Leadership in Ece
Define leadership
Leadership is defined within this essay as the ‘ability to influence others within an organisation to voluntarily make day-to-day decisions that to the organisations short and long term growth’. IVEY
What is effective ECE leadership
Leadership in early childhood education can have many styles. No two educational settings will use the same leadership style, as effective leadership is adapted to suit different settings and contexts. Effective leadership is created when leaders understand the community they work within. In early childhood settings, it is important to understand that the setting is made from a community of learners. In early childhood environments, leadership may be held by all educators in the setting, to varying degrees. It is the belief that all early childhood practioners can be leaders when empowered and educated to understand and work collaboratively with others to incite change. In these settings, educator’s work collaboratively with each other, rather than one educator dominantly. One situation may empower one educator to influence and share their vision, though they may be classified as a follower in a vision they are less passionate about. For instance, an educator may lead others about a worm farm they believe will enhance that educational centre, though be less passionate and follow another educator’s idea around saving water. It is the belief that when someone is passionate about an issue, that will take the lead and share their vision with others, gaining support and working collaboratively towards a shared goal. By having a collaboration of leaders, new ideas and ways of thinking can be generated, ensuring that the most is achieved in a setting.
Leadership styles MENTION KEY BENEFITS DIRECTLY
TALK ABOUT TRANS
TRANSACTIONAL
CHARISMATIC
A transformational leadership style lends credence to the belief that most early childhood practioners work collaboratively with others towards a joint goal.
Leadership is defined within this essay as the ‘ability to influence others within an organisation to voluntarily make day-to-day decisions that to the organisations short and long term growth’. IVEY
What is effective ECE leadership
Leadership in early childhood education can have many styles. No two educational settings will use the same leadership style, as effective leadership is adapted to suit different settings and contexts. Effective leadership is created when leaders understand the community they work within. In early childhood settings, it is important to understand that the setting is made from a community of learners. In early childhood environments, leadership may be held by all educators in the setting, to varying degrees. It is the belief that all early childhood practioners can be leaders when empowered and educated to understand and work collaboratively with others to incite change. In these settings, educator’s work collaboratively with each other, rather than one educator dominantly. One situation may empower one educator to influence and share their vision, though they may be classified as a follower in a vision they are less passionate about. For instance, an educator may lead others about a worm farm they believe will enhance that educational centre, though be less passionate and follow another educator’s idea around saving water. It is the belief that when someone is passionate about an issue, that will take the lead and share their vision with others, gaining support and working collaboratively towards a shared goal. By having a collaboration of leaders, new ideas and ways of thinking can be generated, ensuring that the most is achieved in a setting.
Leadership styles MENTION KEY BENEFITS DIRECTLY
TALK ABOUT TRANS
TRANSACTIONAL
CHARISMATIC
A transformational leadership style lends credence to the belief that most early childhood practioners work collaboratively with others towards a joint goal.
References: Bloom, P. J, (2010). Leadership in Action: How effective directors get things done, New Horizons. Nupponen, H. (2006). Leadership concepts and theories: Reflections for practice for early childhood directors, Australian Journal of Early Childhood, 31, 1, pp.43-50. Gabrielsson, M., Darling, J. & Seristo, H. (2009). ‘Transformational team-building across cultural boundaries: A case focusing on the key paradigm of leadership styles.’ Team Performance Management, 15, 5/6, pp. 235- 256. Lussier, R.N. & Achua, C.F. (2001). ‘Leadership: Theory. Application. Skill. Development.’ Cincinnati: Thomson, pp. 372 – 411. Nailon, D., Delahaye, B. & Brownlee, J. (2007). ‘Learning and Leading: How beliefs about learning can be used to promote effective leadership.’ Development and learning in organisations, 21, 4, pp. 5 – 9