LED Pedagogical Leadership in Finnish Early Childhood Education and Care through the Lens of Practice Architectures

Abstract

This research examines how practice architectures, i.e., cultural-discursive, material-economic, and social-political arrangements both enable and constrain the pedagogical leadership practice of early child-hood education (ECE) center directors (N = 3). The data were collected by a qualitative shadowing method and analyzed deductively using the theory of practice architectures. The findings revealed that social- political arrangements were fundamental for directing pedagogical leadership practice, affecting both material- economic and cultural-discursive arrangements. The social- political arrangements of pedagog-ical leadership were grounded in the municipality’s organizational structure; in turn, this structure organ-ized daily pedagogical leadership practices. Social-political arrangements were narrated as the directors emphasized the importance of national guidelines, legislation, and implementation of the national and local curricula. These were related to the material-economic arrangements because they required organizing time for discussion and further training of personnel. The national guidelines combined material-economic and social-political aspects as well as cultural-discursive arrangements in leadership practice, as pedagog-ical development aligned with legislation and national curriculum demands in a wide range of leadership functions in ECE centers. The essence of pedagogical leadership practice was the focal point of joint dis-cussions regarding pedagogy and the implementation of curriculum in the ECE centers. Most significantly, the quality of these discussions could enable or constrain pedagogical leadership and were influenced by cultural-discursive arrangements and leadership philosophy of the center directors alike.