Abstract
This chapter deals with quality improvements in the performance of the core task in ECEC (early childhood education and care) relating to children’s well-being and holistic development. In particular, it deals with the social construction of professional learning communities to improve the performance of this task, which implies a shift of focus from individual practice towards collaborative practice in ECEC centers. The chapter presents findings from a case study on this shift in six Danish municipalities. It explores the major consequences in significant areas such as knowledge sharing, data analysis, action learning, and competence development. Moreover, it presents evidence suggesting that one major consequence is increased learning opportunities for professionals regarding their performance of the core task in ECEC centers.
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Andresen, B.B. (2023). From Professionals in Context to Context with Professionals: Quality Improvements in ECEC Through Professional Learning Communities. In: Hansen, L.S., Ringsmose, C. (eds) Quality in Early Childhood Education and Care through Leadership and Organizational Learning. International Perspectives on Early Childhood Education and Development, vol 41. Springer, Cham. https://doi.org/10.1007/978-3-031-39419-5_7
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