The Significance of Quality Relationship and Interactions in Early Childhood Education
Title: Role Of An Early Childhood Education Leader In Contemporary Australia
As per the researchers the children grow, learn and thrive in early childhood education and care situation when those features are signified by high quality relationship and interactions (Rodd, 2020). There is a growing setting that assist to recognise the level of excellence in initial childhood tutoring maintenance setting which influence the children’s wellbeing and development. The aim of the paper is to identify and examine the character of an early childhood education front-runner in modern Australia. However, the title role of the educational leader in early childhood is mainly to co-operate with the educator and provide the curriculum in the right direction, support the educators effectively implement the planning and improve the program and many others which will be mentioned in the discussion section (Sims & Waniganayake, 2015). Within the same section the significance of leadership in early childhood education, the need of such leaders and focus area of the educational leaders will also be emphasized upon.
Within the Australian early childhood sector, the role of an educational leader emerges as the main segment of a large process reform that began in early 2009 (Pacini-Ketchabaw & Taylor, 2015). It is the position of educational leader who caters to establish and derive the quality of improving the requirements of the reforms, but there is various other do does not establish the provision until they severe years the reforms are introduced. There is also a lack of clear role which can describe the leaders but rather it is more of an authority and responsibility that makes it problematic for the select few to fulfil the expectation detained of them. On the other hand, it can be further that as street-level administration is attractive residence within the neoliberal context, the request for the specialised optional decision-making is in conflict with the bottom-down standardization process of inherent within neoliberalism (Press et al., 2018). Hence, the instructive select few have the potential to face multiple issues all throughout their professional but in Australia there are many new reforms that focus on compliances with the street-level bureaucracy.
Role of an educational leader:
Educational leaders in early childhood and in care service has the most influential responsibility and role where the leader can inspire, motivate, take-up effective decision making and affirm the practices of an educator (Arthur et al., 2015). With reference to the character of the informative leader it can be identified that in childhood and early childhood it offers with an essential support service. However, when it’s time to get back to work, the parents require a trustworthy carer for their child and as most parents they have the most integral part to influence on the child’s development. Furthermore, there is increasing demand of early education as well as of care which is rising (Nolan & Molla, 2017). There are a number of children and families that are utilising the approved care which rose dramatically within June and September in 2018. Some of the major roles and responsibility that an educational leader should inculcate are: early childhood educator, lead educator and education leader role, early childhood teacher, centre direction and assistant centre direction.
The Emergence of Educational Leader in the Australian Early Childhood Sector
Therefore, the role of the leader can also be identified as the feature which offers the educational centre with a clear mission, vision and motive to involve everyone and analyse its effective functioning (Somerville & Williams, 2015). The role of a leader also comprises of a holistic approach when it comes to development and care of children. In this situation the leaders focus on emotional, physical and psychological wellbeing of the children. This approach also influences the children, where the Early Childhood Educator can inspire the children’s inquisitiveness to explore and create their environment. Furthermore, the educators work in teams in a centre studio where it is able to exceed and implement in National Quality Standard areas. Thus, it observes the children are under care and the process of documentation is within their experience and evaluating their daily care routines (Wright, 2015). Hence, they are also responsible for every child within the care centre. Children’s safety and health are some of the key factors that the in National Quality Standard emphasize upon. While working in a team, the educator should contribute towards the role of leading and managing the child’s behaviour as well as guide in their learning process. The ultimate goal is to maintain a healthy, secure and safe environment for every child.
Within the above-mentioned roles the educational leaders are expected to work as the member of the team (Comber, 2015). Thus, working together will offer with structure and routine that respond to the children’s need in the care. It can also be facility by providing structure and response which respond the children’s need in the care. Some of the other roles that catered out by the leaders are maintaining professionalism, managing the risk and hazard, caring relationship with the essential needs of the children, communicating regularly with families, teaching children the importance of respect and dignity so that the children respect diversity and inclusiveness.
Someplace effective leadership creates a value of thoughtful repetition it also inspires and encourages the process of continuous improvement across every aspect of services, it is the character of an instructive front-runner which provisions this communal and culture all throughout the process of foremost the expansion and process of incorporating the educational program, assessment and planning cycle (Fonsén, Akselin & Aronen, 2015). Furthermore, the instructive frontrunner is further maintained by the provision’s guidance team in effect to confident change, which includes the in performance if an essential role in coaching and mentorship, subsidiary and guiding educator.
The leading educators in early childhood also collaborate with the centre director where the leader can lead a tea within the studio to create an opportunity of development of potential of every child. Thus, this role of the educational leader signifies that the leader also supervises other educators, students as well as the volunteers within an educational centre (Sims, Waniganayake & Hadley, 2018). Therefore, the lead educator caters to create a position in early childhood, thereby essential that they can work within teams to maintain the awareness and responsiveness towards development stage of requirement of the children that they care for. Furthermore, in the lead educational position the leader often supports the educator all across the place and the major role are as follows: mentoring other educators, catering out suggestions as it assist the teachers and interacting with the children so that they can communicate (Nuttall, Thomas & Henderson, 2018). Secondly, the leaders contribute towards the establishment of system all across the service so that they can ensure community of development and learning. Lastly, it can lead reflective discussion about the realisation and practice of the early learning framework as well as the learning program.
The Role of an Educational Leader
Furthermore, the role of an educational leader in early childhood should also focus on recognising and approaching the children so that they adopt learning faster. The leader should aim to develop process and strategies which reflect on the educator’s planning and program system and ensure that its associate work outputs regularly in way that tips more towards mentorship (Simoncini & Lasen, 2018). It can also follow up with the level of professional development and support needed from the education facilitator. Moreover, one should ensure and simplify every educator who are confident with the programming and planning goals as well as including the activities and experience which they set up for the children within their care. The need for the educational leaders in order to conduct a good job is its individual concern and need to focus on finding ways to motivate and mentor within the areas of programming, meeting outcomes, planning and principles with families and connecting, enabling reflecting process and working effectively and collaboratively as team members (Heikka, Halttunen & Waniganayake, 2018). It is also integral for the educational leaders of early childhood to think and realise about the ongoing own professional development requirement and how it can turn its support within the team. The meeting and training session will also contribute as a significant part of the goal of being an effective educational leader.
Hence, it can be concluded that leadership within the educational field is not an inherent quality and skill. Rather it is a path that leads the team effectively where the leaders contribute in placing work in a constant manner so that they can improve the skills so that the children can be trained in best possible manner. There are individuals who opts for this field because they want to bring in a positive difference in children’s lives so that they can make sure of providing the best possible surrounding for development and learning. The location or the leader is another vital factor as it determines the approval of the State or Provincial early learning framework which assist to guide the early childhood education programming and assured children which acquires skills significant for the development. By adding an additional framework, it will be able to demonstrate the commitment to the children in the care and if they have already had one the it will never be a bad idea to brush up on update since they have better aligned the framework.
Reference
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Comber, B. (2015). Critical literacy and social justice. Journal of Adolescent & Adult Literacy, 58(5), 362-367.
Fonsén, E., Akselin, M. L., & Aronen, K. (2015). From distributed leadership towards joint leadership–a case study: the early stages of developing a new ECE leadership model for the city of Hämeenlinna. In Thinking and Learning about Leadership: Early childhood research from Australia, Finland and Norway. International Leadership Research Forum (ILRF) Research Monograph (Vol. 2, No. 116-130).
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