Core Principles and Values
Leadership philosophy is determined as an important beliefs system which provides a set of guidance to the individuals in the aspect of decision making while leading an organisation or projects. It includes a several core principles, values and perspectives essential for the purpose of leading (Earlyyearsmatters, 2022). Leadership development is considered to be subject of debate since most of the researchers believe that the leaders are created with significant skill development. According to Waniganayake et al., (2017), it is gradually argued that individuals need to be born with essential qualities of authority and control in their attributes. While discussing the significant domain of global ECE leadership to is essential that the positions of the ECE educators are properly acquainted with intricate knowledge about the diversity in living conditions for the children. Considering the context of Australia, it has been noticed that the poverty rate of the country has been recognised in the 16th highest poverty out of 34 most financially secured countries in the world. Australia is also regarded as a signatory to the United Nations’ Sustainable Development Goals. With such global connections the early leaders in the country can be identified to be essential to incorporate strong values and social judgements within the children. As suggested by Pratt (2015), the Early Childhood educators have been provided with a significant responsibility in portraying the roles of pedagogical experts to contribute to the subsequent progress in the increasing globalisation and internalisation of education and leadership entities. The Council of Australian Government has been released significant frameworks for assisting the educators and providing the young children the equal opportunities for learning in the future.
In the context of describing the implications of various leadership approaches in philosophies with respect to global leadership and sustainable future, it can be noticed that the primary goals of the educators should be to develop progressive learning environment. As suggested by Clarkin-Phillips (2011), have been subsequently inspired by the principle characteristics of the Transformational Leadership philosophy as a student in this field of study. Transformational leadership is known to filter the strengths and qualities of different leadership styles to create a broad view of leadership to motivate people. Contemplating over the recent changes introduced in the area of early childhood education in Australia die it the various Governmental initiatives it can be observed that to match up with the rapid changing patterns in learning and development it is essential that the educators keep on updating the basic leadership styles. According to Rodd (2015), the significance influence of global leadership entities would be applicable in assessing and identify the subsequent changes that would be required to introduce the current impending leading practices for the early childhood educators. It would help me learn about the diverse situations of the children’s lives at present and plan the curriculums accordingly to meet the diverse need of the children. It is going to be effective in enhancing the ECE practices by creating essential awareness related to tolerance and diverse and encourage the educators to become a part of the commitments for social transformation. Considering the global data on poverty, it has been vehemently forecasted that a huge section of the population of Australia has been serving below the poverty line and is significantly reliable over the social security for their income. Even people with paid employments are also subjected to poverty. It can be considered to be a result of the significant depletion of wage growth and losing of employee bargaining power in the country. The overall rate of poverty has been noted to be differed from 11.5% to 14.5% between 1999 to 2017 (The Australian Government, 2022). The considerable fluctuations in the financial status of the country has deliberately pushed the population towards poverty. This has influenced the child poverty rates to fluctuate at higher rate of about 14.3% between 1999-2000 and 18.6% between 2015-2016. Due to the changes in the quality of life of the population, the government realises the difficulty of the individuals in providing subsequent educational facilities to the children. Hence, the National Quality Framework (NQF) was formed to develop necessary FYLF curriculum plan to provide required educational facilities to the children.
Implications of Global Leadership Approaches
The provided analysis, directs to the importance of the knowledge about the global leadership principle to incorporate within personal leadership philosophies. It can be understood that through a global perspective in the general transformational leadership, various levels of global leadership management can be achieved. The global analysis over the case of early education in children provides a subsequent idea over the intricate frameworks to be used for developing effective pedagogical and curriculums to cover the diverse learning needs of the children from every section of the society (Perth Waste Collaboratory, 2022). Hence, the first aim of the project is to assess an overall outcome which are likely to be ashamed through incorporating various sustainable projects in the academic curriculum of the young children. Simultaneously, the second aim of the project is to analyse the overall leadership goals that an individual strives to achieve as a leader.
