Education Leadership in Early Childhood Education
by
Kate Thornton
  • LAST MODIFIED: 24 September 2020
  • DOI: 10.1093/obo/9780199756810-0257

Introduction

Leadership in early childhood education is a relatively young but expanding field of scholarship reflected in the early 21st-century nature of the literature in this entry. In many cases, the literature draws on existing leadership theories and relates it to the early childhood education context. Common theories of leadership such as transactional or transformational leadership have been rejected by those in the sector as these approaches do not reflect the collaborative nature of leadership in the early years sector. Conversely, broader leadership approaches commonly referred to in the wider education sector, such as pedagogical and distributed leadership, are seen as relevant to the early childhood education sector and sections of this entry are devoted to literature on these. Literature on Distributed Leadership and teacher leadership focuses on the practice of leadership rather than those in leadership roles and literature on the link between leadership practice and quality in early childhood is also included. Leadership is acknowledged to be contextual and this is particularly the case in the early childhood education sector where the status of the profession, the structure, and the terminology used varies widely across countries. Much of the writing in the field has come from countries such as Australia, New Zealand, England, and Nordic countries, where teachers and leaders are more highly qualified and where there is a greater level of recognition for the sector and the importance of leadership. In contrast some of the literature from North America reveals a sector in which the importance of leadership struggles to be acknowledged or respected. While there is a separate section on Leadership in Different Contexts, context is of relevance in the majority of literature included. Reasons for the lack of recognition for leadership in the sector include the lack of support for leadership development highlighted in the selection of articles focused on this entry. Tensions in the field are highlighted in a section on Challenges and Debates. The predominance of women in the sector appears to be another factor in the lack of recognition and this is reflected in the authorship of the literature with the majority of articles being written by women. While most of the literature referred to takes the form of articles, some books are included. These are mainly Texts and Guides for practitioners however some include theorization on the nature of leadership in the field.

Conceptualizations of Leadership

Conceptualizations of leadership in early childhood education draw on existing leadership theories rather than being unique to the sector—however, increasingly conceptualizations are being offered that relate existing theory to the early childhood education context. Aubrey 2019 and Aubrey, et al. 2013 promote conceptualizations of leadership involving distributed leadership or leadership as practice. Davis 2012 attempts to clarify the link between the theory and practice of leading change in the early childhood education sector while also drawing on change while Stamopoulos 2012 highlights four areas of leadership practice that leaders need to know, understand, and apply. Nicholson, et al. 2018 reviews literature on leadership in early childhood education and critiques the inclusion of social justice perspectives while Nicholson and Maniates 2016 takes a postmodern perspective acknowledging changing relationships and multiple identities. More theoretical stances are taken in Fairchild 2019, which uses posthumanist theorizing to highlight the complexity within leadership groupings and Mettiäinen 2016, which also takes a posthumanist view of leadership related to the concepts of becoming and temporality.

  • Aubrey, C. 2019. What early childhood leadership for what kind of world? Contemporary Issues in Early Childhood 20.1:65–78.

    DOI: 10.1177/1463949119828145Save Citation »Export Citation » Share Citation »

    Uses autoethnography to explore definitions and contexts of early childhood education leadership with the aim of unsettling some of the dominant discourses and supporting assumptions. Offers an alternative leadership-as-practice model.

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  • Aubrey, C., R. Godfrey, and A. Harris. 2013. How do they manage? An investigation of early childhood leadership. Educational Management Administration and Leadership 41.1:5–29.

    DOI: 10.1177/1741143212462702Save Citation »Export Citation » Share Citation »

    Aims to identify, describe and analyze the meaning of leadership in the early childhood education sector. Roles, responsibilities, and characteristics as well as core components and leadership practice are explored and distributed leadership is promoted as an approach that resonates with those in the sector.

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  • Davis, G. 2012. A documentary analysis of the use of leadership and change theory in changing practice in early years settings. Early Years 32.3:266–276.

    DOI: 10.1080/09575146.2011.638278Save Citation »Export Citation » Share Citation »

    An analysis of reflections written by early childhood professionals studying for masters’ degrees is drawn on in the development of a theory of leadership and change for the sector.

