Educators in preschools develop their practice with young children

Abstract

In Iceland, the composition of preschool children’s groups has changed considerably over recent years, and today, over fifty per cent of children under age two attend preschool. These first years are crucial for future life learning. However, previous studies show preschool educators need improved knowledge about the youngest children and how they express themselves. Therefore, it is important to promote greater knowledge and professional development for educators working with the youngest children in preschools. Furthermore, studies show that professionalism and professional development of preschool staff are crucial factors regarding quality in practice.

This research aimed to study preschool teachers and other staff members’ experiences participating in action research to promote professional development and professionalism in preschool practices with young children. In the study, professional development is seen as formal and informal education that deepens and improves teacher competencies and knowledge. Professional development is related to daily practices, leading to improvements and development. Previous studies show that the action research methodology is effective for teacher professional development and school practice improvement. This methodology has also proven effective in creating understanding and bringing it forward in the preschool community. The main challenges that participants face during the research process are lack of time and influence on colleagues who are not part of the process.

The action research studied here continued for four years. It was conducted in six departments in three preschools, where the children ranged in age from nine months to two and a half years. The research emphasised creating a learning community among department educators, preschool leaders, and researchers from the University of Iceland. The role of the researchers was to support the participants through the rocess and mediate new knowledge in early childhood education and action research. The principal of one of the participating preschools took the role of a leader in the action research process. It was important that all participants, regardless of their role in the study, had the same opportunities and rights to express their views at all stages of the study. The data in this study consists of nine interviews with the participants conducted at the end of the research process. The interviews were transcribed and thematically analysed. Three themes were identified in the data: professional development, support and challenges in the research process, and views on professionalism.

The findings show that the participating educators felt that the action research process supported their professional development. This finding increased emphasis on observing children’s play and their own practices. As a result, the educators became more aware of how to support children’s learning. This research also gave the children more opportunities to influence their preschool lives. For example, they could choose what to play with, with whom, and where. The educators focused more on meeting the children’s interests and offered play material accordingly. The participation supported the educators’ job satisfaction. Collaboration and support were important factors in the process within each preschool, between the three preschools and with the two researchers. Moreover, it was important for educators to have time and space for professional reflections, collaborate on the practices, and create a mutual understanding of children’s learning and educators’ roles. Meetings were held regularly in each preschool and between the preschools as a part of this process.

When reflecting on their own roles, the participants agreed that crucial characteristics of working with young children include patience, warmth, and care. They also agreed that it was rewarding to follow the children’s development since they quickly learn so much at this age.

Part of the process occurred during the COVID-19 pandemic, which hindered the collaboration between the three preschools and the researchers. To address this issue, meetings were held online where educators met and reflected on their practice. Video observations were also used. Another more difficult challenge to confront was the high turnover of staff. This situation affected the sustainability of the research process.

The study contributes to knowledge on how the action research methodology can be an effective approach for preschool teachers’ and educators’ professional development. Furthermore, it sheds light on the importance of preschool teachers and other educators who work with young children receiving opportunities and time for professional reflection to improve their practice and children’s learning. This approach can result in increased quality of practice and better education for the children.