ABSTRACT
Creating a safe, trusting space was crucial in nurturing a readiness to share their individual interpretations of school readiness. Change can be uncomfortable, and challenging or questioning government directives around assessment or outcomes may well produce anxiety, fear, resentment and feelings of being threatened or intimidated, which can act as a barrier to participatory practice and reflexivity. As a way of gaining a sense of autonomy and freedom as part of practice, J. Mason recommends the use of reflective diaries. In Sweden, the professionalism of early childhood educators has a close relationship with the way the child is viewed, so listening to the child is promoted and learning is valued as a co-construction based on children’s interests and curiosity. The preschool teachers study the potential role as pedagogista, aiming at developing the everyday practice that also includes coordinating the pedagogical work in preschools.
