Journal articles: 'Early childhood leaders'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Mäntyjärvi, Marjo, and Anna-Maija Puroila. "Has something changed? Leaders’, practitioners’ and parents’ interpretations after renewed early childhood education and care legislation in Finnish private centres." Contemporary Issues in Early Childhood 20, no. 1 (February 22, 2019): 7–22. http://dx.doi.org/10.1177/1463949119828158.

Full text

Abstract:

This study addresses leadership enactment in the context of early childhood education and care centres in Finland. The study was implemented at a time when the early childhood education and care legislation had changed. The research draws from relational leadership theory to address the following questions: How do leaders, practitioners and parents evaluate and interpret the impacts of changing early childhood education and care legislation in private Finnish centres? And how do these evaluations and interpretations reflect leadership enactment? This study conceptualises leadership as a context-dependent phenomenon constituted by shared meanings and relationships among leaders and other human actors in private centres. In order to achieve a multilevel picture of leadership enactment in private early childhood education and care centres, this study employed a mixed-methods approach. The data was collected through three online surveys and analysed both quantitatively and qualitatively. The findings revealed that private centres form a heterogeneous context for leadership enactment in Finnish early childhood education and care. Compared with practitioners and parents, the leaders were the most positive in their interpretations of the legislative changes. Specifically, the study found a gap between the leaders’ and parents’ evaluations of how the legislative changes had impacted daily praxis. The study calls for further research and tools for developing leadership enactment in private early childhood education and care.

APA, Harvard, Vancouver, ISO, and other styles

12

Klibthong, Sunanta, and Joseph Seyram Agbenyega. "Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers." International Education Studies 13, no. 1 (December 17, 2019): 21. http://dx.doi.org/10.5539/ies.v13n1p21.

Full text

Abstract:

Findings from child development research support inclusive practice in early childhood education to enable full participation of all children in learning activities and build their core capabilities for life. However, the implementation of inclusive practices in early childhood is often constrained by boundary-crossing barriers. This paper reports a quantitative study that investigated and analysed the inclusive practice experiences of 344 pre-school teachers across the six regions of Thailand. The study identified positive experiences of inclusive practices linked to effective collaboration with minimal barriers related to time, increased workload and lack of resources to help teachers cater to the needs of all children. The findings offer direction for developing teachers as leaders to work effectively across professional boundaries so that Thailand can achieve the goals of inclusive education for all children.

APA, Harvard, Vancouver, ISO, and other styles

13

Gibbs, Leanne. "Leading through complexity in early childhood education and care." Australasian Journal of Early Childhood 46, no. 4 (October 8, 2021): 335–41. http://dx.doi.org/10.1177/18369391211050139.

Full text

Abstract:

Effective leadership influences the process quality of early childhood education and care (ECEC) programs and therefore the academic, health and socio-emotional outcomes for children. Yet, the cultivation of leadership is impacted by the complex nature of ECEC environments and the persistent challenges therein. Complex workforce issues, inadequate preparation for positional leadership roles and few opportunities for professional development for emerging leaders challenge the growth of effective leadership and the development of sustainable leadership for the ECEC profession. This commentary gives an insight into the challenges of leadership within ECEC and leader supply and suggests leadership emergence and enactment is potentially cultivated by broadening theoretical and pragmatic propositions. Complexity leadership theory within complex adaptive systems is presented as a framework for leadership cultivation within ECEC and opportunities for leadership development are highlighted.

APA, Harvard, Vancouver, ISO, and other styles

14

Kim, Eun Jung, and Min Kyung Ha. "The Image of ‘Early Childhood Teachers in Childhood Remote Education’ by Current Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 147–61. http://dx.doi.org/10.22251/jlcci.2022.22.11.147.

Full text

Abstract:

Objectives The purpose of this study was to examine how incumbent early childhood teachers who have undergone changes due to COVID-19 image early childhood teachers in remote education. Methods In this study, metaphor analysis was conducted to find out the human conceptual system and thoughts from the perspective of experientialism. The subject of the study is 172 early childhood teachers with remote education experience. The researcher distributed the research subject a sentence-completed metaphor analysis questionnaire, “In remote education, the early childhood teacher is ( ). Because it is ( ).” After organizing the collected data in Excel, it was analyzed using the conceptual metaphor method(Gok & Erdogan, 2010) that revealed the metaphor tendency and metaphor type. While the researchers repeatedly read the data, the final results were derived through classification, categorization, and recategory. Results As a result of the study, early childhood teachers perceived early childhood teachers implementing remote education as robots, guides, entertainers, researches, capable of doing anything, leaders, a person who teaches others, and people who would disappear. Conclusions Through the results of this study, it was revealed that early childhood teachers perceived difficulties and limitations in their roles in early childhood remote education, and various implications were also provided for the new role of early childhood teachers for childhood remote education in the post-COVID-19 era

