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.
Part Three: Implications For Practice
In previous chapters, we have sought to trace understandings of quality and leadership in the early years. We have considered how there are different stakeholders who are all involved in shaping the way in which quality and leadership are discussed and understood. In particular, we have highlighted the importance of recognising your own understanding of quality and leadership, and also of appreciating where these understandings have come from. We have talked about post-structuralist approaches as they attempt to deconstruct the understandings that people have about quality and leadership and to start to piece together what and who is shaping early years practice.
However, in deconstructing understandings of quality and leadership, one of the challenges is deciphering what this actually means ...