Browsing by Subject "varhaiskasvatuksen johtajuus"

Sort by: Order: Results:

Now showing items 1-2 of 2
  • Pousi, Niina (Helsingin yliopisto, 2020)
    Objectives. In recent years, the legislation and guidance documents on early childhood education (ECE) have undergone substantive changes, which, for the first time in their history, have highlighted the importance of leadership while also imposing new obligations on leadership in ECE. The study examines how leadership in ECE is defined in the speech of ECE centre directors and how pedagogical leadership in ECE is manifested in the speech of the ECE centre directors in the context of focus group discussions. Methods. Part of the material used in the study was from the Discourse of leadership in the diverse field of early childhood education project, an international research project on leadership in ECE led by Elina Fonsén. The qualitative research material consisted of three focus group discussions with ECE centre directors conducted in three Finnish municipalities in winter 2018. A total of 13 ECE centre directors participated in these three focus group discussions. The method used to analyse the material was the phenomenological method, which was also subject to theory-driven content analysis. Results and conclusions. In the study, leadership in ECE was manifested as a kind of distributed leadership, which was expressed through responsibilities linked to the job descriptions of different actors and at different levels, but also by referring to responsibilities independent of job descriptions. Leadership in ECE was described as being in a state of flux due to the reform of guidance documents, legislation and extended supervisory work. In the study, pedagogical leadership in ECE was expressed through five different clusters of meaning: the importance of discussion and interaction, the wellbeing of employees, pedagogical leadership linked to job descriptions, pedagogical development work and recognition of the value of pedagogical leadership through resources. The results show that the municipal context affects both leadership in ECE and pedagogical leadership, as well as their implementation. Leadership in ECE and, in particular, pedagogical leadership, require well-functioning structures and sufficient time for discussion and cooperation between different actors. In addition, various actors are expected to be aware of the objectives of ECE activities and to be willing to work on developing ECE. According to the research findings, however, fulfilling these conditions requires financial and human resources, which were felt to be insufficient.
  • Kotonen, Emilia (Helsingin yliopisto, 2020)
    The purpose of this study is to research the views of kindergarten Directors on pedagogical leadership, the realisation of pedagogical leadership and the challenges of pedagogical lea-dership in everyday life. Pedagogical leadership is a broad concept, and its implementation in everyday life is challenging from time to time. There is a lot of professional discussion about the adequacy of time resources and how the pedagogical leadership is perceived in early childhood education organizations. The pedagogical leadership of the kindergarten Di-rector is relevant to children's learning and well-being. The Director's work is not merely about recording the numbers, but rather more about developing of the work and activities of a kindergarten. The study data was collected with an electronic questionnaire delivered through social me-dia during the autumn of 2019. The survey was shared in a Facebook group called Early Childhood Education Teachers. Nearly all the respondents were Directors of different size kindergartens from the Helsinki metropolitan area. The analysis of the responses was car-ried out by gathering the results into themes. The analysis began by summarising and simp-lifying the received answers. Colour codes were used to tag responses, which helped to find similarities between the responses. After summarising and simplifying the responses, the in-formation was searched for concept keywords that were then charted into a table. During the charting the trending concepts were given common themes. Pedagogical leadership was felt to be about the implementation of Early Childhood Educati-on Plan and making it familiar to people. Pedagogical leadership was also seen to be about having dialogs about the objectives, design and evaluation of pedagogics. Pedagogic lea-dership is also about having the presence of the Director in the unit, providing support to employees, decision-making on a wider scale and visioning of the operations. Pedagogical leadership was achieved in practice through discussions and effective structures, such as meetings and maintaining a pedagogical perspective. The met challenges in pedagogical leadership were related to HR- management topics, such as employee turnover, different levels of competence and substitute arrangements. There were also challenges felt in the time and workload management of Directors. There was a lot of work in relation to the time available.