This review of leadership in early childhood educational contexts between 19 examines the epistemological assumptions embedded in the literature (and those advantaged and marginalized as a result), the expressed purposes of leadership work and specifically, whether, and to what extent, considerations of social justice and equity have been included in leadership theorizing. With the increasing acknowledgement of the benefits of early childhood education, there is a need to ask critical questions about whether ample leadership exists for guiding ambitious systemic change in the field. Many directors found this work time-consuming. The directors have been working to promote consensus among staff in many ways by exercising direct and indirect pedagogical leadership. One director had not worked with this learning concept.
Results from these interviews show that half of the directors have worked to promote consensus of perspectives on children's learning among staff in an explicit way, while others have used indirect methods. The research has a qualitative design, and data were collected by semi-structured interviews with 16 directors of ECCs. Further, it addressed 'direct and indirect leadership' and 'pedagogical leadership'. On this basis, the following question was raised: How do ECC directors work to promote consensus among staff of perspectives on children's learning? The theoretical framework to answer this question was based on different perspectives on learning by children and staff. This increased demand requires increasing consciousness among staff about perspectives on children's learning.
During the last few years, the staff in Norwegian Early Childhood Centers (ECCs) have been exposed to increased pressures for improving children's learning.
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