Understanding the Contexts of Leadership Debates

Autor/in	Penn, Helen
Titel	Understanding the Contexts of Leadership Debates
Quelle	In: Contemporary Issues in Early Childhood, 20 (2019) 1, S.104-109 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949118800768
Schlagwörter	Instructional Leadership; Early Childhood Education; Child Care; Commercialization; Preschools; Child Care Centers; Accountability; Public Policy; Standards; Foreign Countries; Leadership Role; Preschool Children; Teacher Qualifications; Neoliberalism; Preschool Teachers; Educational Planning; Educational Quality; Work Environment; Salaries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Verantwortung; Öffentliche Ordnung; Standard; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrqualifikation; Neo-liberalism; Neoliberalismus; Erzieher; Erzieherin; Kindergärtnerin; Bildungsplanung; Quality of education; Bildungsqualität; Arbeitsmilieu; Entlohnung; Gehalt
Abstract	This colloquium argues that writings on leadership in the early years commonly assume a service ethos. The aim of nurseries and other early childhood settings is to provide a service for children and their parents, and the task of leadership is seen to be to find effective ways of defining and realizing this aim. But increasingly, and especially in English-speaking countries, early years childcare and education is viewed as an industry, as a specialized and speculative business. This has had major repercussions for the operation of services, especially in England where the various intermediary levels between individual nurseries and national or state policies, which have provided opportunities for discussion and exchange of practice, and a basis for negotiated standards for leadership, have been stripped out. Processes for accountability are badly eroded. Concepts of leadership are necessarily contextual. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01