Management and Leadership in Early Childhood Education Essay Example

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    Undergraduate
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27Management and Leadership in Early Childhood Education

Activity 1

Key roles and responsibilities of an early childhood leader in:

  1. a school-based setting

  • teaching students

  • taking full responsibility of the class progress (Rodd, 2013) and

  • organizing learning materials and the classroom

  1. a childcare-based setting

  • take charge of and observe the safety of children in the childcare

  • assist the children in maintain good hygiene

  • Organize activities and at times put into practice a curriculum that enables the children to learn and explore various interests

  • Develop timetables and schedules to make certain that children have adequate physical activity, playtime and rest

  • Keep record of a child progress, interest and routine and watch for any problems and inform the parent (Rodd, 2013).

Activity 2

I have achieved the standard of planning and implementing effective learning and teaching (Australian Institute for Teaching and School Leadership, 2011). I need to work on the standard of engaging professional with carers/parent, colleagues and the community

Activity 3

According to me leadership is the act of leading a group of individuals or leading an organization while I term management as the process of controlling or dealing with people or things. The two roles are different in that leaders have followers while the manager has individuals working for them (Rodd, 2013). During my internship I was led well by the school head. I knew that the leader was doing well since instead of o commanding she was working with is in the achievement of the goals. There was a time that I felt that I was experiencing inadequate leadership since my supervisor during only outlined what need to be done and left for me to find the way out. Some of the factors that influenced my difference perspectives is that the situations, previous experiences and setting.

Activity 4
I think it is recommendable to study policy and politics part of a teacher education course since it will in a way influence the form, content and functioning of schools (Waniganayake et al., 2012). I think that my childhood and upbringing influences my views about politics since some of the issues were prevalent during my early years. Based on Kathryn’s findings about the influence of materialist discourses, such attitudes and views influences current policies relating to childhood since the policies are mainly developed with the views and attitudes in mind.

Activity 5

The key components of the Australian Government’s early childhood reform agenda

  • ensuring that all of preschool age have access to preschool

  • Closing the Gap on Indigenous Early Childhood Development

  • improved Early Childhood Education and child care

  • Keeping children safe from harm (Rodd, 2013).

Issues that initiated the reforms

The reforms were initiated by the need to ensure that all children experienced a positive early childhood, since birth to the first eight years of their life.

Activity 6

Qualities of early childhood leaders

  • Proactive

  • Nurturing

  • Goal oriented

  • Kind (Rodd, 2012).

Demonstration in practice

Patient- explaining concepts over and over until the students get what is being taught

Goal-oriented- sets goals at the beginning of the term and constantly looks into the achievement of the goals (Rodd, 2012).

Activity 7

  1. To ensure that am up to date in regard to policies that related to my area of work is being constantly on the lookout for any updates relating to the policies.

  2. As a leader I would disseminate this kind of information through various channels such as emails and memos to ensure that all the staff and other crucial stakeholders have access to the information.

  3. B reinforces my belief of al staff contributing to the safeguarding and education young children and thus the need to have all information on policies to assist them in doing so.

  4. I would ensure that the policies are recognized and upheld my offering training to the whole school personnel (Whalley & Allen, 2011).

Activity 8

  1. Activities I have been involved in

  1. During university studies

Motivational speaker

  1. As a member of the community

Peer counselor

  1. a. the services have impacted on me greatly by making me view life differently

b. the people I have worked with and most especially the children have made an influence in my life since I am able to cope with issues by looking at them from different perspectives.

C. through the activities I have improved a lot of my skills such as conflict resolution, communication and team work

iii. The skills as well as experiences can be used as good points in my job application since they will used as a reference of having the experience of dealing with children (Rodd 2013).

Activity 9

  1. a high quality early childhood education is one that offers a nurturing and safe environment while at the same time promoting the social, physical, emotional and intellectual development of the young people.

  2. Quality early education values the child’s rights, child development, personnel development and inclusion

  3. I would make used of NQF to support my ideal of quality early childhood education by following the standards that they have set (ACECQA, 2011a).

  4. Quality early childhood education is also enabled by the physical setting and the environment, level of community and family involvement, structural support, and inclusiveness just to mention a few (ACECQA, 2011b and Rodd, 2013).

Activity 10

  1. NQF is a framework that sets out to raise the quality as well as drive the constituency and continuous improvement in the education and care services in Australia (ACECQA, 2011a).

  2. The elements of the NQS

  • Leadership and service management

  • Relationships with children

  • Educational program and practice

  • The health and safety of children

  • Physical environment.

