Abstract
Effective leadership in early childhood is vital for quality early childhood care and education. There is a need for a comprehensive and coordinated system of early childhood leadership training. To create fiscally sound early childhood programs with learning environments that nurture and challenge young children and with work environments that develop, support, and retain skilled teachers, program directors capable of strong leadership are essential. There is a need to establish policies and pathways to ensure early childhood leaders are well prepared. The purpose of this study was to identify sets of characteristics that are essential for effective early childhood leadership and explore the challenges early childhood leaders encounter in an effort to become effective leaders. Based on the findings, the researcher recommends relational leadership as an essential component of the framework for effective leadership in early childhood education.
TopBackground
This study was an investigation and synthesis of the need in the field of early childhood education for access to well-prepared and effective leaders. There is a need for standards of quality in their professional preparation to promote higher levels of education and reduce inequity and inconsistency, which presently is codified into the nation’s early care and education system and leadership requirements. This study was based on the premise that early childhood leadership practices have a direct effect on quality of care in early childhood development. Quality early childhood education is being looked at as a key mechanism to remedy the gap in student achievement and school readiness (Rohacek et al., 2010, Colker & Koralek 2018).
Quality early childhood programs are needed to support school readiness through early language and literature growth and the development of early math skills, cognitive skills, and social-emotional readiness to close the achievement gap in elementary and secondary schools (Heckman, 2011). Unfortunately, the lack of quality programs is an issue (Stebbins & Knitzer, 2007). Regretfully, centers for early care and education are often of poor quality, in short supply, and prohibitively expensive for poor or even middle-class children (Whitebook et al., 2016). Qualified teachers and leaders are instrumental in the operation of high-quality centers for early learning.
Key Terms in this Chapter
Administrative Leader: Individual responsible for strategic operational planning of an organization.
Educational Leader: An individual who provides direction and exercises influence in an educational setting.
Pedagogical Leader: Individual responsible for improving the science of teaching, supporting teachers, and helping improve children’s development and learning.
Early Childhood Program Director: Individual responsible for providing general oversight to an early childhood program, which includes but is not limited to managing enrollment, hiring staff, and overseeing day-to-day activities.
Early Childhood Leader: Individual guiding an early childhood program to the future with a defined mission and vision. This individual has a solid grounding in child development knowledge and inspires staff.
Ethics of Care: A theory that focuses more on the interconnectedness of people and places a strong moral significance on relationships with one as “carer” and the other as “cared for.”
Relational Leader: An individual who creates a positive relationship within the organization to accomplish change to benefit the common good. There are five leadership components to the relational leadership model: inclusive, empowering, purposeful, ethical, and process oriented.