Early Childhood Education Leaders Research Articles

How do early childhood education leaders shape professional learning communities?

ABSTRACT This study examined how early childhood leaders working simultaneously as kindergarten teachers perceive the professional learning communities they lead – explicitly identifying the factors that promote or hinder the communities’ development from the leader’s point of view. A qualitative-phenomenological approach was applied using semi-structured interviews of ten early childhood leaders. Factors that contributed to a community’s successful functioning were discussions on practices and real-life dilemmas, active involvement of teachers in community meetings, and creating an atmosphere based on trust and closeness. On the other hand, hindering factors were essentially allocated time to transferring agendas and information from superintendents and limited collaborative culture among teachers beyond community meetings. The findings highlight the considerable potential of professional communities for providing significant assistance to kindergarten teachers to promote children’s education. Nevertheless, leaders need more autonomy in determining the content of meetings and additional knowledge and strategies to strengthen pedagogical collaborations between community participants.

Loneliness in early childhood education: It's more common than you think

Summer Picha, creator of Conscious Classroom, shares her thoughts on loneliness among early childhood education leaders, and ways to increase connection between professionals to help alleviate this issue.

Leadership in early childhood education: Cross-cultural case studies before and during the COVID-19 pandemic

Using a cross-cultural comparative study approach, this study analyses and compares the leadership discourses revealed through interviews with early childhood education (ECE) leaders in Finland and Singapore. The interviews were conducted both before the COVID-19 outbreaks in 2018 and during the pandemic in 2021. Conducted as focus group discussions, the data were analysed using discursive analysis. Finnish ECE leaders’ identified discourses that revealed ‘pedagogically focused leadership’ and the ‘desire for distributed pedagogical leadership’. In Singapore, the interviews highlighted discourses related to ‘community spirit emerging from challenges’ and the ‘deepening of management demands’. An overall analysis of the discourses showed that COVID-19 resulted in changes in leadership discourses revealing that leadership was characterised with ‘leading from a distance’ and an ‘emphasis on instructions and regulations’. Despite the challenges, leaders continue to place an importance on pedagogy in their practice. The study also showed that although cultural differences in leadership discourses were identified, time as a factor, remains significant as a crucial aspect for leadership in both countries.

Expectations of leadership in the changing context of Finnish early childhood education

In this study, we explore the discourses and dilemmas embodying Finnish early childhood education leaders' expectations regarding their leadership. The data were collected in three focus group interviews with leaders in three municipalities. Four discourses were identified: the discourse of leadership in change, the discourse of leading an expert organisation towards a vision, the discourse of leadership style, and the discourse of leading the ECE mission. Contextual change is the framework in which expectations occur. Leaders experience many dilemmas affecting their leadership. The dilemmas focused on leading change in the administrative hierarchy, leading an expert organisation, approachability, and leading according to one's mission. Leaders themselves should identify the dilemmas. Strengthening leadership in a changing work context requires the identification of dilemmas.

A Playcentre learning story: Te Whāriki as a framework for reflecting on emergent leadership

Abstract Research into leadership in early childhood education in Aotearoa New Zealand is in its infancy. At this early stage, distributed leadership has been identified as the most common style of leadership used in teacher-led early childhood education and care services. However, as a parent-led early childhood education service, Playcentre uses emergent leadership. Currently, professional development opportunities on leadership in early childhood education are geared towards teacher-led services. Therefore, how can a parent who has experienced emergent leadership identify the leadership skills gained that will form part of their professional practice when they return to paid work? This enquiry uses Te Whāriki as a leadership framework for reflecting on leadership skills gained through Playcentre. An autoethnographic case study method was employed to explore this framework in the context of the leadership skills that I gained while working at Playcentre over a 16–year period. The enquiry concluded that combining Te Whāriki with the early childhood education assessment for learning framework provides a matrix for examining leadership practice, as well as a way of developing insights into personal leadership practices. The use of the matrix provides scope for Playcentre leaders and other early childhood education leaders to reflect and gain insight into their leadership and for developing their own leadership framework of practice.

