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Relevant bibliographies by topics / Educational leadership|Early childhood education

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Academic literature on the topic 'Educational leadership|Early childhood education'

Author: Grafiati

Published: 9 July 2021

Last updated: 18 February 2022

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Journal articles on the topic "Educational leadership|Early childhood education"

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Stamopoulos, Elizabeth. "Reframing early childhood leadership." Australasian Journal of Early Childhood 37, no. 2 (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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Kalinina, Tetiana S. "Early Childhood Inclusive Education: The Role and Practice of Educational Institutions." Revista Gestão Inovação e Tecnologias 11, no. 3 (2021): 911–29. http://dx.doi.org/10.47059/revistageintec.v11i3.1986.

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Shin, Min Sun, Susan L. Recchia, Seung Yeon Lee, Yoon Joo Lee, and Lara S. Mullarkey. "Understanding early childhood leadership." Journal of Early Childhood Research 2, no. 3 (2004): 301–16. http://dx.doi.org/10.1177/1476718x04046649.

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Krieg, Susan, Karina Davis, and Kylie Anne Smith. "Exploring the Dance of Early Childhood Educational Leadership." Australasian Journal of Early Childhood 39, no. 1 (2014): 73–80. http://dx.doi.org/10.1177/183693911403900110.

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Heikka, Johanna, and Eeva Hujala. "Early childhood leadership through the lens of distributed leadership." European Early Childhood Education Research Journal 21, no. 4 (2013): 568–80. http://dx.doi.org/10.1080/1350293x.2013.845444.

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Uusiautti, Satu, and Kaarina Määttä. "Love-Based leadership in early childhood education." Journal of Education Culture and Society 4, no. 1 (2020): 109–20. http://dx.doi.org/10.15503/jecs20131.109.120.

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A day care center is not just any place where children can spend their day while parents are at work. How to ensure that children have good childhood experiences and how to sup-port their positive development from the very beginning of their educational career? In this study, we introduce the concept of love-based leadership and discuss its role and implemen-tation in early education. Love-based leadership in early education is a method that renews teachers’ professional skills. The Finnish early childhood education system offers favorable premises for love-based leadership in early education. The method should also be included in the curriculum of future early childhood education teachers.

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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 (2016): 28–35. http://dx.doi.org/10.1177/183693911604100404.

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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.

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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 (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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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 (2019): 7–22. http://dx.doi.org/10.1177/1463949119828158.

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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.

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Woodrow, Christine, and Gillian Busch. "Repositioning early childhood leadership as action and activism." European Early Childhood Education Research Journal 16, no. 1 (2008): 83–93. http://dx.doi.org/10.1080/13502930801897053.

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Dissertations / Theses on the topic "Educational leadership|Early childhood education"

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Harley-McClaskey, Deborah. "Leadership." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4706.

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Harris, Martha Jane 1949. "Leadership preparation in early childhood special education." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282490.

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First, a description of the Early Childhood Special Education (ECSE) field is developed through: an historical overview, a discussion of the unique features of the ECSE field, and a review of ECSE leadership preparation. Secondly, this study expands the currently limited knowledge base about ECSE leadership preparation. Based on data collected across the United States for the 1995-1996 and 1996-1997 school years, this dissertation identified IHEs that offered doctoral preparation in ECSE, described the characteristics and components of ECSE doctoral preparation, described ECSE faculty and doctoral students, and identified trends. Qualitative data revealed that IHEs characterized their doctoral programs as committed to promoting quality services to infants and young children with disabilities and their families and to producing interdisciplinary leaders. Data was presented to describe program characteristics, required components, curriculum opportunities, and implementation of interdisciplinary focus. Evidence was presented that confirmed strong structural supports for an interdisciplinary focus. Varied interdisciplinary curriculum opportunities included ECSE course work, internships, and research options. IHEs were found to have relatively stable faculties and student enrollments. ECSE leadership preparation appeared to be both established and dynamic in its responsiveness to the rapid changes in the field. A major finding of this study was that there were few descriptions of the standards or competencies used for ECSE leadership preparation. The major recommendations included: establishing a national comprehensive database system, a joint effort to conceptualize ECSE leadership and develop strategies to promote ECSE leadership preparation, and, specific research topics to address the information needs of ECSE leadership preparation. Finally, initial guidelines for developing ECSE leadership preparation programs were presented.

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Harley-McClaskey, Deborah. "Diversity and Leadership." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/4727.

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Demma, Rachel. "Understanding How Parent Choice and Program Leadership Foster Socioeconomic Diversity within High-Quality Early Learning Programs| A Case Study of Two Baltimore City Sites." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786324.

