• Finnish National Agency for Education (2014). National core curriculum for pre-primary education. Publications of the Ministry of Education and Culture. 
• Finnish National Agency for Education (2022). National core curriculum for early childhood education and care. Publications of the Ministry of Education and Culture.  
• Lämsä, T. (2021). Holistic pedagogy throughout the day in early childhood education and care. Kasvatus & Aika, 15(2), 79–86. 
• Uusimäki, L., Yngvesson, T. E., Garvis, S., & Harju-Luukkainen, H. (2019). Parental involvement in ECEC in Finland and in Sweden. In S. Garvis, H. Harju-Luukkainen, S. Sheridan, & P. Williams (Eds.), Nordic Families, Children and Early Childhood Education (pp. 81-99). Palgrave Macmillan. 

References Niina Rutanen & Jenni Salminen 

• Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., ... & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The elementary school journal, 113(4), 461-487. https://doi.org/10.1086/669616  ;
• Hännikäinen, M. (2005). Rules and agreements—And becoming a preschool community of learners. European Early Childhood Education Research Journal, 13(1), 97-110. https://doi.org/10.1080/13502930585209581  ;
• Klette, T. & Killén, K. (2018): Painful transitions: a study of 1-year-old toddlers’ reactions to separation and reunion with their mothers after 1 month in childcare, Early Child Development and Care, 189(1):1-8 DOI: 10.1080/03004430.2018.1424150 https://doi.org/10.1080/03004430.2018.1424150  ;
• Lucas Revilla, Y. L., Rutanen, N., Harju, K., Sevon, E., & Raittila, R. (2022). Relational approach to infant-teacher lap interactions during the transition from home to early childhood education and care. Journal of Early Childhood Education Research 11(1).   
• OECD (2020) Early Childhood Education: Equity, Quality and Transitions - Report for the G20 Education Working Group. https://www.oecd.org/education/school/early-childhood-education-equity-quality-transitions-G20.pdf  ;
• Salminen, J., Guedes, C., Lerkkanen, M. K., Pakarinen, E., & Cadima, J. (2021). Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal. Infant and Child Development, e2222. https://doi.org/10.1002/icd.2222  ;
• Salminen, J., Muhonen, H., Cadima, J., Pagani, V., & Lerkkanen, M. K. (2021). Scaffolding patterns of dialogic exchange in toddler classrooms. Learning, Culture and Social Interaction, 28, 100489. https://doi.org/10.1016/j.lcsi.2020.100489  ;
• White, E. J., Rutanen, N. Marwick, H.  Souza Amorim, K., Karagiannidou, E., & L. K. M. Herold (2020) Expectations and emotions concerning infant transitions to ECEC: international dialogues with parents and teachers. European Early Childhood Education Research Journal 28:3, 363-374, DOI: 10.1080/1350293X.2020.1755495  
• White, E. J., Marwick, H., Amorim, K., Rutanen, N., & Herold, L (Eds.) (2022). First transitions to early childhood education and care: Culturally responsive approaches to the people, places, environments and ideologies of earliest care encounters across six countries. In Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations series. Springer.  
• White, E. J., Westbrook, F., Hawkes, K., Lord, W., & Redder, B. (2021). (In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC. Contemporary Issues in Early Childhood, https://doi.org/10.1177/14639491211027904  ;