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.
Chapter 3: Tracing the Development of Early Years Leadership
Tracing the Development of Early Years Leadership
In this chapter, we look more deeply at how leadership has historically been expressed in early years settings and how it has subsequently developed in terms of possible models to inspire today’s leaders. We explore the shift from concentration on the qualities and characteristics that leaders embody to acknowledgement of the importance of the context of leadership. We also note the growth of formalised leadership education and training (NCSL, 2004) which has helped create an awareness of the unique nature of leading early years settings.
As stated in our Introduction, we have consistently seen research and subsequent policy development that firmly situate leadership as a key attribute of achieving and sustaining ...