Relevant bibliographies by topics / Early childhood leaders

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Early childhood leaders'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Early childhood leaders"

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Curenton, Stephanie M. "Early childhood leaders and literacy." Early Childhood Research Quarterly 23, no. 4 (October 2008): 597–98. http://dx.doi.org/10.1016/j.ecresq.2008.03.002.

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Klages, Wiebke, Magritt Lundestad, and Paul Robert Sundar. "Mentoring of newly qualified teachers in early childhood education and care centres." International Journal of Mentoring and Coaching in Education 9, no. 1 (December 13, 2019): 103–18. http://dx.doi.org/10.1108/ijmce-02-2019-0040.

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Purpose The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs). Design/methodology/approach Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres. Findings Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizational orientation. Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre. Research limitations/implications The study is a qualitative research inquiry in a specific context and may not be representative for larger groups. Further studies could include larger samples of leaders and NQTs. Such studies could focus on the balance between NQTs’ individual needs and organizational needs, and how NQTs are included in the organization’s collective reflection and action. Practical implications The study provides insights into how leaders as mentors in their dual roles try to meet both the needs of the individual NQT and the needs of the organization. It also identifies and highlights some of the challenges that leaders must cope with in their dual roles. The paper benefits those working in such dual roles and in the education of mentors and leaders. Originality/value The study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools. In ECEC centres, the leader is responsible for mentoring NQTs and other staff members. This study shows different ways of conceptualizing mentoring with NQTs in the role as leader.
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Stamopoulos, Elizabeth. "Reframing early childhood leadership." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 42–48. http://dx.doi.org/10.1177/183693911203700207.

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RAPID CHANGES IN AUSTRALIAN education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian National Quality Framework (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the National Early Years Learning Framework (EYLF) (DEEWR, 2009) have heightened the need for leaders to guide and move the profession forward. Leaders need to build professional knowledge, pedagogical capacity and infrastructure in the early childhood education and care (ECEC) workforce in order to deliver reforms and achieve high-quality outcomes for children. Yet research on early childhood leadership remains sparse and inadequately theorised, while the voice of the early childhood profession remains marginalised (Woodrow & Busch, 2008). In this paper I draw on my previous research in leadership and change management which investigated principals', early childhood teachers' and teacher-aides' conceptual and behavioural positions on educational changes in work contexts. I present a model of leadership that connects to practice, builds professional capacity and capability, and recognises the importance of relationship building and quality infrastructure. The model calls for robust constructions of leadership and improved professional identity that will reposition the profession so that it keeps pace with the critical needs of early childhood professionals. Within this model, tertiary educational institutions and professional organisations will play their role in guiding the profession forward as new paradigms evolve and federal and state initiatives begin to surface.
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Boardman, Margot. "Changing Times: Changing Challenges for Early Childhood Leaders." Australasian Journal of Early Childhood 28, no. 2 (June 2003): 20–26. http://dx.doi.org/10.1177/183693910302800205.

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The diversity and complexity of change within school management practices, over the past decade, have meant changing roles for school leaders, teachers and their communities. Early childhood leaders in school settings have not been exempt from the impact of these changes as they have striven to accommodate rapid social and educational challenges within their leadership role. This article reports on a survey undertaken with Tasmanian early childhood teachers and leaders to investigate the nature and diversity of challenges faced by leaders with responsibilities in Kindergarten to Grade 2 leadership. Analysis of the data, concerning the most challenging aspects of early childhood leadership, revealed that both teachers and leaders perceived there were significant, diverse and complex educational changes being faced by leaders. Also, there were pressing organisational dilemmas associated with time available for teaching and leading. Further, teachers perceived there were key challenges inherent in the area of leaders' knowledge and relationships which were impacting negatively on the leadership provision in schools
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Hong, Eun-Young, and So-Eun Lee. "The Effects of Directors' Corona-19 Management Leadership on Organizational Immersion and Job Stress of Early Childhood Teachers: the Mediating Effect of Trust in the Leader." Korea Association for Early Childhood Education and Educare Welfare 26, no. 4 (December 30, 2022): 7–31. http://dx.doi.org/10.22590/ecee.2022.26.4.7.