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  • Fairchild, N. 2019. The micropolitics of posthuman early years leadership assemblages: Exploring more-than-human relationality. Contemporary Issues in Early Childhood 20.1:53–64.

    DOI: 10.1177/1463949118793332Save Citation »Export Citation » Share Citation »

    Broadens current views on early childhood leadership by taking a more-than-human view of relations between human and nonhuman bodies (such as matter, materials, and the natural world). Reveals the complexity found within early childhood leadership aggregations.

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  • Mettiäinen, V. 2016. Early childhood education teachers and leaders becoming the leadership(s). Reconceptualizing Educational Research Methodology 7.2:62–73.

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    Employs poststructuralist and humanist research approaches to view leadership as being or becoming during the research process. Suggests leadership is understood as a conceptualization of bodies rather than residing in an individual.

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  • Nicholson, J., K. Kuhl, H. Maniates, B. Lin, and S. Bonetti. 2018. A review of the literature on leadership in early childhood: Examining epistemological foundations and considerations of social justice. Early Child Development and Care 190.2:91–122.

    DOI: 10.1080/03004430.2018.1455036Save Citation »Export Citation » Share Citation »

    Explores how leadership is theorized and whether social justice and equity are considered in this theorization. Discusses the shift toward more relational and distributed constructions of leadership while highlighting the importance of considering social injustice.

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  • Nicholson, J., and H. Maniates. 2016 Recognizing postmodern intersectional identities in leadership for early childhood. Early Years 36.1:66–80.

    DOI: 10.1080/09575146.2015.1080667Save Citation »Export Citation » Share Citation »

    Applies a postmodern lens to the reconceptualization of leadership. Invites complex understandings that take into account multiple identities and dynamic relationships.

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  • Stamopoulos, E. 2012. Reframing early childhood leadership. Australasian Journal of Early Childhood 37.2:42–48.

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    Presents a leadership model that recognizes four complementary aspects: developing professional identity, developing professional knowledge, building relational trust, and applying an interpretive lens.

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Leadership in Different Contexts

The articles in this section draw on research specific to particular geographical contexts. Leadership practice has been identified as contextual in nature and the different policy and practice contexts described in the literature in this section provide examples of these differences. The low status of those in early childhood leadership roles in Iceland is discussed in Jónsdóttir and Coleman 2014, who suggest that leaders need to advocate their value and professional identity more strongly to other stakeholders. Another Nordic study Heikka, et al. 2018 explores Finnish early childhood education professionals’ perspectives on teacher leadership. Those perspectives alongside those from leaders in Japan and Singapore are considered in Hujala, et al. 2016. Two articles explore culturally responsive leadership in the New Zealand early childhood sector: Jenkin 2011 considers leadership practices that support the implementation of a bicultural curriculum while Matapo and Leaupepe 2016 focuses on the perspective of Pasifika leaders in New Zealand. Approaches to leadership in Asian contexts are also discussed: Chan 2018 considers the strategic leadership practice in Hong Kong kindergartens, Wang and Ho 2018 focus on teacher leadership in China, and Vijayadevar, et al. 2019 discusses the implementation of professional learning communities in the Singapore context. Finally, Hanafin, et al. 2018 considers leadership practices that build relationships and support inclusion in the context of Irish traveller families.

  • Chan, C. W. 2018. Leading today’s kindergartens: Practices of strategic leadership in Hong Kong’s early childhood education. Educational Management Administration & Leadership 46.4:679–691.

    DOI: 10.1177/1741143217694892Save Citation »Export Citation » Share Citation »

    Contributes to an understanding of leadership practices in early childhood education in Hong Kong, in particular how well kindergarten leaders are practicing strategic leadership. The implications for the development of principal preparation programs are also explored (see also Leadership Learning).

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  • Hanafin, J., L. Boyle, and M. Flynn. 2018. Inclusion and leadership in diverse and challenging contexts: Irish travellers and early years education. Leading and Managing 24.2:44–60.

