Book Chapters

Kumpulainen, K., Byman, J. S., Renlund, J. A., & Wong, C. C. (2020). "Puu on vähän niin kuin ihminen, sekin alkaa itkeä" - Luontosuhde ja maapallon tulevaisuus lasten kertomana. [“A tree is like a human being, it can cry too”. Children’s stories of human-nature relations and the future of our planet]. In E. Pekkarinen, & T. Tuukkanen (Eds.), Lapsen oikeudet ja maapallon tulevaisuus. Lapsiasianvaltuutetun toimisto.

Blum-Ross, A., Kumpulainen, K., & Marsh, J. (2020). The MakEY Project: An introduction. In A. Blum-Ross, K. Kumpulainen, & J. Marsh (Eds.), Enhancing Digital Literacy and Creativity: Makerspaces in the Early Years (pp. 1-10). Abingdon, Oxon: Routledge. https://doi.org/10.4324/9780429243264-1

Marsh, J., Blum-Ross, A., & Kumpulainen, K. (2020). Conclusions. In A. Blum-Ross, K. Kumpulainen, & J. Marsh (Eds.), Enhancing digital literacy and creativity: Makerspaces in the Early Years (1st edition ed., Vol. 2019). Routledge.

Kontopodis, M., & Kumpulainen, K. (2020). Researching Young Children's Engagement and Learning in Makerspaces: Insights from Post-Vygotskian and Post-Human Perspectives. In A. Blum-Ross, K. Kumpulainen, & J. Marsh (Eds.), Enhancing Digital Literacy and Creativity: Makerspaces in the Early Years (pp. 11-23). Abingdon, Oxon: Routledge. https://doi.org/10.4324/9780429243264-2

Vartiainen, J., & Kumpulainen, K. (2020). Makerspaces, Multiliteracies and Early Science Education: The Finnish Approach. In A. Blum-Ross, K. Kumpulainen, & J. Marsh (Eds.), Enhancing Digital Literacy and Creativity: Makerspaces in the Early Years. London: Routledge.

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 (pp. 439-453). London: Routledge.

Wong, C. C., & Kumpulainen, K. (2019). Multiliteracies pedagogy promoting young children’s ecological literacy on climate change. In K. Kumpulainen & J. Sefton-Green (Eds.), Multiliteracies and Early Years Innovation: Perspectives from Finland and beyond (pp. 95-114). London: Routledge.

Vartiainen, J. L., & Kumpulainen, P. K. (2019). Promoting young children’s scientific literacy as a dynamic practice. In K. Kumpulainen & J. Sefton-Green (Eds.), Multiliteracies and Early Years Innovation: Perspectives from Finland and beyond (pp. 77-94). London: Routledge.

Nordström, A., Kumpulainen, K., & Potter, J. (2019). Positive affect in young children's multiliteracies learning endeavours. In K. Kumpulainen & J. Sefton-Green (Eds.), Multiliteracies and Early Years Innovation: Perspectives from Finland and Beyond (pp. 166-182). London: Routledge.

Kumpulainen, K., & Sefton-Green, J. (2019). Introduction: Multiliteracies and early years innovation: Perspectives from Finland and beyond. In K. Kumpulainen & J. Sefton-Green (Eds.), Multiliteracies and Early Years Innovation: Perspectives from Finland and beyond (pp. 1-20). London: Routledge.

Kumpulainen, K. & Sefton-Green, J. (2019). Conclusions: Future directions of multiliteracies scholarship and practice. In K. Kumpulainen and J. Sefton-Green (Eds.), Multiliteracies and Early Years Innovation: Perspectives from Finland and Beyond (pp. 199-205). London: Routledge.

Blum-Ross, A., Kumpulainen, K., & Marsh, J. (2019). Enhancing digital literacy and creativity: Makerspaces in the Early Years, 1st Edition. (1st Edition ed.) Routledge.

