EDUC09041 2022 Pedagogical Leadership and Advocacy

This module will support learners to critically reflect on their pedagogical practices and develop their capacity to support others in their reflections on the same. Pedagogical leadership is a vital aspect of leadership in Early Years Settings which involves developing the knowledge, skills and professionalism of others and requires the leader to be able to inspire, motivate, affirm and also challenge or extend the practice and pedagogy of educators. Leaders should develop cultures of reflection and inquiry and effect positive change within Early Years Settings. This module will support learners to critically engage with the structures and forces which influence pedagogy and pedagogical leadership within their own and others contexts. 

The module will begin with an analysis of current practices within an EY setting and a project approach will be used whereby students will work with others to improve pedagogical practices throughout the module through the development of a plan, implementation of this plan and evaluation of this plan.  

'This book introduces an intriguing juxtaposition of "caring" alongside "effective", and it is a thought-provoking book. Including examples of early years leaders on their own reflective learning journeys, it provides a rich source of ideas for relational leadership that are firmly based in research and professional experience.' - Professor Margaret Carr, University of Waikato, New Zealand Effective and caring leadership is an essential part of raising standards and increasing the quality of learning in early childhood settings. This book explains leadership practices that can make a positive difference to the provision offered and improve outcomes for both children and families. With theoretical, practical and research-informed perspectives, this book: Uses case studies to provide examples of effective leadership Integrates education and care with key practices in effective leadership Explores directional, collaborative, empowering and pedagogical leadership Offers readers opportunity to reflect upon their own leadership practices This is a key text for anyone studying Early Childhood, existing and aspiring leaders, graduate Early Years Leaders and those training to work in settings, schools and childrens services. Professor Iram Siraj is Professor of Early Childhood Education at the Institute of Education, University of London. Dr. Elaine Hallet is a Lecturer in Early Childhood Education at the Institute of Education, University of London.

Challenging dominant discourses in the field of early childhood education, this book provides an accessible introduction to some of the alternative narratives and diverse perspectives that are increasingly to be heard in this field, as well as discussing the importance of paradigm, politics and ethics. Peter Moss draws on material published in the groundbreaking Contesting Early Childhood series to introduce readers to thinking that questions the mainstream approach to early childhood education and to offer rich examples to illustrate how this thinking is being put to work in practice. Key topics addressed include: dominant discourses in today's early childhood education - and what is meant by 'dominant discourse' why politics and ethics are the starting points for early childhood education Reggio Emilia as an example of an alternative narrative the relevance to early childhood education of thinkers such as Michel Foucault and Gilles Deleuze and of theoretical positions such as posthumanism. An enlightening read for students and practitioners, as well as policymakers, academics and parents, this book is intended for anyone who wants to think more about early childhood education and delve deeper into new perspectives and debates in this field.

Laurie Kocher is a Faculty member in the Department of Early Childhood Care and Education, Capilano University, Canada. Catherine Patterson is Senior Lecturer at the Institute of Early Childhood, Department of Educational Studies, Macquarie University, Australia.

Introduction -- Chapter 1. The early years pedagogue: Underpinning the role of the adult -- Chapter 2. Exploring pedagogy for the early years: Building your signature early years pedagogy -- Chapter 3. A holistic and flourishing pedagogy: Promoting a love for lifelong learning -- Chapter 4. The pedagogy of play: The natural language of the child -- Chapter 5. Child initiated and adult led pedagogy: Moving from a balance to embracing the synergy -- Chapter 6. A participatory pedagogy: The human right of every child -- Chapter 7. Relational pedagogy: Relationships in dialogic spaces -- Chapter 8. The pedagogy of nature: Moving beyond outdoor play -- Chapter 9. Creative pedagogy: Nurturing the characteristics of creativity -- Chapter 10. A pedagogy for parent and families: Embodying the natural pedagogy of parents in early childhood education -- Chapter 11. A culturally responsive pedagogy: Embracing children's cultures and communities -- Chapter 12. Sustainable pedagogical leadership: The preservation and development of early years pedagogies -- Final Thought: Towards lived pedagogies.