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The purpose of this study is to examine the effects of directors’ COVID-19 management leadership on organizational immersion and job stress of early childhood teachers, and the mediating effect of teachers’ trust in the leader. Questionnaires were conducted with teachers at public kindergartens, private kindergartens, public day care centers, and private day care centers across Korea. A total of 365 responses were included in the analyses, and the data were analyzed using descriptive statistics, Cronbach’s , correlation coefficient analysis and AMOS 21.0. The results showed that trust in the leader was found to have significant complete mediating effect on the relationship between directors’ COVID-19 management leadership and the organizational immersion of early childhood teachers. In addition, trust in the leader was found to have significant complete mediating effect on the relationship between directors’ COVID-19 management leadership and the job stress of early childhood teachers. The findings of this study confirm the effects of COVID-19 management leadership on early childhood teachers’ organizational immersion and job stress through the mediation of their trust in the leaders. The findings also imply that in order to make the directors’ COVID-19 management leadership influence on the organizational immersion and job stress of early childhood teachers, teachers’ trust in the leaders must be preceded.
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Shields, Marion, and Sherene Hattingh. "Christian early childhood leaders: Management challenges and responses." International Journal of Christianity & Education 26, no. 1 (December 2, 2021): 18–31. http://dx.doi.org/10.1177/20569971211039243.

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This study investigated the management challenges that Christian early childhood leaders, from four different Christian denominations, encountered in their responsibilities, and in particular, the approaches they used in resolving them. A research design of grounded theory using data collected from survey questionnaires, semi-structured interviews, and document analysis enabled themes to emerge. A Christian worldview underpinned and framed the leaders’ thoughts, actions, communication, and relationships with students, staff, parents, and the community. For these leaders, their close, reciprocal connection with God sustained, guided and even at times impelled their approach to their daily practice and especially in managing challenges.
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Yang, Weipeng. "Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership." Contemporary Issues in Early Childhood 20, no. 1 (January 23, 2019): 35–52. http://dx.doi.org/10.1177/1463949119825501.

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School leadership plays a critical role in providing appropriate and sustainable curriculum practices. However, there remain significant knowledge gaps in understanding early childhood curriculum leadership in Chinese contexts. In order to examine early childhood curriculum leadership in such contexts, this study analyses and interprets data from interviews with leaders in five Chinese kindergartens. Data from classroom observations and curriculum documents are used to supplement the interviews. The evidence indicates that, in each of the Chinese kindergartens, (1) early childhood curriculum innovations led by the curriculum leaders evolved through stages from imitating imported models to innovating practices; (2) the leaders played various roles in different stages of the early childhood curriculum innovations; and (3) the leading process in early childhood curriculum innovations involved critical events along the action research cycles. The characteristics of early childhood curriculum leadership are drawn from these cases to develop a multistage integrated model. Finally, the implications of the findings are discussed to inform the enhancement of early childhood curriculum and early childhood curriculum leadership practices in Chinese societies and beyond.
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Radford, Sandy. "Voices from the field: Insights into the mental wellbeing of early childhood leaders." Early Childhood Folio 24, no. 2 (November 30, 2020): 38–42. http://dx.doi.org/10.18296/ecf.0085.

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Early childhood teachers enact a relationship-based pedagogy in contexts requiring their consistent emotional labour, not just with children but also with their families. Leaders have additional responsibilities for the wellbeing of teaching teams, meeting the expectations of those in governance roles, and accountabilities to agencies such as the Ministry of Education, the Education Review Office (ERO), and the Teaching Council. Little has been reported about the impacts of this work for the wellbeing of leaders. This article gives voice to the lived experiences of a group of early childhood leaders, raising issues of workload, lack of resources and support, and stress. Comparisons are made with primary principals, noting similarities in experiences of workload and stress but differences in supports for principals that are not available to early childhood leaders. Although early childhood leaders are taking steps to protect their personal wellbeing, a systemic response is urgently needed.
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Ratner, Hilary Horn, Erika London Bocknek, Anna G. Miller, Sharon L. Elliott, and Beverly Weathington. "Creating communities: a consortium model for early childhood leaders." Teacher Development 22, no. 3 (September 11, 2017): 427–46. http://dx.doi.org/10.1080/13664530.2017.1367718.

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Robson, Jennifer van Krieken, and Estelle Martin. "How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England?" Contemporary Issues in Early Childhood 20, no. 1 (February 6, 2019): 93–103. http://dx.doi.org/10.1177/1463949119827031.

