University of Helsinki

Publications

Publications

Playful Learning Manifesto:

http://plchelsinki.fi/wp-content/uploads/2015/12/Manifesto_2015_PLC.pdf


Year 2019

Blum-Ross, A., Kumpulainen, K., & Marsh, J. (Eds.) (2019). Enhancing digital literacy and creativity: Makerspaces in the Early Years. London: Routledge.

Kajamaa, A., Kumpulainen, K. & Olkinuora, H-R. (2019). Teacher interventions in students’ collaborative work in a technology-rich educational makerspace. British Journal of Educational Technology. DOI: 10.1111/bjet.12837.

Kontopodis, M. & Kumpulainen, K. (2019). Researching Young Children’s Engagement and Learning in Makerspaces: Insights from Post-Vygotskian and Post-Human Perspectives. In Blum-Ross, A., Kumpulainen, K., & Marsh, J. (Eds.) Enhancing digital literacy and creativity: Makerspaces in the Early Years. London: Routledge.

Kumpulainen, K. (2018). A principled, personalised, trusting and child-centric ECEC system in Finland. In S.L. Kagan (Ed.), The Early Advantage 1: Early Childhood Systems That Lead by Example – A Comparative Focus on International Early Childhood Education (pp. 72-98). New York: Teachers College Press.

Kumpulainen, P. K. & Gillen, J. (2019). Young children’s digital literacy practices in homes: Past, present and future research directions. In O. Erstad, R. Flewitt, B. Kummerling-Meibauer, & I.S. Pires Pereira (Eds.), Routledge Handbook of Digital Literacies in Early Childhood. London: Routledge.

Kumpulainen, K., Kajamaa, A., & Rajala, A. (2019). Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment. In A. Edwards, M. Fleer, & L. Bøttcher (Eds.). Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives. Perspectives in cultural-historical research(pp. 185-199). Singapore: Springer.

Kumpulainen, K., Kajamaa, A. & Rajala, A. (2019). Oppilaiden toiminta ja oppimismahdollisuudet koulun digitaalisessa värkkääjäpajassa, NMI-bulletin, 29(2), 11-22.

Kumpulainen, K. & Ouakrim-Soivio, N. (2019). “My Treasure Box”: Pedagogical documentation, digital portfolios and children’s agency in Finnish early years education. In A. Eckhoff, A. (Ed.), Participatory Research with Young Children (pp. 105-123). Cham: Springer.

Kumpulainen, K., Rajala, A., & Kajamaa, A. (2019). Researching the materiality of communication in an educational makerspace: The meaning of social objects. In N. Mercer, R. Wegerif & L. Major (Eds.), The Routledge International Handbook of Research on Dialogic Education. London: Routledge.

Kumpulainen, K. & Sefton-Green, J. (Eds.) (2019). Multiliteracies and early years innovation: Perspectives from Finland and beyond. London: Routledge.

Kumpulainen, K. & Theron, L. (2019). Researching resilience processes in children’s everyday lives during transitioning to school: A dialogic approach. In D. Whitebread, V. Grau, K. Kumpulainen, M.M. McClelland, N.E. Perry, & D. Pino-Pasternak (Eds.), SAGE Handbook of Developmental Psychology and Early Childhood Education (pp.80-94). Los Angeles: SAGE.

Kumpulainen, K., Vartiainen, J., Ouakrim-Soivio, N., & Hienonen, N. (2019). Lasten kotiympäristöt monilukutaidon kehittymisen areenoina: Raportti pienten lasten huoltajille laaditusta kyselystä. Helsinki: Helsingin yliopisto. Accessed from: https://helda.helsinki.fi/handle/10138/299859.

Kajamaa, A. & Kumpulainen, K. (2019). Agency in the Making: Analyzing students’ transformative agency in a school-based makerspace. Mind, Culture and Activity.

