Posted: September 6th, 2023

Assessment Brief TCHR3004 Leadership and advocacy in Early childhood

Assessment Brief TCHR3004 Leadership and advocacy in Early childhood

Leadership in Early Childhood Education: Transformational Approaches and Their Impact

Introduction

Effective leadership in early childhood education plays a crucial role in shaping high-quality learning environments and outcomes for young children. This paper examines transformational leadership as a key approach in early childhood settings, exploring its theoretical foundations and practical implications for management and stakeholder engagement.

Transformational Leadership: Key Principles and Alignment with Professional Philosophy

Transformational leadership emphasises inspiring and motivating followers through exemplary behaviour and shared vision (Northouse, 2021). This leadership style prioritises empowering educators, valuing their input, and promoting organisational change to enhance educational quality.

The principles of transformational leadership align closely with a professional philosophy centred on collaborative decision-making and nurturing leadership potential in others. By fostering a supportive and empowering environment, transformational leaders in early childhood settings can cultivate a workforce that feels respected and invested in their roles. Consequently, educators are better equipped to provide nurturing care and education that enriches child development (Heikka et al., 2021).

Transformational leadership also emphasises the importance of advocacy and addressing societal issues that impact children and families. This aligns with a philosophy that views early childhood education as interconnected with broader community contexts and social justice concerns.

Theoretical Underpinnings of Transformational Leadership in Early Childhood

Several theoretical frameworks support the application of transformational leadership in early childhood education. Bronfenbrenner’s ecological systems theory posits that a child’s development is shaped by complex relationships and interactions within different environmental systems (Hayes et al., 2020). This theory underscores the importance of considering the interconnections between home, community, and classroom contexts when making decisions that affect children’s well-being and learning.

Vygotsky’s sociocultural theory further reinforces the relevance of transformational leadership by highlighting how social interactions and cultural contexts influence cognitive development (Vygotsky, 1978). Transformational leaders in early childhood settings can leverage this understanding to create environments that optimise learning through meaningful social interactions and cultural responsiveness.

Additionally, contemporary leadership theories emphasise the importance of emotional intelligence and relationship-building in effective leadership. These aspects are particularly relevant in early childhood settings, where nurturing relationships with children, families, and staff are paramount (Cheung et al., 2019).

Influence on Management in Early Childhood Settings

Transformational leadership significantly influences management practices in early childhood settings, particularly in relation to children, families, and staff. For children, this leadership approach fosters environments that prioritise their rights, well-being, and optimal development. Leaders who embody transformational principles advocate for child-centred practices and policies that enhance learning experiences and outcomes.

Regarding families, transformational leadership promotes active engagement and partnership. Leaders employing this style prioritise regular, transparent communication with families, seeking their input on curriculum development, policy-making, and community outreach initiatives. This collaborative approach strengthens the home-school connection and ensures that diverse family perspectives are valued and integrated into the educational program (Douglass, 2019).

For staff, transformational leadership creates a culture of professional growth and empowerment. Educators are encouraged to share ideas, take on leadership roles, and contribute to continuous quality improvement. This approach not only enhances job satisfaction but also leads to more innovative and effective teaching practices. Transformational leaders invest in professional development opportunities that align with both individual and organisational goals, fostering a learning community among staff (Heikka et al., 2021).

Moreover, transformational leadership in early childhood settings extends beyond internal management to broader advocacy efforts. Leaders engage with policymakers, community partners, and other stakeholders to address challenges such as access to early intervention services, healthcare, and other vital resources for children and families. This holistic approach ensures that the early childhood setting is well-integrated within the broader community context, maximising its positive impact on children’s development and well-being.

Conclusion

Transformational leadership offers a compelling approach for early childhood education settings, aligning with contemporary understanding of child development and effective organisational management. By empowering educators, engaging families as partners, and advocating for children’s needs at multiple levels, transformational leaders can foster environments that truly enrich early learning and development outcomes.

References

Cheung, R., Reinhardt, T., Stone, E., & Little, J. W. (2019). Defining teacher leadership: A framework. Phi Delta Kappan, 100(3), 38-44.

Douglass, A. (2019). Leadership for quality early childhood education and care. OECD Education Working Papers, No. 211. OECD Publishing.

Hayes, N., O’Toole, L., & Halpenny, A. M. (2020). Understanding and applying Bronfenbrenner’s bio-ecological model to early childhood education and care. Routledge.

Heikka, J., Halttunen, L., & Waniganayake, M. (2021). Perceptions of early childhood education professionals on teacher leadership in Finland. Early Child Development and Care, 191(7-8), 1263-1277.

