Lecturers, why waste time waiting for the post to arrive? Click on the above icon and receive your e-inspection copy today!
‘…a major contribution to the limited literature and research on leadership in childhood education.’ – Professor Tony Bush, Editor of Educational Management, Administration and Leadership.
‘This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals.’ – Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK
‘..skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. …of interest to researchers, students and practitioners internationally.’ – Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa
This Second Edition of Leading and Managing in the Early Years explores and integrates leadership and management practice with a real understanding of early years settings.
Revised and updated, this new edition includes: - Two new chapters on private day care and reflective practice and action research; - Further coverage of reflective practice and reflective leadership skills; - More on EYPS as well as integrated centre leadership; - Practical suggestions for working with resistant groups and individuals.
Carol Aubrey investigates different concepts and characteristics of Early Childhood (EC) leadership as well as the roles and responsibilities of EC leaders. She also explores the types of leadership programmes or development which are needed to maximise the effectiveness of EC leaders.
This book is essential reading for students in Early Childhood courses, Early Years Practitioners and local authority employees involved with the integrated centres initiative.
Carol Aubrey is Professor of Early Childhood Studies at the University of Warwick.
- Introduction: Theorizing Leadership in Early Childhood
- Changing World, Changing Theories
- Our Leadership Investigation
- Chapter 1: The Early Childhood Leaders' Agenda
- 1.1 Introduction
- 1.2 Context
- 1.3 What Do We Know Already?
- 1.4 What Leadership Research Applies?
- 1.5 What Do We Need to Know?
- Chapter 2: Leadership in English Early Childhood Education and Care
- 2.1 Introduction
- 2.2 Our Objectives
- 2.3 What We Asked Our Early Childhood Professionals About Leadership
- 2.4 What We Found Out
- 2.5 What We Made of the Findings
- Chapter 3: Practitioners' Understandings of Early Childhood Leadership
- 3.1 Introduction
- 3.2 Characteristics of the Leaders and Staff That We Talked to
- 3.3 Definitions and Perceptions of Leadership
- 3.4 Roles, Responsibilities and Functions of Leaders
- 3.5 Decision-Making
- 3.6 Internal and External Influences on Leadership
- 3.7 Training
- 3.8 Leadership in a Changing World
- Chapter 4: Early Childhood Leaders' Work
- 4.1 Introduction
- 4.2 A Typical Day
- 4.3 Roles, Responsibilities and Functions
- 4.4 Decision-Making
- 4.5 Influences on Leadership
- 4.6 Training
- 4.7 Collective Views on the Video Highlights
- Chapter 5: ‘I Don't Like the Idea of Making a Profit … Exploiting Those on Low Wages …’
- 5.1 Introduction
- 5.2 Early Childhood Education and Care Policy
- 5.3 Early Childhood Professional and Workplace Issues
- 5.4 Making a Profit: The Role of the Private Sector
- 5.5 Preschool Care and Education plc?
- Chapter 6: Journeys into Leadership
- 6.1 Introduction
- 6.2 A Journey?
- 6.3 Career Paths of Early Childhood Leaders
- 6.4 Support Through the Career Cycle
- Chapter 7: Mentoring as a Leadership Strategy
- 7.1 Introduction
- 7.2 Learning from Experience
- 7.3 The Nature of Mentoring
- 7.4 Establishing Appropriate Ground Rules
- 7.5 What Does Learning from Day-to-Day Experience Really Mean?
- 7.6 A Framework for Staff Development
- 7.7 Mentoring for the Leader
- 7.8 Future Possibilities
- Chapter 8: The Challenge of Leading Multi-Agency Teams
- 8.1 Introduction
- 8.2 Challenges to Collaboration
- 8.3 Questions to Ask
- 8.4 What Do We Know About Effective Multi-Agency Working?
- 8.5 Models of Multi-Agency Working
- 8.6 Organization of Professional Groups
- 8.7 Views on Multi-Agency Working from Four Integrated Centres
- 8.8 What We Found Out
- 8.9 A Closer Look At the Challenges of Multi-Agency Working
- 8.10 Case Studies
- 8.11 Leadership by the Many
- Chapter 9: Leading in a Time of Change
- 9.1 Introduction
- 9.2 A Need for Interprofessional Education
- 9.3 Staff Resistance to Change
- 9.4 A Model for Improving the Early Childhood Integrated Centre
- 9.5 Understanding Change
- Chapter 10: Reflective Practice and Action Learning
- 10.1 Introduction
- 10.2 Reflective Process of Progressive Problem-Solving
- 10.3 Planning an Action Research Cycle with Integrated Centre Leaders
- 10.4 Doing Action Research in the Early Childhood Field
- 10.5 Conclusions
- Chapter 11: Reflections
- 11.1 Revisiting Our Initial Objectives
- 11.2 Conclusions
- Appendix 1 Gathering Initial Views on Early Childhood Leadership
- Appendix 2 Surveying Leadership
- Appendix 3A The Early Childhood Leader's Understanding of Leadership
- Appendix 3B The Early Childhood Practitioner's Understanding of Leadership
- Appendix 4 The Leader's Diary for ‘A Day-in-the Life …’
- Appendix 5 An Audit of the Effects of Market Forces in the Childcare Market (Sumsion, 2006: 115–16)
- Appendix 6 Journeys into Leadership
- Appendix 7 Guidelines for Setting Up a Mentoring Scheme
- Appendix 8 Values Underpinning Multi-Agency Working
- Appendix 9 Building Effective Learning Communities
- Appendix 10 Questions to Ask When Preparing for the Action Research Cycle