Kumpulainen, K., Sairanen, H. & Nordström A. (2019). Young children’s agency in their digital media use in the sociocultural contexts of their homes: A case study from Finland. In Brito, R. & Dias, P. (Eds.), Crianças, famílias e tecnologias. Que desa os? Que caminhos?: Children, families and technology in today’s society. What challenges? Which paths?  (pp. 150-170). Lisboa: Escola Superior de Educação do Instituto Politécnico de Lisboa, Portugal.

Marsh, J., Nordström, A., Sairanen, H. & Shkul, M., (2019). Making the Moomins: A Finnish/English Adventure. In Kumpulainen, K. & Sefton-Green, J. (Eds.) Multiliteracies and Early Years Innovation: Perspectives from Finland and Beyond. London: Routledge.

Nordström, A., Kumpulainen, K. & Potter, J., (2019). Positive affect in young children’s multiliteracies learning endeavours. In Kumpulainen, K. & Sefton-Green, J. (Eds.), Multiliteracies and Early Years Innovation: Perspectives from Finland and Beyond. London: Routledge.

Salmi, S. & Kumpulainen, K. (2019). Children’s experiencing of their transition from preschool to first grade: A visual narrative study. Learning, Culture and Social Interaction. 2058-67.

Sairanen, H. M., Kangas, J. & Sintonen, S. T., (2019). Finnish Teachers Making Sense and Promoting Multiliteracies in Early Years Education. In Kumpulainen, K. & Sefton-Green, J. (Eds.), Multiliteracies and Early Years Innovation: Perspectives from Finland and Beyond. London: Routledge.

Sintonen, S. T., Nordström, A., Kumpulainen, P. K. & Sairanen, H. M. (2019, submitted). Pedagogisen Haltijan kuiskaus -materiaalin soveltaminen varhaiskasvatuksessa J. A. Hollon sivistyskasvatusajattelun luentana. Ainedidaktiikka.

Vartiainen, J. & Kumpulainen, K. (2019). Enhancing Digital Literacy and Creativity: Makerspaces in the Early Years. In A. Blum-Ross, K. Kumpulainen, & J. Marsh (Eds.), Enhancing digital literacy and creativity: Makerspaces in the Early Years.London: Routledge.

Whitebread, D., Grau, V., Kumpulainen, K., McClelland, M.M., Perry, N.E., & Pino-Pasternak, D. (Eds.)(2019). SAGE Handbook of Developmental Psychology and Early Childhood Education. Los Angeles: SAGE.


Year 2018

Gillen, J., Matsumoto, M., Aliagas, C., Bar-lev, Y., Clark, A., Flewitt, R., Jorge, A., Kumpulainen, K., Marsh, J., Morgade, M., Pacheco, R., Poveda, D.,Sairanen, H., Sandberg, H., Scott, F., Sjöberg, U., Sundin, E., Tigane, I. & Tomé, V. (2018). A day in the digital lives of children aged 0-3. Full report. DigiLitEY ISCH COST Action 1410 Working Group 1: Digital Literacy in Homes and Communities. DigiLitEY.

Kangas, J., & Fonsén, E. (Toim.) (2018). Leikin ammattilaiset: Leikki ilmiönä ja varhaiskasvatuksen keskeisenä toimintamuotona. Opettajankoulutuksen muut julkaisut. Helsinki: Helsingin yliopisto.

Kumpulainen, K., Kajamaa, A. & Rajala, A. (2018). Understanding educational change: Agency-structure dynamics in a novel design and making environment. Digital education review. 2018, 33, 26-38.

Kumpulainen, K., Sintonen, S., Vartiainen, J., Sairanen, H., Nordström, A., Byman, J., & Renlund, J. (2018). Playful Parts: The Joy of Learning Multiliteracies. Helsinki: Kiriprintti Oy.

Lipponen, L., Kumpulainen, K., & Paananen, M. (2018). Children’s perspective to curriculum work: Meaningful moments in Finnish early childhood education. In M. Fleer and B. van Oers (Eds.), International Handbook on Early Childhood Education (pp. 1265-1277). Amsterdam: Springer.