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Early childhood education settings can be understood as public forums where adults and children engage together in the implementation of national policy. The authors reflect on ethical dilemmas for leaders in early childhood education arising from the implementation of national policy. Dilemmas can be problematic in the sense that they are unresolved or routine-like as they pervade practice. Inspired by Shapiro and Stefkovich’s framework of multiple ethical paradigms, the authors analyse complex dilemmas arising for leaders in early childhood education as they implement national policy in the micro system with children, families and the community. Leaders are positioned in these contexts as principally concerned with the positive exploration of ethical dilemmas. The authors’ analysis gives visibility to the ways in which leaders may draw on theory and experience in the early childhood education setting to navigate ethical dilemmas within a marketised system. Knowledge of ethics and practice may be tacit, partial and incomplete; however, fragments are pieced together as ethical praxis.
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Dissertations / Theses on the topic "Early childhood leaders"

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Evanshen, Pamela A., E. Edokhamhan, P. Mensah-Bonsu, O. Olubowale, F. Rubayii, and S. Alkaabi. "Early Childhood Leadership: Good Leaders, Bad Leaders, How Best to Lead!" Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6013.

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Tucker, Darla. "Characteristics of Successful Early Childhood Educational Leaders." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7204.

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The problem that precipitated this study was the marked differences among early childhood education leaders in the quality of leadership for private early childhood entities as indicated by a voluntary quality rating improvement system in a Midwestern state. The scholarly literature lacks studies on characteristics of high-€quality leadership in early childhood education. The purpose of this qualitative descriptive case study was to explore characteristics of quality early childhood leadership based on examination of successful early childhood programs using leadership trait theory as a conceptual framework. Research questions were designed to examine characteristics of successful early childhood leaders based on the components of trait theory as reported by leaders themselves and as perceived by teachers working with them and parents whose children attend their programs. Data were collected from interviews and questionnaires. The sample included 12 high-€quality leaders who participated in the state quality rating system and had at least 5 years of leadership experience. From each school represented by the leaders, 5 teachers with 2 years of teaching experience and 3 parents with a child enrolled in the early childhood program for a minimum of 6 months participated in the study. Data were thematically coded, looking for themes, differences, and similarities. Common traits across all groups and data collection method were trustworthiness, self-€confidence, and dependability. Positive social change could come about through the encouragement of early childhood leaders who may be confident in awareness of the needs of children and families and dependable and trustworthy in providing an early learning program that may positively develop the emotional, physical, social, and academic needs of children.
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Fox, Lise, Carol M. Trivette, and Denise P. Blinder. "OSEP Professional Development Grants: Preparing for the 21st Century Early Childhood Leaders and Practitioners." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4441.

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Programwide implementation uses implementation science to provide the supports needed so all practitioners can use DEC recommended practices to improve child outcome. Participants will learn the process of programwide implementation, tools, and strategies they can use and how programwide implementation occurs within classroom and home visiting programs.
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Harley-McClaskey, Deborah. "4 Imperatives of Great Leaders." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4712.

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Whalley, Margy. "Women leaders in early childhood settings : a dialogue in the 1990s." Thesis, University of Wolverhampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287957.

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White, Marie J. "Producing leadership: Collective memory stories of leaders in early childhood education." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/207960/1/Marie_White_Thesis.pdf.

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This thesis is an inquiry into leadership in early childhood education and care (ECEC). Leadership in ECEC is a key feature of contemporary early childhood policy positioned as a prerequisite for quality improvement. The method of collective biography was drawn on to investigate how leaders in early childhood produce understandings about ‘good’ leadership. This inquiry problematises notions of ‘good’ early childhood leadership. A number of ironic categories emerged that hold together competing and at times contradictory discourses, allowing for more complex understandings of leadership.
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Burks, Tanisha M. "Experiences that Inform the Development of Pre-Kindergarten Leaders in Virginia." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743609.

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Research in the area of early childhood has confirmed that children accessing high-quality programs lead to better outcomes in kindergarten as well as later in life (Committee for Economic Development, 2006; Frabutt & Waldron, 2013; Hudson, 2014; Stewart, 2015; Temple & Reynolds, 2007). The factors highlighted in research contributing to these outcomes have included teacher effectiveness and classroom quality (Armor, 2014; Fernandez, 2010; Ryan, Whitebook, Kipnis, & Sakai, 2011). One factor missing from current research and policy is the role of the early childhood leader. The purpose of this basic interpretive qualitative study is to gain insights into how early childhood leaders’ experiences have shaped their understanding of leadership, focusing specifically on directors from licensed early childhood programs in Northern Virginia. The central research question guiding this inquiry is: What are the experiences of pre-kindergarten leaders in licensed pre-kindergarten programs in Northern Virginia that inform their development as a leader? Three sub questions are also included: What led an individual to become a pre-kindergarten leader? What has influenced the leadership philosophies of pre-kindergarten leaders? What has influenced the current leadership practices utilized by pre-kindergarten leaders? Data from interviews, walkthroughs, and document analyses with seven directors from early childhood centers in Northern Virginia were examined. Through this process, five themes emerged: generational influences, collegial influences, past work experience, environmental influences, and leadership characteristic and behaviors. Three conclusions were built upon these themes to address the research questions. First, participants entered the field of early childhood due to generational influences with their child entering preschool or just by “falling into” the field. Once in the field, collegial influences encouraged participants to pursue the director position. Participants also rose through the ranks, by beginning as a volunteer or teachers’ aide, becoming a teacher, and then ultimately becoming a director. Second, a director’s philosophies were reinforced through the media as well as professional organizations. Finally, a director’s practices were informed through collegial influences, past experiences, and environmental influences.

