When working in early childhood there is an increasing motivation to achieve higher levels of development in their professionalism. This involves the way they plan, write, incorporation of new strategies or the implementation of efficient organisation. While using the National Quality Framework (NQF) as a support network to educators teaching practices, philosophy and vision, leaders must also consider that investigation and discourses can shape the way they teach. For instance, educators methods of teaching may be driven more on regulatory requirements rather than the quality of multiple exercises that can better cater for the children's learning (Waniganayake et al., 2012, p. 53)
In order to achieve the centres goals and objectives, effective …show more content…
Scott (2005) encourages that creating an ambience which promotes openness, addressing the problem at hand. This presents a structure and culture of learning, relationship building, supportive behaviour, sharing values and thoughts (p. 1). Leadership in early childhood is about “shifting the balance of power and mutual engagement” (Clarkin-Phillips, 2013, p. 16), this creates more opportunities for learning to advance children’s personal growth. With the implementation of a program that requires the input of the children allows responsibilities to be shared between all staff and children, as well as reflecting the best interests and strengths of the child. Mutual engagement, this is one of the characteristic of distributive leadership. Distributive leadership allows room for the expertise of other members to be come included in innovation of personalised portfolios of the children, which strengthens the quality of practices and going beyond to reach the goals of initiating shared leadership (Clarkin-Phillips, 2013, p. …show more content…
Providing children autonomous roles, requires patience and flexibility. “Relating to children respectfully involves taking into account what they want and need” (Stonehouse, 2009, p. 3), it builds a sense of responsibility and enables them to become active participants for their own learning experiences. Allowing children to make their own choices impacts the way they can direct and control as to how much they can endure, realising their sense of agency. This can be done by ensuring that there are a range of opportunities and experiences for open-ended resources to be used to ensure creativity and imagination, experiences that cater to individual child’s interests to expand their knowledge and inquisitions, offering environments that insist on making choices, and most importantly paying close attention as to what children have to offer and extending on those
In order to achieve the centres goals and objectives, effective …show more content…
Scott (2005) encourages that creating an ambience which promotes openness, addressing the problem at hand. This presents a structure and culture of learning, relationship building, supportive behaviour, sharing values and thoughts (p. 1). Leadership in early childhood is about “shifting the balance of power and mutual engagement” (Clarkin-Phillips, 2013, p. 16), this creates more opportunities for learning to advance children’s personal growth. With the implementation of a program that requires the input of the children allows responsibilities to be shared between all staff and children, as well as reflecting the best interests and strengths of the child. Mutual engagement, this is one of the characteristic of distributive leadership. Distributive leadership allows room for the expertise of other members to be come included in innovation of personalised portfolios of the children, which strengthens the quality of practices and going beyond to reach the goals of initiating shared leadership (Clarkin-Phillips, 2013, p. …show more content…
Providing children autonomous roles, requires patience and flexibility. “Relating to children respectfully involves taking into account what they want and need” (Stonehouse, 2009, p. 3), it builds a sense of responsibility and enables them to become active participants for their own learning experiences. Allowing children to make their own choices impacts the way they can direct and control as to how much they can endure, realising their sense of agency. This can be done by ensuring that there are a range of opportunities and experiences for open-ended resources to be used to ensure creativity and imagination, experiences that cater to individual child’s interests to expand their knowledge and inquisitions, offering environments that insist on making choices, and most importantly paying close attention as to what children have to offer and extending on those