  • Collaborative partnerships with families and communities

  • Staffing arrangements

  1. EYLF has links to NQS since through one area of learning which is that is the physical environment has implications as well as connections to practice in all the seven quality areas. It also shows that the physical environment can offer support to the learning of children and aid in achieving the five learning outcomes outlines in the EYLF. The NQS is an essential aspect of the NQF and it sets out a benchmark for the early childhood education and care.

Activity 11

  1. Questions raised on quality

  1. What are the features of education programs and early child care that make certain quality in the lives of young children and their families?

  2. Is it possible to set down a general framework for quality with significance that extends beyond particular programmes and communities to national and international standards for early childhood? (Woodhead 1999)

  3. How should how quality be done in the most effective and efficient manner (Fenech, 2011).

  4. What do these quantitative measures tell us about the quality in our sample of centers and

  5. Is there consistency between these measures’ identification of higher and lower quality centers (Fenech et al., 2012).

Activity 12

Coaching and mentoring seems to be of great importance in schools as depicted by the video since it has played an essential role in the building of an in-house collegiate culture in relation to continuous professional development at Hayes Park Primary. Thus, teachers and caregivers need to engage in coaching and mentoring for the benefit of the centers they are working in (Creative Education, 2014).

Activity 13

  1. Questions raised by Ros

  1. What are the benefits of the story box resources

  2. What are the story box related to support group

  3. How the story boxes would be developed (Rodd 2013).

  1. Leadership strategies utilized by Ros

  1. Building of partnership with parents

  2. A class and home contract

  3. Embedding and personalizing teacher professional development

Activity 14

Challenges that need to be addressed to encourage play-based learning in Y1 — 3

Planned action to overcome these challenges

Time constraint

Having a program which takes into considered play based learning

Resources constraint

Requesting for additional resources from the school management team

Lack of knowledge

Educating teachers on the role played by play-based learning in Y1-3.

Activity 15

  1. A major strategy that I can adopt to make sure that teachers make use of the Early Years Learning Framework and the Australian Curriculum is by ensuring that they are trained on the content of the documents. Additionally, I would make sure that I engage in checkup from time to time in their classroom to ensure that they are following the documents to the letter.

  2. The learning outcomes of the EYLF are that

  • Children should have a strong sense of identity

  • Children should be connected to the world and contribute to it

  • Children are involved and confident learners

  • Children have a strong sense of wellbeing

  • Children are effective communicators (Early Years Learning Framework, 2009)

These outcomes are in a way related to the Australian curriculum outcomes in mathematics which includes

  • Use of actions, objects and technology to explore the mathematical problems

  • Descriptions of situations using the everyday language, materials, actions as well as informal recording

  • Use of pictorial representations and concrete materials so as to support conclusions (Australian Curriculum, Assessment and Reporting Authority, 2015).

Activity 16

  1. My professional choices in this case is not making use of the flashcards as requested by the mum and offering the child with activities that are well suited to his age.

  2. A aspect that will guide me in the decision making is the age of the child and the knowledge I have in relation to young children

  3. A strategy that I would use in the discussion with Kenny’s mother is by calling her of making a home visit so as to discuss the issue at length. This will also shows the seriousness of the issue (Rodd 2012).

Activity 17

Values and beliefs

  • Play is of great importance in learning

  • Optimal learning mainly occurs if the learning experiences caters for each individuals learning style

  • Children are likely to feel supported, secure and valued when they are in collaborative and cooperative learning environments

Effective learning in children promotes the use of all senses (Carter & Curtis, 2010).

Activity 18

Based on the reading, it would be best to have a shared vision statement for one to achieve the set goals in the school setting. A shared vision the collective mind as well as will of the staff members and thus all of them will be willing to work towards the achievement of the vision (Waniganayake, 2012).

Activity 19

Strengths

  • Highly skilled personnel

  • Parents are willing to get involved

Opportunities

  • Use parents to contribute to the delivery of the curriculum

Weaknesses

  • Teacher do not meet more often with the parents

  • Staff have no clear role in the parent relationship

  • Lack of confidentiality

  • Pupils are coerced in engaging in activities they do not like

This analysis shows the setting strategic plan and acts as guide into making the setting a more better place by addressing the weaknesses and threats and taking note of the opportunities available (Rodd 2013).

