Knowledge Resource · Open access
Research Summary: Implementing the new model: expansive learning beyond the change laboratory in a kindergarten
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 1 September 2026
- Last updated
- 30 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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
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- Verification ID
- ASA-EXE-2026-00050
- Version
- v1.0 · r0
- Issued
- 1 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Implementing the new model: expansive learning beyond the change laboratory in a kindergarten
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
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