APA, Harvard, Vancouver, ISO, and other styles

15

Won, Chae-yun, and sun-hee Kim. "Awareness of Early Childhood Education Institutions about Early Childhood Physical Education Programs & Leaders for Seeking Improvement." Journal of Sport and Leisure Studies 87 (January 31, 2022): 33–46. http://dx.doi.org/10.51979/kssls.2022.01.87.33.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Kim, Min-Jeon and Kyung-Hwa Lee. "Early Childhood Teacher’s Perception about Future Competency of Global Leaders." Global Creative Leader: Education & Learning 7, no. 3 (December 2017): 25–43. http://dx.doi.org/10.34226/gcl.2017.7.3.25.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Carroll-Lind, Janis, Sue Smorti, Kate Ord, and Lesley Robinson. "Building Pedagogical Leadership Knowledge in Early Childhood Education." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 28–35. http://dx.doi.org/10.1177/183693911604100404.

Full text

Abstract:

THIS PAPER DESCRIBES A research and development project that trialled a coaching and mentoring methodology with pedagogical leaders in early childhood settings in Aotearoa New Zealand. The methodology, which drew on ‘third-generation’ cultural-historical activity theory (CHAT) was taught to leaders who were coached and mentored to use it as a mediating tool to identify connections between everyday leadership tensions and systemic contradictions (as identified within CHAT). The paper elaborates on the way in which participants came to understand the centre as an activity system and learned to ‘play the system’ rather than the person in the exploration and resolution of contradictions. They did so through engaging in productive change conversations with colleagues within their workplace settings. The paper concludes by confirming the potential of CHAT as a tool for building pedagogical leadership capacity through using tension and/or conflicting views as starting points in developing shared meanings and practices.

APA, Harvard, Vancouver, ISO, and other styles

18

Nuttall, Joce, Louise Thomas, and Linda Henderson. "Formative interventions in leadership development in early childhood education: The potential of double stimulation." Journal of Early Childhood Research 16, no. 1 (December 1, 2016): 80–91. http://dx.doi.org/10.1177/1476718x16664555.

Full text

Abstract:

This article critiques the usefulness of double stimulation, a key concept in Vygotskian analyses of human development, with leaders in early childhood services in Australia. A series of formative interventions was conducted to identify and address systemic tensions that were confounding leaders’ attempts to realise a central object of activity in their work: the development of their staff in order to enhance children’s learning. An example of double stimulation is drawn from workshop comments and interviews with one of the participating leaders. The article elaborates on a tension identified between explicit cultural expectations of professionalism and an implicit division of labour that position leaders as having the primary responsibility for solving problems of practice. The article concludes by reflecting on the usefulness of double stimulation in fostering sustainable leadership practices in early childhood education.

APA, Harvard, Vancouver, ISO, and other styles

19

Ali, Moh. "Innovative Leadership Management in Early Children Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 4 (February 13, 2022): 3007–12. http://dx.doi.org/10.31004/obsesi.v6i4.2198.

Full text

Abstract:

The focus of this research is to find out how the pattern of innovative leadership management in early childhood education is. The purpose of this study was to describe innovative leadership management in early childhood education. The research was conducted using a qualitative approach with the type of literature study. The process of collecting data is done by means of a literature study. This method is a literature review from various sources and relevant references. This study came to the conclusion that innovative leaders are able to complete several ideas by implementing a systematic function from planning to evaluation. There must be teamwork through creativity and team innovation, and innovative and creative ways of working and understanding actual digital information. Of course, leaders need team assistance in carrying out their duties in providing quality learning services through innovation and learning activities.

APA, Harvard, Vancouver, ISO, and other styles

20

Brooker, Melinda, and Tamara Cumming. "The ‘dark side’ of leadership in early childhood education." Australasian Journal of Early Childhood 44, no. 2 (March 17, 2019): 111–23. http://dx.doi.org/10.1177/1836939119832073.

