Untapped Potential for Professional Learning and Development: Kindergarten as a Learning Organization

The study investigates what characterises Norwegian kindergartens as learning organisations, and looks in particular at how kindergarten coordinators understand and implement this concept. The research questions are:

1. What understanding do kindergarten coordinators have of a learning organisation?
2. What do kindergarten coordinators believe kindergartens need to learn more about?
3. What do kindergarten coordinators perceive as the characteristics of a learning kindergarten?

The results show that Norwegian kindergartens have untapped potential for professional learning, mainly due to a lack of systematic reflection on everyday practices. Although reflection is recognised as important, it is often limited to formal meetings rather than being an integral part of daily routines. In addition, the coordinators have varying understandings of what constitutes a learning organisation, which can inhibit unified development processes. The researchers suggest that more informal, daily reflection and a clearer definition of learning organisations can enhance kindergartens’ ability to function as professional learning environments.

The study used semi-structured interviews with five kindergarten coordinators from a medium-sized Norwegian municipality. These coordinators had participated in joint meetings on learning organisations in the kindergarten sector. The interviews focused on their perceptions about learning organisations, which areas they believe kindergarten should focus on, and how they promote professional development. Thematic analysis was used to identify recurring themes and key points related to professional learning.

Wadel, C. C., & Knaben, Å. D. (2022). Untapped Potential for Professional Learning and Development: Kindergarten as a Learning Organization. International Journal of Early Childhood, 54(2), 261–276.

Online year: 2021

Issue year: 2022

Review year: 2022