Understanding the leadership perceptions of ECE leaders in Israel

ABSTRACT Research has shown that effective leadership in early childhood education (ECE) can positively influence its quality. Yet, there is limited research on ECE leaders (ECLs), particularly teacher leaders. The goal of the current study was to examine how ECLs in Israel, with a dual role – as kindergarten teachers and as teachers’ leaders – perceive their mid-level role, five years after its establishment. This paper presents the findings of a qualitative research study which included in-depth, semi-structured interviews with 10 ECLs to elicit their views. Findings demonstrated that ECLs perceived themselves first and foremost as colleagues and only secondly as a representative of the supervisory body. They often struggle with dual commitments; towards superintendents on the one hand and towards teachers on the other. Being an ECE leader significantly broadened their practice and motivated them to advance in the ECE field; however, it also contributed to feelings of frustration and burnout.

A study of pedagogical leadership plans in early childhood education settings in Finland.

Background: Current research on early childhood education (ECE) leadership as well as on policy reform in Finland suggests that pedagogical leadership must be considered as a purposeful and planned process. Pedagogical leadership plans play a key role in the purposeful and effective enactment of pedagogical leadership in ECE settings.Aim: This study aimed at examining the contents of pedagogical leadership plans drawn up in Finnish ECE centres to interpret the perceptions of the centre directors on the implementation of pedagogical leadership in their settings.Setting: This study examines pedagogical leadership plans in ECE settings in Finland.Methods: We used inductive content analysis to examine documents drawn up by nine ECE centre directors as pedagogical leadership plans for their centres. Our analysis identified four main categories that describe how the ECE centre directors conceive the enactment of pedagogical leadership.Results: The findings revealed that the focus of the plans was on leading pedagogical issues and processes within the ECE centres. Creating structures for pedagogical development and reflection were emphasised in the plans. The plans reflected a distributed leadership approach.Conclusion: The findings of the study provide information about how the ECE directors intend to enact pedagogical leadership and assist ECE leaders to develop leadership planning in their work settings. In this way, the study contributes to leadership development within the ECE sector.

Early childhood education leadership in Finland through the lens of structure and agency

In early childhood education, the concept of distributed leadership has emerged as a key analytical tool for understanding leadership as well as a normative guide for what leadership should be. The concept originates in Peter Gronn’s work, where it is positioned as overcoming the structure-agency debate, which is a foundational question in the study of social reality. While distributed leadership itself has been extensively studied, the problem motivating Gronn’s work—the structure-agency problematique—has rarely been investigated. In an effort to create a deeper understanding of the role of structure and agency in constituting early childhood education leadership, this study examines how these two key dimensions of social reality structure early childhood education center leaders’ understanding of leadership. The data for the study consist of focus group interviews where early childhood education center leaders discuss various aspects of leadership. The data are analyzed in the broad framework of post-structural discourse analysis, using the analytic concept of frame, which reveals the interplay of structure and agency in early childhood education leaders’ understandings of their work. The findings show that early childhood education center leaders’ understanding of leadership is mainly focused on the side of structure and offers few chances for the kind of collective effort hoped for by Gronn.

How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England?

Early childhood education settings can be understood as public forums where adults and children engage together in the implementation of national policy. The authors reflect on ethical dilemmas for leaders in early childhood education arising from the implementation of national policy. Dilemmas can be problematic in the sense that they are unresolved or routine-like as they pervade practice. Inspired by Shapiro and Stefkovich’s framework of multiple ethical paradigms, the authors analyse complex dilemmas arising for leaders in early childhood education as they implement national policy in the micro system with children, families and the community. Leaders are positioned in these contexts as principally concerned with the positive exploration of ethical dilemmas. The authors’ analysis gives visibility to the ways in which leaders may draw on theory and experience in the early childhood education setting to navigate ethical dilemmas within a marketised system. Knowledge of ethics and practice may be tacit, partial and incomplete; however, fragments are pieced together as ethical praxis.