Kumpulainen, P. K., & Gillen, J. (2019). Young children’s digital literacy practices in homes: Past, present and future research directions. In R. Flewitt, O. Erstad, B. Kuemmerling-Melbauer and I. Pereira (Eds.), Routledge Handbook of Digital Literacies in Early Childhood (pp. 95-108). 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 (pp. 185-199). (Perspectives in cultural-historical research; No. 6). Singapore: Springer. https://doi.org/10.1007/978-981-13-6826-4_12

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 (Ed.), Participatory Research with Young Children (pp. 105-123). (Educating the Young Child: Advances in Theory and Research, Implications for Practice; Vol. 17). Cham: Springer. https://doi.org/10.1007/978-3-030-19365-2_7

Kagan, S. L., Melvin, S. A., Lansdberg, E., Kumpulainen, K., & Reid, J. L. (2019). Knowledgeable and supported teachers and families. In S. L. Kagan, & E. Landsberg (Eds.), The Early Advantage 2 - Building Systems That Work for Young Children: International Insights from Innovative Early Childhood Systems (pp. 94-140). New York, NY: Teachers College Press.

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 R. Brito, & P. Dias (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.

Kumpulainen, K. (2019). Commentary: Research Methods for the Advancement of Possibility Knowledge and Practice in Science and Engineering Education. In G. J. Kelly, & J. L. Green (Eds.), Theory and Methods for Sociocultural Research in Science and Engineering Education (pp. 256-263). (Teaching and learning in science series). New York, NY: 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 Reference.

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, K., Mikkola, A., & Rajala, A. (2018). Dissolving the digital divide: Creating coherence in young people's social ecologies of learning and identity building. In J. Voogt, G. Knezek, R. Christensen, & K-W. Lai (Eds.), Second Handbook of Information Technology in Primary and Secondary Education (pp. 107-119). (Springer International Handbooks of Education). Cham: Springer International Publishing. DOI: https://doi.org/10.1007/978-3-319-53803-7_7-2

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. DOI: https://doi.org/10.1108/978-1-78714-879-620181002

Lipponen, L., Kumpulainen, K., & Paananen, M. (2018). Children’s perspective to curriculum work: Meaningful moments in Finnish early childhood education. In M. Fleer, & B. van Oers (Eds.), International Handbook on Early Childhood Education (Vol. Volume 2, pp. 1265-1277). (Springer International Handbooks of Education). Dordrecht: Springer. DOI: https://doi.org/10.1007/978-94-024-0927-7_65

Rajala, A. & Kumpulainen, K. (2017). Researching teachers’ agentic orientations to educational change in Finnish schools. In M. Coller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 311-329). Amsterdam: Springer.

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.

Erstad, O., Kumpulainen, K., Mäkitalo, Å., Schrøder, K., Pruulmann-Vengerfeldt, P., & Jóhannsdóttir, T. (2016). Tracing Learning Experiences within and across Contexts: A Nordic Approach. In O. Erstad, K. Kumpulainen, Å. Mäkitalo, K., P. Pruulmann-Vengerfeldt, & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 1-14). Amsterdam: Sense Publishers.

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.

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. (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. (2015). Oppiminen ja koulutus digitaalisella aikakaudella. In M. Kuuskorpi (Eds.) Digitaalinen oppiminen ja oppimisympäristöt (pp. 9-45). Tampere: Suomen Yliopistopaino Oy.

Kumpulainen, K., Mikkola, A., Rajala, A., Hilppö, J., & Lipponen, L. (2014). Positiivisen pedagogiikan jäljillä. In L. Uusitalo-Malmivaara (Eds.) Positiivisen psykologian voima (pp. 224-242). Jyväskylä: PS-kustannus.

Kumpulainen, K. & Mikkola, A. (2014). Researching learning across space and time in extended learning environments. In M. Kuuskorpi (Ed.), Perspectives from Finland – Towards new learning environments (pp. 9-22). Finnish National Board of Education (Vol 1).

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

Kumpulainen, K. (2013). Adaptivity as a transformative disposition for learning in the 21st century. In D. Hung, K. Lim, and S-S. Lee (Eds.), Education Innovation (pp. 31-41). New York: Springer.

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.

Lankinen, T. & Kumpulainen, K. (2013). National educational policy and programs: Insights from Finland. In J. Colombano & A. Shah (Eds.), Learning from the World: New Ideas to Redevelop America (pp. 198-214). New York: Palgrave Macmillan.

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).

Rajala, A., Hilppö, J., Lipponen, L., & Kumpulainen, K. (2013). Expanding the chronotopes of schooling for promotion of students’ agency. In O. Erstad and J. Sefton-Green, J. (Eds.), Identity, Community, and Learning Lives in the Digital Age (pp. 107-125). Cambridge: Cambridge University Press.

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.

