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1
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.
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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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Stamopoulos, Elizabeth. "Reframing early childhood leadership." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 42–48. http://dx.doi.org/10.1177/183693911203700207.
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RAPID CHANGES IN AUSTRALIAN education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian National Quality Framework (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the National Early Years Learning Framework (EYLF) (DEEWR, 2009) have heightened the need for leaders to guide and move the profession forward. Leaders need to build professional knowledge, pedagogical capacity and infrastructure in the early childhood education and care (ECEC) workforce in order to deliver reforms and achieve high-quality outcomes for children. Yet research on early childhood leadership remains sparse and inadequately theorised, while the voice of the early childhood profession remains marginalised (Woodrow & Busch, 2008). In this paper I draw on my previous research in leadership and change management which investigated principals', early childhood teachers' and teacher-aides' conceptual and behavioural positions on educational changes in work contexts. I present a model of leadership that connects to practice, builds professional capacity and capability, and recognises the importance of relationship building and quality infrastructure. The model calls for robust constructions of leadership and improved professional identity that will reposition the profession so that it keeps pace with the critical needs of early childhood professionals. Within this model, tertiary educational institutions and professional organisations will play their role in guiding the profession forward as new paradigms evolve and federal and state initiatives begin to surface.
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Cabrera-Murcia, Elsa Piedad. "How Leadership Should Be Exercised in Early Childhood Education?" Magis, Revista Internacional de Investigación en Educación 14 (September 13, 2021): 1–24. http://dx.doi.org/10.11144/javeriana.m14.hlsb.
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This research article gathers the perceptions about how directors and pedagogical teams understand and experience leadership within five Junji preschools in Chile. Data were collected for from five semi-structured interviews and a participant observation. Findings suggest three forms of exercising leadership: pedagogical,supervisory, and administrative. In all cases, there are the same threats to leadership. The study uncovers some personal skills and characteristics common to the ways of leading. The article also highlights the context as a key element to the exercise of leadership, and the importance of modeling collaborative cultures, which consider the centrality of children's learning in preschool education.
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Fonsén, Elina, and Tuulikki Ukkonen-Mikkola. "Early childhood education teachers’ professional development towards pedagogical leadership." Educational Research 61, no. 2 (April 3, 2019): 181–96. http://dx.doi.org/10.1080/00131881.2019.1600377.
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Fonsén, Elina, and Ulla Soukainen. "Sustainable Pedagogical Leadership in Finnish Early Childhood Education (ECE): An Evaluation by ECE Professionals." Early Childhood Education Journal 48, no. 2 (October 18, 2019): 213–22. http://dx.doi.org/10.1007/s10643-019-00984-y.
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Abstract According to previous research, the leadership in early childhood education (ECE) needs to be strengthened and improved by building sustainable structures. The aim of the current research was to investigate how ECE professionals evaluate its leadership. The context of the study was a development project called Sustainable leadership in ECE conducted in two municipalities in Finland. The purpose of the project was to investigate and create a sustainable structure for ECE leadership with the aim of strengthening pedagogical leadership. The participants were 110 ECE professionals, comprising experts, directors, teachers, and nurses. The research was based on responses to an electronic questionnaire about the quality of ECE leadership built around six themes: leadership of the organisation, Human resource management, Structure of the organisation, Pedagogical leadership, Knowledge management and work well-being, and Leadership of self. The results indicate that only in the pedagogical leadership theme were there statistically significant differences between the groups of professionals. Having high professional status and being highly qualified seem to enhance the ability of professionals to reflect critically on pedagogical leadership and to have more demanding attitudes about the quality of pedagogical leadership.
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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.
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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.
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Cheeseman, Sandra. "Pedagogical Silences in Australian Early Childhood Social Policy." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 244–54. http://dx.doi.org/10.2304/ciec.2007.8.3.244.
