Challenges and resources of directors working in infant preschools

Abstract

Preschools in Iceland serve children below compulsory school age and are built on the core principles of education, care and upbringing, with the child’s well-being and perspective at the centre. The preschool curriculum emphasises democracy, participation, autonomy and freedom in children’s learning, grounded in a sociocultural approach where play, interaction and curiosity are seen as fundamental to learning and development. In recent years the number of infant preschools has increased, leading to a higher proportion of children under the age of two entering the system. At the same time, the number of qualified preschool teachers has declined, creating significant challenges related to staffing, leadership and quality of care. Preschool directors therefore face growing responsibilities for maintaining educational standards and supporting both staff and children under increasing pressure. Understanding the challenges and resources available to preschool leaders has become essential for ensuring the quality of early childhood education and care.

The role of preschool directors is complex and multifaceted, encompassing a wide range of responsibilities that make the job both demanding and dynamic. Directors must navigate numerous challenges in their daily work, and it is crucial for them and for those who support them, such as municipal authorities and operators, to identify and make use of available resources to meet these challenges effectively. As an increasing number of children under the age of two enter the preschool system, this study draws attention to the need to focus specifically on this youngest age group. The research explores how preschool directors define their role, the challenges they encounter and the resources they rely on to maintain and enhance the quality of early childhood education and care. The study aims to identify the main challenges faced by directors and to examine the strategies and supports that help them manage their responsibilities. Its purpose is to contribute to a deeper understanding of how preschool leaders can be supported in their work, improve their professional well-being and ultimately strengthen the quality of education and care for young children