Analysis and Critiques Management and Leadership Theories, Models, Styles and Techniques in Early Childhood Settings and Practice
Discuss About The Techniques In Early Childhood Settings And Practice.
According to Nonnie & Beth (2012), change is an inevitable and a crucial aspect of early childhood education and care. For early childhood educators to attain their goals, they must analyze some of the things that affect proper learning and development of young children. This implies that because new things which impact young children continue to emerge, people who deal with matters concerning early childhood education and care should analyze the changes and come up with best ways of managing the changes to attain their desired goals.
For the early childhood educators to succeed in caring for the young ones, they should be equipped with proper strategies and ready to survive change. They should also be prepared for new things that emerge and implement change more positively and professionally.
According to Gregory (2015), it is hard to trust that close to 100 years ago, children were viewed as little empty vessels, and unworthy of being given human respect or even close examination. In the early 20th century, however, a lot has changed. Researchers conducted in different aspects concerning early childhood development and the impact of environment on their wellbeing have indicated that change has a significant influence in development of children and therefore it is fundamental to ensure it is well management
According to Hadley (2012), early childhood development professionals identified various issues concerning models and theories concerning leadership and change management for the early educators. One of the theories that have been established to discuss leadership and change management in early child development is the change management theory. According to this approach, early educators have a crucial role to play in ensuring new things are implemented in early childhood education to make children attain proper knowledge and development. The theory affirms that early educators should not be change-averse because in the early childhood development, things continue to emerge and for children to develop based on the lasted things, a change must be implemented.
According to the model proposed by Alma & Lynn (2014) concerning leadership tasks and activities in early childhood settings to preschools and nursery schools, there are seven key things which change management leaders should consider. These aspects include human resource management and leadership, self-management, observations of frame conditions and trends in early childhood education, organizational design and development, strategic management, collaboration, and the primary tasks of the institution.
Key Aspects of Leadership Tasks and Activities in Early Childhood Settings
The theory also affirms that early educators should work with all stakeholders and inform them concerning the importance of managing change in the early childhood development. According to Gibson (2013), child development is not a person task, it should involve other people who interact with the children at different levels of their lives. This means for the changes that affect children to be well addressed, all stakeholders must work as a team.
Margret (2013) affirms that leadership in the early education is fundamental for improving the quality education in early childhood development. The tasks profiles, as well as the role models for leaders, and the requirement for their qualifications and resources are crucial for change management in early childhood settings. Their skills, qualifications and knowledge help in identifying the areas that require to be changed, and what need to be done to ensure the change is beneficial to the targeted group.
According to Elizabeth (2015), leaders in early childhood settings need to have the ability to elaborate a shared informative framework, adopt a systematic processes of documenting educational practices and evaluate outcomes. They also need to have proper skills of managing change, and offer adequate opportunities for joint work and offer constant support and guidance to all individuals who advocate for a change. Additionally when leading and managing change in early childhood setting, one should base his/her strategies on different values, including democracy and respect for diversity. The leader should also view professional development as a constant learning process that includes personal and professional growth. It is also important to recognize early childhood settings as forums for civic engagement and ones which enhance social cohesion.
Kyeong (2015) proposed a model of human resource management and leadership which could be easily used early childhood settings for change management. According to this model, the primary goals of human resource management are twofold. On one side, it is crucial to attaining educational quality goals through learning available changes and taking necessary measures to address them. On the other hand, leaders in the early childhood settings have the responsibility to ensure the wellbeing of other staff members is enhanced through using the right process when implementing a change.
This model also affirms that besides the tasks of educational leadership, leaders in the early childhood settings have the responsibilities of ensuring right processes are used, and all critical new factors are incorporated into their operations. Through these practices, they should deliver proper management of change through working with other stakeholders to ensure the change is meant for development.
