Module 1: Leadership management in ECEC \u2013 TCHR3004-2023-…<\/p>\n
Module overview
\nModule purpose
\nDefine the term ECEC leadership
\nExplain the differences between leadership and management in ECEC
\nSuperior Essay Writers Describe ECEC leadership roles, relationships and responsibilities
\nSuperior Paper Help – Outline attributes, dispositions and qualities of leaders in ECEC
\nLocate the requirement for leadership in ECEC within the National Quality Standard (Australian Children\u2019s
\nEducation and Quality Authority [ACECQA], 2018).
\nIntroduction
\nModule 1:
\nLeadership management in ECEC
\nIn this first module we will discuss and define the complexities surrounding the notion of early childhood
\neducation and care (ECEC) leadership, and explore concepts about to understand the ECEC leadership roles,
\nrelationships and responsibilities to enhance your understanding.
\nIn the Self-access content we will investigate the current literature to gain an understanding of definitions of
\nECEC leadership and the reciprocal relationship between leader and follower.
\n Homework Help – Topics from the Self-access content will be explored in detail within the Tutorial where you will brainstorm
\ndefinitions of leadership in your own terms, sharing beliefs, and actively engage with your peers. We will
\nconsider and discuss who is an inspiring leader to each of us, and consider why. You will be introduced to
\ntheoretical perspectives about leadership and clarify your own views and responses that you have formulated
\nacross the Self-access activities. The Workshop will link this content to your assessment tasks and we will
\nclarify any questions you may bring. Please look over the assessment tasks before attending the workshop.
\nLet\u2019s get started!
\n– . the end of this module you will be able to:
\nFor many years, early childhood teachers and educators have believed that babies and young children\u2019s
\nlearning and development has benefited from their active participation in an early childhood education
\nprogram prior to school. It was only following the completion of the first component of a longitudinal study
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\nConceptualising Leadership
\nLeadership is:
\na relationship between people and the best leaders are those who are able to empower others – (National
\nQuality Standard, DEEWR, 2009. p.171)
\na process of moving a group of people in some direction through mostly non-coercive means \u2013 (Kotter,
\n1990)
\nconducted in the United Kingdom that evidence confirmed this long-held belief. The Effective Provision of Preschool Education [EPPE] study concluded that high-quality preschool experiences have positive effects on
\nchildren\u2019s intellectual and social development up to age 11 (Sylva, Melhuish, Sammons, Siraj-Blatchford &
\nTaggart, 2011). The research not only highlights the importance of quality early childhood preschool
\nexperience, but one-follow up inquiry titled: The Effective Leadership in the Early Years sector: The ELEYS (SirajBlatchford & Manni, 2007) also highlights the important link between leadership and quality outcomes in Early
\nChildhood Education and Care (ECEC). The evidence from both of these studies provided the impetus for
\ngovernments around the world to invest in early childhood education, and placed stronger emphasise on
\nleadership. Understanding that leadership is one of the determining factors that helps to support positive
\nlearning and development outcomes for young children in education and care services, it is therefore
\nimportant to understand what leadership is, and what it is not. This section begins conceptualising leadership,
\nand specifically discussing what leadership looks like in an early childhood education and care service.
\nActivity 1.1 – Reflective Questions
\n\uf0c9
\nA
\nAnswers these reflective questions below.
\nWhat does leadership mean to you?
\nDefine leadership in your own words.
\nHow would you define leadership in ECEC?
\n\uf104 \uf105
\nLeadership is not easy to define, there is no one agreed definition, and it becomes even more complex when
\nwe consider leadership in an ECEC service. Let us start by first looking at a few definitions about leadership
\nmore broadly.
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\nthe process of interactive influence that occurs when, in a given context, some people accept someone as
\ntheir leader to achieve common goals – (Alberto, 2016 p.4).
\nLeadership in ECEC
\nLeadership in ECEC (what it is and what it looks like)
\nBased on these three definitions, you can see the common thread about leadership being that it is an action
\nbetween people. How do these definitions compare to the definition you documented?
\nActivity 1.2: Discussion Forum
\nIn the discussion board post your comments about a leader that inspires you? Why do they inspire you?
