Routine and projects had dominated work models for preschool staff in a Swedish municipality. To break such patterns, a process approach was initiated promoting continuous competencedevelopment. Organizing practices in the initiative focused oncombining language development among the young childrenwith relevant use of digital tools, develop pedagogical modelsfor inclusion of young children at the same time as using digital tools, and furthermore how to develop leadership modelsto enable the staff to integrate and maintain the process approach in everyday practice.

After two years of continuous effort, the common experience was positive but when trying to present the experience forstakeholders outside of the organization, such as responsibleschool politicians, there was a frustration linked to the lack of language for the positive experience of professional development and enhanced organizational quality. Activity theory was used as a point of departure for designing anactivity with the aim to collectively moving from the abstractto the concrete in being able to verbalize what the experiencewas manifested by.

A writing seminar in an active learning classroom (ALC) wascreated to collectively produce texts for concrete descriptionsand specified explanations of the positive learning experience.The result of the writing seminar suggests that the ALC roomin combination with the interaction within and betweenparticipating groups activated what Engström refers to as Expansive learning, when moving from the abstract notion ofsuccess to the concrete articulation of performed activities.Furthermore, the active learning classroom with several largescreens and walls to write on was seen as an essential toolsupporting the expansive learning in the preschool context whenconceptualizing learning. The study conclude that reflective practice needs to be materialized in concrete activities andwriting seminars in active learning classrooms is suggested as a spearhead model for such activities.