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Evanshen, Pamela, and Tracey Crowe. "Putting Primary Children First, Leading the Way! Suggestions for Elementary School Leaders Including Teacher Selection in Prek-3." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4347.

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Zvalo-Martyn, Julianne. "Toward an Emerging Theory of Leadership Competencies for Early Care and Education Systems Leaders." Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933760.

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Purpose: The purpose of this Delphi study was to identify the competencies that early care and education systems leaders should possess as perceived by a panel of early childhood systems leadership experts. This study also identified which leadership competencies experts perceive will have the most impact on transformation of the field into an organized system of practice.

Methodology: This study used a mixed-methods Delphi approach consisting of three electronic surveys to identify competencies needed by early care and education systems leaders as perceived by a panel of national experts. Round 1 consisted of open-ended questions. Round 2 asked the panelists to rate each competency’s importance using a 6-point Likert scale. In Round 3 panelists were requested to choose which competencies were most important for systems leaders to impact the transformation of the field into an organized system of practice.

Major Findings: A quantitative analysis of Round 2 found that the expert panelists agreed on 65 competencies as important or very important for systems leaders to acquire. Some of the most highly rated competencies identified were developing relationships and partnerships, valuing diversity, collaborative leadership skills, and commitment to equity. In Round 3, 14 competencies were selected as necessary for systems leaders to impact transformation of the field, including systems thinking, big picture perspective, commitment to equity, and knowledge of policy and legislation. Through a qualitative literature analysis, the themes systems thinking, and collaborative and inclusive leadership were found to be most aligned with the research literature. A surprising finding was that the expert panelists did not rate knowledge of child development as important for systems leaders, which contrasted with the research literature.

Recommendations for Future Research: Include (a) replication of this study with representation from additional systems leaders throughout the country; (b) perceptions of stakeholders throughout the ECE workforce regarding leadership competencies, including diverse and marginalized populations and those in a variety of leadership roles; (c) tasks and objectives of systems leaders and a clear definition of their roles; and (d) impact of the absence or presence of knowledge of child development on the decisions of ECE systems leaders.

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Ruhe, Marsh Linda. "Perceptions and lived experiences of Illinois Parents as Teachers program leaders while managing a multigenerational staff." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572922.

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The purpose of this qualitative narrative inquiry was to explore the perceptions and lived experiences of Illinois Parents as Teachers (PAT) program leaders managing a multigenerational workforce. Supervisors state that leading a multigenerational staff possesses challenges that affect overall productivity (Bell, 2008). PAT stakeholders including leaders, facilitators, parents, and children risk failing to provide or receive optimal services because of weak supervisory practices. Obtaining the perceptions and lived experiences, as narrated by PAT leaders about the work practices, behaviors, ethics, and leadership styles of employees from various generations will add insight to this plight. The study involved 10 Illinois Parents as Teachers program leaders purposely selected based on the number of employees and generational cohorts represented in the program. The participants were interviewed using a semi-structured, open ended interview format; data was collected and analyzed. Five themes were extracted from the data using manual analysis and NVivo 9.0© to aid in the coding process. The themes were important to understanding the participant’s perceptions of managing a multigenerational staff. This study provided insight into how PAT leaders view employees from various generations in terms of work practices, behaviors, ethics, and leadership. The narratives provided rich accounts of leader’s experiences, which in turn will be a helpful professional development and technical assistance tool in training leaders to use the most effective techniques with a multigenerational staff. Suggestions for educational practice and further research are included in the recommendations.

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Books on the topic "Early childhood leaders"

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Profiles in childhood education, 1931-1960: A project of the ACEI Later Leaders Committee. Wheaton, MD: Association for Childhood Education International, 1992.

