Pedagogical Leaders’ Use of Professional Judgement in Early Childhood Education and Care: A Case from Norway

Abstract

In this chapter, we discuss the exercise of professional judgement according to the Framework Plan for the Content and Tasks of Kindergartens in Norway. Our empirical bases consist of semi-structured interviews with a total of eight educational leaders, who emphasise the importance of practical knowledge and intuition in unpredictable and complex situations. This chapter also illuminates the dangers of the extensive use of professional judgement, and how pedagogical leaders work to ensure that their pedagogical work is in line with sound professional judgement. Arbitrariness, uncertainty, and insecurity in pedagogical work can result from the widespread use of professional judgement in order to maintain children’s best interests. Leadership strategies that pedagogical leaders use to ensure consensus in the employee group around the matter of professional judgement include mentoring, joint reflection, motivation, and support. The extent of professional judgement also depends on the current restrictions and the complexity of the situation.