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<p> In the last two decades, research has increasingly demonstrated that public investment in high-quality early care and education, particularly when focused on low-income children, pays off in terms of improved outcomes for young learners in academic achievement and overall well-being (Heckman, 2011). Now, a growing evidence base within the early childhood field also demonstrates that socioeconomic status (SES) diversity in early learning settings improves kindergarten readiness and social-emotional development for all children (Reid, 2012). </p><p> To contribute to the early childhood field’s efforts to better understand how parent choice and program leadership foster SES diversity within community early learning programs, this in-depth case study examined two high-quality SES-diverse community early education program sites operating in Baltimore City. Interviews were conducted with program executive-level and site-level leaders, staff, and a purposeful sample of parents of varying income levels. A parent focus group was also conducted. In addition, program-level leadership of early learning community programs in Baltimore City with a Maryland quality rating of two or more stars were surveyed. </p><p> Key findings of this study include, 1) Despite their shared belief in its implicit value, parents across the income continuum aren’t explicitly seeking out enrollment in socioeconomically diverse early care and learning programs; 2) Within the two selected socioeconomically diverse program sites, program recruitment and engagement approaches are neither explicit or refined enough to appeal universally to parents across varying economic backgrounds; and 3) Both parents and leaders also may struggle against their own class-based social identities and deeply internalized value systems, including perceived superiority and privilege, in in enacting either the program choice or transformational leadership that drives the development socioeconomically diverse settings. Finally, this study informs leadership actions policymakers may take to promote the development and sustainability of socioeconomically diverse high-quality early learning programs.</p><p>

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Bokaer, Lauren H. "Implementation of a Reggio Inspired Approach at the Progressive Academy of Southeast Asia's Early Childhood Center." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974976.

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<p> This study outlines essential frameworks of Reggio inspiration based on literature from the Educational Project of Reggio Emilia. The purpose of this study was to determine which Reggio inspired frameworks were valued and applied by teachers and instructional assistants (IAs) in the Early Childhood Center (ECC) at the Progressive Academy of Southeast Asia (PASA). The study also sought to provide feedback for educators in the ECC, now four years into the adoption of Reggio inspired values, as they work towards PASA’s 2020 strategic goals of excellence, opportunities, and holistic care. Focus groups, observations, and interviews were conducted with ECC teachers and IAs as a part of a qualitative research design. Transcripts were coded for key words and phrases. Four themes emerged from the study: (1) there are six areas of alignment between participant perceptions of the Reggio inspired frameworks in the ECC at PASA, and their day-to-day practices of that work; (2) concept-based learning is one potential area for growth for the teacher and IA Reggio inspired practice in the ECC; (3) instructional assistants (IAs) experience limitations in their work environment that affect their capacity as Reggio inspired educators; and (4) inclusive education is a potential area for policy reform at PASA. This study highlights areas for further consideration and growth as the ECC works towards the 2020 goals of excellence, opportunities, and holistic care. The study also proposes frameworks that can be used by educators in other settings to examine their Reggio inspired practices. </p><p>

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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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<p> 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.</p><p>

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Jackson, Alice L. "Exploring the Use of African American Vernacular English to Foster Phonemic Awareness Development in African American Preschoolers Who are At-Risk." Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747181.

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<p> This study was undertaken to explore ways to assist at-risk African American students in phonemic awareness skills using their cultural vernacular. African American, at-risk preschoolers typically lag behind their peers. Teachers typically do not use culturally responsive methods to instruct them. For these reasons, these children struggle with literacy. Research questions were as follows: (1) Do African American at-risk preschoolers’ phonemic awareness increase after exposure to AAVE instructional strategies? (2) Do African American at-risk preschoolers’ rhyming and alliteration increase after exposure to AAVE language instructional strategies? and (3) Do African American at-risk preschoolers’ blending, manipulation, and segmenting increase after exposure to AAVE language instructional strategies? The theoretical framework of this study was African American at-risk preschoolers and all children must be taught in a manner in which they can learn and this would include using their vernacular. The methodology used was a quantitative study involving two groups of 20 randomly sampled preschoolers enrolled in a Head Start Preschool for All program. The study took place for twelve weeks with a control group of 20 and a treatment group of 20. Data analysis included an independent T-test, followed by a paired dependent T-test. Results indicated there were insufficient data to indicate significant differences in phonemic awareness. Recommendations include further research regarding culturally responsive teaching. </p><p>