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Growing international interest in the early childhood years has been accompanied by an expansion of public programs in Australia targeting young children and their families. This article explores some of the influences and rhetoric that frame these initiatives. It encourages critical examination of the discourses that shape the nature of early childhood programs in Australia and identifies a range of barriers that inhibit the involvement of early childhood teachers in the design and delivery of social policy initiatives for young children. As the imperatives of programs seeking to overcome social disadvantage take prominence in Australian early childhood policy initiatives, pedagogical perspectives that promote universal rights to more comprehensive early childhood experiences can easily be silenced. The article calls for pedagogical leadership to overcome these barriers and promote the democratic rights of all children to high-quality and publicly supported early childhood education and care programs.
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Heikka, Johanna, and Katja Suhonen. "Distributed pedagogical leadership functions in Early Childhood Education settings in Finland." Southeast Asia Early Childhood Journal 8, no. 2 (December 3, 2019): 43–56. http://dx.doi.org/10.37134/saecj.vol8.no2.4.2019.
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Bøe, Marit, and Karin Hognestad. "Directing and facilitating distributed pedagogical leadership: best practices in early childhood education." International Journal of Leadership in Education 20, no. 2 (July 7, 2015): 133–48. http://dx.doi.org/10.1080/13603124.2015.1059488.
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Ukkonen-Mikkola, Tuulikki, and Elina Fonsén. "Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map." Australasian Journal of Early Childhood 43, no. 4 (December 2018): 48–56. http://dx.doi.org/10.23965/ajec.43.4.06.
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THIS STUDY EXAMINES the experiences of early childhood teachers in their everyday pedagogical work. The data for this qualitative study consists of the diaries of early childhood teachers. Layder's (1993) research map has been used to structure the theoretical background and provide an analytical frame to categorise the data. The results show that early childhood teachers’ work is complex and demanding, but they did encounter successes in their work. Certain common themes were identified on the levels of Layder's research map. These themes, which were experienced both as successes and challenges, included laws and steering documents, values and attitudes, pedagogical principles and solutions, leadership, collaborative structures, interaction, professional self-conception and skills. The challenges in the teachers’ work were caused by differing professional values, a lack of discussion, and inoperative organisational structures and practices, among others.
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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.
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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.
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Alchin, Ian, Leonie Arthur, and Christine Woodrow. "Evidencing leadership and management challenges in early childhood in Australia." Australasian Journal of Early Childhood 44, no. 3 (June 13, 2019): 285–97. http://dx.doi.org/10.1177/1836939119855563.
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The Australian early childhood system is complex and constantly changing and poses challenges to centre director/managers. A major challenge is the difficulty in meeting the responsibilities of leading and managing both organisational and pedagogical goals within the legal and educational frameworks of the system. Preparing educators for a complex and changing role may also present challenges for both initial teacher education and postgraduate professional learning. Concern continues in the sector that such challenges lead to turnover in the role, affecting the quality of programmes provided for children. A national online questionnaire collected quantitative data from director/managers working in centre-based early childhood services in order to gain an understanding of the breadth and scope of the current challenges they experience. The findings from the research reported here suggest challenges are experienced in the organisational leadership domain with managing staff a particular concern.
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Heikka, Johanna, and Manjula Waniganayake. "Pedagogical leadership from a distributed perspective within the context of early childhood education." International Journal of Leadership in Education 14, no. 4 (December 2011): 499–512. http://dx.doi.org/10.1080/13603124.2011.577909.
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Shah, Syed Jawad Zareen, Muhammad Imran Yousuf, Muhammad Imran, and Muhammad Hanif. "Leadership role in promoting childhood education: Perception of practitioners in Pakistan." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (March 1, 2023): 180. http://dx.doi.org/10.11591/ijere.v12i1.23934.