Full text

Abstract:

It could be suggested that persistent workforce problems in the early childhood (EC) field in Australia – such as job satisfaction and turnover may be related to ineffective leadership practices, low pay and lack of professional acknowledgement. In this article we report on a small qualitative study completed in 2017, investigating 12 educators’ experiences of what could be described as ‘dark side’ leadership practices. Purposeful sampling was used to select educators who had expressed dissatisfaction with leaders on a Facebook forum for early childhood educators. Findings revealed all of Oplatka’s elements of ‘dark side’ leadership practices and ideologies at work, with the addition of two new types of ‘dark side’ leadership practices – ‘acts of courage’ and ‘meat in the sandwich’. The evidence these data provide of regulatory breaches, discrimination and bullying highlight the critical need for action by employers, regulatory authorities and unions to better support educators and their leaders in their work environments.

APA, Harvard, Vancouver, ISO, and other styles

21

Subedi, Ramila, and Milan Shrestha. "Enabling Environment for Early Childhood Development: A Narrative Study of Preschools in Nepal." International Journal of Emerging Issues in Early Childhood Education 2, no. 1 (May 29, 2020): 58–72. http://dx.doi.org/10.31098/ijeiece.v2i1.178.

Full text

Abstract:

At present, creating environment for Early Childhood Development (ECD) has been given a great emphasis in Nepal’s educational context. However, a number of challenges are often narrated by the school leaders and teachers in creating environment to facilitate development of the children. Hence, this paper aims at exploring what experiences the preschools have assembled in course of creating environment for ECD. The paper is based on narrative inquiry where a teacher and two school leaders from three different institutional preschools of Kathmandu Valley were selected purposively as research participants for in-depth interview. Then, this study explored that school leaders and teacher were having a tough time for creating environment expected to support ECD though they narrated their awareness about the discourse. These challenges were narrated to have been occurred basically because of infrastructural constraints and divergent attitude of parents regarding how their children had to be learning at school. Moreover, lack of competent human resource to induce atmosphere for development of children was also recounted. Hence, the study implies collaborative environment between school leaders, teachers and parents to be created by school leaders to encourage teachers to adopt instructional strategies for strengthening atmosphere of ECD.

APA, Harvard, Vancouver, ISO, and other styles

22

Schickedanz, Judith A. "Early Education and Care: Beginnings." Journal of Education 177, no. 3 (October 1995): 1–7. http://dx.doi.org/10.1177/002205749517700301.

Full text

Abstract:

The importance of the earliest years of life has been recognized throughout history. Many philosophers and religious leaders have commented on the power of early experiences to affect the rest of a child's life. Early education leaders sometimes provided manuals and other materials to assist parents in educating their children at home, but schools for children under six are a very recent phenomenon. During the twentieth century, education for young children under six has become increasingly common, but this level of education is still not an integral part of most school systems. Perhaps the twenty-first century will see the development of seamless early childhood programs, preschool through third grade.

APA, Harvard, Vancouver, ISO, and other styles

23

Hovdelien, Olav, and Helje Kringlebotn Sødal. "Religious Education in Secularist Kindergartens? Pedagogical Leaders on Religion in Norwegian ECEC." Religions 13, no. 3 (February 26, 2022): 202. http://dx.doi.org/10.3390/rel13030202.

Full text

Abstract:

According to the legal framework, religion forms a certain part of Norwegian early childhood education in publicly owned kindergartens. As the only Scandinavian country where this is the case, the object clause (statement of purpose) for Norwegian kindergartens defines basic values in the Christian and humanist heritage and tradition as the value foundation for the institution. In this article we explore the impact of the processes of secularization and pluralization on the pedagogical content of early childhood education, and how some pedagogical leaders understand the religious elements. Empirically, the article is partly based on qualitative interviews targeting seven public kindergartens in the counties of Oslo and Agder, and partly on interpretations of their planning documents, of which many are publicly available. The pedagogical staff express loyalty to the legal framework regulating early childhood education but seem to be more concerned with religious diversity and religious minorities than with majority religion and religion as an expression of Christian heritage and traditions.

APA, Harvard, Vancouver, ISO, and other styles

24

Fenech, Marianne, Linda J. Harrison, Fran Press, and Jennifer Sumsion. "Using metaphor to illuminate quality in early childhood education." Australasian Journal of Early Childhood 45, no. 2 (April 21, 2020): 197–210. http://dx.doi.org/10.1177/1836939120918482.

Full text

Abstract:

This paper reports on a study in which educators from four early childhood centres used metaphor to discuss their provision of high-quality early childhood education. Qualitative mining of focus group data confirmed ‘quality’ to be complex, multi-dimensional and value-laden. Findings contribute to understandings of quality in early childhood education through four key themes: ‘quality’ as a synergetic flow; the facilitative stance and impact of leaders in the enactment of leadership; children as active contributors to quality; and the role of love. Metaphor is shown to be a valuable tool that can highlight tangible and intangible quality contributors, how these contributors link together and the contextual specificity from which quality in individual early childhood education settings emanates.

