PERSPECTIVES ON TRIGGERS FOR PEER INTERACTIONS FROM EARLY CHILDHOOD EDUCATION TEACHERS AND SPECIAL EDUCATION TEACHERS

Authors

  • Salvador Dukuzumuremyi Play, Playfulness and Gamification (PlaPlaGa) Research Group, Early Childhood and Music Education Studies (CHIMES) Research Unit, Faculty of Education and Psychology, University of Oulu Graduate School, Oulu, Finland
  • Signe Siklander Play, Playfulness and Gamification (PlaPlaGa) Research Group, Early Childhood and Music Education Studies (CHIMES) Research Unit, Faculty of Education and Psychology, University of Oulu, Oulu, Finland
  • Elina Viljamaa pecial Education and Inclusive Education (SPINE) Research Unit, Faculty of Education and Psychology, University of Oulu, Oulu, Finland
  • Päivi Pihlaja Philosophical Faculty, School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland
  • Elina Fonsén Department of Education, Institute of Educational Leadership, University of Jyväskylä, Jyväskylä, Finland

DOI:

https://doi.org/10.46827/ejse.v11i7.6434

Keywords:

early childhood education, inclusion, special education needs, phenomenography, triggers for interactions

Abstract

Interactions among children requiring varying levels of support in general group settings within Early Childhood Education centers can be complex and challenging. Despite the importance of inclusive practices, limited research exists on the specific factors that trigger or enhance peer interactions. Interactional triggers refer to pedagogical strategies, specific practices or environmental conditions that promote interaction among children. In the Finnish context, special education teachers play a central role in supporting inclusive practices, drawing on their pedagogical expertise and the Early Childhood Education Core Curriculum. This study investigated the perspectives of Finnish early childhood education teachers and special education teachers regarding the triggers that facilitate children's interactions. Data were collected through semi-structured group discussions and individual interviews with eight early childhood education teachers and twelve special education teachers. The data were analyzed using the phenomenographic method to identify variations in teachers’ conceptions of interaction triggers. The findings revealed several perceived practices that promote children's interactions, including inclusive participation strategies, small group activities, content-specific and pedagogical approaches, environmental and resource-based support, and the involvement of familiar adults—such as substitute teachers and practical nurses—within the learning environment. These findings offer valuable insights for early childhood and special education teachers, as well as for universities responsible for teacher education and professional development.

 

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Author Biographies

  • Salvador Dukuzumuremyi, Play, Playfulness and Gamification (PlaPlaGa) Research Group, Early Childhood and Music Education Studies (CHIMES) Research Unit, Faculty of Education and Psychology, University of Oulu Graduate School, Oulu, Finland

    Salvador Dukuzumuremyi is a doctoral researcher at the University of Oulu Graduate School, Faculty of Education and Psychology, Finland. His research focuses on interactional triggers, peer interactions, inclusion, collaboration, and learning environments in early childhood education. He also serves as a course instructor for undergraduate programs taught in English at the University of the People. Prior to this, he worked as a Tutorial Assistant at the College of Education, University of Rwanda.

    Email: sdukuzum@student.oulu.fi

    ORCID: https://orcid.org/0000-0002-1924-1299

  • Signe Siklander, Play, Playfulness and Gamification (PlaPlaGa) Research Group, Early Childhood and Music Education Studies (CHIMES) Research Unit, Faculty of Education and Psychology, University of Oulu, Oulu, Finland

    Signe Siklander (PhD, Title of Docent) holds a tenure position as an Associate Professor in Early Childhood Education (ECE) at the Faculty of Education and Psychology, University of Oulu. Previously, she led a research-based international master’s degree programme in Learning, Education, and Technology (LET), which is grounded in the learning sciences. Siklander’s research primarily focuses on children’s play and play environments, as well as teachers’ playful expertise. In addition to children, her studies encompass pre-service and in-service teachers and teacher education as a whole. Siklander’s research group, Play, Playfulness, and Gamification (PlaPlaGa), extensively investigates the connections between playfulness and agency, triggers, engagement, well-being, and learning.

    Email: signe.siklander@oulu.fi     

    ORCID: https://orcid.org/0000-0003-4437-4541

  • Elina Viljamaa, pecial Education and Inclusive Education (SPINE) Research Unit, Faculty of Education and Psychology, University of Oulu, Oulu, Finland

    Elina Viljamaa, PhD, is a University lecturer at the University of Oulu, Faculty of Education and Psychology, Special Education. Her research interests are early childhood education, childhood studies, inclusion and belonging.

    Email: elina.viljamaa@oulu.fi

    ORCID: https://orcid.org/0000-0001-8885-071X

  • Päivi Pihlaja, Philosophical Faculty, School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland

    Dr. Päivi Pihlaja is a Professor in education in the Philosophical Faculty in the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Professor Pihlaja´s research focuses on inclusive and special education and early childhood education.

    Email: paivi.pihlaja@uef.fi

    ORCID: https://orcid.org/0000-0002-1393-3104

  • Elina Fonsén, Department of Education, Institute of Educational Leadership, University of Jyväskylä, Jyväskylä, Finland

    Elina Fonsén is an Assistant Professor of Educational Leadership at the Institute of Educational Leadership, The Department of Education, University of Jyväskylä, Finland

    She has been a Docent at the University of Eastern Finland since 2019. Fonsén's previous work experience was at the University of Helsinki, where she was a University Lecturer and Deputy Head of the Department of Education. Prior to that, he worked at the University of Tampere as a university lecturer and project coordinator. She is a Member of the Board of the Early Childhood Education Association Finland (ECEAF), the chief of the International Leadership Research Forum (ILRF -EC) and the chief of the Executive Board of the Education, Administration and Research (SIG) of Finnish Society for Education and a Board member of the Federation of Finnish Learned Societies.

    Email: elina.k.fonsen@jyu.fi         

    Webpage: https://www.jyu.fi/en/people/elina-fonsen

    ORCID: https://orcid.org/0000-0002-2547-905X

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2025-12-15

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Vol. 11 No. 7 (2025)

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