Making sense of leadership in early childhood education: Tensions and complexities between concepts and practices

Abstract

Effective leadership within early childhood settings is aligned with the perceived successful implementation of high quality care and education programmes (Thornton, Tamati, Clarkin-Philips, Aitken & Wansbrough, 2009). With growing attention on the role early childhood education (ECE) plays in preparing children to be successful in their lives, it is not surprising that there is increased focus on the work and impact of educational leaders in this endeavour. An expanding body of research specifically exploring leadership within ECE settings illustrates how much of the educational leadership theory corpus lacks contextual relevance and fails to recognise the complexities and realities of leading in early years contexts (Rodd, 2013). The qualitative research reported on in this article examines the leadership understandings and perceptions of five qualified, registered early childhood leaders. The findings illustrated that whilst participants were cognisant of the role effective leadership plays in providing quality care and education, there was much confusion about what leadership entailed and how leadership differentiated from management in this context. The contextual complexities of the ECE sector were a significant influence on each participant's opportunity to learn about, and practise leadership. Findings also revealed a need for contextually relevant and progressive approaches to leadership learning to support early childhood leaders and teachers in their leadership work.

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

“…That’s one of the unintended consequences of this model, that the conversations are rich and there are opportunities for learning.Material and financial resources were committed to professional learning on leadership and management. Professional learning incorporated transmission of technical knowledge on regulations, policy and funding (Rodd, 2013), and also innovation in leadership practice (Klevering & McNae, 2018). This learning enabled independent decision-making and flexible approaches to funding and policy to improve children’s access to ECE.…”

Leadership in the early years: Challenges and opportunities

“…It would be expected that the higher profile and clearer understanding of the concept of leadership would mean that the difference between leadership and management is better understood now than in 2009. Klevering and McNae (2018), reporting on a recent study of New Zealand early childhood leaders' interpretations of leadership and enactment of leadership practice, have, however, warned that that there is still some confusion between the terms. These authors suggest that there is sometimes a focus on management at the expense of educational leadership in the private sector.…”

“…In personal communication, Ministry personnel have in the past used the argument that the Ministry is not required to offer the support provided for leadership in schools to early years' services because they are not part of the compulsory sector. It has also been suggested that the Ministry is reluctant to fund programmes that will be accessible for profit as well as non-profit services (Klevering & McNae, 2018). Leadership in the sector has recently been described as "largely devoid of policy direction and resourcing initiatives" (Clarkin-Phillips & Morrison, 2018, p. 1).…”

“…The lack of leadership learning and development opportunities for professional leaders mentioned above has been commented on in a range of literature over the past 10 years (see for example , Cooper, 2014, Cooper, , 2019Denee, 2017;Klevering & McNae, 2018;Thornton, 2005Thornton, , 2009Thornton, , 2015. It seems that the importance of early years' leadership is recognised by the Teaching Council and ERO and there is recognition of the need for leadership PLD in the new 10-year plan.…”

The Development of Leadership Qualities In 6-7-Year-Old Children in The Process of Joint Activities

“…In older preschool age, leadership manifests in a child having a set of personal qualities allowing them to be an informal leader in a group of peers: to execute leading roles in games, manage children's activities, influence their behavior, etc. [2]. Aspiration for dominance presents one of the determinants of the leadership status in older preschool age, moreover, the prevalence in the desire for a certain modality of dominance is observed: either positive (goodwill, readiness to help and provide support) or negative dominance (demonstration of superiority, aggression, the desire to subjugate other children) [3,4].…”