Context
Developing an effective sustainable project for outlining proper skills and strategies in inculcating the principles of leadership to be responsible for significant changes in the future it is necessary that the educators identify the importance of change. According to Davis (2015), it has been noticed that the change process is an important part of the early childhood services. Even though the process is quite complex for the educators to be acquainted with, it is still emphasized to be a driving force for improvement in the teaching practices. The process of change has been defined as the ways in which the individuals are driven by motive of change to become unique from the regular practices. Moreover, the complexities in the entire process can result from the assessment of the changes within interpersonal levels of the individuals. Therefore, as suggested by Hard et al., (2013), the responsibility for committing the actions towards bringing changes in the practice of the activities can be considered to be an intricately high profile job. With this context, the Takatsukasa Hoikuen Childcare Centre has been known to be working for creating a transformational base of leadership for establishing special learning programs for the children through environmental projects like the Silkworm Project. The centre specialises in environmental education by providing real life experience to the children within the natural environment. Considering my role as an educator in the centre, I am a part of the programming in developing significant curriculum planning to provide equal opportunities to the children to interact with the nature while emphasising on teaching about the living creatures including plants.
In the gradually changing status of the lifestyle for the individuals with rapid modernization and automation of the regular activities, the people have been found to be gradually distanced from the natural environment. As suggested by Hill et al., (2014), to plan impactful sustainable projects within the UN discovered areas of sustainable goals, it is contemplated that the children must be acquainted with the natural environment from an early age. It is going to be essential in developing significant care and sense of responsibility into the young children for creating significant possibilities for a sustainable future. The subsequent changes in the process of teaching environmental studies to the children has been developed following the identification of the distanced behaviour of the individuals with the nature. This has been the main motivation behind the emphasis over engaging the children in silkworms raising activities within the day-care centre (Johansson, 2009). This idea for changing the curriculum designed was first proposed by the community members which was later assessed to decide on the change in the teaching process.
Role of Educators in Providing Equal Opportunities
The overall sustainable goal has been achieved through the enrolment of the Silkworm project since it has been effective in teaching the children the importance of nurturing the natural environment. The program shares an intricate connection with the Australian early frameworks and standards by inculcating emotions about being responsible in taking care of the natural environment (Davis, 2015). Through the significant social knowledge, the children would grow up to be responsible adults in safeguarding the natural environment and create a sustainable environment. The future of the ECE in Australian has been noticed to have been popularised in the recent times. The launching of several initiatives related to promotion of early education in children has subsequently contributed in the process of incorporating ideas of sustainable future development of the children (Johansson, s2009). The Australian government has successively launched the “Free Kinder” initiative which has ensured kindergarten education for more than 100,000 children from families below poverty line. Moreover, taking inspiration from the Silkworm project, the centre has also been looking forward to plan and launch similar activities for the children to help them closely interact with the natural environment.
The Sustainable Development gaols presented by the United Nations are also recognised as the global goals to exterminate social issues like poverty, environmental restoration and encourage peace and prosperity (Johansson, 2009). To achieve the sustainability standards most of the countries or organisations have been working substantially to develop the SMART goal setting. The SMART goals can be defined as a successive measure signifying important element of sustainable planning which are- Specific, Measureable, Achievable, Realistic and Timely. The emphasis on the sustainable development planning has been further justified through the SMART format listed below-
S- Specific: The Specific leadership skills and areas which are essential in the planning and development of a successive sustainable environment for the young children to flourish should be directed towards motivating and encouraging their nurturing actions. The nature and nurture perspective needs to be inculcated as an essential factor in developing a sustainable teaching program (Logan et al., 2012). To further improve the development of sustainable programs, it can be noticed that using the transactional leadership to create a healthy workplace for the staff and community members to work in harmony. Through the transactional leadership the next step for future development would be initiated.
M- Measurable: Once the actions are successfully defined, the stakeholders to measure the significant gaols to measure the qualities of subjective development of the capabilities of the gaols in achieving sustainable gaols. The plans for the pedagogical and curriculum setting to introduce more natural interactive projects like the Silkworm Project would be significantly reviewed and revised according to the resources available for executing the process. For example, nurturing silkworms is a simple process which can be undertaken by children of all ages, moreover, it is a clean and accessible process (Clarkin-Phillips, 2011). It also provides a unique knowledge about the concept of lifecycle of living organisms. Hence, following this context, the organisation can further experiment with other insects which would be safe and eventful for the students.
