“I love the flow – less stress and conflicts reduced”

Implementing flow in preschool practice

Abstract

This research sheds light on how implementing flow in preschool settings can support better communication in children’s groups and the educator’s practice. The sociocultural perspective, emphasising how social context affects children’s development and learning, guided the research. In addition, the study focused on play as the main approach for young children’s learning and how preschool teachers and other educators can support play-based learning. Previous studies show that preschool children learn through play, where their interest and initiative are valued. Studies have also shown that flow gives children more authority over their own learning, which supports their well-being. The study builds on Csikszentmihalyi’s theory about flow, where the focus is on the children’s initiative and interest. According to Csikszentmihalyi, flow is the state reached when motivation leads to complete concentration and immersion in activities. Some preschools in Iceland have adopted the ideology behind flow and made changes in their practice accordingly. The daily schedule is flexible regarding flow, and children have more time to play. Finally, theories on educational leadership guide the research as it was among the topics under investigation. The leader’s role was to guide their colleagues through the transition process and into the implementation of new practices.

The study constituted an action-research project conducted in the preschool department of a rural school, which is operated as a joint preschool and elementary school. The action research process lasted for two years. This methodology proved an effective approach for teachers to implement changes in their practice and professional development. Eight educators participated in the research project, including two master’s students who are co-authors of this paper. Two participants were qualified teachers, and four had no teacher education. Between 20 and 26 children (depending on the semester) were enrolled at the preschool during the study period. The children were not the focus, nor was their experience of the changes in this research; they are seen as secondary participants. The first author supervised the master’s students and was familiar with the research process. Data was gathered through group interviews, observations, photos from the setting and journal writing. Thematic analysis was used to analyse the data. The analysis was an ongoing process throughout the study period in line with the action research methodology. Ethical issues regarding access, informed consent, trust, and power relations were considered. All participants signed informed consent and were given pseudonyms.

The findings are presented through four themes. First, the major changes that were made to the practice are explained. The second is how these changes influenced children’s communication. The third theme is how they influenced teachers’ and other educators’ practices.

Finally, we look at how the role of the professional leaders developed in the process. During the action research process, the participants tried out some changes in the practice to support children’s communication and to reduce stress among children and educators. This was done by implementing flow and focusing on the educators’ role. The findings indicate that the implementation of flow influenced children’s communication. They appeared happier, and conflicts between them were reduced. The findings also indicate that the changes influenced the educators, and they experienced less stress and more flexibility in their daily practice. Regular reflections and discussions among the educators led them to deepen their understanding, become more active in the new practice and pay closer attention to the children’s needs. The role of the professional leader was an important factor in the whole process. The two master’s students took turns leading the project. In their role, they encouraged all participants to be active in the change process. The study is an important contribution to the field of preschool education and provides a further indication of how action research can play a useful role in improving practice.