Abstract
The importance of professional learning and development for quality in kindergartens has been established in international research. The fact that the kindergarten is a learning organization can be crucial in achieving necessary professional learning. The aim of this study was to investigate what characterizes Norwegian kindergartens as learning organizations. Our research question is: What kind of understanding do kindergarten managers have of a learning organization, what do they believe that a kindergarten must learn about and what do they perceive as characteristics of a learning kindergarten? We have conducted qualitative interviews with five kindergarten managers. The findings point to joint reflection as a key characteristic of a learning kindergarten. However, kindergartens struggle to make reflection a natural part of a day-to-day practice. Consequently, kindergartens fail to utilize an important potential for professional learning. Hence, we conclude that there is an untapped potential for professional learning and development in Norwegian kindergartens.