This book introduces an intriguing juxtaposition of "caring" alongside "effective", and it is a thought-provoking book. Including examples of early years leaders on their own reflective learning journeys, it provides a rich source of ideas for relational leadership that are firmly based in research and professional experience. - Professor Margaret Carr, University of Waikato, New Zealand
Effective and caring leadership is an essential part of raising standards and increasing the quality of learning in early childhood settings. This book explains leadership practices that can make a positive difference to the provision offered and improve outcomes for both children and families.
With theoretical, practical and research-informed perspectives, this book:
Uses case studies to provide examples of effective leadership Integrates education and care with key practices in effective leadership Explores directional, collaborative, empowering and pedagogical leadership Offers readers opportunity to reflect upon their own leadership practices
This is a key text for anyone studying Early Childhood, existing and aspiring leaders, graduate Early Years Leaders and those training to work in settings, schools and childrens services.
Professor Iram Siraj is Professor of Early Childhood Education at the Institute of Education, University of London. Dr. Elaine Hallet is a Lecturer in Early Childhood Education at the Institute of Education, University of London.
Arvustused
This book introduces an intriguing juxtaposition of "caring" alongside "effective", and it is a thought-provoking book. Including examples of early years leaders on their own reflective learning journeys, it provides a rich source of ideas for relational leadership that are firmly based in research and professional experience. -- Professor Margaret Carr This is an important text for anyone studying a course on Early Childhood, existing and aspiring leaders, graduate early years leaders and those training to work in settings, school, childrens centres and childrens services. -- Martine Horvath
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vi | |
| About the authors |
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vii | |
| Acknowledgements |
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viii | |
| Foreword |
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ix | |
| Abbreviations |
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xi | |
| Introduction |
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1 | (6) |
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PART 1 Leadership in early childhood |
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7 | (28) |
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7 | (2) |
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1 The early years context |
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9 | (15) |
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24 | (11) |
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PART 2 Effective early childhood leadership |
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35 | (100) |
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35 | (2) |
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3 Directional leadership: developing a shared vision |
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37 | (9) |
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4 Directional leadership: effective communication |
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46 | (13) |
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5 Collaborative leadership: promoting a team culture |
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59 | (13) |
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6 Collaborative leadership: promoting parental collaboration |
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72 | (13) |
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7 Empowering leadership: promoting agency in others |
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85 | (13) |
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8 Empowering leadership: the process of change |
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98 | (11) |
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9 Pedagogical leadership: leading learning |
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109 | (12) |
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10 Pedagogical leadership: leading reflective learning |
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121 | (14) |
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PART 3 Reflective leadership |
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135 | (15) |
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135 | (2) |
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137 | (13) |
| References |
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150 | (10) |
| Index |
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160 | |
Iram Siraj is Professor of Child Development & Education at the University of Oxford. She is Adjunct Professor at the University of Stavanger, Norway, and Visiting Professor at University College London and the University of Wollongong, Australia. Irams research projects have included leading on the Evaluation of the Foundation Phase across Wales and she is a principal investigator of the major DfE 17 -year study on Effective Pre-school, Primary and Secondary Education (EPPSE 3-16, 1997-2014) and of the influential Researching Effective Pedagogy in the Early Years project (REPEY). She has led on longitudinal studies/RCTs as a principal investigator in a number of countries including the UK, Australia and Ireland. She is specialist adviser to the House of Commons Select Committee on early education and has undertaken reviews of the Foundation Phase for the Welsh Govt. and of the workforce for the Scottish Govt. She has published widely.
Dr Elaine Hallet has been involved in educating children, practitioners, educators, teachers and students over a career of thirty-six years and during this time has developed an understanding of how to nurture, scaffold and support childrens and adults learning and professional practice through meaningful contexts. She has worked as an early years teacher, advisory teacher and leader in a range of schools and nurseries, as a lecturer and leader with students in further and higher education, teaching on a range of early years initial training, post-qualifying, undergraduate, postgraduate, doctoral programmes and sector-endorsed professional awards in early years and integrated centre leadership.
Elaines research includes, foundation degree graduates continuing professional development through work-based reflective learning, the development of professional identity, the role of graduate early years leaders in the leadership of learning. She is committed to continuing professional learning for development of professional practice and to supporting practitioners, educators and teachers on their reflective learning journeys of knowledge, understanding and discovery.
Elaine has recently retired from her role as Lecturer in Early Childhood at the Institute of Education: University College London. With a background in early years education and practice, Elaine is an established author, with a special interest in the education of young children and, practitioners, educators and teachers reflective continuing professional learning.
