An unpacking of distributed leadership as an analytical framework for equal pedagogical co-leadership in ECEC
Abstract The purpose of this article is to unpack and discuss distributed leadership (DL) as an analytical framework for equal pedagogical co-leadership (EPCL) in Early Childhood Education and Care (ECEC). This is done by employing a theoretical discussion, grounded in national and international res...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-08-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00737-7 |
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| Summary: | Abstract The purpose of this article is to unpack and discuss distributed leadership (DL) as an analytical framework for equal pedagogical co-leadership (EPCL) in Early Childhood Education and Care (ECEC). This is done by employing a theoretical discussion, grounded in national and international research on pedagogical leadership (PL) and distributed leadership (DL). The frame of the analysis and discussion is a James Spillane-inspired illustration of what a leadership practice in DL might look like in a preschool setting. In Norway, preschool is called “barnehage”, which directly translates to kindergarten. The children are aged 1 to 6, and preschool is not mandatory. The preschool usually has a manager, and each class has pedagogical leaders, preschool assistants, and/or children and youth workers as the class team staff. Most of the staff do not have a higher degree in ECEC. The interactions between the pedagogical leaders, the rest of the preschool staff, and the manager of the preschool are essential when discussing the implications for the preschool’s pedagogical practice. The analysis points to challenges and opportunities when using DL as an analytical framework in discussing EPCL in preschool. |
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| ISSN: | 2731-5525 |