A-Achievable: It is necessary that the identified goals are well planned to ensure the success of the initiated projects. The capital would be set as per the required amount of resources to initiate the process of success for the planned projects or activities. The centre would be planning the next projects within a subsequent time frame whist measuring the aspect of success in the environment. It is to be ensured by the organisation that the project would be profitable for the organisation besides benefiting the early development of the children. With the success of the Silkworm project, the organisation would be further focusing on planning another five-year project to introduce variety in the perception of the academic curriculums to incorporate innovation in the teaching methods (Khouzani, 2013).
R- Realistic: The goals need to be realistic for the organisation and its members to work on achieving the purpose of the selected goal. Considering my position as an educator in the organisation, the next curriculum planning should be subjective for us to deliver the teaching objective to the students. Following the guideline of the Silkworm project, the students could be controlled due to the harmless nature of the worms and easy handling procedures in teaching the nurturing activities (Rodd, 2015). However, to select another living organism, it should be applicable if the students are assessed to identify their comfort zone and they cannot be forced to work with any insect or animal they have a phobia of.
T- Time Framed: The most important aspect of planning the activities is to decide on the timeframe. Before executing the project, scheduling the activities is essential to ensure that the education quality is not compromised for the children. Contemplating on the initial phase of the planning of the project, the activities can be assured to be practised thrice every weak at the initial phase to make everyone comfortable with the setting (Priest et al., 2008).
The main challenges which were faced during the implementation of the project in terms of leadership was to collect the consent of the entire hierarchy of the organisation including the parents. As suggested by Waniganayake et al., (2017), since, teaching at an open natural environment was a successively new outlook in the teaching process, specially while working with children, it was noticed that most of the board members were quite reluctant in giving the permission for it. Moreover, considering the Australian societal conditions, meeting the expectations of the various social factors were extremely difficult. Even though with an outlook of transformational leadership, the inspiration from the silkworm project has been derived to include into the development of successive unique teaching methods. It was quite difficult to manage the project and meeting the diverse needs of the students from different areas in the country (Earlyyearsmatters, 2022). The global ratio and the provided data was extremely supportive in assessing the circumstantial attributions in planning the curriculum and programs to initiate learning methods by the organisation. According to Waniganayake et al., (2017), the socio-economic factors have been a huge concern for the educators to fulfil considering the present obstacles in the society. The socio-economic differences in the society has been known to be successively impacting the implementation of the necessary factors. Some of which is also labelled as “marginalised” lands. Apart from that, the financial constraints have also been a barrier in the education process as the increasing poverty level was a major obstacle in encouraging the families to send the children to schools. However, even though the organisation has been faced with successive challenges in dealing with the several social challenges to initiate a successful curriculum planning for the early development of the children. Leadership in the early childhood phase is essential for the children to provide significant opportunities essential for developing a sense of responsibility. As suggested by Rodd (2015), it allows the children with the confidence to gain control over the lives to inculcate subsequent abilities in controlling the situations to become successful in future. Hence, the strategic planning of the resources through effective leadership has been the primary strategies to solve the enraging issue of providing sufficient early education to the children. The transformational and transactional leaderships have been used to provide a relative mentorship to the families and the children in creating a sustainable future. As suggested by Priest et al., (2008), the initial actions were to encourage the families by explaining the importance of education for the children. The parents were also explained by the communities that early education through sustainable leadership helps the children to flourish in a healthy measure and thrive in a developed environment. Although the process was subsequently difficult, through significant strategic measure, the barriers were taken over.