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<span lang="EN-US">Early childhood care and education (ECCE) is a significant stage to develop responsible generations. Holistic child development may be possible through a plan of early childhood education (ECE) and early learning. This study is planned to explore the role of school leadership in promoting ECCE in Azad Jammu & Kashmir (AJK), Pakistan. This research study may play a significant role in sensitizing the educationist, practitioners, pedagogical leadership in early learning centers, and political leadership. The study was quantitative in nature. In the first step, a stratified sampling technique was used to select the districts among the three divisions of AJK. In the second step, a simple random sampling technique was used. Self-developed a five-point Likert scale questionnaire was used to collect the data. The study concluded that leadership plays a significant role in promoting ECCE. It is encouraging that educational leadership involves parents in the process of teaching-learning. Learners are happy in the school activities, and academic leadership is planning to minimize the workload of kids. It is recommended that children may be facilitated with better infrastructure.</span>
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Kristiansen, Elsa, Kristin Rydjord Tholin, and Marit Bøe. "Early childhood centre directors coping with stress: firefighters and oracles." International Journal of Educational Management 35, no. 4 (April 5, 2021): 909–21. http://dx.doi.org/10.1108/ijem-12-2020-0584.
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PurposeEarly childhood education (ECE) centre directors have to meet various leadership demands at present, and this has become even more important in a time of extensive policy changes. There is little research on work-related stress from the perspective of ECE directors. The purpose of this study was therefore to enhance one’s knowledge of (a) what ECE centre directors perceive to be work-related stressors; (b) what causes stressful situations; and (c) how they cope with the identified stressors.Design/methodology/approachEighty directors from three groups in part-time leadership education programmes participated between 2017 and 2020. Data was collected through class discussions and whiteboard notes, focus group interviews with 24 directors and student role-play scenarios that were acted out in class.FindingsThe findings illustrated three main categories of stressors: an overwhelming number of administrative tasks, leading others and lack of social support. Unexpected findings were a lack of knowledge about coping strategies and a need for more resources so that directors can focus on pedagogical leadership.Research limitations/implicationsThe study has been done in the Norwegian educational context with Norwegian ECE centre directors participating in a leadership programme. Several qualitative methods were used on three groups of centre directors. These limitations must be considered when generalizing.Practical implicationsThe results can be used as guidance for supporting ECE centre directors, owners and policymakers in how to develop and sustain leadership and increase well-being and work satisfaction.Originality/valueThe current study is among the few ones focussing on perceived stressors among centre directors and the consequent coping in the early childhood setting.
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Inyega, Justus O., and Hellen N. Inyega. "Mainstreaming Early Grade Reading Instruction in Early Childhood Teacher Education." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 103–19. http://dx.doi.org/10.31686/ijier.vol5.iss4.669.
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This paper provides insights on how Early Grade Reading Instruction Curriculum (EGRIC) catalyzed a pedagogical shift and, consequently, began transforming early childhood teacher education in Kenya through reading instruction. EGRIC, themed: All Teachers Teaching Reading All Children Reading, was sponsored by USAID’s All Children Reading: Grand Challenge for Development and implemented by the University of Nairobi from September 2012 to September 2014. EGRIC developed the capacity of 315 purposively selected UoN pre-service teachers enrolled in Bachelor of Education in Early Childhood Education and 170 in-service teachers to provide reading instruction, assessment and remediation in theearly grades (K-3rd grade). The ultimate goal was to infuse EGRIC into UoN’s B. Ed (ECE) program. Data were collected using mixed-method research approaches and analyzed qualitatively and quantitatively. EGRIC workshops and school follow-ups became an odyssey where teachers re-discovered the true meaning of reading instruction. Consequently, 298 teachers were certified as reading teachers at project close-out. Over 17, 800 children’s reading skills were impacted; of these, 298 children at-risk of reading failure received weekly one-on-one tutoring and registered improvements in their reading skills and motivation for reading.There is need to open up and/or extend space(s) to foster technical leadership,knowledge sharing, and evidence building around issues of early grade reading instruction and assessment; improving effectiveness, sustainability, and scaling up of early grade reading interventions. The broader goal should be to build capacity of stakeholders to apply evidence-informed practices to increase impact, scale, and sustainability of reading interventions in Kenya and beyond.
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Bøe, Marit, Johanna Heikka, Titta Kettukangas, and Karin Hognestad. "Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland." Teaching and Teacher Education 117 (September 2022): 103787. http://dx.doi.org/10.1016/j.tate.2022.103787.
