ABSTRACT

Pedagogical leadership in preschool is a complex issue, being managed by professionals with different positions, contexts and objectives. The aim of this chapter is to discuss pedagogical leadership from a perspective of management and monitoring and as a fundamental aspect of preschool teacher competence. The chapter builds on a literature review and research on preschool teacher competence, preschool quality and leadership in preschool. Guiding this article are following questions: what required competencies are associated with pedagogical leadership in Swedish preschool in relation to the intentions of policy documents and curricula and changes in society, the views of children and families and conceptions of children’s learning? What competencies are needed to advance pedagogical leadership as an aspect of the preschool profession?