Become a better advocate--for your students, for your coworkers, and for yourself--with the valuable strategies in this accessible guidebook. Written with a candid and humorous style, this tool kit reinforces why effective early childhood education matters and the positive impact an effective advocate can have on a child's classroom experience. Chapters explore how to explain and support best practices, build relationships with students and families, speak up for English language learners and students with exceptionalities, reduce coworker conflict and negativity, and reach out for the help you need. Equipping readers with practical takeaways and everyday examples of what advocacy in early childhood education actually looks like, Advocacy for Early Childhood Educators is perfect for teachers, coaches, and anyone seeking effective strategies to become a relentless advocate for their students, for each other, and for themselves.

What do early childhood practitioners need to know about reflection and reflective practice? Ongoing reforms in early childhood care and education social policy affect all aspects of young children's and their families' lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know. This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice. Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers: policy developments and how these have affected young children and their families issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families learning through play and the notions of quality, observation and assessment and continuity contemporary issues that practitioners and students on placement may encounter in their everyday work deepening reflective thinking and practice through ongoing and continuing professional development. With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master's level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.

Barblett, L., Knaus, M. and Barratt-Pugh, C. (2016) ‘The pushes and pulls of pedagogy in the early years: competing knowledges and the erosion of play-based learning’, Australasian Journal of Early Childhood, 41(4), p. 36

Berger, I. (2015) ‘Pedagogical Narrations and Leadership in Early Childhood Education as Thinking in Moments of Not Knowing’, Canadian Children, 40(1), pp. 130–147. Available at: https://search.ebscohost.com/login.aspx?

Bøe, M. & Hognestad, K. (2017). Directing and facilitating distributed pedagogical leadership: Best practices in early childhood education. International Journal of Leadership in Education, 20(2), 133-148.

Carroll-Lind, J. et al. (2016) ‘Building pedagogical leadership knowledge in early childhood education’, Australasian Journal of Early Childhood, 41(4), p. 28. Available at: https://search.ebscohost.com/login.aspx?

Fonsén, E. and Soukainen, U. (2020) ‘Sustainable Pedagogical Leadership in Finnish Early Childhood Education (ECE): An Evaluation by ECE Professionals’, Early Childhood Education Journal, 48(2), pp. 213–222

Fonsén, E. (2013). Dimensions of pedagogical leadership in early childhood education and care. In E. Hujala, M. Waniganayake & J. Rodd (Eds). Researching Leadership in Early Childhood Education. Tampere University Press (pp. 181-192).

Heikka, J. E., Kahila, S. K. and Suhonen, K. K. (2020) ‘A Study of Pedagogical Leadership Plans in Early Childhood Education Settings in Finland’, South African Journal of Childhood Education, 10(1).

Heikka, J. and Suhonen, K. (2019) ‘Distributed Pedagogical Leadership Functions in Early Childhood Education Settings in Finland’, Southeast Asia Early Childhood, 8(2), pp. 43–56. Available at: https://search.ebscohost.com/login.aspx?

Heikka, J., & Waniganayake, M., 2011, Pedagogical leadership from a distributed perspective within the context of early childhood education. International Journal of Leadership in Education: Theory and Practice, 14(4), 499-512, p. 510

Johanna E. Heikka, Sanni K. Kahila and Katja K. Suhonen (2020) ‘A study of pedagogical leadership plans in early childhood education settings in Finland’, South African Journal of Childhood Education, 10(1), pp. e1–e9. doi: 10.4102/sajce.v10i1.837.

Male, T., & Palaiologou, I. (2015). Pedagogical leadership in the 21st century: Evidence from the field. Educational Management Administration and Leadership, 43(2), 214-231

Palaiologou, I. and Male, T. (2019) ‘Leadership in early childhood education: The case for pedagogical praxis’, Contemporary Issues in Early Childhood, 20(1), pp. 23–34. doi: 10.1177/1463949118819100.

https://education.gov.scot/improvement/learning-resources/pedagogical-leadership-in-early-learning-and-childcare