Activity 20

Vision: Raising the school from underachievement

Barriers and Issues

Specific Issues

Action Steps (Who and When)

Having a better school

High number of students

High number of students

Implement play based learning

Enhancing literacy

Great number have no knowledge of English

Great number have no knowledge of English

Teaching English in the early years

Meeting the needs of the children

High number of students

High number of students

Addition more staff and facilities to meet the needs of students

Enhancing achievement (Carter and Curtis (2010).

Children entering nursery below average

Children were also leaving the school before average

Children entering nursery below average

Ensuring that children enter nursery when they are above average (TES, 2016)

Activity 21

RCH Strategic Plan

Vision: Engagement of all children as well as young people with chronic health issues as learners.

Mission: be a leader in the provision, development and dissemination of evidence based models of learning and teaching young people and children suffering from chronic conditions.

Values: unity, learning, respect, excellence and integrity.

  • Improve the leaning outcomes and student engagement for the young people and children with chronic conditions.

  • Translate and generate knowledge at the health and education interface sp as to inform practices and policy (The Royal Children’s Hospital Melbourne, 2013).

  • Mobilize stakeholders and community support to make certain the sustainability and growth of the organization

  • create, put into practice and manage effectively all the resources of the educational institute

Strategies:

  • develop and at the same time deliver evidence based learning programs that are likely to maximize the use of technology and space

  • engage with the broader community and schools to ensure seamless transitions and offer additional opportunities for learning

  • building on the capacity of staff

  • Articulate the extent and nature of additional support for learners with chronic conditions.

Activity 22

Based on the reading I was able to ascertain that leading through advocacy and activism are two totally different aspects that both can be applied in various situations to achieve the intended outcome. But I would prefer to use leading through advocacy since it tends to have a number of benefits as opposed to leading through activism. By leading through the use of both one is able to achieve some from of social change (Waniganayake et al., 2012).

Activity 23

A major issue that affects young children in adequate care they receive from the care givers. At a personal and centre level an early childhood leaders should ensure that the children receive adequate care at the centre and from the teachers. At the community level is would advocate for parents ensuring that they offer right care and when not available leave their children under the right care. The strategy that I would feel comfortable working on is at the personal and centre level since it is possible for me to note cases of the issues and deal with it on the spot (Woodrow & Busch, 2008).

Activity 24

Based on a setting where I completed my practicum the leader exercised power by sharing it with others. The major of exercising power in this way was that the leader had more authority and respect from the others such as from me, the children studying at the centre, from the staff, members and also from the families (Waniganayake et al., 2012).

Activity 25

The discourse that drive my implementation of the seven quality areas is

Standard 1: The need for all children learning as well as development

Standard 2: the health and well being of all children

Standard 3: the environment within which the child is suitable, safe and offer wide ranging experience to promote the learning of children

Standard 4: having the qualifications as well as experience needed for effective learning

Standard 5: establishment of relationships that allows children to explore and engage in learning and play.

Standard 6: building of lasting relationships to enhance quality outcomes

Standard 7: planning and reviewing thus the creation of a continuous quality improvements (Waniganayake et al., 2012).

Activity 26

A major advantage of the decision making process applied by the manager is that the achieved results are achieved on a timely basis and the activity being undertaken is efficient. A major disadvantage is that there is likely to lead to resentments since the other may feel that they were not involved. Another issue is lack of creativity since only an individual’s position was looked at with no contribution from the others. I would have applied a different strategy by allowing the staff and children to be engaged in the change process and this would have achieved the same goal though not as quickly as the strategy adopted by the manager (Rodd, 2013). Whalley (2008).

Activity 27

  1. concept maps of power flow for children concept map of power flow for adults

School Head

School board

ProfessorProfessor 1

School Head

Professor 2

Professor 3

Departmental heads

Children

Professor 4

Professor 5

Non teaching staff

Professor 6

b. some of the major ways of addressing the power imbalances that could be impacting on the quality of the environment at this setting is negotiation and mediation.

Activity 28

In regard to team membership we choose people who we already knew and this eased our discussion since we did not have to deal with people we have never interacted with. There was a time that the team leader was not present and I had to lead and steer the team in the right direction. There were conflict in the group but we dealt with the issues when they occurred and avoided their reoccurrence. From the team I gained a lot of knowledge on how to interact and deal with people who are totally different from me and accommodate our various differences (Waniganayake et al., 2012).