\nHow do they influence you?
\nLet us now consider leadership in our sector, ECEC.
\nSimilar, to the problem faced by the business and school sector, the definition about leadership in ECEC also
\nvaries with no one agreed definition.
\nRodd (2013) suggests that leadership is about vision and influence\u2026 \u201ca process by which one person sets
\ncertain standards and expectations and influences the actions of others to behave in what is considered a
\ndesirable direction\u201d (p.11). This definition is similar to Whalley (2011) who suggests that the leader provides
\ndirection, offers a vision shared by others and inspires and demonstrates effective practice. Extracted from
\nthis week\u2019s reading, Siraj and Hallet (2014) describe leadership in ECEC as a \u201crelational and communal concept
\nwhere all can be a leader and engage in leadership, benefit from leadership and exercise power and individual
\nagency\u201d (p.10). A differing conceptualisation is that leadership is a formal role in a setting. It is framed by three
\nelements: the person (traits, values, personality), the context, and the position (formal leader) (Palethorpe,
\n2019; Stamopoulos & Barblett, 2018; Wanigananayake et al., 2017).
\nActivity 1.3: Word Essay – Readings
\nHow was leadership defined in the readings?
\nConsider the definitions you have engaged with from your readings, how are these similar or different
\nfrom your earlier definition about leadership in ECEC?
\nHow has your thinking about leadership in ECEC changed or been affirmed?
\nRead the following two pages (Page 11 – 14 ) from Australian Children’s Education and Care Quality
\nAuthority [ACECQA]. (2018). Occasional Paper 5 \u2013 Leadership and management education care services. – – Note
\ntheir conceptualisation of leadership.
\nhttps:\/\/www.acecqa.gov.au\/sites\/default\/files\/2018-02\/OccasionalPaper5-
\nLeadershipManagementEducationCareServices.PDF
\nCompare the above thinking about leadership with the following reading found in your My Word Essay – Readings Tab by
\nSiraj, I., & Hallet, E. (2014). Effective and Caring Leadership in the Early Years. Sage. Assessment Brief Original Custom Research Essay Pro Papers Help – Chapter 1. pp. 9 \u2013 23.
\nCollect any points from the reading that you find interesting, confusing, or you want to clarify and bring to
\nour discussion in the Tutorial.
\n– . now you should have a good understanding that leadership and leadership in early childhood education
\n(ECEC) is complex with no agreed definition. Regardless, leadership is a professional responsibility of teachers
\nand educators implementing quality early childhood programs (Waniganayake, 2017) with the aim of Quality
\nArea Seven: Governance and Leadership under The National Quality Standard (ACECQA, 2018) to support
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\nWho are the leaders in ECEC?
\nCase Study
\neffective leadership and management of the service that leads to quality environments for children\u2019s learning
\nand development.
\nCommitted to leadership, ECEC service teams will enact leadership in different ways. This is due to the fact that
\nleadership is influenced by context (Palethorpe, 2019). Early childhood education and care services will have
\nteam members with different qualifications, experience, values, beliefs, and all of these factors will influence
\nthe local leadership. Further, the leadership will also be influenced by children, families, the governance of the
\nservice, ownership type, as well as the local community and society more generally.
\nAn early childhood leader demonstrates passion, wisdom, has insight, and respect for children, families,
\ncolleagues and themselves. Such a view of leadership requires the leaders to have a commitment to, and a
\ncuriosity about learning as a lifelong process. (Waniganayake, 2017). Leaders can be anyone of us. If we
\nconsider the notion of \u2018influencing others towards a goal\u2019 then at times dependent on the topic and your
\ninterest and \/ or understanding you can be a leader, and then at other times be a follower. Stamopoulos and
\nBarblett (2018) suggest that \u201call early childhood educators lead in some way, whether it is through their own
\nprofessional and ethical practice or in a more formal role\u201d (p. 4).
\nActivity 1.4: Reflective Questions
\n\uf0c9 Consider these questions and document your answers.
\nThink about an ECEC leader that inspires you. What is it about their leadership that has influenced
\nyou? What are their characteristics that you find inspiring?