APA, Harvard, Vancouver, ISO, and other styles

25

Baharun, Hasan, Abd Hamid Wahid, Khodijatul Qodriyah, Sri Wahyuni, and Fatmawati Fatmawati. "Building a Literacy Culture Based on Local Wisdom through Women's Leadership." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 4 (January 21, 2022): 2533–43. http://dx.doi.org/10.31004/obsesi.v6i4.2044.

Full text

Abstract:

The participation of women's leadership in early childhood education institutions can provide comfort and effectiveness in learning. Women who incidentally are quickly close to early childhood with maternal characteristics can understand the needs of early childhood. This study aims to analyze and understand women's leadership in building a literacy culture based on local wisdom in TK Azzainiyah Paiton Probolinggo. This study uses a phenomenological type of qualitative approach. The results showed that, firstly, leadership at Azzainiyah Kindergarten in Paiton Probolinggo involved women leaders who were highly dedicated to creating a literacy culture program based on local wisdom. Second, implementing a literacy culture based on local understanding through curriculum modification, literacy monitoring, strengthening human resources, knowledge sharing, and evaluation. The results of this study have implications for the importance of enhancing literacy in schools through strengthening local culture by leaders.

APA, Harvard, Vancouver, ISO, and other styles

26

Palaiologou, Ioanna, and Trevor Male. "Leadership in early childhood education: The case for pedagogical praxis." Contemporary Issues in Early Childhood 20, no. 1 (December 19, 2018): 23–34. http://dx.doi.org/10.1177/1463949118819100.

Full text

Abstract:

In this conceptual article, the authors examine the context of early childhood education and care in England and the underpinning predominant ideologies to explore how these impact on the framing of leadership. The English context entails several contradictions (antinomies) at ontological, epistemological and axiological levels, and is heavily influenced by an ideological struggle concerning the value of play within the sector as opposed to a climate of child performativity. Moreover, the predominately female workforce (a factor itself) has faced relentless changes in terms of qualifications and curriculum reforms in recent years. With the introduction of the graduate leader qualification (Early Years Teacher Status), a vast body of research has been seeking to conceptualise what leadership means for early childhood education and care. In this article, the authors argue that these attempts are helpful and contribute to this discourse of leadership, but it needs to be thought of not only abstractly, but also practically. Thus, the authors conclude, the (re)conceptualisation of leadership should locate it as pedagogical praxis after evaluating the inherent deep dispositions of leaders in conjunction with their history, surrounding culture and subjective perspectives/realities.

APA, Harvard, Vancouver, ISO, and other styles

27

Jones-Morales, Jennifer, and Alison M. Konrad. "Attaining elite leadership: career development and childhood socioeconomic status." Career Development International 23, no. 3 (June 11, 2018): 246–60. http://dx.doi.org/10.1108/cdi-03-2017-0047.

Full text

Abstract:

PurposeThe existence of disadvantaged sub-populations whose talents are under-leveraged is a problem faced by developing and developed countries alike. Life history data revealed that a large proportion of elite business leaders in the Caribbean emerged from childhood poverty (families subsisting on US$1-2 a day, 40 percent). The purpose of this paper is to examine the key factors supporting the career development of elite leaders from a broad socioeconomic spectrum and both genders in order to build a model of career development for elite leadership.Design/methodology/approachData were collected via in-depth interviews from a deliberately gender-balanced sample of 39 male and 39 female elite business leaders. Thematic analysis identified consistencies across independent interviews and resulted in a model identifying factors supporting pre-career development as key to eventual attainment of elite leadership.FindingsFindings indicated that in childhood and youth, proactivity plus talent recognition and mentoring by adults enhanced access to early developmental opportunities. Early career mentoring guided talented youth to build personal drive, self-esteem, altruism, and integrity, which created a foundation for developing career capital through values-based action. Altogether, these findings indicate the importance of pre-career relational capital to attainment of elite career success.Originality/valueDifficult-to-access elite leaders provided rich information emphasizing the importance of pre-career development in childhood and youth to eventual elite leadership attainment. Virtually all of the elites in the sample remember being identified as talented early in life and consider early messages about drive to achieve as well as support received from parents, teachers, and other interested adults to be critical to their success. Hence, a process of talent recognition and encouragement to excel appear to be crucial for connecting young people to important relational capital allowing them to eventually achieve elite status, particularly those individuals hailing from disadvantaged backgrounds.

