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‘…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.
Chapter Ten: Reflective Practice and Action Learning
Chapter 9 stressed the importance of creating a learning organization, accordingly this chapter will take a closer look at ways of engaging leaders in reflective practice and action learning, introduced in Chapter 7. The introduction will link this practice to the broader context of social, economic and technological change that was outlined first in Chapter 1. The main body of the chapter will then explore the ‘think-do-review’ process of conducting an action research approach to informing leaders' practice that, in turn, influences thinking in a cycle intended to create change and improvement. The chapter will draw upon the experience of three integrated centre leaders who opted to take their NPQICL study further in order to complete ...