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Denee, Rachel. "Professional Learning and Distributed Leadership: A Symbiotic Relationship." New Zealand Annual Review of Education 23 (December 30, 2018): 63. http://dx.doi.org/10.26686/nzaroe.v23i0.5284.
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Pedagogical improvement in early childhood education (ECE) is critically impacted by leadership and professional learning. Despite this importance, government funding for ECE professional learning has been significantly reduced over the past decade. Meanwhile, a growing body of research is suggesting that teacher professional learning is most effective when contextualised and sustained over time. In ECE, positional leaders have responsibility for ensuring ongoing teacher professional learning and the development of the programme while developing a culture of distributed leadership. This interpretive mixed-methods study examined the practices and perceptions of ECE teachers and leaders about leadership and professional learning. Surveys and interviews were designed to reveal the relationship between distributed leadership and professional learning in ECE settings and sought to discover practices of effective positional leaders in facilitating both. From the results of this study, it emerged that distributed leadership and professional learning are symbiotic and that ECE positional leaders need to develop certain leadership practices within their services in order to successfully foster both.
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Nolan, Andrea, Jennifer Cartmel, and Kym Macfarlane. "Thinking about Practice in Integrated Children's Services: Considering Transdisciplinarity." Children Australia 37, no. 3 (August 9, 2012): 94–99. http://dx.doi.org/10.1017/cha.2012.27.
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Integrated service delivery in the early childhood education and care sector is burgeoning as a direct result of government agendas in Australia that privilege services for young children and families, especially those considered most vulnerable and at risk. In many cases this means reviewing and revising current practice to work more collaboratively with other professionals. This paper reports the findings of one aspect of a larger Australian study entitled: ‘Developing and sustaining pedagogical leadership in early childhood education and care professionals’. The focus of this paper is the understandings and practices of professionals in both Queensland and Victoria working in integrated Children's Services across the education, care, community and health sectors. The notion of transdisciplinary practice is also explored as a way to sustain practice. Qualitative data collection methods, including the ‘Circles of Change’ process, the ‘Significant Change’ method and semi-structured interviews were used. The findings indicate concerns around professional identity, feeling valued, role confusion and the boundaries imposed by funding regulations. Working in a transdisciplinary way was generally considered a useful way to move practice forward in these settings, although the ramifications for leadership that this approach brings requires further consideration.
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Thorpe, Karen, Prudence Millear, and Anne Petriwskyj. "Can a Childcare Practicum Encourage Degree Qualified Staff to Enter the Childcare Workforce?" Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 317–27. http://dx.doi.org/10.2304/ciec.2012.13.4.317.
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Concern to ensure that all children have access to high-quality educational experiences in the early years of life has instigated policies to increase the qualifications of staff in the childcare workforce, and in particular, to increase the number of degree qualified teachers. However, existing data suggests that employment in childcare is viewed less favourably than alternatives in the education sector by those undertaking Early Childhood Education degrees. For most, childcare is not a preferred place of employment. This study asked whether a practicum in a childcare setting would improve attitudes towards childcare and willingness to work in childcare settings. In a study of a cohort of Bachelor of Education (Early Childhood) students, measures of attitudes to childcare and willingness to work in childcare were taken before and after practicum. Additionally, students provided accounts of their practicum experiences. Results indicate a trend in which there was a group increase in positive attitudes and willingness to consider work in childcare, but considerable individual differences influenced by the quality of the practicum experience. The relationship with, and model provided by, centre directors and group leaders in the practicum class was identified as a key influencing factor. Results are discussed in term of models of pedagogical leadership.
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Havryliuk, Svitlana. "CREATIVITY DEVELOPMENT IN CHILDREN OF PRESCHOOL AGE AS A FACTOR FOR THE ACTIVIZATION OF THEIR LEADERSHIP QUALITIES." Psychological and Pedagogical Problems of Modern School, no. 1(7) (May 25, 2022): 50–55. http://dx.doi.org/10.31499/2706-6258.1(7).2022.261088.