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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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<p> <b>Purpose:</b> 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.</p><p> <b>Methodology:</b> 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.</p><p> <b>Major Findings:</b> 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 <i>developing relationships and partnerships, valuing diversity, collaborative leadership skills</i>, and <i>commitment to equity</i>. In Round 3, 14 competencies were selected as necessary for systems leaders to impact transformation of the field, including <i> systems thinking, big picture perspective, commitment to equity</i>, and <i>knowledge of policy and legislation</i>. Through a qualitative literature analysis, the themes <i>systems thinking</i>, and <i> collaborative and inclusive leadership</i> were found to be most aligned with the research literature. A surprising finding was that the expert panelists did not rate <i>knowledge of child development</i> as important for systems leaders, which contrasted with the research literature. </p><p> <b>Recommendations for Future Research:</b> 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.</p><p>

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Fair, Elizabeth L. "Educational Disparities in Early Education| A Critical Race Theory Analysis of ECLS-K| 2011 Data." Thesis, Notre Dame of Maryland University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784565.

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<p> African American children’s public school education outcomes differ from those of their White, non-Hispanic peers. This dissertation used the data from The Early Childhood Longitudinal Survey for the Kindergarten Class of 2011 (ECLS-K: 2011) to explore the question: What factors during a child’s kindergarten through third-grade years contribute to disparate test scores, opportunities, and outcomes? There is a large body of research citing a gap between African American students and their White, non- Hispanic peers in later years of schooling. This study utilized data collected from students, parents, teachers, and administrators from a child’s entry to kindergarten through the completion of third grade. The results were interpreted through the lens of Critical Race Theory (CRT). Most CRT work has been qualitative. This study aimed to identify areas in which follow-up qualitative work could enrich the findings of the quantitative work and offer insight beyond the deficit models that are routinely provided to explain the gap. </p><p> Findings suggest that there is a slight gap between African American students and their White, non-Hispanic peers in reading and math scores on kindergarten entry. Those differences increased over a 4-year period. The data also suggest poverty played a factor in this disparity. The beliefs about kindergarten readiness between teachers and parents were aligned, and African American parents’ beliefs were more aligned than were those of the parent population as a whole. Teachers reported closer relationships with White, non-Hispanic students and higher levels of conflict with African American students, although this did not seem to correlate directly with reading and math test scores. </p><p> The research results indicate that there needs to be an increase in culturally relevant pedagogical training for preservice and inservice teachers. Early education programs need to be closely examined for practices that exclude or disadvantage children who are not from White, middle class backgrounds. The curriculum needs to build on the skills the students possess, rather than considering those without the desired skills deficient. Finally, intervention programs need to be evaluated as the data in the study indicate that reading gaps were less than math.</p><p>

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Clarkin-Phillips, Jeanette. "Distributing the leadership : a case study of professional development /." The University of Waikato, 2007. http://hdl.handle.net/10289/2449.

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This study explores the question of what might be a model of effective leadership for pedagogical change in early childhood education in Aotearoa/New Zealand. Drawing on a framework of gateways for personalising learning constructed by Hargreaves (2004a) and Engestrom's (1999) Activity theory, a case study of a professional development programme is analysed. Entrypoints or gateways for teachers in three early childhood centres to the professional development programme are identified, as are gateways for sustained involvement and continued learning opportunities. The study uses unstructured interviews with a narrative inquiry approach to hear the teachers' stories and the findings of the study are presented in a narrative style in order to capture these voices. The major findings from the study indicate that professional development is a complex interweaving of voices and intentions. There are three key elements of the ongoing personalising learning as a result of involvement in the professional development programme: distributed leadership, teacher voice, and community. The context of early childhood provided unique definitions of the gateways and common elements were found in identifying the entrypoints and features of sustained involvement. The study implies that effective leadership is distributed across the community and the sustaining features of the professional development programme need to be elements of any provision of professional development intent on personalising learning for pedagogical change.

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Books on the topic "Educational leadership|Early childhood education"

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Rodd, Jillian. Leadership in early childhood. 3rd ed. Allen & Unwin, 2006.

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Amy, Lawson, ed. Motivational leadership in early childhood education. Thomson Delmar Learning, 2007.

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Whalley, Mary E. Leading practice in early years setting. Learning Matters, 2008.

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Whalley, Mary E. Leading practice in early years setting. Learning Matters, 2008.

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Leadership and management in the early years: A practical guide to building confident leadership skills. Practical Pre-School Books, 2013.

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Bloom, Paula J. (Paula Jorde), 1947-, ed. Program administration scale: Measuring early childhood leadership and management. 2nd ed. Teachers College Press, 2011.

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Kelley, Michael F. Restructuring early childhood education. Phi Delta Kappa Educational Foundation, 1991.

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Shirley, Allen, ed. Leading practice in early years settings. 2nd ed. Learning Matters, 2011.

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Jasmine, Grace. Early childhood assessment. Teacher Created Materials, 1995.

