Päivähoidosta varhaiskasvatukseen

Ranta, Samuli; Sajaniemi, Nina; Eskelinen, Mervi; Lämsä, Tiina

doi:10.33350/ka.103194

Cited by 3 publications

(7 citation statements)

References 2 publications

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“…Genomgripande strukturella och innehållsliga förändringar har skett inom småbarnspedagogiken en längre tid, både nationellt och internationellt (Ahtiainen et al, 2021;Nihlfors et al, 2023;Pascal, 2019;Ranta et al, 2021). Småbarnspedagogiken i Finland är sedan 2013 en del av utbildningssystemet och styrdokumenten har genomgått större revideringar kontinuerligt sedan dess (Ranta et al, 2021), bland annat 2018 då det stiftades en ny lag, Lag om småbarnspedagogik (540/2018). Dessa kontinuerliga förändringar påverkar verksamheten och synliggör behovet och betydelsen av pedagogiskt ledarskap för att ta sig an dessa förändringar.…”

Section: Det Pedagogiska Ledarskapets Komplexitetunclassified

Pedagogiskt ledarskap för personalen, verksamheten och organisationen – en praktiknära studie med daghemsföreståndare

Nordin,

Svanbäck-Laaksonen,

Heikkilä

2024

nbf

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Syftet med den här studien är att analysera daghemsföreståndares beskrivningar av vad det pedagogiska ledarskapet inbegriper och hur det genomförs inom småbarnspedagogiken i Svenskfinland. Studien utgår från en kvalitativ metod med ett abduktivt förhållningssätt. Den empiriska datainsamlingen består av semistrukturerade intervjuer, vilka har genomförts med 13 respondenter. Studiens teoretiska ramverk bygger på teorin om praktikarkitektur (Kemmis & Grootenboer, 2008) och dataanalysen har skett genom innehållsanalys. Vidare har begreppen sägs, görs och relateras, utifrån teorin om praktikarkitektur, använts i analysen (Rönnerman, 2018). I resultaten framträder tre teman som essentiella i det pedagogiska ledarskapet. Temaområdena är: att vägleda personalen, att leda den pedagogiska verksamheten samt att skapa helhetsmässiga ramar för organisationen. Resultaten beskrivs i termer av vad som sägs om pedagogiskt ledarskap, hur pedagogiskt ledarskap görs och hur pedagogiskt ledarskap relateras. De visar att balansen mellan att skapa visioner och mål för verksamheten samt att vara lyhörd för personalen och barngruppen är framträdande. ENGLISH ABSTRACT Pedagogical Leadership for the Staff, the Activities and the Organisation – a Practice-based Study with ECE Centre Directors The aim of the study is to analyze ECE directors’ descriptions of what pedagogical leadership entails and how it is carried out in ECE in Swedish-speaking parts of Finland. The study is based on a qualitative method with an abductive approach. The empirical data collection consists of semi-structured interviews, which have been conducted with 13 respondents. The study’s theoretical framework is based on the theory of practice architecture (Kemmis & Grootenboer, 2008). The data analysis has taken place through content analysis. Furthermore, the concepts said, done and related, based on the theory of practice architecture, have been used in the analysis (Rönnerman, 2018). In the results, three themes emerge as essential in pedagogical leadership. The themes are: to coach the staff, to lead the pedagogical activities and to create holistic frameworks. The results are described in terms of what is said about pedagogical leadership, how pedagogical leadership is done and how pedagogical leadership is related. They show that the balance between creating visions and goals for the operation and being responsive to the staff and the children is essential.

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Section: Det Pedagogiska Ledarskapets Komplexitetunclassified

Pedagogiskt ledarskap för personalen, verksamheten och organisationen – en praktiknära studie med daghemsföreståndare

Nordin,

Svanbäck-Laaksonen,

Heikkilä

2024

nbf

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“…In practice, especially before the legal reform (540/2018) everyone in the team shared the same responsibilities. The executed teamwork was not based on a multi-professional competency or a pedagogical planning (Ranta et al, 2021). This led to the situation where pedagogical actions were planned and executed by to the ECEPs' work shift list.…”