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The article reveals the meaning of such concepts as “leadership qualities” and “creativity”, and defines the relationship between them in preschool-age children. Modern theoretical approaches to the problem of creativity development are presented, the connection between leadership qualities and creativity development of preschool-age children is analyzed. Factors influencing the development of leadership qualities of preschoolers such as family upbringing, age, and individual development, as well as features of children’s relationships in the immediate social environment (family, preschool, socio-cultural environment, etc.) are identified. The author emphasizes the importance of forming leadership qualities of the preschooler, namely such as responsibility; activeness; energy; persistence; demandingness; independence in performing the assigned task; communicativeness; organization; confidence; observation; initiative, creative approach to work. Emphasis is placed on the active support of leadership manifestations of preschool-age children in various types of creative activities: artistic, game, and creative.Thus, the author emphasizes that while communicating with children it is necessary to psychologically support them, i.e. to show optimism, encourage any manifestations of imagination, cultivate independence from an early age, stimulate children’s creativity, decision-making, and responsibility, rely on strong aspects of the character of a learner, create a situation of success, always take into account the opinion of the child, and show interest to the learner’s problems.The socio-pedagogical conditions necessary for the formation of leadership qualities of each learner are determined: taking into account the individual characteristics of the development of preschoolers and the level of formation of their creative and leadership qualities; purposeful formation of leadership qualities of preschool-age children in various types of creative activities (game, theatric, art and aesthetic); creating a favorable developmental environment by the means of enriching the educational space with a variety of cognitive information for the formation of children’s perception; development of communicative abilities, creative thinking, imagination, worldview, emotional and value sphere of preschool children; creating a situation for the child to succeed in various creative manifestations; formation of individual style of activity, high self-esteem of children, which stimulates them to actively take a part in creative activity.
Keywords: childhood; preschool age; creativity; leader; leadership qualities; leadership role; creative potential; creative thinking; game activity; pedagogical support of the development of leadership qualities of learners.
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Ahtiainen, Raisa, Elina Fonsén, and Laura Kiuru. "Finnish early childhood education and care leaders’ perceptions of pedagogical leadership and assessment of the implementation of the National Core Curriculum in times of change." Australasian Journal of Early Childhood 46, no. 2 (April 21, 2021): 126–38. http://dx.doi.org/10.1177/18369391211010971.
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Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers’ and centre leaders’ qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders’ ( N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders’ understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed.
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Horne, Denise. "School Leadership’s Role in the Disruption of Math Anxiety." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 48–72. http://dx.doi.org/10.29173/ijll4.
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Math anxiety, the discomfort or fear of math, spans the globe and affects a wide range of ages, from early childhood to adulthood. Teachers and students may experience math anxiety in a variety of contexts. Teachers who suffer from math anxiety often express negative attitudes about math and lack confidence in their pedagogical content knowledge of mathematics, which influences the instructional practices they choose to implement in their classrooms. Student math anxiety adversely affects student engagement and achievement in math. School leadership is fundamental to effective teaching and student learning and plays a vital role in teacher and student math anxiety. By identifying teachers and students who suffer from math anxiety, leaders can create the conditions to reduce and prevent this anxiety. Leading this work will involve the integration of both instructional and transformational leadership to develop a school culture that is open to sharing and strengthening their knowledge of instructional practices focused on math improvement. To address anxiety concerns and advance student achievement in mathematics, it is beneficial for school leaders to adopt some of the characteristics of a learning organization. To be a learning organization requires leadership to cultivate a climate of trust among members of the school community to develop collective efficacy. It entails school leaders and staff participating in professional learning and coaching opportunities to build the collective capacity of evidence-informed instructional practices in math. Using self-reflection, teachers can acknowledge their own feelings and potential biases towards mathematics and seek support to deepen their understanding of math concepts and pedagogy. The engagement of colleagues in the acquirement of best practices in math instruction will develop positive classroom environments that immerse students in the learning of math. By changing how leaders and teachers approach mathematics, math anxiety will decrease, and student achievement will improve.
