The present study focuses joint school and university development work in preschool-projects try to increase educational quality. The aim of this study was to explore perceived conditions and perceptions of projects among participants in development projects in eleven preschools. In addition, we were interested in the perceived outcomes of the projects. All projects were aimed at strengthening the preschool principal’s and staff’s competence regarding children’s language and emergent literacy development. The studied projects lasted up to three years. The results are based on phenomenographical analyses of thirteen focus group interviews with principals and staff, including eighty-eight participants, during the project period. Follow-up interviews were conducted with twenty-four representatives from the participating preschools one year after the closure of the projects. The interviews were transcribed and analyzed. Field notes from visits in the preschools contributed to the empirical material. Our findings indicate that the perceptions of a project, contributed to the understanding of a project as loaded with expectations that the development project is limited in time and that it will add extra-curricular work demanding extra resources, which led to the perception that when the project is over, development work is over. The word project, thus, per se functioned as a limiting factor, if on-going development work, was aimed for. Lack of anchoring the development work in the local context was perceived as problematic, with effects for the participants’ experience of agency. Furthermore, difficulties in managing large staff turnover during the project was perceived to cause the development work to come to a stand-still. Active leadership, and shared responsibility were perceived as favorable factors for the progress of the development work. Our conclusions encompass participants’ perceptions of adjustment to the local context, shared responsibility and seeing development work as exceeding time limits as vital components of successful development work.

本研究侧重于学前项目的学校和大学联合发展工作，旨在提高教育质量。本研究的目的是探讨 11 所幼儿园发展项目参与者的感知条件和对项目的看法。此外，我们对项目的感知结果感兴趣。所有项目都旨在加强幼儿园校长和教职员工在儿童语言和新兴识字发展方面的能力。研究项目持续长达三年。结果基于对项目期间对校长和工作人员的 13 次焦点小组访谈的现象学分析，包括 88 名参与者。在项目结束一年后，对来自参与幼儿园的 24 名代表进行了后续访谈。对访谈进行转录和分析。对学前班访问的实地考察为实证材料做出了贡献。我们的研究结果表明，对项目的看法有助于理解项目，即开发项目的时间有限，并且会增加需要额外资源的课外工作，这导致人们认为当项目结束时，开发工作就结束了。因此，如果正在进行的开发工作是针对的，那么项目这个词本身就是一个限制因素。缺乏将开发工作锚定在当地环境中被认为是有问题的，这对参与者的能动性体验产生了影响。此外，在项目期间难以管理大量员工流动，导致开发工作停滞不前。 积极的领导和共同的责任被认为是开发工作进展的有利因素。我们的结论包括参与者对适应当地环境的看法、共同责任以及将开发工作视为超出时间限制的开发工作是成功开发工作的重要组成部分。