Lipponen, L., Rajala, A. & Hilppö, J. (2018). Compassion and emotional worlds in early childhood education. In Pascal, C., Bertram, T. & Veisson, M. (Eds.), Early Childhood Education and Change in Diverse Cultural Contexts (pp. 168-178). New York: Routledge.

Marsh, J., Arnseth, H. C. & Kumpulainen, K. (2018). Maker literacies maker citizenship in the MakEY (Makerspaces in the Early Years) project. Multimodal Technologies and Interaction. 2 (3), 19.

Sintonen, S., Kumpulainen, K. & Vartiainen, J. (2018). Young children’s imaginative play and dynamic literacy practices in the digital age. In G. Oakley (Ed.), Mobile Technologies in Children’s Language and Literacy: Innovative Pedagogy in Preschool and Primary Education (pp. 15-28). Bingley, UK: Emerald.

Sintonen, S. (2018). Children’s produced graphical instructions in music as a multiliteracy act. FJME Finnish Journal of Music Education, 21(2), 54-64.


Year 2017

Kangas, J., & Brotherus, A. (2017). Osallisuus ja leikki varhaiskasvatuksessa: ”Leikittäisiin ja kaikki olis onnellisia!”. teoksessa A. Toom, M. Rautiainen, & J. Tähtinen (Eds.), Toiveet ja todellisuus: Kasvatus osallisuutta ja oppimista rakentamassa (Sivut 197-223). (Kasvatusalan tutkimuksia; Nro 75). Turku: Suomen kasvatustieteellinen seura.

Kumpulainen, K. (2017). Picturing voice: Visual methods and children’s voices in Finnish education. IMAGE, 3(1), 210-212.

Kumpulainen, K. & Gillen, J. (2017). Young children’s digital literacy practices in the home: A review of the literature. COST ACTION ISI1410 DigiLitEY. University of Sheffield. http://digilitey.eu/wp-content/uploads/2017/01/WG1LR-Updated-Nov-2017.pdf

Livingstone, S., Lemish, D., Lim, S.S., Bulger, M., Cabello, P., Claro, M., Cabello-Hutt, T., Khalil, J., Kumpulainen, K., Nayar, U.S., Nayar, J., Tan, M.M., Prinsloo, J., & Wei, B. (2017). Global perspectives on children’s digital opportunities: an emerging research and policy agenda. Pediatrics, 140, 137-141.

Marsh, J., Kumpulainen, K., Nisha, B., Velicu, A., Blum-Ross, A., Hyatt, D., Jónsdóttir, S.R., Levy, R., Little, S., Marusteru, G., Ólafsdóttir, M.E., Sandvik, K., Scott, F., Thestrup, K., Arnseth, H.C., Dýrfjörð, K., Jornet, A., Kjartansdóttir, S.H., Pahl, K., Pétursdóttir, S. and Thorsteinsson, G. (2017). Makerspaces in the early years: A literature review. University of Sheffield: Makey Project.

Salmi, S. & Kumpulainen, K. (2017). Children’s experiencing of their transition from pre- school to first grade: A visual narrative study. Learning, Culture and Social Interaction. DOI: http://dx.doi.org/10.1016/j.lcsi.2017.10.007


Year 2016

Hilppö, J., Lipponen, L., Kumpulainen, K., & Rainio, A. (2016). Children’s Sense of Agency in Preschool: A Sociocultural Investigation. International Journal of Early Years Education, 24(2), 157-171.

Hilppö, J., Lipponen, L., Kumpulainen, K., & Rajala, A. (2016). Visual Tools as Mediational Means: A Methodological Investigation. Journal of Early Childhood Research, 15(4), 359-373.

Hilppö, J. Rajala, A., Zittoun, T., Kumpulainen, K., & Lipponen, L. (2016). Interactive dynamics of imagination in a science classroom. Frontline Learning Research, 4(4), 20- 29.