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Whitehead, Kay. "Kindergarten teachers as leaders of children, makers of society." History of Education Review 43, no. 1 (May 27, 2014): 2–18. http://dx.doi.org/10.1108/her-09-2012-0030.
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Purpose – In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach – The paper is a feminist analysis and uses conventional archival sources. Findings – The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value – The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.
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Taufik, Ali, Tatang Apendi, Suid Saidi, and Zen Istiarsono. "Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 8, 2019): 356–70. http://dx.doi.org/10.21009/jpud.132.11.
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The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills.
Keywords: Parental Perspective; Computer Learning; Early childhood education
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Purnama, Sigit, Maulidya Ulfah, Laili Ramadani, Bahbibi Rahmatullah, and Iqbal Faza Ahmad. "Digital Storytelling Trends in Early Childhood Education in Indonesia: A Systematic Literature Review." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 17–31. http://dx.doi.org/10.21009/jpud.161.02.
Full textAbstract:
Digital storytelling is often used in various contexts today, especially in the world of education. Many educators have followed this trend in early childhood education (ECE). This study examines the application of digital storytelling in ECE in Indonesia. Using a systematic literature review (SLR) a method, this research is a qualitative approach which is also known as a meta-synthesis. The literature reviewed was 15 articles from 56 articles that researchers found in the Google Scholar database. The results show that digital storytelling serves as an important method and medium to ensure children's learning experiences are enjoyable. In general, it is used in ECE in Indonesia through simple technology. This technology can enhance a story or fairy tale by making it more fun, interesting, communicative, and dramatic. However, the findings of this review of studies and methodological gaps have implications for ECE policy, practice, and research in Indonesia.
Keywords: digital storytelling, early childhood education, storytelling trend in Indonesia
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Harrison, Jill. "Leadership in early childhood." Early Years Educator 23, no. 13 (August 2, 2022): S6. http://dx.doi.org/10.12968/eyed.2022.23.13.s6.
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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 (October 2004): 301–16. http://dx.doi.org/10.1177/1476718x04046649.
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Bush, Tony. "Leadership in Early Childhood Education." Educational Management Administration & Leadership 41, no. 1 (January 2013): 3–4. http://dx.doi.org/10.1177/1741143212462968.
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Di Santo, Aurelia, Kristy Timmons, and Angelike Lenis. "Preservice early childhood educators’ pedagogical beliefs." Journal of Early Childhood Teacher Education 38, no. 3 (July 3, 2017): 223–41. http://dx.doi.org/10.1080/10901027.2017.1347588.
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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.
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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.
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Mawson, Brent. "Children's Leadership Strategies in Early Childhood." Journal of Research in Childhood Education 25, no. 4 (October 2011): 327–38. http://dx.doi.org/10.1080/02568543.2011.605207.
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Schomburg, Roberta L. "LEADERSHIP DEVELOPMENT IN EARLY CHILDHOOD EDUCATION." Journal of Early Childhood Teacher Education 20, no. 2 (January 1999): 215–19. http://dx.doi.org/10.1080/0163638990200224.
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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 (December 2013): 568–80. http://dx.doi.org/10.1080/1350293x.2013.845444.
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Campbell, Sheralyn. "Making the Political Pedagogical in Early Childhood." Australasian Journal of Early Childhood 24, no. 4 (December 1999): 21–26. http://dx.doi.org/10.1177/183693919902400405.
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Sounoglou, Marina, and Aikaterini Michalopoulou. "Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education." Journal of Education and Learning 6, no. 2 (December 22, 2016): 53. http://dx.doi.org/10.5539/jel.v6n2p53.
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This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children’s responses. The third axis relates to involve children and the fourth in the pop up program of children’s activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children’s rights as a premise for the quality of their lives.
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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 (January 11, 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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Scrivens, Cushla. "Leadership in Early Childhood: The kindergarten experience." Early Childhood Folio 4 (June 1, 1999): 24–28. http://dx.doi.org/10.18296/ecf.0257.
