Interaction, Development and Learning (VUOKKO): A longitudinal study from toddlerhood to grade 5
Salminen, Jenni; Lerkkanen, Marja-Kristiina; Torppa, Minna; Koponen, Tuire; Ruotsalainen, Jenni; Eklund, Kenneth; Hamara, Matilda; Khanolainen, Daria; Laakso, Marja-Leena; Manu, Mari; Nurminen, Tiia et al. (2024). Interaction, Development and Learning (VUOKKO): A longitudinal study from toddlerhood to grade 5. University of Jyväskylä. https://doi.org/10.17011/jyx/dataset/94856.
JYU authors:
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All authors: Salminen, Jenni; Lerkkanen, Marja-Kristiina; Torppa, Minna; Koponen, Tuire; Ruotsalainen, Jenni; Eklund, Kenneth; Hamara, Matilda; Khanolainen, Daria; Laakso, Marja-Leena; Manu, Mari; Nurminen, Tiia; Paakkari, Leena; Poikkeus, Anna-Maija; Pakarinen, Eija; Psyridou, Maria; Ulvinen, Emmi
Funders: European Commission; Research Council of Finland; Tiina and Antti Herlin Foundation; Emil Aaltonen Foundation
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Contributors:
Availability and identifiers
Availability: Contact owner
Publication year: 2024
URN identifier in original repository: http://urn.fi/URN:NBN:fi:jyu-202405153623
DOI identifier in original repository: https://doi.org/10.17011/jyx/dataset/94856
URN identifier in JYX: http://urn.fi/URN:NBN:fi:jyu-202405153623
DOI identifier in JYX: https://doi.org/10.17011/jyx/dataset/94856
Description of the dataset
The data of the VUOKKO-study includes:
Assessment data on children’s numeracy and math skills, language and reading skills, critical reading skills, social skills, and self-regulation.
Children’s questionnaires on their interest and enjoyment in reading and math as well as their reading and math anxiety, self-efficacy and self-concept of ability in reading.
Parents’ skills of math, reading, and related cognitive skills.
Parents’ questionnaires on their child and themselves: Reports on children’s numerical and literacy development, shared activities at home, motivation (task strategies and values and beliefs concerning child along with literacy and math), math and literacy related emotions, and on children’s sleep and temperament. In addition, parents’ reports on their own mathematical and reading skills, motivation, emotions, and attitudes towards math and reading.
Observational video data on the quality of teacher-child interaction and instruction in ECEC classrooms and in primary school classrooms.
Teachers’ questionnaires on teaching and teacherhood, self-efficacy beliefs, mastery experiences, emotions, motivation, curriculum activities and curriculum goals. Teachers’ occupational well-being further includes experiences of stress, enjoyment of work, organizational climate and professional development.
Teachers’ reports on individual children’s self-regulation skills, social skills, the amount of individual support and attention given in the classroom to each child, children’s interest in math and math anxiety.
Thorough metadata and data documentation will be published separately in two parts. This Metadata will cover the VUOKKO study ECEC Phases (age 2-6) and School Phases (Grades 1-3, age 7-10). The second metadata publication will cover data collection in Grades 4 and 5.
VUOKKO researchers are aiming toward open collaboration with the research field and welcome individual researchers to jointly examine the data and seek opportunities for collaboration. The collaboration starts by discussions with the steering group of the VUOKKO dataset and by signing the VUOKKO authorship agreement. The agreement explicates the code of conduct for managing the longitudinal dataset, distributing access to datasets, agreeing on authorship roles and informing the research group members about research ideas. For more information, please, contact the VUOKKO researchers through email: vuokko-tutkimus@jyu.fi
Link to the VUOKKO website: www.jyu.fi/vuokko
Instruction on how to cite VUOKKO study can be found from the attached metadata document.
Language: Finnish; English
Keywords (YSO): early childhood education and care; comprehensive school; interaction; learning; child development; home; learning environment; literacy; reading; mathematics; social skills; self-regulation (psychology); parents; teachers; teacher-pupil relationship
Fields of science: 515 Psychology; 516 Educational sciences
Follow-up groups: Early Childhood Education (Department of Education KASLA) (Department of Teacher Education OKL) VKT; Kasvatuspsykologia (Department of Teacher Education OKL); Pre- and Early Childhood Education (Department of Teacher Education OKL) OEA; Health Promotion and Health Education (Faculty of Sport and Health Sciences LTK, SPORT) TER; Teacher education research (teaching, learning, teacher, learning paths, education) (University of Jyväskylä JYU) JYU.Edu; Formerly JYU.Ope; Education (Department of Education KASLA) (Department of Teacher Education OKL) (Teacher Training School NORSSI) KAS
Do you deal with data concerning special categories of personal data in your research?: Yes
Projects related to dataset
- Technological and Societal Innovations to Cultivate Critical Reading in the Internet Era (CRITICAL)
- Torppa, Minna
- Research Council of Finland
- Pathways to math difficulties -A longitudinal study from birth to school-age
- Torppa, Minna
- European Commission
- Technological and Societal Innovations to Cultivate Critical Reading in the Internet Era
- Torppa, Minna
- Research Council of Finland
- Neo-PRISM-C: NEurodevelopmental Optimal-Predictors, Risk factors, and Intervention from a Systems approach to Maladjustment in Children
- Leppänen, Paavo
- European Commission
- Effects of early childhood process quality and teachers’ pedagogical practices on children’s development
- Salminen, Jenni
- Research Council of Finland
Publications and other outputs related to dataset
- Intergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia? (2023) Khanolainen, Daria; et al.; A1; OA
- Process Quality in Toddler Classrooms in Four European Countries (2023) Cadima, Joana; et al.; A1; OA
- Teacher-child interactions as a context for developing social competence in toddler classrooms (2022) Salminen, Jenni; et al.; A1; OA
- Development of Numeracy and Literacy Skills in Early Childhood : A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties (2021) Salminen, Jenni; et al.; A1; OA
- Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal (2021) Salminen, Jenni; et al.; A1; OA
- Varhaislapsuuden lukuhetket tukevat lukutaitoa (2018) Lerkkanen, Marja-Kristiina; et al.; D1; OA