Abstract
In the knowledge community of early childhood education, literature on early childhood leadership has a relatively young history, as leadership theories tend to be adapted from educational contexts that differ significantly from those in the early years. In the female-dominated field of early childhood education, there are characteristics, qualities and stereotypes attached to this gendered profession. One of the feminine traits associated with early childhood leadership is the emphasis on relationships. Using Maxwell’s (2011) five levels of leadership as a point of reference, early childhood leadership tends to be situated at the level of permission, which focuses on building relationships. However, leadership in early childhood education needs to progress beyond that. Hence, Elizabeth Stamopoulos and Lennie Barblett’s Early Childhood Leadership in Action: Evidence-Based Approaches for Effective Practice is a valuable addition to a growing body of knowledge, as it serves to propel early childhood leaders beyond relationship-builders. Early childhood leaders are change agents who can build capability and raise the quality of early childhood education (McDowall Clark and Murray, 2012; Rodd, 2013).
Given the need to expand and deepen the knowledge base, this book contributes by linking theory and research to inform practice. It examines the multifaceted role of early childhood leaders, deconstructs many preconceived notions and provokes new ways of thinking. Leaders take on different leadership roles and styles at different stages of their career. This three-part book is a tool that is designed for leadership development. It discusses conceptualizations of early childhood leadership in the first part, offers practical tips for leading in the Australian and global contexts in the second part, and reinforces the importance of evidence-based research, ethics and professionalism in the final part. While some chapters tend to be more relevant to the Australian context, the highly contextual nature of leadership affords the transferability to different settings and countries. Early Childhood Leadership in Action unpacks some of the issues surrounding early childhood leadership and brings in a wide range of leadership theories and models. While leadership models do overlap, in its simplest form, an adjective describes the purpose and function of the model. For example, ‘pedagogical’ leadership serves to lead pedagogy and practice, while ‘intercultural’ leadership is effective for building an inclusive culture with the indigenous community.
The voices of early childhood leaders on the ground, reflection points and discussion questions are used to stimulate thinking and conversations about the ideas, concepts and issues presented. There are also useful links to extend one’s learning, which makes Early Childhood Leadership in Action a wonderful resource for early childhood professionals when exploring various aspects of leadership. This book can be used for reflective practice and capability-building. Leaders can use some of the chapters, such as information and communications technology in the classroom, inclusive culture or action research, to develop their teachers. It allows leaders to be intentional in the selection of chapters for their own growth and for their teachers’ professional development. This is because reading this book does not have to be sequential, which offers flexibility in adapting to one’s needs. Most chapters have their own area of focus, although there are also links across chapters for deeper learning.
In Part 1, the first chapter provides a frame of reference in conceptualizing early childhood leadership to reach a shared understanding with its readers. This brings clarity to the reader as the authors interrogate the complexity of leadership, which goes beyond hierarchical or positional roles. Through the provocations in this chapter, the authors stimulate new paradigms for thinking about the profession. It sets the tone for readers to challenge current thinking about early childhood leadership using an evidence-based approach. In chapter 2, the authors bring in a broader perspective of the local and global forces that drive change in the Australian and international contexts. It is a call for action – for leaders and educators to act as agents – and offers a useful framework for identifying the phases and processes in leading and managing change. Chapter 3 discusses early childhood pedagogy and curriculum in relation to exercising pedagogical leadership for leaders and educators.
In Part 2, chapters 4 to 8 present tips, strategies and frameworks for effective communication; using technology in the classroom and as communication channels; building teamwork and partnerships within and beyond the centre; and cultivating an inclusive culture. Chapter 4 discusses the fundamentals of effective communication in establishing a culture of trust, with constructive approaches for conflict resolution and crisis communication. Chapter 5 engages the reader in a discourse about the implications of using information and communications technology in the classroom, media and as a form of communication. Chapters 6 and 7 focus on building teamwork and partnerships, which is pivotal for programme quality. In Chapter 8, cultural competence and inclusion are discussed, using intercultural leadership to honour and include the indigenous community in early childhood settings.
In Part 3, chapters 9 to 11 explore research, ethics and professionalism, concluding the book in a full circle of generating new ways of thinking. Chapter 9 reiterates the importance of research to inform and improve pedagogical practice. It posits that evidence-based research can be a powerful tool for leaders and educators, and details the steps and processes in action research. Extending from research ethics to professional ethics, chapter 10 places upholding children’s rights at the centre of ethical practice, reinforcing the values that go with it – integrity, honesty, equity, trust and respect. In chapter 11, the identity of the early childhood professional is reinstated. In a sector that has been termed the ‘pink ghetto’ (Ebbeck and Waniganayake, 2003), the early childhood profession has historically suffered from a low social status and inadequate remuneration, which in turn has led to a high turnover and shortage of practitioners due to the gendered composition of the workforce in many early childhood contexts around the world. This chapter is significant in renewing the commitment to uphold and improve the professionalism of this vocation, which is critical in shaping children’s future outcomes in life. Early Childhood Leadership in Action is a resource that I would strongly recommend to leaders and educators for their professional development, and to academics and trainers to use for leadership training and development.