Skip to main content

Table 2 How the practice architectures are prefiguring practices around systematic quality development work

From: The practice architectures of middle leading in early childhood education

The practice of middle leading

Practice architectures of the preschool

Example of sayings in the semantic room

Examples of culturaldiscursive arrangements

The language used referred to the curriculum; personnel and middle leaders mentioned specific goals from the curriculum. Reports from preschool units followed the SQW-template. Critical aspects were mentioned concerning understanding of concepts

The revised national curriculum and Education Act has specific goals that are highlighted. The local policies and SQW-booklet prescribed a specific format for reporting the work from each preschool unit. Specific readings were used about quality. Lectures were given about quality. A course for middle leaders was given. The middle leaders planned the Learning Dialogues

Example of activities in the physical space

Example of economicmaterial arrangements

Sharing experiences in Learning Dialogues and in Learning Group. Reporting on documentations in the site by using iPad and the SQW-template. Participants were divided into small groups in discussions. Summarising Learning Dialogues and reporting back to the Development Group. Tensions and disruption in groups when teachers did not attend

Time for leading and participating were given to all personnel. Middle leaders were also given time to plan and report back. Middle leaders organised space for the meeting. Computer and iPads were given to each preschool unit and used for documentation. The SQW-booklet stated how the quality work in the site should be documented

Example of relations in the social space

Example of socialpolitical arrangements

In discussion, relationships are made through the teachers’ own documentation. Relating to one another in sharing experiences on certain issues. Teachers related to middle leaders and vice versa. Trust between the middle leaders and the teachers, and the principal

Certain aspects of quality were focused each month and mentioned in the plan by the coordinating middle leaders. New readings were given locally as lectures or as books. The coordinating middle leaders suggested to the development group. Compulsory to participate in Learning Dialogues. Principals involved but not leading Learning Dialogues