The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experience and knowledge.

This article presents the qualitatively different ways as the preschool teachers' statements connected to physics and how the teaching of physics changes during four work team planning sessions. The analysis of video transcripts of the planning sessions shows that the preschool teachers' discussions reflect both uncertainty and certainty about the physics content and the physics teaching.

The intention of this article is to explore how progression appears in the Framework Plan limited to the learning area’s goal formulations.

This study indicates that designers and innovators wishing to introduce playful apps into educational practice should consider how learning outcomes and playful activities resonate with educational practice.