\nThink about a time you led something? What did you do? How do you know you were leading?
\nWhen have you been a follower? Who was leading you? What had influenced you?
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\nLeaders and Followers
\nPositional Leaders
\nThe case study demonstrates that it is possible for a student to use leadership skills to improve practice in an
\nECEC service to support children and adult\u2019s learning and development.
\nAs demonstrated in the case study, \u201c\u2026intentional leaders are teachers and educators who engage in ethical
\npractice by implementing leadership responsibilities in positive, purposeful ways. Such leaders demonstrate
\ncourage in their decision\u2013making and find ways to collaborate with others to achieve collective goals\u201d
\n(Waniganayake, 2017, p.13). The terms aspiring, emerging, and informal refer to those leaders who may not
\nhold a leadership position but enact practices of leading.
\nThis module has focused on leadership, leaders and leading. Much focus has been on the quality of the leader.
\nHowever, leadership does not happen in isolation and it would be omiss not to highlight the importance of the
\nrelationship between leader and follower. Followers are the members of a service or organisation, that are
\ninfluenced by the leader. Followers can be defined by their behaviours, following the actions or requirements
\nof others. It is important to note, that leading and following is interchangeable, and dependant on the topic or
\ncontext, the follower may step up to be the leader and vice versa (Brooker et al., 2021).
\nLeadership can be enacted by anybody at any time \u2013 therefore we all have the ability of being a leader.
\nLeaders can also be appointed to a leadership position. They may lead as a successful lead, and they may not.
\nIt is important to understand that just because a person is appointed to a leadership position, does not mean
\nthey are leading. I am sure you can think of a leader who was unable to lead, and did not influence others
\ntowards a collective goal!
\nThe terms formal or positional leader refer to those leaders who hold a leadership position such as approved
\nprovider, nominated supervisor, director or educational leader (within the Australian context).
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\nRole of gender stereotypes
\nUnderstanding ECEC Leadership Roles,
\nResponsibilities and Relationships
\nUnpacking quality leadership practice
\nIdentifying and articulating a collective vision
\nEnsuring shared understandings, meanings and goals \u2013 building a common purpose
\nEffective communication \u2013 providing transparency about expectations, practices and processes
\nEncouraging reflection \u2013 critical reflection about teaching and practice providing the impetus for change
\nand motivation for ongoing learning and development
\nCommitment to on-going professional development \u2013 supporting staff to become critically reflective in
\ntheir practice and to embrace opportunities for continued learning
\nMonitoring and assessing practice \u2013 through collaborative dialogue and action research
\nBuilding a learning culture- establishing a community of learners
\nEncouraging and facilitating parent and community partnerships \u2013 promoting achievement for all young
\nchildren.
\nDistributed leadership \u2013 strong leadership is often needed to develop high levels of collaboration and team
\nwork (to be discussed in Module 2).
\nThe ECEC workforce is overwhelmingly female (97%), this means that only 3% of males are employed within
\nthe Australian sector (Productivity Commission, 2011). There are many reasons for this imbalance, including
\nthe perception that it is women\u2019s work, low levels of pay and status (Nutbrown, 2012) and sensitivities about
\nchild abuse (Siraj and Hallet, 2014). However, when men do become ECEC professionals, they are more likely
\nto gain leadership promotions (Lumby and Coleman, 2007). This perhaps is due to a gender stereotype in
\nsociety in which men are considered the dominate leaders, with one researcher suggesting that it may be due
\nto their style of leadership (Eagly, 2013). If we consider the challenges and barriers men often face when
\nentering the ECEC sector, it may be likely that they are some of our more passionate and dedicated team
\nmembers. It then makes sense, that they may also be more likely to embrace opportunities for leadership
\npositions or step up and lead.
\nLeadership will be different in each setting, however to be a successful leader, the leader must be intentional
\nby considering the individual context of a service and create a harmonious organisational culture that enables
\na service to achieve its goals (Palethorpe, 2019; Waniganayake et al., 2017).