Activity 29

Advantages

Disadvantages

Cosy Team

  • Well-established

  • Connected in an amazing way since they have worked together

  • Make decisions fast

  • May make inadequate decisions due to their united front

  • Adamant to change

  • Unwelcoming to new members

Turbulent team

  • Make decisions fast

  • Can accept new members

  • May make wrong decisions

  • Difficulty to implement change

Rigorous and challenging team

  • Make right decision due to their professional approach

  • Ensure professional development of ,members

  • Open to change

  • Constructive arguments

  • Take time in making decisions

Activity 30

Some of the greatest advantages for professional developed of staff when they are working in a team are

  • Fostering of creativity

  • Blending of complementary strengths

  • Teaching on how to resolve conflicts.

As a team leader I would nurture the following following qualities by

  • Cohesion- by encouraging the staff to work together

  • Communication- by ensuring their an open atmosphere that encourages communication

  • Companionship- by communicating openly and offering appreciation and gratitude when applicable (Whalley, 2008).

  • Improving practice – encouraging staff to engage in continuous professional development by adding on their current knowledge

Activity 31

Response Types

Advising and evaluating

This would be applicable when guiding a staff member on the way forward

Interpreting and analyzing

This would be applicable when informing someone on where the problem is

Supporting and placating

This would be applicable when encouraging a student and staff member going through a difficult moment

Questioning and probing

When questions a staff or student about an issue that you have released

Understanding and reflecting

This is applicable while trying to figure out the aftermath of a certain action

Activity 32

Scenario

Type of Response

Your Alternative Method of Response

Carla, an educator in a childcare setting, fails to make eye contact with a parent who is late collecting her baby for the third consecutive day. Carla is non-communicative to the parent, merely handing over the child’s bag.

 Questioning and probing

 Interpreting and analyzing

Pete works in a pre-primary class and ignores a negative comment that he overhears from a parent that men should not work in early years’ settings.

 Advising and evaluating

 Supporting and placating

Claudette is the school’s early childhood program co-coordinator. She shouts at one of her staff who has overlooked the daily updating of the K/PP “Parent Communication Board”.

 Questioning and probing

 Supporting and placating

Morna is the lead practitioner in a children’s centre. When one of the parents raises a significant concern about practice in the nursery, Morna uses self-disclosure to share some of her own pressing domestic issues

 Understanding and reflecting

 Understanding and reflecting

Karen is the teacher-in-charge of a Community Kindergarten. A student on a prac placement spends a lot of time with one child, reading one book after another to him. Karen storms into the book corner, takes the book from the student and states: “That’s enough!”

 Questioning and probing

 Interpreting and analyzing

Activity 33

Skills needed to provide an effective mentorship role

  • Smart questioning

  • Active listening

  • Personal interest in mentoring relationship

  • Values the initiatives and opinions of others

  • Motivates others by being a good example

Activity 34

Criteria applying to children

Criteria applying to adults

Fair, open and comprehensive feedback with the children

Creating an enriching environment which values all children as well as their contribution

Not being threatened other children ambitions

Fair, open and comprehensive feedback

Creating an enriching environment which values all people as well as their contribution

Not being threatened by people ambitions

Activity 35

The National quality standards have a stipulation that there should be supportive and respectful; partnership with families and this need to be developed and maintained. Early Years Learning Framework states that partnership with families matters since by knowing that you have great respect for family it strengthens the identity of child as well as their sense of belonging and at the same time enhance their learning. Families are also able to bring insights that will offer richer pictures in relation to their child (ACECQA, 2011b).

Activity 36

Based on the video I have learnt of the important of creating lasting and meaningful partnerships with parent and families. Based on the video I see that at time I did not develop the right and most effective partnership with families and thus plan to so in my future service and take into consideration the opinions of parents in what their child want in the service (National Quality Standard, 2016).

Activity 37

Some of the strategies that are useful in developing relationship with family with diverse cultures are

  • Appreciating and accommodating the differences as well as similarities among the families

  • Building relationships with these families

  • Communicating the expectations

  • Incorporating objectives aimed as affective and personal development

  • Using various instructional learning activities and instructional strategies

Based on a childhood setting that I have undertaken my professional experience they have genuinely welcomed families from diverse backgrounds by having

  • Structured classrooms activities

  • Differentiating content

  • Differentiating process and

  • Differentiating product which involves offering students with options to pick their format

Activity 38

Key points that arise in relation to the role played by environment in supporting and extending children learning

  • How the environment affects moods

  • How the environment affects the ability of learners to form relationships

  • How good environment fosters learning

  • How unconducive environment hinders learning (DCSF, 2008a, cited in Whalley, 2008).

