Implementing the new model: expansive learning beyond the change laboratory in a kindergarten

Research investigating expansive learning and transformative agency within cultural-historical activity theory (CHAT) has often focused on intervention sessions, overlooking the post-intervention implementation phase in daily practice. This study examined the implementation of an 'open-work model' in a kindergarten following a Change Laboratory (CL) intervention, utilizing semi-structured interviews with all staff. The findings revealed that implementation is primarily characterized by articulation work, indicating a complex process of adapting new models into existing operational frameworks.

Why it matters

Understanding how new models or interventions are integrated into daily operations is critical for ensuring the sustainability and impact of strategic initiatives. This research highlights the complex, often underappreciated, 'articulation work' involved in translating theoretical change into practical application, which can inform strategic planning for organizational transformation and change management across various sectors. It underscores the need for leaders to account for the iterative adaptation and coordination required beyond the initial intervention phase.

Key insights

• Existing research on expansive learning and transformative agency, particularly within Change Laboratory (CL) interventions, has predominantly focused on in-session processes.
• There is a gap in understanding how expansive learning evolves and is implemented in everyday practice after an intervention.
• This study investigated the post-CL intervention implementation of an 'open-work model' within a kindergarten setting.
• Methodology involved semi-structured interviews with all 17 staff members, combining Leont'ev's levels of activity with Engeström's activity system components.
• The analysis integrated qualitative assessment with quantitative distributions.
• A key finding was that the implementation process is fundamentally driven by 'articulation work', signifying the effort required to coordinate and adapt activities.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1880196