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Cited by

• 2011Children’s rights and research processes: Assisting children to (in)formed views358 cited
• 2010Early years curriculum: funds of knowledge as a conceptual framework for children’s interests201 cited
• 2013The Agency of Children: From Family to Global Human Rights169 cited
• 2016Childhood Studies: A sustainable paradigm?146 cited
• 2005Collective Action and Agency in Young Children’s Peer Cultures116 cited
• 2008The role of elementary teachers’ conceptions of closeness to students on their differential behaviour in the classroom108 cited
• 2011Play in the School Context? The Perspectives of Finnish Teachers91 cited
• 2010Children’s Tattling: The Reporting of Everyday Norm Violations in Preschool Settings87 cited
• 2020‘The best guess for the future?’ Teachers’ adaptation to open and flexible learning environments in Finland82 cited
• 2017Identifying and characterizing risky play in the age one-to-three years79 cited
• 2006Power and Participation: Social Representations among Children in Pre-school73 cited
• 2012Discovering and Supporting Successful Learning Pathways of Youth In and Out of School: Accounting for the Development of Everyday Expertise Across Settings70 cited
• 2012The boys who would be princesses: playing with gender identity intertexts in Disney Princess transmedia