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Early Childhood Curriculum Leadership: A Critical and Pragmatic Framework

Early Childhood Curriculum Leadership: A Critical and Pragmatic Framework

Daniel J. Castner
Copyright: © 2020 |Pages: 20
ISBN13: 9781799850892|ISBN10: 1799850897|EISBN13: 9781799850908
DOI: 10.4018/978-1-7998-5089-2.ch011
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MLA

Castner, Daniel J. "Early Childhood Curriculum Leadership: A Critical and Pragmatic Framework." Professional and Ethical Consideration for Early Childhood Leaders, edited by Denise D. Cunningham, IGI Global, 2020, pp. 227-246. https://doi.org/10.4018/978-1-7998-5089-2.ch011

APA

Castner, D. J. (2020). Early Childhood Curriculum Leadership: A Critical and Pragmatic Framework. In D. Cunningham (Ed.), Professional and Ethical Consideration for Early Childhood Leaders (pp. 227-246). IGI Global. https://doi.org/10.4018/978-1-7998-5089-2.ch011

Chicago

Castner, Daniel J. "Early Childhood Curriculum Leadership: A Critical and Pragmatic Framework." In Professional and Ethical Consideration for Early Childhood Leaders, edited by Denise D. Cunningham, 227-246. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-5089-2.ch011

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Abstract

This chapter puts theory and research in curriculum, leadership, and early childhood teaching in dialogue to consider possibilities for early childhood curriculum leadership. Structures of macro-curriculum design and micro-curricular approaches to curriculum implementation elucidated conceptual orientations, political interests, and processes involved in curriculum leadership. By building off of the strengths, while also recognizing the limitations of disparate factions of curriculum studies, the chapter concludes with a vision for democratic curriculum leadership. Democratic curriculum leadership simultaneously embraces critical awareness and pragmatic artistry to elevate the professional integrity of early childhood teachers. For these reasons, early childhood curriculum leadership has the potential to democratize early education, elevating teachers to the status of lead professionals who balance various and sometimes competing obligations of teaching young children.

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