Need to identify effective leadership practice in early childhood education and the impact they have on early years leadership practice. You could discuss the success of the practice, its impact, and any changes to effectiveness that the practice engendered. What challenges were there in implementing this aspect of practice?
the impact on early years leadership styles.
Leadership themes Leadership practices
Directional Developing a shared vision
Effective communication
Collaborative Promoting a team culture
Promoting parental collaboration
Empowering Promoting agency
The process of change
Pedagogical Leading learning
Reflective learning
Please reference the following articles and anything else you find relevant.
Unit 1: Conceptualising Leadership
Aubrey, C. (2011) ‘Journeys into leadership.’ In: Aubrey, C. (2011) Leading and Managing change in the Early Years. London: Sage. pps. 78 – 83
Hughes, G. (2009) ‘Talking to oneself: using autobiographical internal dialogue to critique everyday and professional practice.’ Reflective Practice: international and multidisciplinary perspectives, Vol.10 (4) 451- 463
Siraj, I. and Hallet, E. (2014) Chapter 1: Leadership in Early Childhood: The Early Years Context. In Effective Caring and Leadership in the Early Years. London: Sage. pps. 7-21.
Siraj, I. and Hallet, E. (2014) Chapter 11: Leadership Stories. In Effective Caring and Leadership in the Early Years. London: Sage pps 137-149.
Unit 2A: Effective Early Years Leadership
Siraj, I. and Hallet, E. (2014) Chapter 2: Leadership in Early Childhood: The Research Context. In Effective Caring and Leadership in the Early Years. London: Sage. pps. 24-33.
Siraj-Blatchford, I. and Manni, L. (2011) ‘Effective leadership in the early years sector: the ELEYS study.’ In: Miller, L., Drury, R. and Cable, C. (2011) (eds) Extending Professional Practice in the Early Years. London: Sage. pps. 277 -298.
Unit 2B: Models of Effective and Caring Leadership in Early Childhood
Siraj, I. and Hallet, E. (2014) Part 2: Effective Early Childhood Leadership [Chapters 3-8]. In Effective Caring and Leadership in the Early Years. London: Sage pps 35-108
Unit 3A: Critical Reflection – Leading Policy into Practice and Pedagogical Leadership
Roberts-Holmes, G.P. (2012) ‘The English Early Years Professional Status (EYPS) and the ‘split’ Early Childhood Education and Care (ECEC) system’, European Early Childhood Education Research Journal 21(3)
Siraj, I. and Hallett, E. (2014) Pedagogical Leadership [Chapters 9 and 10]. In Effective and Caring Leadership in the Early Years. London: Sage. pp 109-134.
Unit 3B: Researching Leadership in Context
Hope, M. A. (2012) Small and perfectly formed? Is democracy an alternative approach to school leaders? School Leadership and Management. Vol 32 (3) pps. 291-305
MacBeath, J. and Townsend T. (2011) Leadership and Learning: Paradoxes, Paradigms and Principles. In T. Townsend and J. MacBeath (eds) International Handbook of Leadership for Learning Part 1. London: Springer. pps. 1-25
Unit 4A: Leadership Within and Beyond Early Years
Moss, P. (2007) Bringing politics into the nursery: early childhood education as a democratic practice. European Early Childhood Education Research Journal, 15 (1) pp. 5-20
Woodrow, C. and Busch, G (2008) ‘Repositioning early childhood leadership as action and activism’. The Journal of European Early Childhood Education Research Association. 16(1) 83-94
Unit 4B: Professional Leadership Identity
Lloyd, E. and Hallet, E. (2010) ‘Professionalising the Early Childhood Workforce in England: a work in progress – or missed opportunity? Contemporary Issues in Early Childhood. 11 (1) 76-89.
Moss, P. (2010) ‘The Democratic and Reflective Professional: rethinking and reforming the early years workforce.’ In: Miller, L. Cable, C. and Goodliff, G. (2010) (eds) Supporting Children’s Learning in the Early Years. (2nd ed). Abingdon: Routledge. pps. 183 – 191
