Lov, lek og ledelse: Samspillet mellom organisasjonskultur og endring av pedagogisk praksis

Abstract

The article offers critical perspectives on power dynamics and staff interactions in kindergartens, stemming from the implementation of laws regarding the psychosocial environment. The aim of this article is to shed light on the diverse interpretations of the term “offences” and how a literal interpretation of the law may lead to undesirable consequences. Specifically, premature intervention in children’s activities could inhibit their ability to resolve conflicts independently. The article also examines the extent to which staff are prepared to intervene when colleagues infringe upon the rights of children. To obtain answers to our survey, we used a qualitative method involving a digital questionnaire for directors of kindergartens and group interviews with teachers and assistants. Our findings reveal a varied understanding of the term “offences” and demonstrate that power dynamics significantly influence interactions and practical interpretations within kindergartens. In summary, facilitating substantial changes requires affording everyone involved the chance to gain knowledge, collaborate, promote transparency, and engage in open dialogue. Keywords: zero tolerance, offense, power perspective, interpretation and interaction