\nIn their Effective Leadership in the Early Years Sector [ELEYS] study, Siraj-Blatchford & Manni (2007) identified a
\nrange of \u2018effective leadership practice catergories\u2019 in the quality settings from the Effective Preschool Education
\nProject (EPPE) study (Sylva et al., 2011). Remember, this study was discussed in the introduction of this
\nmodule. The centres within the EPPE study who supported young children to achieve the highest learning
\noutcomes were studied to understand the leadership enacted in these centres. What were these centres doing
\nthat other centres were not doing. The study found that these centres had strong leadership and the following
\nwere the common leadership practices:
\nWhat is a collective Vision?
\nA vision \u2013 is the idealistic place or ultimate outcome. Waniganayake et al., (2017) simply suggest it is “the
\nimagined future” (p.13). A clear vision, must exist to ensure an organisation can achieve its desired outcomes
\nor goals. Siraj and Hallet (2014) suggest that a vision needs to be developed through collective discussion and
\nthat the vision needs to be clearly articulated so that it is understood by all, is convincing and compelling and
\nconnected to teaching. Once the vision is established and understood, teachers and educators can work
\ntogether to develop goals for working towards the collective vision.
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\nWatch this recruitment video by New South Wales Education about their vision.
\nVisions and values
\nJobs & Opportunities
\n00:48
\nVisions and values from Jobs & Opportunities on Vimeo.
\nBeing a good communicator is considered an essential skill of a good leader. In fact, Rodd (2013) suggests that
\nleadership in ECEC \u201cis a matter of communication more than anything else\u201d (p. 63). A leader who
\ncommunicates effectively is likely to command greater capacity for influencing others (Siraj and Hallet, 2014),
\nas they can explicitly communicate the vision and understanding about why change is needed.
\nActivity 1.5 – Reflective Questions
\n\uf0c9 Reflective questions: Think about an ECEC service.
\nWho are the appointed leaders in this ECEC service?
\nDid somebody tell you they were the appointed leaders? If not, how did you know?
\nHow did their leadership influence you?
\nDid you observe a non-appointed lead leading? How did this compare to the leadership provided by
\nthe appointed leader?
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\nActivity 1.6 – Reflective Questions
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\nLeadership and management
\nA Manager… A Leader…
\nDirects and controls Inspires and guides
\nMaintains status quo Creates and challenges status
\nquo
\nSupervises and
\ndesignates
\nEmpowers
\n\uf0c9 Reflect on your readings
\nWhat are the tasks the OECD reports that leaders are completing as part of their role?
\nWhat do you observe leaders in ECEC completing as part of their leadership role?
\nWhat has your experience of receiving leadership been like in ECEC? If you have not worked or
\nstudied in an ECEC service, then think about your experiences in a workplace, or what you
\nobserved at school.
\n\uf104 \uf105
\nIn the last learning activity, you may or may not have considered tasks such as planning, performance
\nmanagement, budgets, or checking programming that were not included in the leadership list collated from
\nthe Early Years Sector Study centres. If you did consider these absent, then you have just confused
\nmanagement tasks with leadership tasks, an action that many students do. Tasks that are considered
\nmanagement, and those considered leadership have been a point of contention for decades. Although an
\nolder academic source, Jillian Rodd (2013) highlights clearly a comparison between what managers and leaders
\ndo. Both are inherently linked and interwoven tasks, however also different.
\nRodd (2013) suggests: managers plan, organise coordinate and control. Whereas leaders give direction, offer
\ninspiration, build team work, set an example and gain acceptance. Stamopoulos and Barblett (2018) also
\nhighlight the difference between these two notions, suggesting that \u201cpeople in management positions are
\noften thought as maintaining the status quo by managing the functions of a business. Leadership, among
\nother aspects, encourages people to focus on the future, posing questions of what could be and how to attain
\nshared goals and aspirations\u201d (p. 9). In their thinking, Stamopoulos and Barblett (2018) have adapted the
\nconcepts about leadership and management from a number of authors including to provide further clarity to
\nthe ECEC sector about the notion of managing and leader (Daft & Pirola \u2013Merlo, 2009; Murray, 2010)
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\nRegulates Is visionary
\nManages by goals and
\nobjectives
\nManagers by interactions
\nCreates boundaries Reduces boundaries
\nAdministers Innovates
\nFocuses on systems
\nand structures
\nFocuses on people
\nTakes a short-term
\nview
\nTakes a long-term view
\nAttributes and dispositions of an ECEC Leader
\nTo sum up, leadership emanates out of vision that is based on philosophy, values and beliefs, which in turn
\nguides policy, day-to-day operation and innovation (Rodd, 2013).
