EDUC09041 2022 Pedagogical Leadership and Advocacy

General Details

Full Title
Pedagogical Leadership and Advocacy
Transcript Title
Pedagogical Leadership
Code
EDUC09041
Attendance
N/A %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
09 - NFQ Level 9
Credit
10 - 10 Credits
Duration
Semester
Fee
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Elizabeth Haran, Gwen Scarbrough, Breda McTaggart, Brenda Feeney, Ailise McDowell, Aoife Cooney
Programme Membership
SG_HLEAD_O09 202200 Postgraduate Diploma in Arts in Leadership and Advocacy in the Early Years SG_HLEAD_M09 202200 Master of Arts in Leadership and Advocacy in the Early Years
Description

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.  

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Critically explore the concepts of advocacy, pedagogy and pedagogical leadership

2.

Critically analyse theoretical perspectives and structures in ECEC

3.

Critically reflect on pedagogy and advocacy practices

4.

Evaluate the role of research in developing, leading and reflecting on pedagogy and advocacy

Teaching and Learning Strategies

This module will involve the students using their own working experiences as case studies which will be discussed in group sessions. Peer learning will be an important element as will active learning approaches. There will be online classes as well as residential sessions.  

Module Assessment Strategies

Individual Project.

Repeat Assessments

Repeat requirements will be decided as per individual circumstances through the exam board process.

Indicative Syllabus

This module adopts a Children's Rights lens with the child's right to education and play as well as having their best interests at heart and a voice in matters that concern them being key components which will be explored throughout. 

1. Lead the critical exploration of advocacy, pedagogy and pedagogical leadership

  • Consider the interaction of internal and external axis' on pedagogy and pedagogical leadership (Male & Palaiologou, 2013) 
  • Explore the impact of social, political and cultural forces – the ecology of the community – on both (Palaiologou, 2012). 
  • Cultural, societal and moral aspects of learning, the importance of local context, pedagogy of the oppressed, pedagogy of hope, pedagogy of relationships, pedagogy of listening, enquiry based education, phenomenon based learning will be critiqued (Freire, Malaguzzi, Nimo and Jones, Silander) 
  • National and international approaches to pedagogy, identify new developments, set local and national agendas by raising awareness of issues in pedagogy, engage in open discussion and exchanges with colleagues, help others understand, lead change, create vision, strong culture of improvement
  • Explore advocacy as an essential aspect of EY practices 

2. Lead a critical analysis of theoretical perspectives and structures in ECEC 

  • Analysis of Intended Curriculum, Taught Curriculum, Experienced Curriculum, Embodied Curriculum, Hidden Curriculum, Tested Curriculum, Null Curriculum, and Outside Curriculum (Schubert, 1986)
  • Critique of curriculum in relation to the representation of the dominant interests of particular groups in society (Connolly, 2010) 
  • Critical Pedagogy 
  • Critical approaches to co-construction of high quality, ethical, rights based, democratic and participatory curriculum planning and development with and for babies and young children
  • The role of the adult (as a researcher, as agent of change, as facilitator (Neary 2002), as collaborator vs. adult-led/initiated play, as play facilitator, co-explorer, as part of ‘high-quality adult child interactions’ (Dunkin and Hanna, 2001) 
  • Critical Pedagogy, Intersectional Pedagogy and Transformative Education

3. Lead the critical reflection of pedagogy and advocacy practices  

  • Reflect on concepts of knowledge, practices and values in relation to empowering others, creativity and innovation, high quality teaching and learning, shared vision, linking research to practice, self evaluation, developing relationships, effective communication and consultation and role modelling
  • Examine their role in developing the social and academic capital of children and intellectual and professional capital of educators 
  • Reflective culture and community within the setting 
  • Positionality as pedagogical leaders 
  • The self as an advocate and the role of advocates in the EY sector 
  • Develop tools of self evaluation and support the professional development of others 

4. Lead  the evaluation of the role of research in developing, leading and reflecting on pedagogy and advocacy

  • Develop a critical awareness of the role of research in developing, leading and reflecting on pedagogy
  • Identifying elements of good practice for elements of learning and care in EY practice

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Rationale and Plan Project Assessment 40 % Week 7 1,2,3,4
2 Reflection and Evaluation Project Assessment 60 % Week 13 1,2,3,4
             

Distance Learning Mode Workload


Type Location Description Hours Frequency Avg Workload
Workshop / Seminar Flat Classroom Residential Workshop 18 Once Per Semester 1.20
Total Distance Learning Average Weekly Learner Contact Time 1.20 Hours

Online Learning Mode Workload


Type Location Description Hours Frequency Avg Workload
Online Lecture Online Collaborative Working 1.5 Weekly 1.50
Total Online Learning Average Weekly Learner Contact Time 1.50 Hours

Required & Recommended Book List

Required Reading
2020 Advocacy for Early Childhood Educators
ISBN 0367343932 ISBN-13 9780367343934

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.

Required Reading
2018-07-11 Alternative Narratives in Early Childhood Routledge
ISBN 1138291552 ISBN-13 9781138291553

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.

Required Reading
2020 Early Years Pedagogy in Practice
ISBN 1138366110 ISBN-13 9781138366114

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.

Required Reading
2013-10-24 Effective and Caring Leadership in the Early Years SAGE Publications Limited
ISBN 1446255344 ISBN-13 9781446255346

'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.

Required Reading
2018-11 Pedagogies for Children's Perspectives Routledge
ISBN 1138577472 ISBN-13 9781138577473

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.

Required Reading
2016-02-14 Quality and Leadership in the Early Years SAGE Publications Limited
ISBN 1473906482 ISBN-13 9781473906488
Required Reading
2014-07-15 The Early Years Reflective Practice Handbook
ISBN 041552993X ISBN-13 9780415529938

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.

Module Resources

Non ISBN Literary Resources
Journal Resources

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.

URL Resources

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

Other Resources
Additional Information