THERE IS AN INCREASING EXPECTATION that early childhood teachers will be pedagogical leaders, particularly in a global context of curriculum reform. This paper reports on the distributed leadership experiences of early childhood teachers during the 2003 Preparatory year (Prep) trial in Queensland, Australia. In 2010, 13 of the first Prep teachers participated in interviews to discuss their definitions of leadership and reflect on the opportunities they had to lead curriculum development during and since the 2003 trial. Data were examined using a conceptual framework based on the work of Woods et al. (2004), with a focus on the structural and agential aspects of distributed leadership. Participants identified a range of contextual influences, challenges, skills and enabling strategies that illustrate the complexities in leading curriculum.
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