Formative Interventions in Leadership Development in Early Childhood Education: The Potential of Double Stimulation

Autor/inn/en	Nuttall, Joce; Thomas, Louise; Henderson, Linda
Titel	Formative Interventions in Leadership Development in Early Childhood Education: The Potential of Double Stimulation
Quelle	In: Journal of Early Childhood Research, 16 (2018) 1, S.80-91 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X16664555
Schlagwörter	Leadership Training; Early Childhood Education; Intervention; Formative Evaluation; Foreign Countries; Social Psychology; Social Theories; Staff Development; Workshops; Interviews; Professionalism; Sustainability; Cultural Influences; Personal Narratives; Australia + Suchen Sie Ihr Suchwort? Führungslehre; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Sozialpsychologie; Gesellschaftstheorie; Personnel development; Personalentwicklung; Lernwerkstatt; Schulung; Interviewing; Interviewtechnik; Professionalität; Nachhaltigkeit; Cultural influence; Kultureinfluss; Erlebniserzählung; Australien
Abstract	This article critiques the usefulness of double stimulation, a key concept in Vygotskian analyses of human development, with leaders in early childhood services in Australia. A series of formative interventions was conducted to identify and address systemic tensions that were confounding leaders' attempts to realise a central object of activity in their work: the development of their staff in order to enhance children's learning. An example of double stimulation is drawn from workshop comments and interviews with one of the participating leaders. The article elaborates on a tension identified between explicit cultural expectations of professionalism and an implicit division of labour that position leaders as having the primary responsibility for solving problems of practice. The article concludes by reflecting on the usefulness of double stimulation in fostering sustainable leadership practices in early childhood education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01