This chapter provides a framework to explore the enactment of pedagogical leadership within Early Childhood Education (ECE) centres in Finland. In particular considering the relationship between Finnish national regulations, accountability and quality in early childhood environments, the authors will examine teacher leadership that nurtures children’s learning through shared pedagogical planning in weekly team meetings. The authors argue that pedagogical leadership can enhance children’s learning outcomes and that this is the core business of early childhood education and those who are employed as early childhood teachers. The chapter explores how multi-professional staff teams pursue pedagogical leadership in planning and explore how diverse stakeholders within ECE settings – including teachers, childcare nurses, children and parents, pursue collaboration for pedagogical advancement.
|Title of host publication||Pedagogies for leading practice|
|Editors||Sandra Cheeseman, Rosie Walker|
|Place of Publication||Abingdon, Oxon|
|Number of pages||18|
|ISBN (Print)||9781138577398, 9781138577428|
|Publication status||Published - 2019|
|Name||Thinking about pedagogy in early education|
Waniganayake, M., Heikka, J., & Halttunen, L. (2019). Enacting pedagogical leadership within small teams in early childhood settings in Finland: Reflections on system-wide considerations. In S. Cheeseman, & R. Walker (Eds.), Pedagogies for leading practice (pp. 147-164). (Thinking about pedagogy in early education). Abingdon, Oxon: Routledge.