The aim of this article is to gain knowledge about how peer counselling eventually contributes to the development of learning kindergartens. The empirical material is based on video recordings from peer counselling sessions, reflections in retrospect and the participants experiences expressed in focus group interviews. As expected, the kindergartens have to deal with challenges when introducing peer counselling. The results also indicate change in the way the participants perform meetings, that is the way they communicate and deal with professional challenges. The process gradually became more theory informed. We also identified a transition of knowledge from being exclusively structural to acknowledging it as processual.

Keywords: Systematic peer counselling, learning communities, action research, critical reflections