Leadership in Early Childhood Education: The Case for Pedagogical Praxis

Autor/inn/en	Palaiologou, Ioanna; Male, Trevor
Titel	Leadership in Early Childhood Education: The Case for Pedagogical Praxis
Quelle	In: Contemporary Issues in Early Childhood, 20 (2019) 1, S.23-34 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palaiologou, Ioanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949118819100
Schlagwörter	Instructional Leadership; Early Childhood Education; Child Care; Epistemology; Play; Child Caregivers; Employment Qualifications; Educational Change; Teacher Qualifications; Praxis; Teaching Methods; Foreign Countries; Preschool Teachers; Teacher Role; Neoliberalism; Educational Policy; Accountability; Leadership Role; Child Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Erkenntnistheorie; Spiel; Caregiver; Caregivers; Carer; Child; Children; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Bildungsreform; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerrolle; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Verantwortung; Kindesentwicklung
Abstract	In this conceptual article, the authors examine the context of early childhood education and care in England and the underpinning predominant ideologies to explore how these impact on the framing of leadership. The English context entails several contradictions (antinomies) at ontological, epistemological and axiological levels, and is heavily influenced by an ideological struggle concerning the value of play within the sector as opposed to a climate of child performativity. Moreover, the predominately female workforce (a factor itself) has faced relentless changes in terms of qualifications and curriculum reforms in recent years. With the introduction of the graduate leader qualification (Early Years Teacher Status), a vast body of research has been seeking to conceptualise what leadership means for early childhood education and care. In this article, the authors argue that these attempts are helpful and contribute to this discourse of leadership, but it needs to be thought of not only abstractly, but also practically. Thus, the authors conclude, the (re)conceptualisation of leadership should locate it as pedagogical praxis after evaluating the inherent deep dispositions of leaders in conjunction with their history, surrounding culture and subjective perspectives/realities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01