\nBased on your understanding of Management and Leadership, go to Quality Area Seven: Governance and
\nLeadership under the National Quality Standard (ACECQA, 2018) to examine each element and determine
\nwhich ones are management and which ones are leadership. Bring your answers to the Tutorial.
\nEarlier, you were asked in a learning activity to identify an ECEC leader that inspires you, and to think about
\ntheir leadership characteristics. Let us continue to think about the personal attributes and qualities of a
\nsuccessful ECEC leader. Stamopoulos and Barblett (2018) highlight that early childhood leadership traits relate
\nto the \u2018personal characteristics of an early childhood leader\u2019, these include honesty, integrity, collaboration,
\nrespect, flexibility, problem solving ability, ethical decision making, reflectiveness, responsiveness, confidence,
\nbeing knowledgeable and having effective communication skills (pp. 10 -11).
\nActivity: 1.7 – Reading
\nWhat does leadership look like in early childhood settings?
\nGo to My Word Essay – Readings and read this article about a small research study in New Zealand that identified a set of
\ndispositions held by responsible early childhood leaders. Davitt, G., & Ryder, D. (2018). Dispositions of a
\nresponsible early childhood education leader: Voices from the field. Page Essay – Journal of Educational Leadership, Policy
\nand Practice, 33(1), 18 \u2013 31.
\nConsider the characteristics of the ECEC leader you identified. Did you identify any characteristics that
\nwere identified as being important by Stamopoulos and Barblett (2018) and Davitt and Ryder (2018)? How
\nmight their research influence your future thinking about leadership?
\nEarly Childhood Australia [ECA] is the largest child advocacy member organisation in Australia, committed
\nto providing a voice for young children. Over the last decade this organisation has understood the
\nimportance of leadership and recognised the influence of context. Read their blog article, provided below,
\nabout what leadership looks like in ECEC settings and then go to My Word Essay – Readings to read a few pages from
\nanother ECA resource.
\nAs your first module draws to a close, two final readings are provided to you to actively read and consider
\nwhat leadership looks like in ECEC.
\nThe Spoke Blog
\nGo to My Word Essay – Readings and read Gibbs, L. (2021). Leadership as practice in ECEC settings. Research in Practice
\nSeries 28 (4). pp. 5 – 8
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\n– Summary
\nReferences
\nFrom a different perspective, consider who are the leaders in ECEC services. Read page 12 \u2013 18 of a report
\nprepared and then published by the Organisation for Economic Co-operation and Development [OECD]
\nabout Leadership for Quality Early Childhood Education and Care.
\nRead Douglass, A. (2019). Leadership for Quality Early Childhood Education and Care OECD Education Working
\nPaper No. 211. OECD
\nOECD Working Paper
\nActivity 1.8: Final Reflective Questions
\n\uf0c9 Final Reflective Questions
\nWhat are the tasks the OECD reports that leaders are completing as part of their role?
\nWhat do you observe leaders in ECEC completing as part of their leadership role?
\nWhat has your experience of receiving leadership been like in ECEC? If you have not worked or
\nstudied in an ECEC service, then think about your experiences in a workplace, or what you
\nobserved at school.
\n\uf104 \uf105
\nAcross this module we have looked at what leadership is within early childhood education and care. We
\ndiscussed the differences between leadership and management and explored the attributes, dispositions and
\nqualities of leaders in ECEC. Further, it was made clear, that everyone is a leader at times, and at other times a
\nfollower. Positional leaders such as the centre director, educational leader, room leads are appointed to their
\nposition often due to recognised knowledge, skills and holding the characteristics needed for leadership.
