Purpose
The study investigates the perspectives of kindergarten teachers on quality indicators in the development of the play and learning environment in kindergarten. The research focuses on how kindergarten teachers define and implement quality indicators through practice and reflection. The main goal is to identify what is considered essential for promoting a good educational environment in kindergarten. The research question is: What quality indicators emerge in the kindergarten teachers’ reflections on the development of quality in the play and learning environment in kindergarten?
Result
The results show that kindergarten teachers highlight the facilitation of an inspiring physical environment, management and collaboration, the role of adults, the participation of both children and employees, as well as the importance of documentation for reflection and educational development. Process quality was seen as particularly important, while structural conditions received increased attention due to challenges related to the COVID-19 pandemic. The study shows that collective reflections and collaboration among staff are crucial for ensuring good quality in kindergarten.
Design
The data is based on group discussions from two workshops involving three coordinators and 13 pedagogical leaders from three municipal kindergartens in Norway. The groups discussed how they could improve the quality of the play and learning environment. The discussions were audio recorded, transcribed and analysed using qualitative content analysis, using both inductive and deductive approaches.
References
Birkeland, J. (2022). Kvalitetsindikatorer i utvikling av leke- og læringsmiljøet i barnehagen: barnehagelæreres perspektiver. Forskning og Forandring, 5(2), 4–23.