Pedagogical leadership in activities with children–A shadowing study of early childhood teachers in Norway and Finland

The study investigates kindergarten teachers’ pedagogical leadership in Norwegian and Finnish kindergartens. The focus is on facilitating learning in teacher-initiated, child-initiated, and basic activities. The research question is: What characterises the kindergarten teachers’ pedagogical leadership of children in basic activities, and other activities initiated by the kindergarten teachers or the children themselves?

The results showed that the kindergarten teachers used different pedagogical management strategies in their work with the children. These included: 1) organisation, 2) facilitation of core areas, and 3) motivation and support. The strategies were implemented in activities initiated by both kindergarten teachers and children, as well as in basic activities. Learning activities took place throughout the day, and the various management strategies were often implemented in parallel. Furthermore, the study emphasised the importance of social support, including physical, social and emotional care, and it identified a correlation between pedagogical leadership and a holistic pedagogical approach.

The researchers followed six kindergarten teachers in their daily work. The data were collected using video observation, with a focus on pedagogical leadership. In addition, video-supported reflection interviews were used. The sample consisted of kindergarten teachers with over five years of experience, three of whom worked in Eastern Norway and three in Finland. The kindergarten teachers worked in kindergartens with 40 to 90 children, and they all were responsible for leading groups of children.

Bøe, M., Heikka, J., Kettukangas, T., & Hognestad, K. (2022). Pedagogical leadership in activities with children–A shadowing study of early childhood teachers in Norway and Finland. Teaching and Teacher Education, 117, 103787.