Professional learning communities in early childhood education

Abstract

This article addresses the questions of whether professional learning communities are relevant to the early childhood education sector and whether New Zealand professional leaders and teachers believe their services match the characteristics of a professional learning community. The article draws on literature and presents the results of a national survey exploring how professional leader and teacher perceptions align with established characteristics of professional learning communities. The findings highlight a number of characteristics necessary for the development and sustenance of a professional learning community in early childhood education setting. These include: the crucial role of the professional leader; the need for the provision of opportunities for feedback and coaching and mentoring; the strengthening of relationships with family/whanau in order to support children's learning; the willingness to embed change into the culture of the service; and the importance of prioritising time for shared reflection and meaningful conversations around learning and teaching.