APA, Harvard, Vancouver, ISO, and other styles

28

Heikkinen, Kirsi-Marja, Raisa Ahtiainen, and Elina Fonsén. "Perspectives on Leadership in Early Childhood Education and Care Centers Through Community of Practice." SAGE Open 12, no. 2 (April 2022): 215824402210912. http://dx.doi.org/10.1177/21582440221091260.

Full text

Abstract:

This article investigates early childhood education and care (ECEC) leadership through the concept of community of practice (COP). The focus is on ECEC leaders’ perceptions regarding their leadership during the educational changes taking place in the context of Finnish ECEC. The purpose is to increase understanding of how leaders see themselves in relation to the ECEC multi professional working community and practices of distributed leadership. The data are five focus group interviews of ECEC leaders analyzed with directed content analysis within the theoretical frame of domain, practice, and community forming the core of COP in Lave and Wenger. The results show how all three COP components comprise several dimensions in ECEC leaders’ perceptions of their leadership. For example, the component of the leadership domain consists of ECEC values, ECEC legislation, and ECEC curriculum. The results indicate that a formal leadership role is essential in leading the community and its vision. Moreover, building flexible leadership structures and supporting multi professional cooperation in the community augment leadership as a community’s joint enterprise.

APA, Harvard, Vancouver, ISO, and other styles

29

Kim, Jung-Ju, and Byung-Man Kim. "Analysis on the Types of Infant Leaders' Images among Early Childhood Teachers." Indian Journal of Science and Technology 8, S7 (April 1, 2015): 462. http://dx.doi.org/10.17485/ijst/2015/v8is7/70474.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Davis, Geraldine. "Graduate leaders in early childhood education and care settings, the practitioner perspective." Management in Education 28, no. 4 (October 2014): 156–60. http://dx.doi.org/10.1177/0892020614550467.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Colmer, Kaye, Manjula Waniganayake, and Laurie Field. "Leading Professional Learning in Early Childhood Centres: Who are the Educational Leaders?" Australasian Journal of Early Childhood 39, no. 4 (December 2014): 103–13. http://dx.doi.org/10.1177/183693911403900414.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Tam, Angela Choi Fung. "Conceptualizing Distributed Leadership: Diverse Voices of Positional Leaders in Early Childhood Education." Leadership and Policy in Schools 18, no. 4 (September 19, 2018): 701–18. http://dx.doi.org/10.1080/15700763.2018.1513156.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Chan, Chi Wai. "Leading today’s kindergartens." Educational Management Administration & Leadership 46, no. 4 (February 27, 2017): 679–91. http://dx.doi.org/10.1177/1741143217694892.

Full text

Abstract:

Studies on school leadership in Hong Kong have mainly focused on primary and secondary schools, with only a handful of studies looking at leadership in early childhood education. This paper aims to report the findings of a study on strategic leadership in Hong Kong’s kindergartens. It discusses the challenges that Hong Kong kindergarten leaders are facing and the need for practising strategic leadership. It then reports the findings of practices valued by the leaders of Hong Kong kindergartens. The findings of this study reveal, that apart from the abilities to exercise sound planning and management in school, leaders’ reflective, flexible and systems thinking and their willingness in continuous professional and network development are crucial to leading today’s kindergartens. This study also indicates that leaders’ contextual intelligence is important for exercising strategic leadership. The significance of this study lies in its contribution to the investigation of leadership practices in early childhood education, the need to further explore how well kindergarten leaders are practising strategic leadership and the implications for the development of principal preparation programmes.

APA, Harvard, Vancouver, ISO, and other styles

34

Sakr, Mona. "social leadership: part 1: Be the change." Nursery World 2021, no. 1 (January 2, 2021): 50–51. http://dx.doi.org/10.12968/nuwa.2021.1.50a.

Full text

Abstract:

Can early years leaders effect social change, and will being more socially responsive and democratic make settings more effective? Yes, finds Mona Sakr, senior lecturer in education and early childhood at Middlesex University

APA, Harvard, Vancouver, ISO, and other styles

35

Moorosi, Pontso, and Carolyn Grant. "The socialisation and leader identity development of school leaders in Southern African countries." Journal of Educational Administration 56, no. 6 (September 3, 2018): 643–58. http://dx.doi.org/10.1108/jea-01-2018-0011.

Full text

Abstract:

Purpose The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries. Design/methodology/approach The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools. Findings Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed. Originality/value The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.