Factors Influencing Management of Change in Early Childhood Settings
According to Eva (2013), the type of leadership excised in early childhood settings influence child development. If for example, children grow in a place where authoritative kind of leadership is practiced, the chances of developing while knowing how to dwell on commands are always high. On the other hand, if a child grows in a setting where those in authority demonstrate high levels of inclusion and togetherness, the child learns how to befriend others and exhibit high levels of love for one another.
Nonnie & Beth (2012) affirms that management of change in early childhood settings is influenced by various factors which the leaders should understand how to address them. These factors comprise family structures, the early childhood education structure, management, and the orientation. The leaders should also comprehend other factors that influence change management in these settings such as values, beliefs, religion and so forth.
Davis (2014) affirms that early childhood education leaders are always surrounded by dynamic factors which are influenced by different groups of stakeholders in and outside the institutions they manage. This means for them to understand how to cope with the constantly changing industry, they have to work closely with these groups. They also need coordinate and collaborate with other organizations that deal with early childhood development and learning because when a change occurs, like for example change of curriculum, it should be implemented in all settings, and for the institutions to successfully adapt to the changes, they should work together.
According to Davis (2014, leaders who manage early childhood settings should know how to implement change that focuses on developing visions concerning the development of their institutions. They should also discuss their proposed changes with their teams and other stakeholders to determine if they can lead to positive results or not.
For leaders to attain positive outcome in early childhood settings, they must develop and change according to quality development, and other factors such as the changing curricula, rules, new challenges, and consider new target groups such as children from minority groups such as refugees. In this settings, they should view quality development as an undying process of reflection, learning and adapting new knowledge which results from empirical studies. Because development is always a requirement in early childhood development, leaders in these settings need expertise and competencies to manage change processes through working will all stakeholders to overcome factors that prevent adjustment to changes.
Additionally, leaders in this settings need to have convincing competencies and also comprehend the structures and processes which drive changes in the social, societal and political environment of early childhood education and care. According to Kyeong (2015), leaders in these settings also need to know various things concerning the living conditions of their target groups, and how the implementation of change can influence their wellbeing. As children grow up, they change in various aspects, and therefore it means the manner in which care is given to them should also change. This means to enhance their wellbeing, it is crucial for the leaders to understand what they can alter in their institutions to ensure the services offers matches the changing needs of the kids.
Importance of Collaboration and Coordination in Early Childhood Education
In Australia, proper leadership in the early childhood settings has been one of the factors which every person feels it should be considered. This factor has been driven by people’s understanding that leadership plays a significant role in the development of children. Over the years, the government and other stakeholders have been working together to ensure those who lead institutions associated with child development and education portrays leadership skills that can make the organizations to strive towards developing children in the right manner.
According to Gerardine (2015), Australia is among the countries that show great concern for the development and education of children. Its government has established various policies and laws that leaders who manage institutions which deal with aspects related to early childhood education and development must adhere to. Wiltshire (2012) affirms that these rules have been fundamental in ensuring leaders who manage these institutions do what is suitable for the proper development of the young ones.
Robinson (2011) affirms that quality is an essential factor in the development of children. For the Australian leaders who deal with early childhood education, they are required to ensure they liaise with other stakeholders to ensure changing needs of children are considered in their education. Just like Alexandra (2014) asserts, leaders in this country are supposed to understand the changes that emerge in early childhood education and work based on the requirements given by the government and other key stakeholders. Some of the most significant changes include the emergence of new technologies, laws, curriculum and other factors.
In the Australian childhood education and development, various things must be considered for the leaders to attain positive results. These factors include understanding what influence change and its importance to the development of children. The leaders are also required to portray good skills in change management because according to Collette (2016), change in early childhood management is inevitable.
From the literature, it is clear that for leaders who deal with matters concerning early childhood to attain the set goals, they should understand various issues that influence child development. In Australia, the development and education of young children is influenced by dynamics such as family structure, the type of leadership, the nature of change management, values, beliefs, and religions.
