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Philosophy of early years education
Distributed leadership pros and cons
Philosophy of early years education
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There were two types of interventions in this study the first intervention was a booklet provided by child health services on group leadership. The second intervention was a training session that was also accompanied with a training manual. Almost eighty percent of the nurses attended the training session. The nurses as I clearly stated earlier chose to take advantage of the training sessions over the booklet.
Within the Early Years Foundation Stage (EYFS) it is enormously important for relationships to be formed and maintained. Relationships should be formed between teachers and their pupils, teachers and parents and between teachers themselves. It is important for relationships to be maintained throughout the EYFS so that the child’s learning and development is effectively taught, so parents and carers knows they can trust the teachers and so teachers can work together successfully. Teachers and their pupils need to have a positive relationship.
Over the past 20 years, the workforce identity of the early years setting has changed dramatically. Policy and governmental changes have inspired children led improvements and this has affected the identity of the Early Years Teacher. In 1997 the Labour Government outlined their commitment to improving quality within the early years setting and one of the main areas they concentrated on was the quality of staff within the settings. This resulted in the view that 'quality' was qualified. In 2007, Labour introduced the graduate role of the Early Years Practitioner, which aimed to raise the falling standards within the early year’s settings.
This essay aims to explore leadership and management within the Early Years and what they mean within the sector. It will critically analyse how these roles impact early years settings, the staff and the children. Early years framework and legislation is forever changing and there is a need for experienced and knowledgeable staff to lead the way for young children’s education. The Oxford Dictionary describes ‘management’ as a process of manging and dealing with situations and people (Oxford Dictionary, 2015). The manager in early years would manage practitioners working below them as well as dealing with situations that arise from children and families.
The Sector Advisory Group has brought out a report which has recommendations for improving quality of early childhood education for children under three years of age. The recommendations are showing what we are lacking in order to fully support children’s learning and development while in early childhood education. I have look at three recommendations to fully understand them in more depth. The three recommendations I have chosen to do are include an infant and toddler component in early childhood degrees and diplomas through initial teacher education as well as post-graduate options, to introduce regulated group size, in the context of improved ratios such as 1:3, 1:4, regulate for group size of three times the adult: child ratio and ensure
In this essay I will be considering how innovations in theory, policy and research have influenced the development of coordination, partnership and integration in childhood practice in my childcare setting in Scotland. I will analyse the development of policies concerning children and young people in relation to my setting and the professional groups involved within my setting. This will include the introduction of building the ambition and the Children and Young People (Scotland) Act 2014, which from 2016 will enforce the need for the named person to take any concerns seriously and report as required. It will also increase provision to 600 hours which in turn will help to safeguard vulnerable two year olds by placing them into early year’s
The new knowledge and insights about educational leadership in the early childhood field that I gained from the reading article and video in week 1 was that, “One can be a leader at every professional level, whether one is talking about an aid in the classroom, one is talking about a university professor, all are involved in using their knowledge to help solve problems.” (Laureate) in which case, there are teachers out there who do not let their assistants/aides help with issues in the classroom, but the smart teachers get input from their assistants/aides because all of those involved in a child’s education are important to the child’s success. I feel one of the most relevant assumptions made by educators is that all parents know what is going on in the education field, but “We need to make sure that people understand what
This section is all encompassing as it is one that the outlines that as a guide, the curriculum used will meet a child’s distinctive needs and as well as embody their abilities, strengths, weaknesses as well as interests. Furthermore, children will gain the skills that promote independence, conflict management and leadership skills. Staff members will monitor the curriculum they are using to ensure the effectiveness in meeting the child’s need (pages 8-9). These are also reinforced in the textbook “Caring for School-Age Children” it defines that by using a holistic
Leadership Thought Prior to 1900 The earliest study of leadership thought would be the “Great Man Theory. This theory conceptualized leaders as a single “Great Man” who knew everything and influenced others to follow him. In leadership discourse, the Great Man theory—an assertion that certain individuals, certain men, are gifts from God placed on earth to provide the lightening needed to uplift human existence—is associated mainly with Thomas Carlyle (Spector, 2015, p.250). The focal-point of this theory is that leaders’ skills are inherent and set that them apart from those around them and that these traits enable them to assume roles of power and authority.
We create a positive and secure environment, working to ensure all children feel safe, appreciated and important. We do this by being inclusive, treating each child as an individual and promoting mutual respect. One of the most natural factors of being an Early Years Practitioner is nurturing the children in our care, this is salient in creating healthy attachments in children. We show this by using positive body language when interacting with children, we show them we are interested to help develop their sense of attachment and security. We are sensitive and attend to their needs, children
A leader is the person who drives his/her followers to a certain goal. There are different reasons and motivations for people to follow another person. The motivation of the leader or the leadership style is also different in different cases. This paper aims to explain leadership traits and provide pros and cons of charismatic leadership and distributive leadership. Distributive leadership can also be referred as democratic leadership.
Effective leader build a strong and successful setting for children. Strong leadership, ethical practices and professional knowledge provides high quality educational outcome. I have strong leadership in my program and it builds respect, parent, teacher and community collaboration and a trusting and well nurtured relationship between teacher and students. Challenges and expectations are provided to help develop the highest outcome of education possible for all children. How do you envision this issue impacting your future work with children?
In developing this paper on leadership, I examined what was most important to me as a leader. As I reflected on my leadership philosophy, I thought about my experiences and the principals that I have learned through my own self-discovery and the observation of other leaders that I have had throughout my life. My leadership philosophy paper will focus on what leadership is to me, core values, and knowledge of others. In thinking about my definition of leadership, I thought of what was most important to me in and as a leader.
(2010: 16) claim, ‘There is a connection between the increased distribution of leadership roles and responsibilities and the improvement of pupil outcomes.’ Distributed leadership has become an intentional practice and one that is promoted to improve schools. (Lumby, 2013, 583). Distributed leadership creates broader opportunities for everyone. This implies that the opportunities are open to all.
Early Years teachers have independence in the activities which they plan for nursery classes, they ‘plan and prepare activities and materials’ (nationalcareersservice.direct.gov) such as, colouring or singing/dancing activities and pick what type of resources used on a day to day basis, meaning they are able to make professional decisions about their actions to an extent. However, Early Years teachers are still required to follow the National Curriculum and have managers such as Headteachers therefore, they do not have full independence within what they can teach, which restricts the level of which they are autonomous practitioners. Autonomy comes with accountability and responsibility, although Early Years Teachers have little autonomy, they still have responsibility and can be held to account because they have responsibilities detailed within their job role. For example, they are responsible for safeguarding children in their care. They also have a responsibility to follow the Policies and procedures of the school, which are outlined in their contract of employment and in their professional codes of practice.