APA, Harvard, Vancouver, ISO, and other styles

36

Hailey, Debra Jo, and Michelle Fazio-Brunson. "Leadership in the Early Childhood Years." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 6–23. http://dx.doi.org/10.3776/tpre.v10n1p6-23.

Full text

Abstract:

Research into young children’s leadership skills is sparse and focuses on leadership in early childhood classroom contexts. Understanding of leadership development in young children can be expanded by studying parents’ perceptions of children’s leadership development as it is enacted in contexts outside of the school. This qualitative study examined beliefs, practices, and contextual relationships of families with young children who were identified by teachers within their schools as having strong leadership skills. Student leaders were identified according to the Leadership subscale of the Scales for Rating the Behavioral Characteristics of Superior Students, 3rd ed. Four mothers and three fathers of identified first graders who met gender and ethnic selection criteria participated. Interviews were conducted with structured and unstructured open-ended questions, and parent journals were collected from participants. Using Bronfenbrenner’s bioecological model of human development as a guide, parental perceptions of contextual influences on young children’s leadership development were investigated. Findings indicate that parents were intentional in trying to develop characteristics and dispositions in their children to help them become good citizens but did not necessarily consider their actions as also building early leadership skills. Information concerning contextual situations, relationships, tools, and characteristics of early leadership development is shared. As parents discussed opportunities for their first graders to develop leadership skills, an unexpected theme emerged regarding benefits of rural living for young leadership development.

APA, Harvard, Vancouver, ISO, and other styles

37

Sims, Margaret, Manjula Waniganayake, and Dr Fay Hadley. "Educational leadership." Educational Management Administration & Leadership 46, no. 6 (June 15, 2017): 960–79. http://dx.doi.org/10.1177/1741143217714254.

Full text

Abstract:

In the Australian early childhood sector the role of educational leader emerged as part of a very large process of policy reform that began in 2009. The position of educational leader was established to drive the quality improvement requirements of the reform, but many organizations did not establish these positions until several years after the reforms were introduced. Lack of clear role descriptions and authority make it difficult for educational leaders to fulfil the expectations held of them. This study examines the sense leaders make of the policy reforms and the street-level bureaucracy they perform to translate the policy into action. This sense-making and street-level bureaucracy is taking place in a neoliberal context where, we argue, the demands for professional discretionary decision-making are in conflict with the top-down standardization inherent in neoliberalism. Educational leaders have the potential to challenge neoliberalism through their professional decision-making but, in the Australian context, many are currently focusing on compliance with their street-level bureaucracy.

APA, Harvard, Vancouver, ISO, and other styles

38

Nissen, Kjersti, Merete Moe, and Sissel Mørreaunet. "Barnehageledelse i bevegelse - nær/ledelse i praksis." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 29, no. 3 (August 17, 2021): 69–88. http://dx.doi.org/10.48059/uod.v29i3.1544.

Full text

Abstract:

Leadership in motion - close/leadership in practice. The article discusses events from the project ”Leadership in motion”, where the researchers co-walked ten directors in early childhood centers in a big municipality after reorganization of leader teams. The events are impulses used to explore close leadership. Inspired by such post-human perspectives and concepts as diffractions, entanglements and the not-yet-seen, we undertake diffractive readings of events. Through confabulations between researchers and directors, various understandings of close leadership implications are produced and explored. We discuss how close leadership is expressed in the practice of early childhood centers, where everything is entangled and at the same time in motion. When encountering new leader team organization, for example the not-yet-seen, the leaders point to listening, doubt, resistance, and insecurity as part of close/leadership. They are alert to the situations, present in thought, time, and space, with openness and interest for what is coming.

APA, Harvard, Vancouver, ISO, and other styles

39

Kasprzak, Christina, Kathleen Hebbeler, Donna Spiker, Katy McCullough, Anne Lucas, Sharon Walsh, Judy Swett, et al. "A State System Framework for High-Quality Early Intervention and Early Childhood Special Education." Topics in Early Childhood Special Education 40, no. 2 (March 5, 2019): 97–109. http://dx.doi.org/10.1177/0271121419831766.

Full text

Abstract:

The Early Childhood Technical Assistance Center used a rigorous 2-year collaborative process to develop, test, and revise a conceptual framework for high-quality state early intervention (EI) and early childhood special education (ECSE) systems. The framework identifies six critical components of a state system and what constitutes quality in each component. This new conceptual framework addresses the critical need to articulate what constitutes quality in state EI and ECSE systems. The framework and companion self-assessment are designed for state leaders to use in their efforts to evaluate and improve state systems to implement more effective services for infants and young children with disabilities and their families. This article describes the contents of the framework and the processes used to ensure that the framework incorporated current research, was relevant to all states, and was useful for systems improvement.