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    Explores inclusion in the context of traveller parents and preschools in Ireland. Reveals recognitive and distributive leadership practices build relational schools and support minority ethnic populations feeling valued and included. Available online by subscription or purchase.

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  • Heikka, J., L. Halttunen, and M. Waniganayake. 2018. Perceptions of early childhood education professionals on teacher leadership in Finland. Early Child Development and Care 188.2:143–156.

    DOI: 10.1080/03004430.2016.1207066Save Citation »Export Citation » Share Citation »

    Investigates perceptions of a range of Finnish early childhood education professionals on teacher leadership. Suggests teacher leadership is perceived as a responsibility of early childhood education pedagogy in Finland and that center directors were not strongly connected to daily pedagogy and practice (see also Distributed Leadership).

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  • Hujala, E., M. Eskelinen, S. Keskinen, et al. 2016 Leadership tasks in early childhood education in Finland, Japan, and Singapore. Journal of Research in Childhood Education 30.3:406–421.

    DOI: 10.1080/02568543.2016.1179551Save Citation »Export Citation » Share Citation »

    Explores the similarities and differences between leadership tasks and practices in Finland, Japan, and Singapore.

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  • Jenkin, C. 2011. Who will inspire the team? Leadership for bicultural development. Journal of Educational Leadership, Policy and Practice 26.2:48–61.

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    Presents findings from a study investigating how three different early childhood services implemented the New Zealand bicultural curriculum document Te Whāriki. The role of positional leaders in encouraging culturally responsive practices among teachers is highlighted.

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  • Jónsdóttir, A., and M. Coleman. 2014. Professional role and identity of Icelandic preschool teachers: Effects of stakeholders’ views. Early Years 34.3:210–225.

    DOI: 10.1080/09575146.2014.919574Save Citation »Export Citation » Share Citation »

    Reports on the views of Icelandic preschool teachers on their professional identity. Reveals connections between the educational role of the teachers, their limited leadership capabilities, and the gendered views of stakeholders.

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  • Matapo, J., and M. Leaupepe. 2016. A duo-narrative of Pasifika early childhood education: Reconceptualising leadership in the political and social landscape. Journal of Educational Leadership, Policy and Practice 31.1–2:55–62.

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    Explores the issues facing Pasifika early childhood education leaders in New Zealand, including their feelings of marginalization and their underrepresentation in the education sector.

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  • Vijayadevar, S., K. Thornton, and S. Cherrington. 2019. Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings. Contemporary Issues in Early Childhood 20.1:79–92.

    DOI: 10.1177/1463949119833578Save Citation »Export Citation » Share Citation »

    Explores the implementation of collaborative leadership practices through professional learning communities in the Singapore early childhood education context. Concludes this approach requires sensitivity toward Asian Singapore sociocultural values related to hierarchy and economic pragmatism.

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  • Wang, M., and D. Ho. 2018. Making sense of teacher leadership in early childhood education in China. International Journal of Leadership in Education 23.3:310–314.

    DOI: 10.1080/13603124.2018.1529821Save Citation »Export Citation » Share Citation »

    Discusses teacher leadership in Chinese early childhood education contexts. Suggests that “formal role or informal role” and “role or practice” are important dimensions of teacher leadership in this context (see also Distributed Leadership).

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Pedagogical Leadership

Different terms are used for the leadership of teaching and learning in the early childhood education context including pedagogical, instructional, and educational leadership, and approaches taken in the literature often depend on the context and the policy in which research is situated. While in some countries pedagogical leadership is seen to be inclusive of all teachers, in others it appears to be equated with hierarchical, managerial leadership. Several of the articles listed in this section promote the broadening of the concept of pedagogical leadership to take account of relationships and promote social justice. Wider conceptualizations of pedagogical leadership are explored in Bøe and Hognestad 2017, Heikka and Waniganayake 2011, and Murray and McDowall Clark 2013 while Male and Palaiologou frame pedagogical leadership as praxis in their two articles (Male and Palaiologou 2015 and Male and Palaiologou 2015). Different understandings of the term ‘pedagogical leadership’ in different contexts are revealed in Atkinson and Biegun 2017; Fleet, et al. 2015; and Sims, et al. 2018, highlighting the importance of context.

