Quality and Leadership in the Early Years: Research, Theory and Practice
Publication Year: 2016
Do you need good leaders to achieve good quality or does good quality create good leadership? Quality is a term frequently used to describe early years provision without any further explanation of exactly what this ‘quality provision’ looks like or how it can be achieved. This book not only unpicks what is meant by the term ‘quality’ in England, across the UK, and beyond, but it does so in the context of how to lead in order to develop and achieve quality. In exploring quality and leadership and the ways in which both terms have been conceptualised from a range of different perspectives you will be able to find a meaning that is right for you and your practice. With chapters covering: • The global interest ...
- Front Matter
- Back Matter
- Subject Index
Part ONE: QUALITY
Part TWO: LEADERSHIP
- Chapter 3: Tracing the Development of Early Years Leadership
- Chapter 4: Early Years Leaders – All Things to All People
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© Verity Campbell-Barr and Caroline Leeson, 2016
First published 2016
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2015941031
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-4739-0648-8 (pbk)
Editor: Amy Jarrold
Assistant editor: George Knowles
Production editor: Nicola Marshall
Copyeditor: Sharon Cawood
Indexer: Silvia Benvenuto
Cover designer: Wendy Scott
Typeset by: C&M Digitals (P) Ltd, Chennai, India
Printed in India at Replika Press Pvt Ltd
List Of Figures And Tables
We would like to acknowledge the hard work and commitment of the four practitioners – Cheryl, Jacky, Sandra and Sue – whose work in their settings is inspiring. Our time spent together in discussion and debate was uplifting and instructive with lots of opportunity to learn from each other.
We would also like to thank Amy Jarrold for her support and commitment to our project and her encouraging comments throughout the writing process.
Last, but by no means least, we wish to thank our families: Matt and Reuben, and Ian, Rob and Josh, who provide the important grounding for all the work we do.
About the Authors
Accountability requires a person or an institution to be answerable for their actions, decisions or comments. Explicit accountability asks that the level of answerability is open and transparent, understood by all rather than assumed or implied.
Discourse represents a way of viewing, thinking and speaking about the social world. The way of speaking and thinking looks to normalise behaviour. The normalisation process means that bias and subjectivities become hidden. In the example of politics, discourses conceal assumptions and render political objectives and ideologies invisible.
Educare represents the combining of education and childcare to represent those who work in early years services as concerned with both the education and care of young children.
Emotionology explores the links between our thoughts and our emotions and how that linking informs or drives our subsequent behaviour.
Human capital theory
Human capital is an economic theory that represents how education is an investment in an individual’s knowledge, skills and other attributes. The knowledge, skills and other attributes are embodied and can be utilised in labour (paid employment) for economic gain.
Managerialism has become a global term for hierarchical and measurable decision-making processes that produce outcomes with a lack of consideration as to the impact on or implications for the individuals concerned. It is argued that managerialism is one-dimensional, anti-democratic and authoritarian (Klikauer, 2013).
Modernity reflects a period in history, but also a set of socio-cultural norms that privilege a rational, objective, empirical (scientific) view of the world. Social life is regarded as structural and ordered.
Neo-liberal governments are those that have moved away from a system of the state (the government) providing services to a system of a free-market economy. Under a free-market economy, privatisation is favoured as a means for governments to reduce the level of monies they are required to spend on services.
The panoptic gaze represents the notion of an overseer (e.g. an individual, organisation or government) who looks to control and monitor social life. The gaze acts as a form of social control whereby individuals conform as they feel as if they are being watched.
A paradigm is an agreed world view, underlying theory(ies); it is an understanding of how something might be regarded.
Post-structuralism challenges the notion of the rational and coherent knowledge that is present in modernist approaches. It is a critical theory that highlights the complexities of human life rather than assume that it is rational and structural, as per modernity.
Process quality relates to the experience of the child, such as adult–child interactions, parent relationships, the learning experiences of children, etc.
Social agency is the ability of individuals to make free choices. It is the ability to act on one’s will. However, many structural features in society such as social class, age and gender can all limit how free an individual’s choice is.
Broadly speaking, social investment is about investing in people. Governments seek to invest economic monies to achieve predetermined economic and social goals. Examples include education and health care.
Structural features of quality relate to things such as ratios, qualification levels of staff, furniture, square footage required for each child, etc. and are often regarded as those features that can be measured.
Supranational refers to those organisations whose scope extends beyond any one country. Examples include the World Bank, the OECD, Unicef and the EU. There are variations in the function of different supranational organisations, but in essence they look to secure international co-operation between countries.
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