APA, Harvard, Vancouver, ISO, and other styles

40

McMahon, Samantha, Nicola Firth, and Andrew Youde. "A Bourdieusian Analysis of Good Practice Partnerships: Implications for Private, Voluntary and Independent Early Childcare Leaders." Education Sciences 11, no. 11 (November 4, 2021): 707. http://dx.doi.org/10.3390/educsci11110707.

Full text

Abstract:

This article applies the theoretical lens of Bourdieu to explore leadership and the distribution of power between teachers and early childhood practitioners in the private voluntary and independent (PVI) sector in a good practice partnership. It questions the effectiveness of such partnerships in bringing about sustained improvements to practice in this sector. Data were collected in three focus groups with practitioners from 10 settings that were recruited by a consortium of schools to the partnership to take part in a 10-week intervention. The findings showed that the power imbalance between teachers and early childhood practitioners cancelled out collaborative pedagogical models of leadership intended to underpin the good practice partnership. Furthermore, this power imbalance contributed to the lack of sustainability of the intervention. In conclusion, leadership practices need to be more closely aligned between early childhood practitioners and teachers by drawing on ideas of moral leadership elicited from a symbolic frame. The article has relevance for leaders operating in collaborative contexts where existing power imbalances are evident.

APA, Harvard, Vancouver, ISO, and other styles

41

Newman, Linda. "Ethical Leadership or Leadership in Ethics?" Australasian Journal of Early Childhood 25, no. 1 (March 2000): 40–45. http://dx.doi.org/10.1177/183693910002500109.

Full text

Abstract:

People in leadership positions in early childhood services have multifaceted jobs. Underpinning all aspects of their leadership is the need to act ethically and to lead their team to do likewise. In this paper it is argued that acting ethically is not enough, particularly in a climate of change and challenge. Leaders are called on to reconceptualise their ideas about the importance of the ethical agenda to all aspects of their work. They are prompted to show conceptual leadership by not only leading ethically but also finding ways in which they can move the ethical agenda in Australia forward. Some ideas are proposed and leaders are asked to reconsider the importance of ethics in their work within early childhood settings and beyond.

APA, Harvard, Vancouver, ISO, and other styles

42

Park, Young-Man. "A Study on the Perception of Safety Management of Early Childhood Sports Leaders." Korean Journal of Security Convergence Management 10, no. 6 (December 31, 2021): 265–76. http://dx.doi.org/10.24826/kscs.10.6.17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Robinson, Sandra Longfellow. "State Leaders' Perspectives on Early Childhood Education: Out of the Mouths of Experts." Childhood Education 70, no. 2 (December 1993): 84–86. http://dx.doi.org/10.1080/00094056.1993.10520999.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Martin, Jenny, Joce Nuttall, Linda Henderson, and Elizabeth Wood. "Educational Leaders and the project of professionalisation in early childhood education in Australia." International Journal of Educational Research 101 (2020): 101559. http://dx.doi.org/10.1016/j.ijer.2020.101559.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Little, Michael, and Austin Gragson. "State leaders in early childhood education: Perspectives on instructional policy supports and alignment." Early Childhood Research Quarterly 63 (2023): 288–98. http://dx.doi.org/10.1016/j.ecresq.2022.12.016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Mazolevskienė, Aldona, and Judita Morkvėnienė. "Expression of Quality Early Childhood Education of Children Deprived of Parental Care." Pedagogika 124, no. 4 (December 2, 2016): 147–59. http://dx.doi.org/10.15823/p.2016.58.

Full text

Abstract:

The article presents discusses issues of relevant and almost not analysed quality early childhood education of children deprived of parental care in Lithuanian and abroad. Scientific literature states, that children living in foster homes, as well as children growing in two-parent families, have the same opportunities to quality development. To reveal the scientific problem, the following aim of the research occurs, i.e. theoretically ground and empirically examine the expression of quality early childhood education of children deprived of parental care by creating a quality education model for children deprived of parental care. After summarizing the data of foster homes principals’ survey it was noticed, that leaders of foster homes are oriented towards the ensuring the access of quality early childhood education. However, foster homes do not follow contemporary Lithuanian and foreign standards of early childhood education. Qualitative research revealed, that highlight quality early childhood education determinants while identifying it’s implementing issues occurring in foster homes.