Activity 39

  1. Assessors of Early childhood services may discuss with the leader of the service on

  • Strategies that may be used to develop relationships and links with the support agencies in the community.

  • The processes that will be involved in taking or making referrals from other agencies or services

  • Good example of collaboration with other kind of professional who may be working in other agencies so as to develop support strategies for the families and their children.

  1. The assessors may also sight

  • Processes linked to accepting and making referrals from other agencies for instance from family support agencies, children protection agencies and health professionals.

  • Evidence that when necessary families are supported and referred so as to make contact with the right agencies and with the contest of the family the experiences and achievements of the child in the services are shared with the support agencies (ACECQA, 2011).

Activity 40

Considerations to address as the leader in an early learning centre to ensure authentic working partnerships with parents/caregivers, other staff, agencies and the community

  • Collaborative relationships

  • Makes minimal mistakes and when made they are corrected on time

  • Having a large relationship circle

  • Always focusing on results

Considerations to address as the leader in early years of school
centre to ensure authentic working partnerships with parents/caregivers, other staff, agencies and the community

  • Matching the right channel with the right kind of conversation

  • Follow up

  • Recognizing that existence of different relationships

  • Reaching out

Activity 41

Informal networks

Formal networks

  • Experiences in the field of study

  • Self assessment

  • Discussion groups and

  • Independent study

  • Conferences and seminars

  • Adult and continuing education

  • Community based organizations and

  • Professional organizations

Activity 42

Ways schools can make links with the community

  • Involving parents in the day to day running of schools and listening to their opinions

  • Increasing the engagement of parents in the school life

  • Dealing with other service providers can be of benefit to the wider community in terms of offering and undertaking certain activities in the community.

  • Ensuring that all communities in a region are well catered for by the curriculum that is having an inclusive curriculum (EdChat, 2013).

Activity 43

Despite having knowledge in early childhood education it is imperative to have and build adequate and substantial knowledge of money matters. Through this understanding I will be able to play an essential role in the development and management of early childhood setting’s budget (Waniganayake et al., 2012).

Activity 44

I need to develop and have the ability to work with others, for instances with the welfare, health, welfare and legal professionals, since it is an important skill of leaders and mangers irrespective of the sectors they are in and this means even the early childhood school heads. Thus I need to network and collaborate more so as to develop my knowledge of building alliances and networks with others while working with the young families and children in the centers (Waniganayake et al., 2012).

References

ACECQA (2011a). Guide to the National Quality Framework. Retrieved March 17, 2016 from http://acecqa.gov.au/storage/1%20Guide%20to%20the%20NQF.pdf

ACECQA (2011b). National Quality Standard Retrieved March 17, 2016 from http://acecqa.gov.au

Australian Curriculum, Assessment and Reporting Authority (2015). Content for Foundation Learning area content descriptions. Australia: Australian Curriculum, Assessment and Reporting Authority.

Australian Institute for Teaching and School Leadership (2011). Australian Professional Standards for Teachers. Retrieved March 17, 2016 from http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Carter, M & Curtis, D. (2010). The Visionary Director. Retrieved March 17, 2016 from https://www.iactivelearning.com/sites/default/files/book/samples/Deb_Curtis-The_Visionary_Director_Second_Edition-Sample.pdf

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Creative Education (2014). Coaching and Mentoring. Retrieved March 17, 2016 from http://www.creativeeducation.co.uk/video/1895

Dahlberg, G & Moss, P. (2004). Chapter 4: Preschools as loci of ethical practice. In Ethics and Politics in early childhood education (pp. 86-96). New York: Routledge.

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Giugni, M. (2010). Talkin’ Up and Speakin’ Out: Activism and Politics in Early Childhood Education for Equity ‘and Social Justice. Castle Hill, New South Wales: Pademelon Press.

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The Royal Children’s Hospital Melbourne (2013).Education Institute 3013-15 strategic plan. Australia: The Royal Children’s Hospital Melbourne.

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F. & Shepherd, W. (2012). Leadership: contexts and complexities in early childhood education. South Melbourne: Oxford University Press.

Whalley, M (2008). Leading Practice in Early Years Settings. New York: Learning Matters.

Whalley, M. E. & Allen, S. (2011). Leading practice in early year’s settings (2nd Ed.). Exeter, UK: Learning Matters Ltd.

Woodhead, M. (1999). Reconstructing developmental psychology: some first steps. Children & Society, 13(1), 3–19.

Woodrow, C. & Busch, G. (2008). Repositioning early childhood leadership as action and activism. European Early Childhood Education Research Journal
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