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Heikka, Johanna, Manjula Waniganayake, and Eeva Hujala. "Contextualizing Distributed Leadership Within Early Childhood Education." Educational Management Administration & Leadership 41, no. 1 (January 2013): 30–44. http://dx.doi.org/10.1177/1741143212462700.
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Figueiredo, Celma Cynara de, Fátima Cristina Marinho Corrêa Borges, and Magda de Almeida Florentino. "INCLUSION: CHALLENGES FOR EARLY CHILDHOOD EDUCATORS." Revista Ibero-Americana de Humanidades, Ciências e Educação 9, no. 2 (March 2, 2023): 1365–71. http://dx.doi.org/10.51891/rease.v9i2.8644.
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This article reflects on the difficulties faced by educators of early childhood education, facing the challenge of including children with special educational needs in the day care space. The Law of Guidelines and Bases of National Education nº 9.394/96 determines that people with special needs, including those with disabilities, are included in classrooms and regular schools, including in institutions of early childhood education. However, the implementation of the Law comes up against numerous difficulties, since inclusion demands broad processes of pedagogical organization (integrated planning, selection of methodologies that meet the different needs, material and pedagogical time, among others). In order to know how the laws work and in the lived reality, we will examine and reflect on the main existing laws and documents.
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Giamminuti, Stefania, and Danica See. "Early Childhood Educators’ Perspectives on Children’s Rights." International Journal of Children’s Rights 25, no. 1 (June 20, 2017): 24–49. http://dx.doi.org/10.1163/15718182-02501002.
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There is a need to understand better the role that early childhood educators’ perspectives on children’s rights play in informing pedagogical practice. In the Australian context there is unease regarding the place of children’s rights in current curriculum policy. This article examines how educators’ perspectives on children’s rights inform and influence their pedagogical practice. The ethnographic study reported here involved the participation of three early childhood teachers located in one Western Australian metropolitan primary school, and generated data through the combination of walking tours, photographs of the school environment, and a focus-group interview. Themes of “Access” and “Power-fullness” emerged from the data as local values illustrating the relationship between images of childhood held by teachers and pedagogical practice. The theoretical propositions of “Pedagogy of Place and Space” and “Pedagogy of Possibilities” are offered as provocations for educators of young children wishing to enhance their practice with a children’s rights-based discourse.
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Kim, Junghyun, and Hyesoon Kim. "The Effect of the Principal's Leadership Type on the Play Support Effectiveness of Early Childhood Teacher : Focused on the Mediating Effect of Early Childhood Teacher's Empowerment." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 497–514. http://dx.doi.org/10.33645/cnc.2022.12.44.12.497.
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This study attempted to investigate the mediating effect of early childhood teacher's empowerment in the effect of the principal's leadership type on the play support effectiveness of early childhood teachers. The subjects of this study included a total of 209 early childhood teachers. The collected data were frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and path analysis using SPSS 26.0 and AMOS 26.0 programs. As a major result, first, there was a significant positive correlation between the director's leadership, the empowerment of early childhood teachers, and the effectiveness of play support. Second, the director's directive leadership had a direct negative effect on early childhood teachers' sense of play support efficacy. Persuasive leadership had a direct effect on early childhood teachers' play support efficacy and an indirect effect through empowerment. Delegated leadership showed an indirect effect on early childhood teachers' sense of play support efficacy through the mediation of early childhood teachers' empowerment. In other words, the partial mediating effect of empowerment was shown in the effect of the director's persuasive leadership on the early childhood teacher's play support efficacy, and the full mediating effect of empowerment was shown in the effect of the delegated leadership on the early childhood teacher's play support efficacy. In conclusion, these results suggest that in order to increase the play support effectiveness of early childhood teachers, an approach effort is needed to understand that the role of early childhood teacher's empowerment varies for each type of leadership of the principal.
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Katz, Lilian G. "Chapter IV: Pedagogical Issues in Early Childhood Education." Teachers College Record: The Voice of Scholarship in Education 92, no. 5 (April 1991): 50–68. http://dx.doi.org/10.1177/016146819109200505.