Kumpulainen, K. & Hurme, T-R. (2016). Supporting hospitalized children’s agency through digital technologies and media. In H. Niemi & J. Jia (Eds.), New ways to teach and learn in China and Finland: Crossing boundaries with technology (pp. 173-193). Frankfurt am Main: Peter Lang.

Kumpulainen, K. & Mikkola, A. (2016). Toward Hybrid Learning: Education and Learning in the Digital Age. In E. Elstad (Ed.), Educational Technology and Polycontextual Bridging (pp. 15-37). Rotterdam: Sense Publishers.

Mikkola, A. & Kumpulainen, K. (2016). Learning as a hybrid: Educational engagement in the digital age. In O. Erstad, K. Kumpulainen, Å.Mäkitalo, K., P. Pruulmann-Vengerfeldt & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp.163-177). Amsterdam: Sense Publishers.

Niemi, R., Kumpulainen, K., & Lipponen, L. (2016). Pupils’ participation in the Finnish classroom: Turning the UN Convention on the Rights of the Child into pedagogical practices. In J. Gillett-Swan, & V. Coppock (Eds.), Children’s Rights, Educational Research and the UNCRC (pp. 81-100). Oxford: Symposium Books.

Rajala, A., Kumpulainen, K., Hilppö, J., Paananen, M., & Lipponen, L. (2016). Connecting learning across school and out-of-school contexts: A review of pedagogical approaches. In O. Erstad, K. Kumpulainen, Å.Mäkitalo, K., P. Pruulmann-Vengerfeldt and T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 15-36). Amsterdam: Sense Publishers.

Rajala, A., Martin, J., & Kumpulainen, K. (2016). Agency and learning: Researching agency in educational interactions. Learning, Culture and Social Interaction, 10, 1-3.


Year 2015

Hilppö, J., Lipponen, L., Kumpulainen, K., & Virlander, M. (2015). Sense of agency and everyday life: Children’s perspective. Learning, Culture and Social Interaction, 10, 50-59.

Kumpulainen, K. (2015). Pienten lasten suuret ajatukset. Dialoginen merkityksenanto lasten osallisuuden ja kehityksen voimavaroina. In M. Ubani, S. Poulter, & A. Kallioniemi (Eds.), Uskonto lapsuuden kulttuureissa (pp. 56-78). Helsinki: Lasten keskus.

Kumpulainen, K., Mikkola, A., & Salmi, A. (2015). Osallistava visuaalinen tutkimus ja lapsen äänen tavoittaminen. In M. Böök, Mustola, M., A-V. Kärnä, & J. Mykkänen (Eds.), Visuaaliset menetelmät lapsuuden- ja nuorisotutkimuksessa (pp. 136-144). Helsinki: Nuorisotutkimusseura/ Nuorisotutkimusverkosto.

Kumpulainen, K., Theron, L., Kahl, C., Bezuidenhout, C., Mikkola, A., Salmi, S., Khumalo, T., & Malmivaara-Uusitalo, L. (2015). Children’s positive adjustment to first grade in risk-filled communities: A case study of the role of school ecologies in South- Africa and Finland. School Psychology International, 37(2), 121-139.

Niemi, R., Kumpulainen, K., & Lipponen, L. (2015). Pupils as active participants: Diamond ranking as a tool to investigate pupils’ experiences of classroom practices. European Educational Research Journal, 14(2),138-150.

Paananen, M., Lipponen, L., & Kumpulainen, K. (2015). Hybridisation or ousterisation? The case of local accountability policy in Finnish early childhood education. European Educational Research Journal, 14(5), 395–417.

Paananen, M., Kumpulainen, K., & Lipponen, L. (2015). Quality drift within the narrative of investment in early childhood education. European Early Childhood Education Research Journal, 23(5), 395-417.


Year 2014

Niemi, R., Kumpulainen, K., & Lipponen, L. (2014). Pupils’ documentation enlightening teachers’ practical theory and pedagogical actions. Educational Action Research. DOI:10.1080/09650792.2014.942334

Kumpulainen, K., Karttunen, M., Juurola, L., & Mikkola, A. (2014). Towards children’s creative museum engagement and collaborative sense-making. Digital Creativity 25(2), 233-246.