Northouse, P. G. (2021). Leadership: Theory and practice (9th ed.). SAGE Publications.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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Assessment Brief TCHR3004 Leadership and advocacy in
Early childhood
ASSESSMENT BRIEF: Assessment 1
Summary
Title Assessment 1: Report
Due Date 15th September 2023 (End of week 3)
Length 1500-word
Referencing APA Style 7 SCU Library referencing guides
Weighting 50%
Submission Via the Turnitin link on the Assessment and Submission section on the unit
site.
Unit Learning
Outcomes
You will demonstrate the following Unit Learning Outcomes on the
successful completion of this task:
1. Demonstrate knowledge of the key principles of leadership and
management in practice in early childhood education and care services
and settings underpinned by theoretical and practical perspectives on
administration, management and leadership.
2. Demonstrate an understanding of how to build supportive and
collaborative environments for children, parents, community and staff.
3. Critically reflect on the role that advocacy plays in early childhood
education (locally, nationally and internationally) and identify the skills
that a strong advocate for the ECEC profession should display.
4. Critically analyse and understand the role of the educational
leader: including relationships, responsibilities, expectations,
ethical practice and transition to an educational leader.
Task Description
For this assessment, you are required to write a report of 1500 words. The report can include tables,
charts, figures, and/or graphs to illustrate your findings where necessary.
Rationale
As an early childhood educator, it is important you have an understanding about leadership and your
role as a leader.
Task Instructions
Write a report that responds to the following three tasks.
1. Identify and explain the key principles of a (one) leadership style that you aspire to follow and
justify how it aligns with your professional philosophy on leadership in the early childhood setting.
2. Demonstrate your knowledge of the theoretical underpinnings of this leadership style.
3. Critically review how this leadership style influences management in an early childhood setting in
relation to children, families and staff.
The report must include:
2
Assessment Brief
1. A brief introduction of no more than 100 words outlining the purpose and content if
the report.
2. A body of no more than 1320 words and broken into sections with short, appropriate
headings (based upon the 3 tasks listed above).
3. A conclusion of no more than 80 words, highlighting the key findings.
4. A reference list that includes all sources of information used.
Referencing Style
Referencing should conform to the APA 7th style. It is recommended that you refer to the
referencing guide available through the SCU library.
Task Submission
Report should be submitted using the Turnitin submission link titled “Assessment 1: Report” in the
Assessments Tasks & Submission section on the Blackboard TCHR3004 site. Only a word document
submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission
with your surname and initials and the assessment task’s name, e.g: “JonesA_report.docx”
Special Consideration
As per Southern Cross University policy: Students wishing to request special consideration to extend
the due date of an assessment task must submit a Request for Special Consideration form via their
MyEnrolment page as early as possible and prior to the original due date for that assessment task,
along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties
As per Southern Cross University policy, except when special consideration is awarded, late
submission of assessment tasks will lead automatically to the imposition of a penalty.
Penalties will be incurred as soon as the deadline is reached.
1. a penalty of 5% of the available marks will be deducted from the actual mark at one
minute after the time listed in the due date
2. a further penalty of 5% of the available mark will be deducted from the actual mark
achieved on each subsequent calendar day until the mark reaches zero.”
3. If student upload their paper to the incorrect submission point e.g. Draft Checker and NOT
the assessment submission point – academic penalty will be applied.
4. If students upload their draft paper to the final submission point – this paper will be
accepted as the final paper and marked.
3
Assessment Brief
Assessment Rubric
Marking Criteria and %
allocation
High Distinction+
100%
High Distinction
(85-99%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Fail
(1-49%)
Absent Fail (0%)
Identification and
explanation of the key
______________________
Transformational leadership focuses on inspiring and motivating followers through exemplary behavior and shared vision or ideals (Northouse, 2019).1 It emphasizes empowering teachers and valuing their input to promote organizational change and improvement. This style resonates with me as it prioritizes collaborative decision-making and cultivating the leadership potential in others. When early childhood educators feel respected and invested in, they can in turn provide nurturing care and education that enriches child development.
Several theoretical underpinnings support the choice of transformational leadership. Bronfenbrenner’s ecological systems theory maintains that a child’s growth is shaped by complex relationships and interactions within different environmental systems (Bronfenbrenner, 1979).2 A transformational leader considers the interconnection between home, community and classroom contexts to make decisions in children’s best interests. Additionally, Vygotsky’s sociocultural theory underscores how social interactions and culture influence cognitive development (Vygotsky, 1978).3 A transformational leader advocates on societal issues impacting families to promote optimal learning and well-being for all children.
In practice, transformational leadership influences management through stakeholder engagement. It empowers educators to share ideas and take on leadership roles to continuously improve teaching quality. Regular communication with families keeps them informed and solicits their input on curriculum, policies and community outreach. Advocating for the rights of children and families also means engaging policymakers and community partners to address challenges like access to early intervention, healthcare and other resources.
In conclusion, transformational leadership aligns with my philosophy of empowering educators, valuing children and families as partners, and advocating for the needs of young learners through collaboration at multiple levels. It prioritizes inspiring positive change to enrich development and learning outcomes. I hope this overview provides useful insights into my perspective on effective leadership in early childhood settings. Please let me know if you need any clarification or have additional questions.
References:
Northouse, P. G. (2019). Leadership: Theory and practice. Sage publications.
Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American psychologist, 34(10), 844.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard university press.
Rodd, J. (2013). Leadership in early childhood. Allen & Unwin.

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