Section: Teamwork and Its History As The Core Of The Ece Systemmentioning

confidence: 99%

“…By ignoring the professionals' education background and leaning on the social services approach, the level of pedagogy and the number of ECE teachers with a Bachelor's or Master's degree in Education decreased (Kinos 2008;Kinos et al, 2021;Ranta et al, 2021). Simultaneously, when the number of ECE teachers was diminishing, social pedagogues were being trained in large numbers.…”

Section: Teamwork and Its History As The Core Of The Ece Systemmentioning

confidence: 99%

“…Simultaneously, when the number of ECE teachers was diminishing, social pedagogues were being trained in large numbers. ECE teachers' positions were filled by professionals with a health care and social services approach to ECE (Ranta et al, 2021).…”

Section: Teamwork and Its History As The Core Of The Ece Systemmentioning

confidence: 99%

“…The ECE teams deal with multiple systemic approaches in the field (Melasalmi & Husu, 2018;Nislin et al, 2016;Syrjämäki et al, 2017). In addition to pedagogical and care driven responsibilities, there are multiple steering documents as well as other stakeholders to collaborate with (Ranta et al, 2021). Schools, parents, health care and social services are the main stakeholders in the practice which create the complex ECE field (Waniganayake et al, 2017).…”

Section: Teamwork and Its History As The Core Of The Ece Systemmentioning

confidence: 99%

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Occupational well-being and teamwork in Finnish early childhood education

Kumpulainen

Sajaniemi

Suhonen

et al. 2023

jecer

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The study examined Finnish early childhood education professionals’ (ECEP) (n = 107) experiences of occupational well-being and systems intelligent teamwork. Occupational well-being was measured with basic psychological job satisfaction, work engagement and burnout. In the analysis of variances by rank, the ECEPs’ had high work engagement, felt competent and relatedness in a working community. By contrast, their autonomy was low, and they felt exhausted, even though the overall burnout level was low. Extensive working experience increased work-related well-being and perceiving socioemotional systems in work. The ECE teachers had the highest work engagement, basic psychological need satisfaction and lowest burnout, but didn’t feel strongly competent in perceiving systemic interaction structures. On the other hand, the ECE social pedagogues felt most competent in systems intelligence behavior. The ECE childcarers valued the support of the systems intelligence team. In the cluster analysis, we identified two different clusters representing the level of occupational well-being and systems intelligence. The solution presented a connection between the ECE teachers with high work-related well-being and systems intelligence. We suggest that the multi-professional teamwork should be developed according to the ECEPs’ diverse educational background and that professional responsibilities be made more consistent with their education.

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Team leadership profiles in Finnish early childhood education centres – Teachers’ experiences of team leadership

Ranta¹,

Heiskanen²,

Kahila³

2023

Educational Management Administration & Leadership

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Expectations regarding team leadership in early childhood education (ECE) have grown in recent decades, both in Finland and elsewhere in the world. This change can be seen through the increased research knowledge regarding the importance of pedagogical leadership as a key factor in the quality of ECE and the emphasis on pedagogy in basic ECE tasks. In Finland, teachers are responsible for pedagogical work among teams and ensuring that ECE goals are achievable. For this reason, teachers are expected to lead their teams. For this reason, we wanted to ask the following research questions: (1) To what extent do ECE teachers feel that team leadership is realised in their work? (2) What different types of leadership profiles can be identified and what underlying elements define them? (3) To what extent do ECE teachers’ experiences of teamwork leadership differ? In our research, we utilised the Team Leadership Questionnaire to ask how teachers in ECE centres experience team leadership implemented when they work in ECE teams. Our survey was completed by 1221 teachers in ECE centres from 66 Finnish municipalities. We identified four team leader profiles through which team leadership is implemented differently: experienced experts, experienced organisers, discussion-oriented novices and learning novices. According to this study, teachers have different levels of knowledge and competence regarding team leading, which is especially influenced by work experience and divides teachers into different team leadership profiles.

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Päivähoidosta varhaiskasvatukseen

Cited by 3 publications

References 2 publications

Pedagogiskt ledarskap för personalen, verksamheten och organisationen – en praktiknära studie med daghemsföreståndare

Pedagogiskt ledarskap för personalen, verksamheten och organisationen – en praktiknära studie med daghemsföreståndare

Occupational well-being and teamwork in Finnish early childhood education

Team leadership profiles in Finnish early childhood education centres – Teachers’ experiences of team leadership

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