Kumpulainen, K. & Lipponen, L. & Hilppö, J. & Mikkola, A. (2014). Building on the Positive in Children’s Lives: A co-participatory study on the social construction of children’s sense of agency. Early Child Development and Care, 184(2), 211-229.

Niemi, R., Kumpulainen, K., Lipponen, L., & Hilppö, J. (2013). Pupils’ perspectives on the lived pedagogy of the classroom. Education 3-13. DOI: 10.1080/03004279.2013.859716

Leinonen, J. & Sintonen, S. (2014). Productive participation – Children as active media producers in kindergarten. Nordic Journal of Digital Literacy. 9, 3, p. 216-236

Sairanen, H. & Kumpulainen, K. (2014). A visual narrative inquiry into children’s sense of agency in preschool and first grade. International Journal of Educational Psychology, 3(2), p. 141-174.

Sintonen, S. & Kynäslahti. H., & Kairavuori, S. (2014). Spontaani kuvaviestintä nuorten arjessa. Kasvatus, 45 (5), 418-428.

Kumpulainen, K., & Sefton-Green, J. (2014). What is connected learning and how to research it? International Journal of Learning and Media, 4(2), 7-18. doi:10.1162/IJLM_a_00091

Leinonen, J., Brotherus, A., & Venninen, T. (2014). Children’s participation in Finnish pre-school education – Identifying, Describing and Documenting Children’s Participation. Nordisk Barnehageforskning, 7(8), 1-16.


Year 2013

Niemi, R., Kumpulainen, K., & Lipponen, L. (2013). Lasten näkökulmia osallistavasta pedagogiikasta. In H. Juuso et al. (Eds), Tutkimusperustaisuus koulussa ja opettajankoulutuksessa (pp. 45-61). Suomen harjoittelukoulujen julkaisu. Oulu: Oulun yliopisto, Oulun normaalikoulu, 978-952-62-0233-4

Lipponen, L., Kumpulainen, K., & Hilppö, J. (2013). Haluan, voin ja osaan: Lasten toimijuuden rakentuminen päiväkodin arjessa. In K. Karila & L. Lipponen (Eds.). Varhaiskasvatuksen pedagogiikka (pp. 159-175). Tampere: Vastapaino.

Kumpulainen, K. & Lipponen, L. (2013). Crossing boundaries in dialogic learning: A Chronotopic analysis of learners’ agency work. In M. Cesar and B. Ligorio (Eds.), Interplays between dialogical learning and dialogical self (pp. 193-217). Carlotte, NC: Information Age Pub (IAP).


Year 2012 and older

Córdova, R. A., Kumpulainen, K. & Hudson, J. (2012). Nurturing creativity and professional learning for 21st century education: ResponsiveDesign and the Cultural Landscapes Collaboratory. LEARNing Landscapes 6(1), 155-178.

Kumpulainen, K. & Lipponen, L. (2012). Crossing boundaries: Harnessing funds of knowledge in dialogic inquiry across formal and informal learning environments. In P. Jarvis, & M. Watts (eds.), The Routledge International Handbook of Learning (pp. 112-125). London: Routledge, Taylor & Francis Group.

Kaartinen, S. & Kumpulainen, K. (2012). The emergence of mathematizing as a culture of participation in the early childhood classroom. European Early Childhood Education Research Journal 20(4), 263-281.

Lipponen, L. & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27(5), 812-819.

Kumpulainen, K. & Lipponen, L. (2010). Productive interaction as agentic participation in dialogic enquiry. In K. Littleton & C. Howe (Eds.), Educational Dialogues. Understanding and Promoting Productive Interaction (pp. 48-63). London: Routledge.

Kumpulainen, K., & Renshaw, P. (2007). Cultures of Learning. International Journal of Educational Research, 46(3-4), 109-115.