• Summary
  • Contents
  • Subject index

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 in quality  • The broad nature of early childhood leadership  • Reflective evaluation and practice This book will be of interest to setting and room leaders across the early years as well as students studying early childhood or in early years teacher training.

Introduction
Introduction

To want quality early years services that are effectively led appears common sense for any society that wants children to have good quality experiences. It is perhaps unsurprising then that there is such an interest in quality and leadership in the early years. Given that quality and leadership are so important to early years services, you would think that they would be easily understood, yet quality and leadership are two words that are frequently used but rarely defined. Supranational organisations (see Glossary for words in bold) such as the European Union talk about the importance of quality early years services – in fact, they have priorities in regard to improving the quality of early years provision, but a definition of quality is much harder ...

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