Has Something Changed? Leaders', Practitioners' and Parents' Interpretations after Renewed Early Childhood Education and Care Legislation in Finnish Private Centres

Autor/inn/en	Mäntyjärvi, Marjo; Puroila, Anna-Maija
Titel	Has Something Changed? Leaders', Practitioners' and Parents' Interpretations after Renewed Early Childhood Education and Care Legislation in Finnish Private Centres
Quelle	In: Contemporary Issues in Early Childhood, 20 (2019) 1, S.7-22 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949119828158
Schlagwörter	Foreign Countries; Early Childhood Education; Educational Legislation; Private Schools; Child Care Centers; Leadership Responsibility; Preschool Teachers; Administrator Attitudes; Teacher Attitudes; Parent Attitudes; Educational Change; Finland + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsrecht; Schulgesetz; Private school; Privatschule; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternverhalten; Bildungsreform; Finnland
Abstract	This study addresses leadership enactment in the context of early childhood education and care centres in Finland. The study was implemented at a time when the early childhood education and care legislation had changed. The research draws from relational leadership theory to address the following questions: How do leaders, practitioners and parents evaluate and interpret the impacts of changing early childhood education and care legislation in private Finnish centres? And how do these evaluations and interpretations reflect leadership enactment? This study conceptualises leadership as a context-dependent phenomenon constituted by shared meanings and relationships among leaders and other human actors in private centres. In order to achieve a multilevel picture of leadership enactment in private early childhood education and care centres, this study employed a mixed-methods approach. The data was collected through three online surveys and analysed both quantitatively and qualitatively. The findings revealed that private centres form a heterogeneous context for leadership enactment in Finnish early childhood education and care. Compared with practitioners and parents, the leaders were the most positive in their interpretations of the legislative changes. Specifically, the study found a gap between the leaders' and parents' evaluations of how the legislative changes had impacted daily praxis. The study calls for further research and tools for developing leadership enactment in private early childhood education and care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01