Styring, organisering og ledelse i barnehagen.
... Et hovedskille går mellom det Christensen et al., (2009) kaller for instrumentelle og institusjonelle styringsperspektiv, med noen underkategorier. Børhaug et al., (2011) benytter seg på disse perspektivene i sin studie av styring, organisering og ledelse i barnehagen. ...
... Ansatte preges av sin bakgrunn, og gjennom dette påvirkes og utformes mål, regler, rutiner og arbeidsmåter. Ifølge Børhaug et al. (2011) er regler og rutiner som tillegges egenverdi institusjonalisert, noe som gjør de vanskeligere å endre. Dersom de nye kravene kolliderer med verdigrunnlaget, vil kravene møte motstand i organisasjonen, og ikke bli implementert. ...
... For å makte dette presset, må kravene rasjonaliseres og overses (Børhaug og Moen, 2014, s. 223). Børhaug (2011) finner i sin studie at rutiniseringen av dagliglivet i barnehagen er drevet langt, og dette er et uttrykk for at arbeidspresset er stort, og at rutiner må til for å få arbeidsdagen til å henge sammen. «Ein må i nokre situasjonar også utvikla rutinar og grep for å halde unna ein del typar brukarar og brukarproblem som vil ta for mykje tid og ressursar, ein vil utvikle blindsoner for problem ein ikkje kan prioritera» (Børhaug og Moen, 2014, s. 224). ...
Rapporten presenterer en evaluering av implementering av rammeplan for barnehagens innhold og oppgaver 2006/2011
... Forskning om arbeidsdeling og struktur i norske barnehager har tatt utgangspunkt i en tradisjonell organisering av barnehager i avdelinger med faste barnegrupper (Børhaug et al., 2011;Gottvassli, 1996), der hovedandelen av barnehagelaererens arbeidsoppgaver er knyttet til en avdeling hvor en rekke arbeidsoppgaver blir utført av fagarbeidere og assistenter (Helgøy et al., 2010). Vi fant en slik avdelingsorganisering i fire av barnehagene. ...
Norwegian national regulations that increase the percentage of early childhood teachers among staff in kindergartens indicate that pedagogical competence and quality are related. However, we need more insight into how quality, teacher professional competence and staffing are linked in the kindergartens. The article is based on data from a comparative case study in eight kindergartens in 2017 and 2018 which all had a proportion of fifty per cent teachers among their staff. The data consists of interviews with kindergarten heads, teachers, skilled workers, assistants, and owners. The analysis is based on a theoretical approach on the system of professions (Abbott, 1988), and shows how the division of labor based on subjective problem definitions vary between the kindergartens. Negotiations on work tasks at the local level both enable and challenge the professionalization of teachers. Thus, we find that the government’s ambitions to strengthen competence and thereby quality in the kindergarten sector can be implemented in various ways. An increase of kindergarten teachers among staff does not necessarily strengthen specialization of professional practice. Further, the work of determining the profession’s ambition with the teacher staffing regulation is yet still to be developed and defined.
... There is also legislation requiring a certain skill level in Norwegian language and that secures a safe and inviting environment for children (NOU 2020: 13, p. 233). In a decade-old study, Børhaug et al. (2011) found that private and public kindergartens used nationally developed guidelines and professional standards to approximately the same extent. However, much has changed over the last decade. ...
This report examines the role of private providers of ECEC services in the five Nordic countries: Norway, Denmark, Sweden, Finland, and Iceland. For each country, we map the ECEC journey from a selective service at the fringes of the welfare state to a universal service at the core of the welfare state. We subsequently analyze the role that non-profit and for-profit providers have played in this development and their position today. We pay special attention to the governing tools used by the Nordic governments to regulate the welfare mix, that is, the division of public, for-profit, and nonprofit providers.
https://hdl.handle.net/11250/2831519
... Det er primaert i disse nettverkene kommunen som barnehagemyndighet utøver veilederrollen sin, og dermed blir nettverkene svaert sentrale for implementering av rammeplanen (Ljunggren et al., 2017). Børhaug et al. (2011) finner ingen forskjell mellom kommunale og private barnehageeiere i hvor styrende de mener rammeplan og barnehagelov er. Rammeplanen har likevel ført til endret praksis i faerre private enn kommunale barnehager. ...
