Leading in Early Childhood

Books

Geraldine Davis & Gemma Ryder

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    About the Authors

    Geraldine Davis is a Principal Lecturer and Director of the Doctorate in Education at Anglia Ruskin University. She has worked in higher education for 14 years, following work as a teacher in schools, colleges and within the health sector, and led the Master’s degree in Early Years Professional Practice between 2010 and 2015. She also headed a funded research project to explore the link between leadership in the early childhood workforce and outcomes for children from 2010–2013, co-edited the third edition of An Introduction to Early Childhood with Professor Tim Waller in 2014, and wrote the chapter ‘Leadership and Change Management in Early Childhood’. With a passion for teaching and learning, alongside her research, Geraldine brings her considerable knowledge of professional learning, leadership in practice and child development to this book.

    Gemma Ryder is a Lecturer in Early Childhood Studies at the University of East London. She started her career as a qualified Nursery Nurse and has worked in private and voluntary early childhood settings with the birth to five age group. She has worked closely with private and state schools and day nurseries as an Early Years Work Placement Coordinator at a college of further education and has acted as a trainer, assessor and mentor on the Early Years Professional Status (EYPS) and Early Years Initial Teacher Training programmes. Gemma is passionate about leadership and workforce development, which has been an integral part of her own research. Her connection to the early childhood sector and experience as a practitioner and lecturer bring a mix of practical experience and first-hand research to this book.

    Acknowledgements

    We are extremely grateful to the people and organisations who have given their time to contribute to the research we undertook for this book. Senior members of early childhood organisations have provided access to practitioners and details about organisational structures and ways of working which enhance their ability to improve outcomes for children. Their willingness to share their good practice with us has enabled readers of this book to benefit. We would also like to thank the universities and colleges who have supported us with our research and put us in touch with nannies, maternity nurses, parent consultants and childminders. Practitioners from a wide range of settings have willingly acted as participants in the research, sharing their experiences of leadership and enabling us to make this book ‘live’ for readers.

    The authors would like to thank SAGE for their support and feedback as we developed this book.

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