  • Atkinson, K., and L. Biegun. 2017. An uncertain tale: Alternative conceptualizations of pedagogical leadership. Journal of Childhood Studies 42.4:61–68.

    DOI: 10.18357/jcs.v42i4.18104Save Citation »Export Citation » Share Citation »

    Uses stories to offer a way of thinking about pedagogical leadership that addresses the limiting managerial perceptions around the term in the Canadian context. Pedagogical leadership is reframed as emphasizing relationships and encouraging dialogue (see also Leadership in Different Contexts).

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  • Bøe, M., and K. Hognestad. 2017. Directing and facilitating distributed pedagogical leadership: Best practices in early childhood education. International Journal of Leadership in Education 20.2: 133–148.

    DOI: 10.1080/13603124.2015.1059488Save Citation »Export Citation » Share Citation »

    Introduces the concept of hybrid leadership. The activities of formal teacher leaders from Norway are studied, and their leadership practice is seen to embrace positional, pedagogical, and distributed leadership and to involve multiple leadership activities (see also Distributed Leadership and Conceptualizations of Leadership).

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  • Fleet, A, R. Soper, A. Semann, and L. Madden. 2015. The role of the educational leader: Perceptions and expectations in a period of change. Australasian Journal of Early Childhood 40.3:29–37.

    DOI: 10.1177/183693911504000305Save Citation »Export Citation » Share Citation »

    Considers perceptions and expectations of the mandated role of educational leaders in Australian early childhood settings (see also Leadership in Different Contexts).

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  • Heikka, J., and M. Waniganayake. 2011. Pedagogical leadership from a distributed perspective within the context of early childhood education. International Journal of Leadership in Education: Theory and Practice 14.4:499–512.

    DOI: 10.1080/13603124.2011.577909Save Citation »Export Citation » Share Citation »

    Argues that pedagogical leadership should be considered more broadly and is concerned with the capacity building of the early childhood profession rather than just with children’s learning (see also Distributed Leadership).

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  • Male, T., and I. Palaiologou. 2015. Pedagogical leadership in the 21st century: Evidence from the field. Educational Management Administration and Leadership 43.2:214–231.

    DOI: 10.1177/1741143213494889Save Citation »Export Citation » Share Citation »

    Supports a broadening of the notion of pedagogical leadership. Rather than seeing it as a function or practice, they frame it as praxis. This conceptualization also promotes links between educational outcomes and social realities by focusing on how relationships interact with phenomena.

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  • Murray, J., and R. McDowall Clark. 2013. Reframing leadership as a participative pedagogy: The working theories of early years professionals. Early Years 33.3:289–301.

    DOI: 10.1080/09575146.2013.781135Save Citation »Export Citation » Share Citation »

    Looks at the motivation of emerging early childhood teacher leaders who deeply care for the children and families they work with. Suggests that a broader conceptualization of the notion of pedagogical leadership could increase leadership capacity and lead to greater professionalization of the sector.

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  • Palaiologou, I., and T. Male. 2019. Leadership in early childhood education: The case for pedagogical praxis. Contemporary Issues in Early Childhood 20.1:23–34.

    DOI: 10.1177/1463949118819100Save Citation »Export Citation » Share Citation »

    Builds on the earlier work of these authors and further reconceptualizes leadership as pedagogical practice.

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  • Sims, M., M. Waniganayake, and F. Hadley. 2018. Educational leadership: An evolving role in Australian early childhood settings. Educational Management Administration and Leadership 46.6:960–979.

    DOI: 10.1177/1741143217714254Save Citation »Export Citation » Share Citation »

    Examines how the role of ‘educational leader’ in the Australian context has emerged through policy reform and focuses on the tensions between sense making and confirming with bureacratic expectations in the context of this role (see also Leadership in Different Contexts).