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Judy, Williams. How to reach very young children: For early childhood program leaders. Edited by Jander Martha Streufert and Concordia Publishing House. Board for Parish Services. St. Louis, MO: Concordia, 1992.

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Whalley, Margy. Women leaders in early childhood settings: A dialogue in the 1990's. Wolverhampton: University of Wolverhampton, 1999.

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Bruno, Holly Elissa. Learning from the bumps in the road: Insights from early childhood leaders. St. Paul, MN: Redleaf Press, 2013.

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F, Roberson Glenda, and Johnson Mary A. 1936-, eds. Leaders in education--their views on controversial issues. Lanham, MD: University Press of America, 1988.

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Early Childhood Step Leaders Manual (Early Childhood Step Series). American Guidance Service, 1989.

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Nicholson, Julie, Jen Leland, Julie Kurtz, LaWanda Wesley, and Sarah Nadiv. Trauma-Responsive Practices for Early Childhood Leaders. Routledge, 2021. http://dx.doi.org/10.4324/9780429345142.

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Nicholson, Julie, Julie Kurtz, LaWanda Wesley, Jen Leland, and Sarah Nadiv. Trauma-Responsive Practices for Early Childhood Leaders. Taylor & Francis Group, 2021.

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Nicholson, Julie, Julie Kurtz, LaWanda Wesley, Jen Leland, and Sarah Nadiv. Trauma-Responsive Practices for Early Childhood Leaders. Taylor & Francis Group, 2021.

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Publishers, Integrity. VeggieTales Preschool Leaders. Integrity Publishers, 2005.

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Book chapters on the topic "Early childhood leaders"

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Chu, Marilyn, and Kimberly Sopher-Dunn. "Growing Our Own Early Childhood Education Teachers and Leaders." In Relationship-Based Early Childhood Professional Development, 15–80. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003034919-2.

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Whitehead, Kay. "Mary Gutteridge: Transnational Careering in the Field of Early Childhood Education." In Women Educators, Leaders and Activists, 121–51. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137303523_7.

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Elfer, Peter. "The Well-Being of babies, children under three and staff leaders in daycare." In The Routledge International Handbook of Froebel and Early Childhood Practice, 170–78. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315562421-29.

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Rekers, Angela, and Jane Waters-Davies. "‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School." In International Perspectives on Early Childhood Education and Development, 145–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_9.

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AbstractThis chapter takes the specific context of outdoor play in the Foundation Phase in Wales to explore how children’s activity and participation is mediated through the socio-material affordances of muddy puddles at forest school. The research was underpinned by the cultural-historical tradition of making visible the sociocultural practices and individual participation which shape the child’s experience within an educational setting. The discussion in this chapter is centred upon the following questions: During forest school sessions for pupils aged 4- and 5-years old, what conflicts may be surfaced as classroom teaching staff aim to meet Welsh Government expectations for both outdoor play and self-regulatory skills development? How do these conflicts shape the child’s experience of participating in outdoor play? The analysis draws upon data gathered during 8 months of fieldwork; audio-visually-recorded observations and video-stimulated interviews with classroom teachers and forest school leaders are used to consider an episode of conflict during play in a muddy puddle. We explore, from child and adult perspectives, the institutional values of the Foundation Phase, demands for reception year practice and subsequent expectations about children’s participation, highlighting the mediating messages being given about ‘how to be’ and what competencies are valued in the activity setting of mud play.
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Ødegaard, Elin Eriksen, Marion Oen, and Johanna Birkeland. "Success of and Barriers to Workshop Methodology: Experiences from Exploration and Pedagogical Innovation Laboratories (EX-PED-LAB)." In Methodology for Research with Early Childhood Education and Care Professionals, 57–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_5.

