| Abstract [eng] |
The master's thesis analyses the directionality of change in a preschool educational institution within the educational environment transformation. The topic is relevant in contemporary preschool education because increasingly demanding requirements are placed on the educational environment — it must be flexible, child-centred, emotionally safe, and capable of responding to the changing needs of children and the community. Today, the educational environment is understood not only as a physical space or as a set of educational tools, but also as the totality of social relationships, pedagogical interaction, emotional safety, community culture, and everyday organisational practices. In preschool educational institutions, educational environment transformation encompasses not only changes in the physical environment, but also pedagogical interaction, emotional climate, community relationships, and organisational decisions. However, it is not always clear how these changes become a coherent direction of organisational functioning. Therefore, this thesis raises the problem of how the directionality of educational environment transformation is formed and which organisational processes sustain it. The research object is the directionality of change in a preschool educational institution within the educational environment transformation. The research aim is to reveal the directionality of educational environment transformation within the activities of a preschool educational institution, examining how it is formed across the totality of organisational decisions and actions, taking into account the organisation's vision. To achieve this aim, the conception of the educational environment and its transformation, organisational decisions, the expression of leadership, community engagement, the significance of vision, and the factors that promote and constrain educational environment transformation were analysed. The thesis employed an analysis of scholarly literature and strategic documents. A qualitative approach was chosen for the empirical study. Data were collected using the semi-structured interview method. The study involved 28 informants: 14 preschool teachers and 14 directors of preschool educational institutions. The interview data were analysed through reflexive thematic analysis, combining deductive and inductive analytical logic. The findings revealed that the educational environment in preschool educational institutions is understood as a totality of physical, social, emotional, pedagogical, and organisational factors. Directional educational environment transformation is associated not with isolated decisions, but with clear educational goals, the organisation's vision, community agreements, and everyday pedagogical practice. The research showed that the directionality of change is strengthened by leadership, community engagement, and trust-based relationships. At the same time, the main constraints on change became apparent: a lack of financial resources, a shortage of time, limitations of physical spaces, and uneven readiness for change. |