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James, McGowan, and Linder Toni W. 1946-, eds. Program administrator's guide to early childhood special education: Leadership, development, and supervision. Paul H. Brookes Pub. Co., 2009.

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Book chapters on the topic "Educational leadership|Early childhood education"

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Buehler, Kathleen, Kelsie Corriston, Emily Franz, et al. "Early Childhood Education." In College Student Voices on Educational Reform. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137351845_4.

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Hauser-Cram, Penny, and Darcy B. Mitchell. "Early childhood education." In APA educational psychology handbook, Vol 3: Application to learning and teaching. American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-001.

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Sopher-Dunn, Kimberly. "Sustaining Bi-Cultural Leadership in Early Childhood Education." In Relationship-Based Early Childhood Professional Development. Routledge, 2021. http://dx.doi.org/10.4324/9781003034919-6.

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Lyall, Margaret. "Gender Practices in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_60-1.

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Lyall, Margaret. "Gender Practices in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_60.

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Barbieri, Nicola S. "Historical Features of Early Childhood Education." In The Wiley International Handbook of Educational Foundations. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118931837.ch20.

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Moloney, Mary, and Eucharia McCarthy. "Understanding special educational needs and disabilities." In Intentional Leadership for Effective Inclusion in Early Childhood Education and Care. Routledge, 2018. http://dx.doi.org/10.4324/9781315107219-2.

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Choy, Grace. "Chinese Culture in Early Educational Environments." In Early Childhood Education in Chinese Societies. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-1004-4_3.

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Olsson, Liselott Mariett. "Deleuze and Guattari in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_62-1.

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Olsson, Liselott Mariett. "Deleuze and Guattari in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_62.

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Conference papers on the topic "Educational leadership|Early childhood education"

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Imron Arifin, Imron. "Implementing Principal Leadership on Parenting Program at Early Childhood Education." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.31.

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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

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Ulfah, Fitria, Hani Yulindrasari, and Vina Adriany. "Democracy and Early Childhood Education." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007036500930096.

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Solihati, Elis, and Mubiar Agustin. "Literacy Leadership Camp (Leadership Stimulus Program for Teachers and Educators in Early Childhood Education)." In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.018.

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Triwiyanto, Teguh, Suyanto, Lantip Diat Prasojo, Yudi Wardana, and Junaidin. "Factors Affecting Educational Productivity at Private Elementary Schools in Indonesia." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.055.

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Sultoni, Juharyanto, Dedi Prestiadi, Maulana Amirul Adha, and Pramono. "One-Roof School Principal Excellence Leadership Development Model in Indonesia." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.044.

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Bhayangkara, Athalla Nauval, Wildan Hafizh Ahmadi, Dandy Bayu Firdaus, Dedi Prestiadi, and Raden Bambang Sumarsono. "The Role of Instructional Leadership Through Kurt Lewin Model in Improving the Teacher Capability." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.054.

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Lestari, Slamet. "The Implementation of Beyond Centers and Circle Times (BCCT) in Early Childhood Education." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.76.

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Safitri, Elis, Usep Kustiawan, and Suryadi. "Development of Busy Bag Educational Game Tools for Fine Motor Skills for Children Aged 3-4 Years." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.020.

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Yus, Anita, Damaiwaty Ray, and Kamtini Kamtini. "Models of Portfolio-Based Teaching as a Early Childhood Social Emotional Skills Development Strategy." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.6.

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Reports on the topic "Educational leadership|Early childhood education"

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Krafft, Caroline. Is early childhood care and education a good investment for Egypt? Estimates of educational impacts, costs, and benefits. Population Council, 2012. http://dx.doi.org/10.31899/pgy1.1008.

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Krafft, Caroline. Is early childhood care and education a good investment for Egypt? Estimates of educational impacts, costs, and benefits [Arabic]. Population Council, 2012. http://dx.doi.org/10.31899/pgy2.1086.

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Elango, Sneha, Jorge Luis García, James Heckman, and Andrés Hojman. Early Childhood Education. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21766.

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García, Jorge Luis, and James Heckman. Early Childhood Education and Life-cycle Health. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w26880.

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Carson, Jessica. Working Families’ Access to Early Childhood Education. University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.335.

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Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6449.

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Tofaris, Elizabeth, and Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.

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García, Jorge Luis, Frederik Bennhoff, Duncan Ermini Leaf, and James Heckman. The Dynastic Benefits of Early Childhood Education. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29004.

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Bassok, Daphna, Thomas Dee, and Scott Latham. The Effects of Accountability Incentives in Early Childhood Education. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23859.

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Kearney, Melissa, and Phillip Levine. Early Childhood Education by MOOC: Lessons from Sesame Street. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21229.

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