Implementing Improvements in Early Childhood Education and Care Centers: From Individual Capacity to Organizational Learning

According to Irgens (Profesjon og organisasjon: Å arbeide som profesjonsutdannet. Fagbokforlaget, Bergen), individual employees can perform quality-improving actions without it necessarily leading to an overall improvement in quality within the organization. For the organization to learn, one needs to work in ways that anchor the learning within the organization and make it less dependent on individuals. From an organizational learning perspective developing internal mental maps that the organization can use to navigate influences how quality actions are performed.

This chapter presents a study that focuses on obtaining insights into what it means when pedagogical learning environments work on improving quality practices. With a view to supporting the development of quality for all children in ECEC centers, this study provides insights into the reasons why some ECEC centers continually develop and improve quality while others are unable to do so. The perspective is leadership as well as organizational learning. Leadership is a gatekeeper translating policies and initiatives into the organization. The staff is important in how they relate to working in professional learning communities.