Frå program til lokale praksisar–iverksetjingsarbeid i barnehagar

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Author
Sataøen, S. O., & Økland, M. S.
Year
2022

Purpose

The study investigates how Norwegian kindergartens have locally implemented one of the centrally developed competency programmes from the Norwegian Directorate of Education and Training, as part of their local development activities. The research question is: How do kindergarten owners and kindergarten staff translate and implement the national programme ‘An inclusive learning environment’?

Result

The results show that kindergartens have adapted the content of the programme to their local practices by moderating the ideas and thus defining the overall scope of programme. In this adaptation, kindergarten coordinators play a key role. Best implementation practice is achieved when kindergartens work in professional networks and in collective learning processes. In addition to the lack of time for implementation, the study shows that it is challenging to establish the programme’s ideas among all groups of employees. Key tools for implementation, such as guidance, are difficult to accommodate in everyday kindergarten routines. The findings largely confirm previous studies on the implementation of programmes and reforms in the kindergarten sector.

Design

The researchers conducted 12 focus group interviews with representatives from 20 municipalities and two private kindergartens. Those interviewed were coordinators and pedagogical leaders (a total of 47 informants), people from professional kindergarten management and municipal managers (a total of eight informants). The researchers set guidelines for which roles/position categories should participate, but the selection of specific individuals was decided locally. One requirement from the researchers was that those who participated should be involved in the implementation work.

References

Sataøen, S. O., & Økland, M. S. (2022). Frå program til lokale praksisar–iverksetjingsarbeid i barnehagar. Norsk pedagogisk tidsskrift, (1), 30–43.