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Distributed Leadership

Distributed leadership is an approach to leadership that finds favor with those working in the early childhood education sector as it represents a shift away from a hierarchical to a more collaborative form of leadership. Teacher leadership involves a similar approach and a number of the entries use this term. A level of discomfort with more generic and traditional approaches to leadership has been frequently commented on in the literature on leadership in early childhood education and in some of the articles in this section. The first four articles in this section are from New Zealand authors, reflecting the acceptance of distributed leadership in this context over recent years. While Clarkin-Phillips 2011 explores connections between distributed leadership and communities of practice, Cooper 2014 links distributed leadership and teacher leadership. Denee and Thornton 2018 focuses on perceptions and practices regarding distributed leadership while Baxendine 2018 explores the participation of children and their families in leadership practice. Perceptions of distributed leadership in the Finnish context is the focus of Heikka and Hujala 2013 while Tam 2018 considers the beliefs and practices of Chinese leaders in relation to distributed leadership. Heikka, et al. 2012 take a broader view considering the application of learning about distributed leadership derived from school-based research within early childhood settings.

Leadership for Quality Practice

The articles in this section all make links between leadership practice and quality. They represent research from Australia, China, England, New Zealand, and Sweden, and reveal that context is important and that leadership practice and who is involved in it vary considerably. Ang 2012 explores the impact of an English professional leadership qualification on practice and Hallet 2013 discusses leadership of practice in the same context. Four articles offer an Australian perspective on leadership for quality practice. Hadley, et al. 2015 suggests professional growth is supported by collaboration, while Hard, et al. 2013 argues that effective leadership can create opportunites for children and their families. Page and Eadie 2019 explores how engagement in continuous improvement processes is supported through coaching and Sims, et al. 2015 discusses ways in which leaders can impact on quality. In the Finnish context, Håkansson 2019 considers managers’ leadership in systemic quality work while Ho 2011 discusses effective leadership practice for quality in Hong Kong early childhood education settings. The leadership of professional learning communities is the focus of Thornton and Cherrington 2014, which highlights the importance of the support of professional leaders and the building of relational trust.

Leadership Learning

This selection of articles provides insights into how leaders and teachers in the early childhood education sector learn about leadership. A variety of approaches to learning about leadership are discussed as is a general lack of support for leadership learning. Some articles such as Carroll-Lind, et al. 2016, and Fonsén and Ukkonen-Mikkola 2019 explore aspects of leadership learning for teachers while others focus on the learning of professional leaders. A variety of approaches to leadership learning are discussed. These include: the importance of sharing knowledge and experience emphasized in Cartmel, et al. 2013; the use of autobiographical stories discussed in Layen 2015; and the value of double stimulation reported in Nuttall, et al. 2018. Colmer, et al. 2014 provides insights into how positional leaders support leadership learning through distributing leadership and Krieg, et al. 2014 similarly recommends mentoring to build leadership capacity in teachers. Finally, leadership development programs are discussed in Talan, et al. 2014 in the US context and Colmer, et al. 2015 in the Australian context.

  • Carroll-Lind, J., S. Smorti, K. Ord, and L. Robinson. 2016. Building pedagogical leadership knowledge in early childhood education. Australasian Journal of Early Childhood 41.4:28–35.

    DOI: 10.1177/183693911604100404Save Citation »Export Citation » Share Citation »

    Describes a research and development project involving New Zealand teachers that drew on cultural-historical activity theory and also used coaching and mentoring to support participants building their pedagogical leadership capacity.

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  • Cartmel, J., K. Macfarlane, and A. Nolan. 2013. Looking to the future: Producing transdisciplinary professionals for leadership in early childhood settings. Early Years 33.4:398–412.

    DOI: 10.1080/09575146.2013.852522Save Citation »Export Citation » Share Citation »

    Reports on a UK project aiming to strengthen pedagogical leadership practice through the sharing of research knowledge and experience between academics and practitioners. Uses bricolage as a theoretical framework which results in the development of a professional development model.

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  • Colmer, K., M. Waniganayake, and L. Field. 2014. Leading professional learning in early childhood centres: Who are the educational leaders? Australasian Journal of Early Childhood 39.4:103–113.

