Leadership In Early Childhood Education Research Articles

Motivational leadership in early childhood education

Chapter 1: The Role of Motivation in Early Childhood Programs Chapter 2: Early Childhood Settings: Unique Challenges in the Workplace Chapter 3: The Motivational Leader Chapter 4: Its the Little Things that Count: Everyday Ideas Chapter 5: Organizational Incentives Chapter 6: Conclusions

The Role of Meaningful Dialogue in Early Childhood Education Leadership

ACTION RESEARCH WAS USED to study the effectiveness of Learning Organisation and Adaptive Enterprise theories for promoting organisation-wide learning and creating a more effective early childhood education organisation. This article describes the leadership steps taken to achieve shared vision via meaningful dialogue between board, management and staff that encouraged mental models to be revealed and modified as conflicts in deeply held beliefs became reconciled. Consideration of feedback relationships provided valuable systemic insights and a choice of organisation futures. Over time, the new mindset resulted in new infrastructure, policies, training and reward practices that enabled the organisation to compete very successfully against other service providers through a differentiation strategy of quality and responsiveness. Significant and enduring improvement in the self-esteem of empowered individuals was also noted. The results of this research should be of interest to any leader who needs to radically transform attitudes and beliefs, promote organisation-wide learning, and effectively implement widespread, enduring change.

An Undergraduate Capstone Experience to Promote Leadership in Early Childhood Education

An Undergraduate Capstone Experience to Promote Leadership in Early Childhood Education

Evaluation of Early Childhood Enrichment Programs∗

∗ Paper presented in a forum entitled: “Leadership in early childhood education from the 1960s to the 1990s and beyond” at the annual conference of the National Association for the Education of Young Children, Atlanta, Georgia, December, 1994.” Leaders in the field of enrichment programs for young children and their families often have a difficult time when considering the pros and cons of program evaluation. Their major energies are focused on thinking through programmatic philosophy and implementation procedures to enhance children's lives. Yet when evaluation components are carefully built into the planning process, they can often serve as a powerful adjunct to enhance the quality of service provision. Decisions as to how much evaluation to do, how to choose instruments, and how to train testers, observers, and interviewers become crucial for establishing not only the technical dimensions of evaluation but also the valueof evaluation. When leaders are clear and convincing, then staff realizes how impor...