Artikkelen sammenstiller og drøfter forskning på spenningen mellom institusjonelt mangfold blant eiere av norske barnehager, og myndighetenes ambisjoner om å gi et likeverdig barnehagetilbud til alle barn. Med basis i 14 forskningsartikler og rapporter fra perioden 2004-2017 finner jeg at private eiere av barnehager har stort handlingsrom og påvirkningskraft i barnehagesektoren. Både lovregulering og institusjonaliserte normer for et godt barnehagetilbud bidrar til at en ser små forskjeller etter eierskap. Disse normene utvikles og vedlikeholdes i nettverk som inkluderer private barnehager. Det har vært lite forskning på disse nettverkene og på de mykere styringsformene i sektoren. Det er spesielt behov for mer kunnskap om hvordan kommunene som forvaltningsorganisasjoner håndterer møtet med større og mer profesjonelle private barnehageeiere.
This article reviews research on the tension between institutionally diverse owners of Norwegian early childhood centers/kindergartens and the governments ambitions of providing an equitable, high-quality service to all children. Based on 14 research articles and reports published between 2004 and 2017 I find that private owners of early childhood centers have considerable influence in the Norwegian ECEC-sector. Both legislation and institutionalized norms of what constitutes a good ECEC-service contribute to small differences according to ownership. These norms are developed and maintained in networks including also private early childhood centers. Few researchers have taken interest in the networks and other soft forms of governance in the Norwegian ECEC-sector. We need more knowledge on how the municipalities interact with large, professional private ECEC-owners.
... I likhet med de fleste skoler inngår de kommunale barnehagene i en større kommuneorganisasjon. De private barnehagene er i varierende grad integrert i kommunen (Børhaug et al. 2011; Børhaug & Moen, 2014). Kommunale virksomheter er underlagt lokalpolitisk styring og har felles plansystemer. ...
This study draws attention to what extent directors of private and municipal Early Childhood Centers (ECCs) experience disagreement with school concerning questions about children’s learning in ECCs and the content of this disagreement. Furthermore, it focuses to what extent the directors of these two center categories try to influence school in such questions, and how they possibly may do this. The material derives from a nationwide survey (1310 directors) and an interview study (16 directors). The directors experience disagreements to a small extent and least in private centers. However, some disagree about to which extent the adults should lead children’s learning. This study reveals a great variety in how much the directors try to influence school. The municipal directors are most active.
Artikkelen retter søkelys på i hvilken grad styrere i kommunale og private barnehager opplever uenighet med skolen i spørsmål om barns læring i barnehagen og eventuelt hva slik uenighet kan handle om. Videre ser den på i hvilken grad styrere i de to barnehagetypene forsøker å påvirke skolen i spørsmål om barns læring og eventuelt på hvilke måter. Datamaterialet kommer fra en landsdekkende survey (1310 styrere) og intervjuundersøkelse (16 styrere). Styrerne opplever liten grad av uenighet med skolen og minst i private barnehager. Et tema det kan være uenighet om, er grad av voksenstyring i læringsaktivitetene. Det er stor spredning på i hvilken grad styrerne forsøker å påvirke skolen. Styrere i kommunale barnehager er klart mest aktive. Styrerne forsøker å påvirke skolen på ulike måter.
... The most common methods used in leadership research in Early Childhood Centres in the Nordic countries have been questionnaires and interviews ( Børhaug et al. 2011;Gotvassli 1989Gotvassli , 1996Hard and Jónsdóttir 2013;Hujala 2004;Nivala and Hujala 2002). Because these methods are based on what leaders say they do, and not what they actually do, important knowledge on situated leadership actions would be absent. ...
This article considers qualitative shadowing as a fruitful method to investigate leadership practices. We propose that an approach to practice that takes into account the activities of sayings, doings and relatings offers a fresh perspective on how to obtain rich data on practices of leading. The value of this idea is illustrated from a collaborative shadowing study on leadership in Early Childhood Centres. Conducting investigator triangulation and video-observation, we demonstrate how practical knowledge is realised in practices of leading. We conclude that the mode of Shadowing as a means of understanding practice(s) gives a valuable contribution to the existing conceptualisations of qualitative shadowing.