    DOI: 10.1177/183693911403900414Save Citation »Export Citation » Share Citation »

    Reports on a study on leadership for professional learning in Australian early childhood centres. Discusses how the positional leader supports educators’ professional learning by distributing leadership (see also Distributed Leadership)

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  • Colmer, K., M. Waniganayake, and L. Field. 2015. Implementing curriculum reform: Insights into how Australian early childhood directors view professional development and learning. Professional Development in Education 41.2:203–221.

    DOI: 10.1080/19415257.2014.986815Save Citation »Export Citation » Share Citation »

    Reports on a study investigating Australian early childhood center directors’ understanding and leadership of professional learning in the context of curriculum reform. Proposes a professional learning model.

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  • Fonsén, E., and T. Ukkonen-Mikkola. 2019. Early childhood education teachers’ professional development towards pedagogical leadership. Educational Research 61.2:181–196.

    DOI: 10.1080/00131881.2019.1600377Save Citation »Export Citation » Share Citation »

    Examines the interpretations of qualified Finnish ECE teachers engaged in professional learning to strengthen their pedagogical thinking. Four aspects of professional learning were explored: increased knowledge, awareness of the quality of previously implemented pedagogy, developmental skills, and ability to make the case for ECE pedagogy.

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  • Krieg, S., K. Davis, and K. Smith. 2014. Exploring the dance of early childhood educational leadership. Australasian Journal of Early Childhood 39.1:73–80.

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    Reports on the implementation of a professional learning and development program intended to support educational leaders to mentor educators in the implementation of a new curriculum framework in Victoria, Australia.

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  • Layen, S. 2015. Do reflections on personal autobiography as captured in narrated life-stories illuminate leadership development in the field of early childhood? Professional Development in Education 41.2:273–289.

    DOI: 10.1080/19415257.2014.986814Save Citation »Export Citation » Share Citation »

    Considers whether reflection upon and analysis of autobiographical stories, both personal and linked to leadership experiences, support leadership learning and development by enhancing self-awareness and self-concept. Research situated in the UK.

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  • Nuttall, J, L. Thomas, and L. Henderson. 2018. Formative interventions in leadership development in early childhood education: The potential of double stimulation. Journal of Early Childhood Research 16.1:80–91.

    DOI: 10.1177/1476718X16664555Save Citation »Export Citation » Share Citation »

    Evaluates the usefulness of double stimulation, a key concept in Vygotskian analyses of human development, to identify how leaders in Australian early childhood services developed their staff in order to enhance children’s learning.

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  • Talan, T., P. Bloom, and R. Kelton. 2014. Building the leadership capacity of early childhood directors: An evaluation of a leadership development model. Early Childhood Research & Practice 16.1:1–10.

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    Examines the effectiveness of a leadership learning and development program in the United States that focused on the nature of change and the program director’s role as a change agent. Reveals evidence of individual growth and organizational improvement.

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Challenges and Debates

The articles in this section explore some of challenges faced by leaders in the early childhood education sector and the tensions surrounding leadership practice. Many of these tensions and challenges relate to differing expectations of the purpose of early childhood education and what is expected from those in leadership roles. Different perspectives are drawn on, including New Zealand leaders’ views around tensions between leadership concepts and practices (Klevering and McNae 2018), and the tensions described in Penn 2019 in the English context between profit making and providing a service. The other three articles by Australian authors describe various challenges faced by leaders. Reynolds 2011 discusses dilemmas facing leaders; Brooker and Cumming 2019 highlights unequal power relationships; and Alchin, et al. 2019 explores the challenges faced by those in leadership roles in managing conflicting expectations. Challenges and debates are also discussed in some of the texts in the Texts and Guides section, particularly in the two edited books.