APA, Harvard, Vancouver, ISO, and other styles

47

P. Arca, Madelyn, and Jeanilyn E. Tacadena. "Developing the Language Mastery of Early Childhood Learners from the Lens of Parents: A Phenomenology." International Journal of Research and Innovation in Social Science 06, no. 09 (2022): 686–94. http://dx.doi.org/10.47772/ijriss.2022.6934.

Full text

Abstract:

Parents play a critical role in the development of the childhood. This encompasses the language mastery. As such, this study was initiated to investigate and understand the lived experiences of parents in assisting the development of language mastery of their early childhood learners. Results show that parents are skilled enough to assist their early childhood learners in the development of their language mastery which can be learned by the teachers as well by re-echoing these findings through SLAC sessions, seminars, trainings and take these insights up to the educational leaders and authorities who can implement relevant agendas and developments

APA, Harvard, Vancouver, ISO, and other styles

48

Aubrey, Carol Anita. "What early childhood leadership for what kind of world?" Contemporary Issues in Early Childhood 20, no. 1 (February 18, 2019): 65–78. http://dx.doi.org/10.1177/1463949119828145.

Full text

Abstract:

This article uses autoethnography as the method of inquiry to explore definitions and contexts of early childhood education leadership. This affords a new space between the subjective and objective, the autobiographical and the cultural, to write in a way that lies between literature and the social sciences. Against a backcloth of scientific and cultural change, five turning-point moments are identified that link personal social circumstances to continuity and change in conceptions of leadership and management, particularly in the early childhood education sector. Modernist hierarchical and more recent subjective or postmodernist models are considered along the way. It is concluded that there is a role for theory in both guiding and interrogating practice. If leaders’ conceptions are to be better informed by knowledge of contrasting and competing theories, then through a process of praxis, critical awareness may increase. This depends, however, on access to the training and development that early childhood education professionals do not currently enjoy.

APA, Harvard, Vancouver, ISO, and other styles

49

Djibu, Rusdin, and Ummyssalam Duludu. "Impact of the Work Environment and Work Motivation in Influencing the Performance of Non-Formal Educators." Journal of Nonformal Education 6, no. 1 (February 3, 2020): 92–100. http://dx.doi.org/10.15294/jne.v6i1.24170.

Full text

Abstract:

Work Environment and Work Motivation can affect performance in an institution, institution or company. For that, a leader needs to think about it. The purpose of this study was to determine: (1) the influence of the work environment with the performance of Non-formal Educators on the Development Center for Early Childhood Education and Gorontalo Community Education, (2) the effect of work motivation on the performance of Non-Formal Educators at the Center for Early Childhood Education Development and Gorontalo Society Education. (3) the influence of the work environment and work motivation together with the performance of Nonformal Educators for the Development of Early Childhood Education and Gorontalo Community Education. The method used in this research is to use quantitative through remorse techniques to express one variable to another. The population in this study were non-formal educators at the Gorontalo Center for Early Childhood Education and Community Education, which collected 80 people while the sample was a population sample. Data collected through questionnaire distribution. The conclusions of this study are (1) Providing a positive influence on the performance of Non-formal Educators for the Development of Early Childhood Education and Gorontalo Society Education, providing improved environmental performance with the performance of non-formal educators. (2) Providing positive motivation for the performance of Non-formal Educators for the Development of Early Childhood Education and Gorontalo Community Education, providing good motivation for improving the performance of Non-Formal Educators. (3) Making a positive contribution to the work environment and work motivation together to the performance of Non-formal Educators for the Development of Early Childhood Education and Gorontalo Community Education, this means improving the work environment and encouraging work and then improving the performance of Non-formal Educators. The novelty of the research is the performance of Non-formal Educators will be more effective if a leader always provides work motivation regularly and makes a conducive work environment. This research provides knowledge to leaders in improving the performance of Non-formal Educators or teachers, needing to pay attention to motivation and work environment within an institution or company.

APA, Harvard, Vancouver, ISO, and other styles

50

Nupponen, Hanna. "Leadership Concepts and Theories: Reflections for Practice for early Childhood Directors." Australasian Journal of Early Childhood 31, no. 1 (March 2006): 43–50. http://dx.doi.org/10.1177/183693910603100107.

Full text

Abstract:

This paper proposes that effective leadership is a vital component in providing quality childcare services. It suggests that developing an enhanced understanding of effective leadership frameworks can be a starting point for a quality process and can forge a commitment to working towards excellence in early childhood centres, as well as be a tool for self-reflection. Theories of leadership are outlined for future preparation of leaders in a complex environment in which centres now operate

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Early childhood leaders'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles