This book has been written for all leaders and aspiring leaders with responsibility for improving the quality of early years settings. It brings together current research and effective practice to provide you with the knowledge, understanding and skills you need to: motivate and get the best from your team; identify and develop your personal leadership style; clarify your vision for quality and set realistic but challenging goals; understand anf=d manage change positively; solve problems creatively.
Early childhood practitioners are often reluctant to see themselves as leaders and managers. However, all those who work with young children and their families, whatever their level of experience and competence, have to undertake both of these roles on a daily basis. This book encourages practitioners to recognise their active involvement in leadership and management in relation to their work as team leader or team member, and in their work with parents and other professionals, to ensure appropriate and effective provision for young children. The authors identify a number of key principles involved in effective early years leadership and management, which focus on the idea that: Leadership is about influencing others to improve and enhance children’s care, learning and development Leadership is only effective if it develops the leadership of others by supporting a team or group in meeting their declared aims or vision Leadership is ultimately distributed, shared and dispersed in early childhood settings These principles are supported by a detailed exploration of the statutory demands made on practitioners working with young children and their families, and reference to relevant literature drawn from both early childhood studies and leadership theories. As well as providing guidance on the roles, responsibilities and tasks facing early childhood leaders, the book features a number of case studies and practical tasks, giving life to concepts and ideas and enabling readers to apply theories and policies to their own work settings. Additional activities at the end of each chapter further support practitioners in fulfilling their leadership and management roles in practice. Leadership and Management in the Early Years is an essential text for early years and early childhood studies students as well as practitioners particularly those who are aiming for Early Years Professional Status.
‘Effective Leadership and Management in the Early Years … is the best analysis of leadership and management that I have come across. It is a highly practical tool and a resource that will enable early years practitioners at different stages of professional development to explore, understand, rate and develop their leadership and management expertise.’ Jillian Rodd, Educational and Developmental Psychologist There has recently been an unprecedented focus on early years care and education, particularly on the impact of the various adults who work and play with children in the birth to five/six-years age range. Staff in early years settings have had to adapt to many changes and demands, locally and nationally, from local authorities and national government, and none more so than those who suddenly find themselves in a leadership and management role in increasingly complex small early years businesses and settings, often without formal training or qualifications. The book is unique in providing not only a thorough analysis of the leader and manager’s role and presenting it as a typology, but also in offering a clear and in-depth view of that role. It also presents ways in which the leader and manager can undertake self-evaluation or work alongside a peer to understand their own strengths and challenges more readily. The book conceptualises effective leadership and management as a tree, with the four key ‘branches’ of effective leadership and management defined as: Leaderships Qualities Management Skills Professional Attributes Personal Characteristics and Attitudes Effective Leadership and Management in the Early Years is an essential tool for all those who lead and manage within early years settings, which they can use for evaluating their effectiveness.
...a major contribution to the limited literature and research on leadership in childhood education.′ - Professor Tony Bush, Editor of Educational Management, Administration and Leadership. ′This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals.′ - Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK ′..skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. ....of interest to researchers, students and practitioners internationally.′ - Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa This Second Edition of Leading and Managing in the Early Years explores and integrates leadership and management practice with a real understanding of early years settings. Revised and updated, this new edition includes: - Two new chapters on private day care and reflective practice and action research - Further coverage of reflective practice and reflective leadership skills - More on EYPS as well as integrated centre leadership - Practical suggestions for working with resistant groups and individuals. Carol Aubrey investigates different concepts and characteristics of Early Childhood (EC) leadership as well as the roles and responsibilities of EC leaders. She also explores the types of leadership programmes or development which are needed to maximise the effectiveness of EC leaders. This book is essential reading for students in Early Childhood courses, Early Years Practitioners and local authority employees involved with the integrated centres initiative. Carol Aubrey is Professor of Early Childhood Studies at the University of Warwick.
With the rapid change experienced by the Early Years Workforce over recent times, this book considers what constitutes professionalization in the sector, and what this means in practice. Bringing a critical perspective to the developing knowledge and understanding of early years practitioners at various stages of their professional development, it draws attention to key themes and issues. Chapters are written by leading authorities, and provide case studies, question and discussion points to facilitate critical thinking. Topics covered include: - constructions of professional identities - men in the early years - multi-disciplinary working in the early years - professionalization in the nursery - early childhood leadership and policy Written in an accessible style and relevant to all levels of early years courses, the book is highly relevant to those studying at Masters level, and has staggered levels of Further Reading, that encourage reflection and progression.
′This book is a very useful resource for setting leaders undertaking advanced study, such as Early Years Professional Status and the National Professional Qualification in Integrated Centre Leadership...[I]t is also an interesting and up-to-date reference tool for qualified managers and leaders of early years settings, large and small, in all sectors′ - Early Years Update ′Through discussion points and case studies, the authors explore the key skills and techniques necessary to effectively lead and manage an early years setting - Nursery Education Plus, as part of their ′Ten of the Best early years professional books′ feature. `This book will make a relevant and helpful contribution in enabling practitioners to explore and understand the different ways in which they can lead and manage across a diverse range of settings and at different levels. Through helpful discussion points and case studies, the book will encourage practitioners to consider both theory and practice, including value based practice and the skills required for working within a new multi-disciplinary environment. A welcome and accessible text for early years practitioners facing the challenges and demands of this new agenda′ - Professor Linda Miller, Professor of Early Years, The Open University Firmly grounded in practice, this book puts children and families at the centre of good early years leadership. There is now considerable emphasis on leadership skills in this sector, as the workforce becomes increasingly professionalized. The following are considered: - changes and developments within the early years sector - the impact of good leadership on children and their families - effective practice in a variety of settings, including Children′s Centres - value-based leadership, and inspirational leadership - meeting the challenges - managing change - inter-agency and multi-disciplinary working - working with families and parent groups. Useful features such as Activities for Continuing Professional Development, Questions for Reflection and Pictures of Practice appear throughout the book. Those studying for Foundation Degrees, leaders undertaking the National Professional Qualification for Integrated Centre Leadership (NPQICL), those undertaking the management modules for Early Years Professional Status (EYPS) and anyone studying Childhood and Early Childhood will find this book an invaluable aid.
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 children’s 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.
Leadership in Early Childhood is a practical resource for early childhood practitioners who want to understand how to create successful childcare and early education settings. Leadership in the early years has moved on in the way it is organised, and this fourth edition has been fully revised and updated to reflect the changes affecting leaders in early childhood. This rapid change in the field over the past few years includes moves to professionalise the workforce generally, and this edition recognizes the implications of these developments and revisits some of the concepts and messages. Praised for its excellent overview of early years leadership, accessible writing style and clear links between theory and practice, the fourth edition also includes: Thorough discussion of the leader’s role in moving towards leading/best practice. Reconceptualised coverage of team building to consider working collaboratively as a team at service level, multi disciplinary teams and integrated service provision through multi agency working. A chapter which considers the essential characteristics of leadership in terms of personal qualities, skills and timing related to effective leadership.
The Early Childhood Education sector around the world is constantly changing, whether because of the unprecedented demand for ECE services globally, accelerated social change, or the introduction of pedagogical and regulatory practices. Based upon empirical inquiry, Early Childhood Education Management examines the somewhat controversial concept of operating an early childhood service as a business. It challenges the assumption that an early childhood manager does not require specialist knowledge or skill and discusses which attributes an effective manager should possess. In this book, which brings together management theory and practice, Moloney and Pettersen address core issues at the heart of the management role, including the relationship between early childhood policy and broader legislative enactments, as well as issues related to the challenges and development of management skills. The book also draws upon real-life examples from practice in order to offer insight into some of the most common topics and challenges related to management practice in Early Childhood Education, such as business acumen and entrepreneurship, recruitment and selection, financial management and budgeting, supervision, mentoring, staff development, curriculum management, collaborative working, and change management. Written by leading academics with practice experience, the book should be of great interest to researchers, academics and postgraduate students in the field of education, specifically those working in early years and education policy and management. It should also be essential reading for managers working in Early Childhood settings.
Do you need good leaders to achieve good quality or does good quality create good leadership? Quality is a term frequently used to describe early years provision without any further explanation of exactly what this ′quality provision′ looks like or how it can be achieved. This book not only unpicks what is meant by the term ′quality′ in England, across the UK, and beyond, but it does so in the context of how to lead in order to develop and achieve quality. In exploring quality and leadership and the ways in which both terms have been conceptualised from a range of different perspectives you will be able to find a meaning that is right for you and your practice. With chapters covering: · The global interest in quality · The broad nature of early childhood leadership · Reflective evaluation and practice This book will be of interest to setting and room leaders across the early years as well as students studying early childhood or in early years teacher training.