References
Module 1:
Davis (2015, p. 23) suggests that early childhood education for sustainability “is explicitly about creating social change, and central to the changes is the redistribution of power and authority.” Retrieved 14 April 2022, from: https://www-cambridge-org.ezproxy.csu.edu.au/core/books/young-children-and-the-environment/leadership-for-creating-cultures-of-sustainability/30054420F75CBC43EF57A89100689174/online-view
Davis, J. (2015). What is early childhood education for sustainability and why does it matter? In Davis, J (ed.). Young Children and the environment: early education for sustainability. (2nd edn). (pp. 7-31). Cambridge University Press. Retrieved 14 April 2022, from: https://www-cambridge-org.ezproxy.csu.edu.au/core/books/young-children-and-the-environment/what-is-early-childhood-education-for-sustainability-and-why-does-it-matter/37ADE833B03DECFCE074D6D99D800F37/online-view
Hard, L., Press, F., & Gibson, M. (2013). ‘Doing’ Social Justice in Early Childhood: the potential of leadership. Contemporary Issues in Early Childhood, 14(4), 324-334. Retrieved 14 April 2022, from:
https://journals.sagepub.com.ezproxy.csu.edu.au/doi/pdf/10.2304/ciec.2013.14.4.324
Hill, A., McCrea, N., Emery, S., Nailon, D., Davis, J. M., Dyment, J. E., & Getenet, S. (2014). Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives. Australasian Journal of Early Childhood, 39(3), 14-22. Retrieved 14 April 2022, from: https://journals-sagepub-com.ezproxy.csu.edu.au/doi/abs/10.1177/183693911403900303
Johansson, E. (2009). The Preschool Child of Today? The World-Citizen of Tomorrow? International Journal of Early Childhood, 41(2), 75-95. Retrieved 14 April 2022, from:
https://ezproxy.csu.edu.au/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=44523892&site=ehost-live
Perth Waste Collaboratory. (2022). About the Project. Retrieved 14 April 2022, from
https://perthwastecollaboratory.wordpress.com/
Module 2:
Australian Children’s Education & Care quality Authority. (2022). National Quality Framework. Retrieved 14 April 2022, from https://www.acecqa.gov.au/national-quality-framework
Clarkin-Phillips, J. (2011). Distributed leadership: Growing strong communities of practice in early childhood centres. Journal of Educational Leadership, Policy and Practice (26) 2, pp. 14-25 Retrieved 14 April, 2022 from:
https://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=805181881938821;res=IELHSS
Logan, H., Press, F., & Sumsion, J. (2012). The quality imperative: Tracing the rise of ‘quality’ in Australian early childhood education and care policy. Australasian Journal of Early Childhood, 37(3), 4-13. Retrieved 14 April, 2022 from:
https://interact2.csu.edu.au/bbcswebdav/pid-4946229-dt-content-rid-18578554_1/xid-18578554_1
Pratt ( 2015, pp. 76-102). In this chapter Robert Pratt offers some ‘practical possibilities’ and ‘pedagogical approaches’ that support leading in early childhood for sustainability. Moreover, Pratt (2015) provides a number of ‘provocations’ as a means to develop pedagogical practices. Retrieved 14 April, 2022 from:
https://www-cambridge-org.ezproxy.csu.edu.au/core/books/young-children-and-the-environment/practical-possibilities-and-pedagogical-approaches-for-early-childhood-education-for-sustainability-the-kenmore-west-story/62074C5AEDA1DF9EA91F88DEEA9E026B/online-view
The Australian Government. (2022). Belonging, Being & Becoming – The Early Years Learning Framework for Australia. Retrieved 14 April 2022, from
https://www.dese.gov.au/national-quality-framework-early-childhood-education-and-care/resources/belonging-being-becoming-early-years-learning-framework-australia
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education (2nd ed.). Melbourne: Oxford University Press. Retrieved 14 April 2022, from:
https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=5199525
Module 3:
Khouzani, C. (2013). Takatsukasa Hoikuen Childcare Centre [Video]. Retrieved from https://youtu.be/Qlm-TlLgxhA
Priest, K., King, S., Nangala, I, Nungurrayi, W and Nangala, M. (2008). Warrki Jarrinjaku ‘working together everyone and listening’: growing together as leaders for Aboriginal children in remote central Australia. European Early Childhood Education Research Journal, 16 (1), 117-130 Retrieved 14 April, 2022 from:
https://www-tandfonline-com.ezproxy.csu.edu.au/doi/full/10.1080/13502930801897186#abstract
Rodd, J. (2015). Leading change in the early years: Principles and practice. Open University Press. Retrieved 14 April, 2022 from:
https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1920722#ppg=41
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017) Leadership: Contexts and complexities in early childhood education (2nd ed.). Melbourne: Oxford University Press. Retrieved 14 April, 2022 from:
https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=5199525
Other:
Earlyyearsmatters. (2022). Leadership – Early Years Matters. Retrieved 14 April 2022, from https://www.earlyyearsmatters.co.uk/our-services/school-and-nursery-improvement-partner/leading-learning/
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