Scientific Foundations in Early Childhood Education : A qualitative study of preschool teachers’ conditions for planning and implementing teaching based on scientific principles in practice

The purpose of this study is to investigate and gain a deeper understanding of preschool teachers’ conditions for working on a scientific basis in early childhood education. We examine how preschool teachers define the concept of a scientific basis, how they interpret and translate it into practice, and how they perceive the possibilities and challenges involved in planning and conducting teaching grounded in research. The study also explores teachers’ views on their opportunities for professional development. Particular attention is given to how these factors influence the quality of education and teaching in the preschool context. The analysis is conducted within a phenomenographic framework, and the concept of professionalism is used to highlight both the broader development of the preschool-teaching profession and the development of individual professional identities. The findings show that all participating teachers consider the notion of working on a scientific basis to be difficult to define, and their interpretations of how it can be understood and applied in practice vary widely. A recurring theme throughout the study is the lack of time, which teachers identify as the most significant challenge and a decisive factor in whether their work can be grounded in research. Furthermore, the results indicate that opportunities for ongoing professional development are limited, and that the scientific basis of practice is increasingly deprioritized in daily operations. Despite this, the teachers demonstrate strong commitment and a clear desire to develop both their own professionalism and the preschool-teaching profession.