VUOKKO is an early onset longitudinal study that examines the development of children’s skills, motivation, and emotions in the domains of numeracy, math, language, literacy, and reading, as well as the interactions in the learning environments (home, ECEC, and school). The first goal of the VUOKKO -study is to better understand the individual developmental paths and to identify the protective and risk factors related to children’s development in reading and mathematics, as well as the related cognitive skills, self-regulatory and social skills, motivation and emotions. The second goal is to build a deeper understanding of the role of the home environment and parental skills in the development of children's skills. The third goal is to gain new information about the characteristics and quality of the teacher-child interaction in ECEC and in school and about the ways in which they are associated with children's development and learning. Finally, the VUOKKO study seeks to examine the combined effects of the child's learning environments (home-ECEC-school) to support growth, development and learning. VUOKKO study started data collection when the children were 2-years-old and was currently funded to continue to Grade 5 (age 11-12). 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. This Metadata covers the VUOKKO study ECEC Phases (age 2-6) and School Phases (Grades 1-3, age 7-10). The ongoing data collection in Grades 4 and 5 will be documented in a separate Metadata file after the data collection has ended in 2025. 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.

2024