Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland

Abstract

This study investigates early childhood education (ECE) teachers’ pedagogical leadership in Norwegian and Finnish centres when they create conditions for learning in teacher-initiated, child-initiated and basic activities. For this purpose, we use theories about pedagogical leadership and classroom leadership. We use shadowing methodology by way of video observation to study the ECE teachers. The results identify three categories related to pedagogical leadership: organising, facilitating core areas and motivating and supporting. Moreover, the results of the study contribute to new knowledge in clarifying the concept of pedagogical leadership as flexible and its usability in leading activities with children in ECE settings.