\nHowever, just because you are appointed to a position does not mean you are a good leader, and influencing
\nothers towards collective goals. This Self-access content will be unpacked further during the Tutorial with
\npractical examples and discussions around many of the activities covered. Please bring along your notes to
\nthe Tutorial so we can have your many different perspectives on this interesting topic. We will also follow this
\nin the Workshop with how all this connects to your assessment tasks.
\nAlberto, S. (2016). What is leadership? Page Essay – Journal of Business Studies Quarterly, 8(1), 1 \u2013 5.
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\n\uf060 \uf062 \uf061
\nArthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2015). Programming and planning in early childhood
\nsettings (6 edn). Cengage Learning Australia. th
\nAustralian Children’s Education and Care Quality Authority [ACECQA]. (2022). National Quality Framework.
\nhttps:\/\/www.acecqa.gov.au\/nqf\/about
\nAustralian Children’s Education and Care Quality Authority [ACECQA] (2018). National Quality Standards.
\nhttps:\/\/www.acecqa.gov.au\/nqf\/national-quality-standard.
\nBrooker, M., Cumming, T., & Logan, H. (2021). Followers and following in early childhood education workplaces:
\nA narrative review of the followership literature. Educational Management Administration and Leadership, pp. 1-
\n17. https:\/\/doi.org\/10.1177\/17411432211067410.
\nDepartment of Education and Training [DET]. (2019). Belonging, being and becoming: Early Years Learning
\nFramework for Australia. Commonwealth of Australia.
\nDepartment of Education, Employment and Workplace Relations [DEEWR]. (2010). Educators Human Written Academic Papers – Guide to the Early
\nYears Learning Framework of Australia. Commonwealth of Australia.
\nDepartment of Education, Employment and Workplace Relations [DEEWR]. (2009). National quality standard for
\nearly childhood education and care and school age care. Retrieved from
\nhttp:\/\/www.eduweb.vic.gov.au\/edulibrary\/public\/earlychildhood\/nqf\/nationalqualitystandard.pdf
\nEagly, A.H. (2013). Gender and work: Challenging conventional wisdom. Write My Essay For Me | Essay Writing Service For Your Papers – Harvard Business School.
\nKotter, J. (1990). A force for change. New York: The Free Press.
\nLumby, J. and Coleman, M. (2017). Leadership and Diversity: Challenging Theory and Practice in Education. Sage.
\nNutbrown, C. (2012). Foundations for Quality: The Independent Review of Early Education and Childcare
\nQualifications. Final Report. June. Department of Education.
\nPalethorpe, L. (2019). A Change Agent for Improving Quality: The Educational Leader in Australian Early Learning
\nEducation & Care. [Doctoral thesis, Griffith University]. https:\/\/research-repository.griffith.edu.au
\nProductivity Commission. (2011). Early childhood development workforce: Research report. Melbourne:
\nProductivity Commission.
\nRodd, J. (2013). Leadership in Early Childhood. Allen & Unwin.
\nSiraj-Blatchford, I., & Manni, L. (2007). Effective leadership in the early years sector: The ELEYS study. Institute of
\nEducation, University of London.
\nStamopoulos, E. & Barblett, E. (2018). Early childhood leadership in action. Evidence-based approaches for effective
\npractice. Allen & Unwin.
\nSylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Pre-school quality and educational
\noutcomes at age 11: Low quality has little benefit. Page Essay – Journal of Early Childhood Research, 9(2), 109-124.
\nWaniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and
\ncomplexities in early childhood education (2 edn.). Oxford University Press ANZ. nd
\nWhalley, M. (2011)
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Module 1: Leadership Management in ECEC – TCHR3004-2023<\/p>\n
Module Overview<\/p>\n
The primary objective of Module 1 is to delve into the multifaceted Write a page paper – Do my Assignment Help Australia: No.1 Assignment Writing Service of leadership management in Early Childhood Education and Care (ECEC). It encompasses the definition of ECEC leadership, the distinction between leadership and management in this context, the roles, relationships, and responsibilities inherent to ECEC leadership, as well as the attributes, dispositions, and qualities that define effective leaders in ECEC. This module also underscores the significance of leadership within the framework of the National Quality Standard, as outlined by the Australian Children’s Education and Quality Authority (ACECQA) in 2018.<\/p>\n
Introduction<\/p>\n
Module 1 marks the initiation of our exploration into ECEC leadership management. It invites us to comprehend the intricacies inherent to leadership in the Early Childhood Education and Care sector. This self-paced module comprises comprehensive content that will broaden your comprehension of ECEC leadership. Through this module, we aim to foster interactive engagement and reflective thinking, which will contribute to a richer understanding of ECEC leadership.<\/p>\n
Defining Leadership in ECEC<\/p>\n
Leadership, as it pertains to Early Childhood Education and Care, is not easily encapsulated in a singular definition. Various interpretations abound, reflecting the complexity of leadership within this context. A few prominent perspectives include:<\/p>\n
Leadership as a relationship between individuals, with a focus on empowering others (National Quality Standard, DEEWR, 2009).
\nLeadership as a process of guiding a group through non-coercive means (Kotter, 1990).
\nLeadership as interactive influence wherein individuals accept someone as their leader to attain common objectives (Alberto, 2016).
\nLeadership in ECEC<\/p>\n
ECEC leadership is a concept shrouded in diversity, with no universally accepted definition. This diversity mirrors the multifaceted nature of ECEC itself. Notable definitions include:<\/p>\n
Leadership as a visionary and influential process that sets standards and expectations (Rodd, 2013).
\nLeadership as a relational and communal concept, where all individuals can engage in leadership (Siraj and Hallet, 2014).
\nLeadership framed by three elements: the person, the context, and the position (Palethorpe, 2019; Stamopoulos & Barblett, 2018; Wanigananayake et al., 2017).
\nLeaders and Followers<\/p>\n
Leadership is not confined to those in formal positions of authority. In ECEC, leadership is influenced by context, including the unique composition of the team, children, families, governance, ownership, and the community. Effective ECEC leaders exhibit passion, wisdom, respect, and a commitment to lifelong learning. Leadership is not static; it is adaptable and distributed among team members as needed.<\/p>\n
Role of Gender Stereotypes<\/p>\n
The ECEC workforce is predominantly female, but male professionals are more likely to ascend to leadership roles. Gender stereotypes about leadership styles may play a role in this disparity. Challenges faced by men entering the ECEC sector can result in their increased dedication and passion, making them more likely to pursue leadership opportunities.<\/p>\n
Attributes and Dispositions of an ECEC Leader<\/p>\n
ECEC leaders must possess a range of personal characteristics and qualities, including honesty, integrity, collaboration, respect, flexibility, problem-solving ability, ethical decision-making, reflectiveness, responsiveness, confidence, knowledge, and effective communication skills (Stamopoulos and Barblett, 2018). These attributes contribute to effective leadership in ECEC.<\/p>\n
Leadership and Management<\/p>\n
Leadership and management are intertwined but distinct. Leadership focuses on inspiring, guiding, and setting the direction, while management centers on directing, controlling, and maintaining the status quo. Both roles are vital but involve different tasks and orientations.<\/p>\n
– Summary<\/p>\n
Module 1 provides a foundational understanding of leadership management in ECEC, encompassing definitions, roles, attributes, and the relationship between leadership and management. It underscores the dynamic nature of ECEC leadership and its importance in fostering quality outcomes for young children.<\/p>\n
References<\/p>\n
Alberto, S. (2016). What is leadership? Page Essay – Journal of Business Studies Quarterly, 8(1), 1\u20135.<\/p>\n
Rodd, J. (2013). Leadership in Early Childhood. Allen & Unwin.<\/p>\n
Siraj-Blatchford, I., & Manni, L. (2007). Effective leadership in the early years sector: The ELEYS study. Institute of Education, University of London.<\/p>\n
Stamopoulos, E., & Barblett, E. (2018). Early childhood leadership in action: Evidence-based approaches for effective practice. Allen & Unwin.<\/p>\n
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education (2nd ed.). Oxford University Press ANZ.<\/p>\n","protected":false},"excerpt":{"rendered":"
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