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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.
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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.
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Goddard, Charlotte. "Early Years Leadership Qualifications: Part 3: Aiming High." Nursery World 2022, no. 11 (November 2, 2022): 58–59. http://dx.doi.org/10.12968/nuwa.2022.11.58a.
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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.
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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.
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Yang, Weipeng. "Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership." Contemporary Issues in Early Childhood 20, no. 1 (January 23, 2019): 35–52. http://dx.doi.org/10.1177/1463949119825501.
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School leadership plays a critical role in providing appropriate and sustainable curriculum practices. However, there remain significant knowledge gaps in understanding early childhood curriculum leadership in Chinese contexts. In order to examine early childhood curriculum leadership in such contexts, this study analyses and interprets data from interviews with leaders in five Chinese kindergartens. Data from classroom observations and curriculum documents are used to supplement the interviews. The evidence indicates that, in each of the Chinese kindergartens, (1) early childhood curriculum innovations led by the curriculum leaders evolved through stages from imitating imported models to innovating practices; (2) the leaders played various roles in different stages of the early childhood curriculum innovations; and (3) the leading process in early childhood curriculum innovations involved critical events along the action research cycles. The characteristics of early childhood curriculum leadership are drawn from these cases to develop a multistage integrated model. Finally, the implications of the findings are discussed to inform the enhancement of early childhood curriculum and early childhood curriculum leadership practices in Chinese societies and beyond.
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Nurhayani, Nurhayani, Sri Kemala Sandi Yuanita, Ayu Intan Permana, and Delfi Eliza. "TPACK (Technological, Pedagogical, and Content Knowledge) untuk Peningkatan Profesionalisme Guru PAUD." Jurnal Basicedu 6, no. 1 (December 19, 2021): 179–90. http://dx.doi.org/10.31004/basicedu.v6i1.1852.
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The teachers’ ability to apply technology in delivering learning materials is one of the factors to become a professional teacher. The purpose of this study was to analyze the framework of Technological Pedagogical and Content Knowledge (TPACK) in order to improve the professionalism of early childhood education teachers. The methodology of this research used the type of qualitative descriptive research. The respondents of this research were early childhood education teachers in Payakumbuh City. The data collection technique of this research was used interview, observation and documentation. From the result of this study, it can be concluded that the Technological Knowledge (TK) of early childhood education teachers is in “enough” category, Content Knowledge (CK) in the “good” category, Pedagogical Knowledge (PK) in the “good” criteria, Technological Content Knowledge (TCK) in “enough” criteria, Technological Pedagogical Knowledge (TPK) in “enough” criteria, Pedagogical Content Knowledge (PCK) teachers belong to “good” and Technological Pedagogical and Content Knowledge (TPACK) early childhood education teachers in Payakumbuh City were on “enough” criteria.
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Barblett, Lennie, Marianne Knaus, and Caroline Barratt-Pugh. "The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 36–43. http://dx.doi.org/10.1177/183693911604100405.
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IN WESTERN AUSTRALIA, EARLY childhood educators have been asking whose agenda does early childhood knowledge serve and for what purpose? This has come to the forefront of debate as play as a pedagogical tool is disappearing from programs for four- and five-year-old children in favour of early academics through a pushdown curriculum. Such a trend was confirmed from research conducted with 200 Western Australian early years educators (mainly teachers) to discuss their most concerning early childhood pedagogical issue. This paper describes the educators' most significant concern, which was the erosion of play-based learning and the tension about the use of play as a legitimate pedagogical tool in early years programs. The analysis revealed competing knowledge about current moves in early childhood education. The knowledge shared by educators has implications for quality learning and teaching in the early years and impacts on children, educators, parents and schools, and in particular, early childhood pedagogy.
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Shields, Marion, and Sherene Hattingh. "Christian Early Childhood Leadership: Relational Values and Practices." Journal of Research on Christian Education 31, no. 1 (January 2, 2022): 1–20. http://dx.doi.org/10.1080/10656219.2022.2033653.
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