Just like Bartik (2011) affirms, change management has always been fundamental in Australian early childhood education and care because it enables leaders to learn emerging issues that influence education and care and understand how they can manage them to deliver a positive outcome. Because the childhood education and care in Australia is dynamic, the people who lead organizations which deal with aspects concerning childhood education are required to remain prepared to survive change through understanding it, and knowing how to implement it positively.
Effective Leadership Styles to Improve Child Development
Conclusion
In the 21st century, early childhood leadership has been given a lot of attention because it is believed to be among the significant factors that influence the outcome of child education, care, and development. To properly manage institutions that deal with aspects concerning early childhood education and care, change management is viewed as an essential factor which every leader must consider.
The reason why this aspect has become important is that change has become inventible in early childhood settings, and therefore, to ensure it leads to a positive outcome, leaders must understand how to manage it in the right manner. Some of the changes that have seen significant changes in the 21st century concerning early childhood education and care comprise laws, curriculum, and technology.
To properly manage change in this century, leaders in early childhood settings are supposed to work with other key stakeholders such as parents and the government to understand what is likely to change and how to adapt to the changes in the right manner. It is also essential to understand all factors that influence early childhood education and care. Some of these factors include family structure, ECEC management, ECEC structure, ECEC orientations, beliefs, values, and religion.
References
Alexandra, D. (2014). Pre-Service Early Childhood Educators’ Leadership Development through Reflective Engagement with Experiential Service Learning and Leadership Literature. Australasian Journal of Early Childhood, 39(4), 24-38.
Alma, F & Lynn, F. (2014). The Place of Infants in the Evolving Australian Policy Context. Australasian Journal of Early Childhood, 39(4), 47-68.
Bartik, T. J. (2011). Investing in Kids: Early Childhood Programs and Local Economic Development. Kalamazoo, MI: W.E. Upjohn Institute for Employment Research.
Collette, T. (2016). Reforming Australian Early Childhood Education and Care Provision (2009-2015). Australasian Journal of Early Childhood, 41(2), 54-68.
Davis, G. (2014). Graduate Leaders in Early Childhood education and care settings, the practitioner perspective. Management in Education, 28(4), 89-95.
Elizabeth, S. (2015). The Professional Leadership and Action Research Training Model: Supporting Early Childhood Leadership. Australasian Journal of Early Childhood, 40(4), 124-145.
Eva, D. (2013). The Leveraging Influence of Strategic Alignment: What Constitutes Early Childhood in Current Australian Policy Debates? Australasian Journal of Early Childhood, 38(3), 54-68.
Gerardine, N. (2015). Professionalising the Early Childhood Education and Care Sector: Broadening the University Mission. Social Alternatives, 34(2), 45-68.
Gibson, M. (2013). ‘I want to educate School-Age Children’: Producing Early Childhood Teacher Professional Identities. Contemporary Issues in Early Childhood, 14(2), 127-137.
Gregory, P. A. (2015). . Emerging Leaders Speak Out. Phi Delta Kappan, 96(5), 35-68.
Hadley, F. (2012). Early Childhood Staff and Families’ Perceptions: Diverse Views about Important Experiences for Children Aged 3-5 Years in Early Childhood Settings. Contemporary Issues in Early Childhood, 13(1), 38-49.
Kyeong, C. E. (2015). Developing Leadership Competence in Early Childhood Educators. New Waves, 18(2), 145-168.
Margret, S. (2013). A Trinity of Saviours-Parent, Teacher and Child: Human Capital Theory and Early Childhood Education in New Zealand. Australasian Journal of Early Childhood, 38(4), 547-568.
Nonnie, H & Beth, T. (2012). Hearing Parents’ and Carers’ Voices: Experiences of Accessing Quality Long Day Care in Northern Regional Australia. Australasian Journal of Early Childhood, 37(3), 578-569.
Robinson, M. (2011). Understanding Behaviour and Development in Early Childhood: A Guide to Theory and Practice. New York: Routledge.
Wiltshire, M. (2012). Understanding the High Scope Approach: Early Years Education in Practice. London: Routledge
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