New Preschool Teachers and Implementation of Inclusive Classes Issues in Malaysia

This topic introduces the Preschool Education issues from Malaysian’s perspectives. Two fundamental issues have been highlighted; new preschool teachers’ application of knowledge and skills and inclusive early childhood education for special needs children. Actions taken are discussed in the light of governments’ and non-government agencies. The policy for minimum qualification of a diploma for nursery and preschool teachers are driving the early childhood in the private sector to move forward. For the inclusivity of special needs children, the government has taken initiatives to provide accessibility and equity to these children. The implication highlight the need for keeping advocacy efforts intentional and focused by developing strong relationships with early childhood education leaders, partners in federal agencies and government.

KONSEP MONTESSORI TENTANG PENDIDIKAN ANAK USIA DINI DALAM PERSPEKTIF PENDIDIKAN ISLAM

Education is the business of adults to prepare children to be able to live independently and is able to perform the duties of his life as well as possible. The toddler years are a golden period for the growth and development of children. Development of each child must be observed, education and teaching needs to be ailored to the child’s development. Montessori is early childhood education leaders who opened the eyes of their sensitive period in children, Montessori asserted that education is self-education. Montessori then use the freedom and liveliness of the child with the best in the method, so that each child had the opportunity to evolve according to the nature and talent. In Islam, God entrusted the child is to be protected and educated with the best. Therefore, addressing the development and early childhood education, the need for an educational program that is designed in accordance with the child’s developmental level.
 This study aims to describe and analyze the Montessori concept of early childhood education in the perspective of Islamic education. Data collection through literature study is based on primary and secondary data. Data analysis using analytic descriptive with inductive thinking patterns. The results showed: 1) Montesssori shift from teacher-education center central (teachers as a source of learning) be child-central (protégé as a center of learning); 2) Sensitive Periods expressed early age is a sensitive period; 3) The freedom and independence according to the Montessori system is not real freedom, but freedom is limited; 4) Child’s Self-Construction stating that children construct their own development of his soul; 5) At the time of early childhood have a soul absorbent range of knowledge and experience in his life. Montessori concept in Islamic educational perspective, the emphasis is on the child’s intellectual is right. However, it should pay attention to other aspects such as emotional aspects and skills.

Leadership in Early Childhood Education Contexts: Looks, Roles, and Functions

Situated in the field of early childhood education (ECE), this paper uses literature on educational leadership to answer four questions about leadership in ECE contexts. Firstly, what is leadership and how important is it for the success of an organisation? Secondly, what does it look like in ECE? Thirdly, what does leadership in ECE involve? And fourthly, how does efficient and effective leadership function in an ECE context? It is important to answer these questions because there is an understanding that leadership in ECE contexts is unlike leadership in other educational institutions. It requires special administrative and managerial skills to plan, organise, lead, control and direct the operations in the ECE context, as well as leadership skills to provide an organisational vision, direction and aculturation. An understanding of what leadership in ECE contexts looks like, its roles and functions can inform ECE leaders in ways that help them to improve the efficiency and effectiveness of their educational institution.

Early childhood leadership through the lens of distributed leadership

ABSTRACTThis study aims to investigate distribution of responsibilities for leadership in early childhood education (ECE) context. It focuses on the enactments of leadership by investigating how ECE stakeholders, e.g. teachers, ECE centre directors and administrative ECE leaders in municipalities perceive the leadership responsibilities. Using focus groups, the data was collected in seven municipalities in Finland. The study was based on contextual and distributed view of leadership. Quality improvement and pedagogical leadership was seen as primary responsibilities in ECE leadership by all studied groups. The study indicated different practices of distribution of responsibilities for leadership. However, it indicated that developed forms of leadership distribution were rarely used. In developing ECE leadership, focusing on interdependencies of leadership enactments between teachers, centre directors and municipal ECE leaders and building structures for interaction between stakeholders, increase the quality of distributed leadership.