Lighting the Path: Developing Leadership in Early Education

Abstract

Today, for an increasing number of infants, toddlers, and young children, early childhood education programs provide their first institutional experience outside the home (Edlefsen & Baird, 1994; Fennimore, 1989). The results of recent studies support a positive relationship between quality early childhood programs and later successful school achievement, particularly among economically deprived children (Berrueta-Clement, Schweinhart, & Barnett, 1984; Lally, Mangione, & Honig, 1988; Ramey & Ramey, 1992). Research has repeatedly shown that early educators are the most important ingredients in the delivery of quality educational experiences (Field, 1991; Wasik et al., 1990). Early educators play a critical role in facilitating children's positive experiences in school (Bredekamp, 1989; Galinsky, 1988; Kontos & Fiene, 1987; Ruopp et al., 1979, Travers et al., 1980). Further, early educators are in tune with the realities of today's society, particularly with regard to changing familial structures (Hamburg, 1992); socioeconomic problems of poverty, poor health, child abuse, domestic violence, and drug abuse (Schorr & Schorr, 1988); and sociocultural discontinuities between the dominant culture and home. Such discrepancies sometimes lead to misconceptions based on perceived ethnic and socioeconomic differences (Jordan, 1985; Ogbu, 1991; Phelan, Davidson, & Cao, 1991; Slaven & Madden, 1989; Tharp & Gallimore, 1988). The quality of early childhood experiences for children depends on the quality of teachers and directors in centerand home-based programs. Leadership is sorely needed in order for early childhood practitioners to provide high quality early childhood experiences and build the foundation for every child's healthy growth and development. In April of 1998, 200 leaders from across the State of Hawaii were convened in an Early Childhood Symposium, sponsored by the Hawaii Association for the Education of Young Children (HAEYC), People Attentive to Children (PATCH), Good Beginnings Alliance, Seagull Schools, and Kama'aina Kid. The Symposium was funded by the Hawaii State Department of Human Services and served as a forum in exploring the kind of leadership needed for the twenty-first century. Five types of leadership were examined at the symposium. They were drawn from a timely book, Leadership in Early Care and Education (Kagan & Bowman, 1997), which served as the basis for fruitful discussion. A panel of distinguished leaders and experts shared their reflections and lessons they learned in each of five areas of leadership: advocacy, administrative, community, conceptual, and career development. They offered specific calls to action with the hope of lighting the way for others who wish to become leaders and thereby change the future for the better for all children and their families across the nation.