In this chapter, we examine how the states and municipalities govern the non-economic aspects of the ECEC sector in the five Nordic countries. We study the use of hard governance tools, like legislation and supervision, and the use of national curriculum. We also study softer means of governance like the use of manuals and evaluative steering. The core question is: have the more diverse set of providers of ECEC that we documented in Chap. 4 resulted in more active regulation, steering, and supervision from the public sector? We find growing use of state steering in a sector where much discretion has traditionally been left to the local level—municipalities and individual units. Further, we also see a growing use of manuals and evaluative steering tools. Evaluative steering has a distinct nature in the ECEC field, where it is more focused on enhancement-led approaches in which the ECEC environment, curriculum, and ECEC practices are the focus of evaluation. The growing presence of for-profit providers is one reason for the enhanced public sector governance, but an increasing role for ECEC in the educational system is also a driver for increased public control of the service.KeywordsRegulationSteeringManualsECEC governanceEvaluative steeringHidden privatizationSupervision
The research on Early Childhood Education and Care leadership has mainly focused on the kindergarten manager’s perspectives. However, to fully understand leadership in ECEC settings, the middle-management level of pedagogical leaders must be included. The distributed framework is applied to investigate how the pedagogical leaders at the middle-management level enact and understand their leadership role. This study demonstrates that pedagogical leaders’ enactments emerge differently and manifest as three distinctive leadership types categorized as the administrative-, equality-, and reflective leader. This paper builds on data collected using the qualitative methodological framework of semi-structured group interviews, participatory observation, and a stepwise thematic analysis. It discusses how contextual factors impact the development of different leadership enactments. Findings challenge the notion of leadership in ECEC as highly democratic, flat in structure, weak, and demonstrate variations in leadership enactments. The conclusions drawn from the results suggest that a deeper insight into contextual factors is needed to understand the leadership’s complexity fully.
Does the type of service provider affect user satisfaction? This chapter compares public, for-profit and nonprofit kindergartens, schools and nursing homes in Norway based on recent survey data. Our data allow us to identify respondents with actual experience with specific services and to distinguish between different welfare providers. We found that user satisfaction with private schools and kindergartens is higher than with corresponding public providers. Similarly, for-profit kindergartens enjoy slightly higher levels of user satisfaction than nonprofit providers. In sum, however, differences in user satisfaction are small, and given an overall high level of satisfaction, one should be careful placing too much emphasis on variations between different providers of welfare services in Norway.
Første del av problemstillingen omhandler hva styrere mener er årsaker til at barnehagelærere anvender faglige begreper og teori i liten grad i det pedagogiske arbeidet. Problemstillingens andre del tar opp hva styrerne gjør og kan gjøre for å styrke barnehagelærernes fagspråk. Våre funn viser at styrerne mener at både flat struktur, likhetskultur og svak kompetanse er sentrale årsaker. Styrerne mener de har en sentral rolle når det gjelder å ivareta fagspråket gjennom pedagogisk ledelse. Barnehagestyrer, fagspråk, pedagogisk ledelse, profesjonelt handlingsrom.The first research question discusses what ECEC directors see as central causes to a weak professional language amongst kindergarten teachers. The second research question discusses what ECEC-directors are doing and can do to advance professional language. The main result is that ECEC-directors believe that both non- hierarchically structure, equality culture and low competence are some of the reasons. ECEC-directors are concerned that they have a central role to advance the professional language through professional management.ECEC-director, professional language, pedagogical leadership, freedom of professional action.
Artikkelen omhandler hvordan endrede ledelsesstrukturer oppstått gjennom ny organisasjonsmodell virker inn på de pedagogiske ledernes arbeidsoppgaver. Vi har etterspurt deres erfaringer knyttet til mulige endringer i oppgaver, arbeidsdeling og faglig-pedagogisk fokus i arbeidet. Undersøkelsen ble gjennomført i en bydel i Oslo. Hovedfunnene er at pedagogiske ledere har fått flere administrative oppgaver og personalleder oppgaver. De pedagogiske lederne deler seg i to med hensyn til hvor fornøyde de er med disse endringene. I artikkelen drøfter vi hva denne todelingen betyr for deres rolleforståelse og identitet.
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