Texts and Guides

The books included in this section are mostly guides for practitioners or textbooks for students of early childhood education at either under- or postgraduate level and do not draw on research to any great extent. The exceptions are McDowall Clark and Murray 2012, which aims to bridge theory and practice and offers a theoretical framework for consideration, and the two edited books. The first of those, Granrusten, et al. 2018, focuses on different aspects of leadership in the Norwegian context, and the second, Strehmel, et al. 2019, contains chapters with international perspectives on a diverse range of leadership-related issues. Different leadership approaches are considered in other texts: Lindon, et al. 2016 and Stamopoulos and Barblett 2016 include reflective exercises and vignettes from current practitioners making them suitable for those learning about leadership practice. Differences in the status of leadership in different countries are reflected throughout this collection of books. While the texts from Australia such as Rodd 2013; Stamopoulos and Barblett 2016; and Waniganayake, et al. 2012 acknowledge the importance of effective leadership practice, the United States texts do not. Douglass 2017, for example, suggests that leadership is invisible and undervalued, while the strategies in McDonald 2016 and O’Neill and Brinkerhoff 2016 assume a lack of recognition of the value of leadership.

  • Douglass, A. 2017. Leading for change in early care and education: Cultivating leadership from within. New York: Teachers College Press.

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    Suggests that leadership in the early childhood sector is invisible and undervalued. Argues that leadership is necessary for leveraging change, offers a framework, and calls for a leadership development ecosystem.

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  • Granrusten, P., K- Å. Gotvassli, O. Lillemyr, and K. H. Moen, eds. 2018. Leadership for learning: The new challenge in early childhood education and care. Charlotte, NC: Information Age Publishing.

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    An edited book focusing on leadership and governance in the Norwegian context (see also Leadership in Different Contexts),

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  • Lindon, J., P. Beckley, and L. Lindon. 2016. Leadership in early years: Linking theory and practice. 2d ed. London: Hodder Education.

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    Explores different approaches to understanding leadership and implications for practice. Includes reflective exercises and illustrations.

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  • McDonald, S. 2016. Inspiring early childhood leadership: Eight strategies to ignite passion and transform program quality. Lewisville, NC: Gryphon House.

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    Offers strength-based strategies for those in leadership roles to improve collaboration and to raise program quality.

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  • McDowall Clark, R., and J. Murray. 2012. Reconceptualising leadership in the early years. Maidenhead, UK: Open Univ. Press.

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    Aims to bridge the gap between theory and practice. Offers the conceptual framework of “leadership within” as leadership emerges from within social practice. Applies this framework to practice and considers implications (see also Conceptualizations of Leadership).

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  • O’Neill, C., and M. Brinkerhoff. 2016. Five elements of collective leadership for early childhood professionals. St Paul, MN: Redleaf Press.

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    Advocates for a collective approach to leadership involving shared decision making and transparency. Provides suggestions for implementing collective leadership in the early childhood sector.

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  • Rodd, J. 2013. Leadership in early childhood: The pathway to professionalism. 4th ed. Sydney, NSW: Allen and Unwin.

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    A well-regarded publication which provides practical guidance on leadership concepts and on different aspects of leadership practice. Accessible for leadership practitioners.

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  • Stamopoulos, E., and L. Barblett. 2016. Early childhood leadership in action: Evidence-based approaches for effective practice. Crows Nest, NSW: Allen and Unwin.

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    Recognizes both individual and collective aspects of leadership and outlines and explores core leadership tasks. Features reflective exercises and perspectives of current leaders.

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  • Strehmel, P., J. Heikka, E. Hujala, J. Rodd, and M. Waniganayake, eds. 2019 Leadership in early education in times of change: Research from five continents. Berlin: Verlag Barbara Budrich.

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    An edited book bringing together contemporary leadership research from a range of international authors. One of three edited books available on the International Leadership Forum Website. Addresses leadership preparation, leadership practice, leadership and governance, and international perspectives (see also Leadership in Different Contexts, Leadership for Quality Practice, and Leadership Learning).

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  • Waniganayake, M., S. Cheeseman, M. Fenech, F. Hadley, and W. Shepherd. 2012. Leadership: Context and complexities in early childhood education. Melbourne, VIC: Open Univ. Press.

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    An Australian-focused textbook suitable for students. Covers both contexts of leadership and leadership in context and includes reflections from practitioners.

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