Kumpulainen, K. & Lankinen, T. (2012). Striving for educational equity and excellence: Evaluation and assessment in Finnish basic education. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education (pp. 69-81). Rotterdam: Sense Publishers.

Kumpulainen, K. (2012). Visioning the next generation of research on classroom interaction. In B. Kaur (Ed.), Graham Nuthall Classroom Research (pp. 302-308). Amsterdam: Sense Publishers.

Kumpulainen, K., Toom, A., & Saalasti, M. (2012). Video as a potential text to be read for agency work in teacher education. In E. Hjörne, G. de Abreu, & G. van der Aalsvoort (Eds.), Learning, social interaction and diversity (pp. 349-375). Amsterdam: EARLI Book Series.

Lipponen, L. & Kumpulainen, K. (2010). Toimijuus ja sen kehittymisen tukeminen opettajankoulutuksessa [Agency and its development in teacher eduction]. In A. Toom & H. Linnansaari (Eds.), Akateeminen luokanopettajakoulutus (pp. 335-347). Turku: Finnish Educational Research Association.

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.

Wray, D. & Kumpulainen, K. (2010). Researching classroom interaction and talk. In D. Hartas (Ed.), Educational research and inquiry, Qualitative and quantitative approaches (pp. 170- 185). London: Continuum International Publishing Group.

Kumpulainen, K., Toom, A., & Saalasti, M. (2009). Video as a cultural landscape for reflection and identity work in teacher education. In M. Cesar and K. Kumpulainen (Eds.), Social interactions in multicultural settings (pp. 349-375). Rotterdam: Sense Publishers.

Kovalainen, M. & Kumpulainen, K. (2009). Analyzing the social practices of a classroom community. In K. Kumpulainen, C. Hmelo-Silver, & M. Cesar (Eds.) Investigating classroom interaction: Methodologies in action (pp. 43-71). Rotterdam: Sense Publishers.

Kumpulainen, K. & Latva-Karjanmaa, R. (2009). Oppimisen tutkimuksen edistäminen monitieteisenä verkostoyhteistyönä [Promoting research on learning via cross-disciplinary networking]. In A. Kallioniemi, A. Toom, M. Ubani, H. Linnansaari, & K. Kumpulainen (Eds.), Ihmistä kasvattamassa: Koulutus-arvot-uudet avaukset [Cultivating humanity: Education-values-new discoveries] (pp. 69-81). Turku: Finnish Educational Research Association.

Kumpulainen, K. (2008). Oppimisen monitieteinen tutkimus oppimisympäristöjen kehittämisen välineenä [Cross-discipinary research as a tool for developing learning environments]. In P. Venäläinen (Ed.), Kulttuuriperintö ja oppiminen [Cultural heritage and learning] (pp. 21-28). Helsinki: Suomen Tammi ja Suomen museoliitto.

Kumpulainen, K., Puroila, M., & Vanhatalo, M. (2006). Dialogiseen kulttuuriin kasvaminen: Digitaalisen case-materiaalin mahdollisuudet opettajakoulutuksessa [Enculturation into a dialogic practice: The possibilities of digital case-material in teacher education]. In A-R. Nummenmaa & J. Välijärvi (Eds.), Opettajan työ ja oppiminen [Teacher’s work and learning] (pp. 249-265). Tampere: PS-Productions.

Kumpulainen, K., Vasama, M., & Kovalainen, M. (2006). Käsitteellisen ajattelun kulttuurinen välittyneisyys: Lasten selitysten intertekstuaalisuus dialogisessa toiminnassa [Culturally mediated conceptual thinking: The intertextuality of explanations of young learners in dialogic practice]. In E.-L. Kronqvist, K. Kumpulainen, & H. Soini (Eds.), Oppimisen sosiaaliset ulottuvuudet [The social dimensions of learning] (pp. 25-42). Oulu: Oulu University Press.

Kumpulainen, K., Vasama, M., & Kovalainen, M. (2006). Käsitteellisen ajattelun kulttuurinen välittyneisyys: Lasten selitysten intertekstuaalisuus dialogisessa toiminnassa [Culturally mediated conceptual thinking: The intertextuality of explanations of young learners in dialogic practice]. In E.-L. Kronqvist, K. Kumpuainen, & H. Soini (Eds.), Oppimisen sosiaaliset ulottuvuudet [The social dimensions of learning] (pp. 25-42). Oulu: Oulu University Press.

