Action research for enhancing preschool educators’ competence in attending to individual children’s learning

This study explores how preschool educators can develop competence in attending to individual children’s learning through participation in an action research (AR) project. Attending to children’s learning processes is central in preschool education, grounded in the need to plan teaching to ensure high-quality education for all children. However, research indicates that many preschool educators experience tension between educational and care missions, leading to ambivalence and uncertainty, which may challenge their ability to plan and implement teaching. Therefore, this study investigates whether AR can strengthen educators’ pedagogical efforts to attend to individual learning processes. The AR project involved two preschool teams, who identified areas for pedagogical development within their own practice. The analysis explored how participation in AR was associated with changes in educators´ knowledge, confidence, and professional practice. Findings show that AR promoted shifts in educators’ understanding, strengthened their confidence, and supported developments in practice that contribute to improved conditions for children’s learning. Consequently, results indicate that AR can serve as a powerful tool for pedagogical improvement as well as for enhancing educators’ belief in their capacity to make meaningful contributions to children’s learning.