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AbstractThis chapter reports on the emerging findings during the first year of a design- and inquiry-based research project called Kindergarten Teacher as a Researcher. The project attempts to implement a design for collaboration and knowledge co-creation through a workshop methodology called Exploration and Pedagogical Innovation Laboratories (EX-PED-LAB). The project was funded by the Research Council of Norway as a starting grant for the common initiative of the Agency for Kindergartens (Bergen City, Norway) and the KINDknow Research Centre [BARNkunne – Senter for barnehageforskning], located at Western Norway University of Applied Sciences (HVL). The goal of the workshop laboratory was twofold: (1) to support early childhood educational leaders and staff in enhancing the quality of kindergartens in close collaboration with researchers and (2) to research three areas of common interest: the play, exploration, and learning environment; collaboration with families; and leadership and governance. This chapter highlights a set of features for success, as well as takeaway points for the further development of the workshop methodology, tailored to future early childhood partnership research programmes. Drawing on the case of the EX-PED-LAB project, the chapter seeks to describe the features of the success of and barriers to collaborative explorative processes and knowledge-creating practices in practices-developing research. These insights will be beneficial for further investigations, consolidations, and refinements of the workshop methodology.
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Mendez, Elaine Margarita, and Kenneth Kunz. "Failing Forward as an Early Childhood Changemaker." In The New Leader's Guide to Early Childhood Settings, 104–17. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003219767-13.

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Mendez, Elaine Margarita, and Kenneth Kunz. "Understanding Early Childhood and Primary School Settings." In The New Leader's Guide to Early Childhood Settings, 3–15. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003219767-3.

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Yates, Ellen, and Helen Simmons. "The student practitioner as future leader." In The Student Practitioner in Early Childhood Studies, 159–75. Second edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429352096-10.

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Mendez, Elaine Margarita, and Kenneth Kunz. "Standing Out as a “Lit” Early Childhood Leader." In The New Leader's Guide to Early Childhood Settings, 45–53. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003219767-7.

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Mendez, Elaine Margarita, and Kenneth Kunz. "Refining Our Leadership Approach through Culturally Responsive Teaching." In The New Leader's Guide to Early Childhood Settings, 93–103. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003219767-12.

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Conference papers on the topic "Early childhood leaders"

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Yang, Weipeng. "Leaders as the Learning Architects: Early Childhood Curriculum Leadership in China." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428542.

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Hazegh, Massie. "Research on Characteristics of Effective Early Childhood Leaders: Emergence of Relational Leadership." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571450.

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Quiroz, Yohana. "Voices of Practitioners: A Self-Study on the Experiences of Latina Early Childhood Leaders." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588417.

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Spina, Alexis. "Professional Development for Leaders in Early Childhood STEM Education: A Collaboration Between Researchers and Practitioners." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577142.

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Noortyani, Rusma. "Morphsyntax Learning through Story Telling using Character Fairy Tales on Early Childhood Education in Banjarmasin." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.122.

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Liu, Wei. "Critical Evaluation of Contemporary Theories of Child Development and How These Inform the Work of Early Childhood Educators as Pedagogical Leaders." In 2017 3rd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.53.

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Valauri, Anne. ""What Did I Just Do? And How Can I Make Sure That Doesn't Happen?" Early Childhood Leaders and Repairing Trust With Family Members." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686679.

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Mongillo, Maria. "Early Childhood Education Leader Capacity: Leader and Teacher Voices." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681666.

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Adams, Eileen. "Leader-Parent Relationships in the Early Childhood Education Context: An Exploration of Testimonial and Epistemic Justice." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584661.

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Reports on the topic "Early childhood leaders"

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Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, September 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.
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Berlinski, Samuel, María Marta Ferreyra, Luca Flabbi, and Juan David Martin. Child Care Markets, Parental Labor Supply, and Child Development. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002872.

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We develop and estimate a model of child care markets that endogenizes both demand and supply. On the demand side, families with a child make consumption, labor supply, and child-care decisions within a static, unitary household model. On the supply side, child care providers make entry, price, and quality decisions under monopolistic competition. Child development is a function of the time spent with each parent and at the child care center; these inputs vary in their impact. We estimate the structural parameters of the model using the 2003 Early Childhood Longitudinal Study, which contains information on parental employment and wages, child care choices, child development, and center quality. We use our estimates to evaluate the impact of several policies, including vouchers, cash transfers, quality regulations, and public provision. Among these, a combination of quality regulation and vouchers for working families leads to the greatest gains in average child development and to a large expansion in child care use and female labor supply, all at a relatively low fiscal cost.
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ADHD, Self-Harm, and the Importance of Early Childhood Intervention - In Conversation with Dr. Melissa Mulraney. ACAMH, October 2021. http://dx.doi.org/10.13056/acamh.17233.

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In this podcast, we talk to Dr. Melissa Mulraney, Senior Lecturer and co-leader of the Child Mental Health Research Centre at the Institute for Social Neuroscience in Melbourne, Australia, Honorary Research Fellow at the Murdoch Children's Research Institute in the Department of Paediatrics at the University of Melbourne, and Associate Editor of CAMH.
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