasquez, R. & Paananen, M. Changing subjects, changing pedagogies: Diversities in school and education. Studies in Subject Didactics. Helsinki: Finnish Research Association for Subject Didactics.

Pyyry, N., Tainio, L., Juuti, K., Vasquez, R. & Paananen, M.

Low levels of morning salivary α-amylase activity predict higher number of depressive symptoms in a community sample of children. Anales de Psicología/Annals of Psychology, 34(2), 224-232.

Montero, E. F. M., Martín, M. E. F., Torres, M. V. T., García, C. O., Engüix, A., & Nislin, M.