Kovalainen, M., Kumpulainen, K., & Vasama, S. (2006). Yhteisöllisen oppimisen ohjaus [Orchestrating collective learning]. In E.-L. Kronqvist, K. Kumpuainen, & H. Soini (Eds.), Oppimisen sosiaaliset ulottuvuudet [The social dimensions of learning] (pp. 43-53). Oulu: Oulu University Press.

Puroila, M. & Kumpulainen, K. (2005). Luokanopettajaksi opiskelevien diskurssit digitaalisen case-materiaalin merkityksestä osana ammatillista kehittymistä [The discourses of pre-service teachers whilst defining the meaning of case-material for their professional learning]. In J. Multisilta et al. (Eds.), Oppiminen ja tieto- ja viestintätekniikka opetuksessa ja opiskelussa [Learning and information and communication technology in teaching and studying]. Lapland: Lapland University Press.

Kumpulainen, K., Puroila, M. & Vanhatalo, M. (2005). Professionaaliseen dialogikulttuuriin kasvaminen: Digitaalisen case-materiaalin mahdollisuudet luokanopettajakoulutuksessa. In M. Lehtonen & H. Ruokamo (Eds.), Lapin tietoyhteiskuntaseminaarin tutkijatapaamisen artikkelijulkaisu 2004. Lapin yliopiston kasvatustieteellisiä julkaisuja 9. Rovaniemi: Lapin yliopisto, Kasvatustieteellinen tiedekunta, & Mediapedagogiikkakeskus. http://ktk.ulapland.fi/ISBN951-634-919-6/isbn951-634-919- 6.pdf

Kumpulainen, K. & Kaartinen, S. (2004). ”You can see it as you wish” Negotiating a shared understanding in collaborative problem-solving dyads. In K. Littleton, D. Miell, & D. Faulkner (Eds.), Learning to collaborate, Collaborating to learn (pp. 67-93). New York: Nova Science Publishers, Inc.

Kaartinen, S. & Kumpulainen, K. (2004). On participating in communities of practice: Cases from science classrooms. In J. van der Linden & P. Renshaw & (Eds.), Dialogic learning (pp. 171-191). Amsterdam: Kluwer Academic Publishers.

Kumpulainen, K. (2004). Helping teachers to frame constructivism as practice: The possibilities of case-based learning with digital media. In N. Hall & D. Springate (Eds.), Occasional Papers of the European Teacher Education Network (ETEN) (pp. 71-85). Greenwich: University of Greenwich Press.

Kangassalo, M. & Kumpulainen, K. (2003). The dynamics of children’s science learning and thinking in a social context of a multimedia environment. In H. Jaakkola, H. Kangassalo, E. Kawaguchi, & B. Thalheim (Eds.), Information Modelling and Knowledge Bases, XIV (pp.188- 197). Amsterdam: IOS Press.

Kumpulainen, K. (2001). Sosiaalinen vuorovaikutus ja oppiminen tietoyhteiskunnassa. [Social interaction and learning in the information society] In J. Suoranta and M. Kangassalo (Eds.), Lapsi ja tietoyhteiskunta. [Child and information society] (pp. 135-144). Tampere: Tampere University Press.

Kumpulainen, K. & Mutanen, M. (2000). Mapping the dynamics of peer group interaction: A method of analysis of socially shared learning processes. In H. Cowie, D. Van der Aalsvoort, & N. Mercer (Eds.), Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge (pp. 144-160). Amsterdam: Pergamon Press.

Kumpulainen, K. (2000). Introduction. In K. Kumpulainen (Ed.), In search of powerful learning environments for teacher education in the 21st century (pp. 9-13). Oulu: Acta University Series.

Kumpulainen, K. & Mutanen, M. (1999). Communication and the construction of knowledge in joint problem solving – a challenge for interaction analysis (online). In P. Hakkarainen, A. Helenius, & P. Razinov (Eds.), Language, learning and communication. Electronic publications of University of Oulu, the Department of Teacher Education Kajaani. Available only in electronic form: http://herkules.oulu.fi/isbn9514251563/

Willman, A. & Kumpulainen, K. (1998). Teachers’ conceptions of their profession in Finland: An interpretative analysis of teacher job satisfaction. In R. Erkkilä, A. Willman, & L. Syrjälä (Eds.), Promoting teachers’ personal and professional growth (pp. 148-164). Acta University series. Oulu University Press, Finland.

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