B1 Non-refereed journal articles
Interaction in context : Guest editorial (2022)

Cadima, J., Pursi, A., & Salminen, J. (2022). Interaction in context : Guest editorial. Journal of Early Childhood Education Research, 11(1), 1-10. https://journal.fi/jecer/article/view/114002

JYU authors or editors

Publication details

All authors or editors: Cadima, Joana; Pursi, Annukka; Salminen, Jenni

Journal or series: Journal of Early Childhood Education Research

eISSN: 2323-7414

Publication year: 2022

Volume: 11

Issue number: 1

Pages range: 1-10

Publisher: Suomen varhaiskasvatus ry

Publication country: Finland

Publication language: English

Persistent website address: https://journal.fi/jecer/article/view/114002

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/79711


The value of children’s daily interactions in early childhood settings is currently unquestionable. Substantial evidence has shown that interactions are the key drivers for child development and well-being. Still, a number of pressing issues calls for further research. Given their dynamic and reciprocal nature, interactions are highly complex, multimodal and multifaceted, and they are experienced by several individuals, which produces conceptual and methodological challenges. Moreover, although interactions are often examined at the group level, they are always embedded in specific cultural contexts that are part of broader early childhood education and care (ECEC) systems that are guided by different policies, values and norms. Therefore, an in-depth understanding of interactions requires attention to the ECEC context in which interactions take place, including the cultural values, regulations, quality standards and broader societal level. Although interactions are preconditions for human life, development and well-being, it is still very difficult to find a fully aligned and agreed-upon definition for what an interaction actually is. The articles in this special issue highlight the richness of interaction research and diversity of the disciplines, along with the background assumptions involved in what we term interaction. The aim of this special issue is to compile the current discussion about interactions in ECEC by focusing on those who construct interactions in the ECEC context.

Keywords: early childhood education and care; social interaction; child development; well-being; leading articles

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

Last updated on 2022-14-09 at 12:07