There were two types of interventions in this study the first intervention was a booklet provided by child health services on group leadership. The second intervention was a training session that was also accompanied with a training manual. Almost eighty percent of the nurses attended the training session. The nurses as I clearly stated earlier chose to take advantage of the training sessions over the booklet.
Within the Early Years Foundation Stage (EYFS) it is enormously important for relationships to be formed and maintained. Relationships should be formed between teachers and their pupils, teachers and parents and between teachers themselves. It is important for relationships to be maintained throughout the EYFS so that the child’s learning and development is effectively taught, so parents and carers knows they can trust the teachers and so teachers can work together successfully. Teachers and their pupils need to have a positive relationship.
Over the past 20 years, the workforce identity of the early years setting has changed dramatically. Policy and governmental changes have inspired children led improvements and this has affected the identity of the Early Years Teacher. In 1997 the Labour Government outlined their commitment to improving quality within the early years setting and one of the main areas they concentrated on was the quality of staff within the settings. This resulted in the view that 'quality' was qualified. In 2007, Labour introduced the graduate role of the Early Years Practitioner, which aimed to raise the falling standards within the early year’s settings.
We create a positive and secure environment, working to ensure all children feel safe, appreciated and important. We do this by being inclusive, treating each child as an individual and promoting mutual respect. One of the most natural factors of being an Early Years Practitioner is nurturing the children in our care, this is salient in creating healthy attachments in children. We show this by using positive body language when interacting with children, we show them we are interested to help develop their sense of attachment and security. We are sensitive and attend to their needs, children
This essay aims to explore leadership and management within the Early Years and what they mean within the sector. It will critically analyse how these roles impact early years settings, the staff and the children. Early years framework and legislation is forever changing and there is a need for experienced and knowledgeable staff to lead the way for young children’s education. The Oxford Dictionary describes ‘management’ as a process of manging and dealing with situations and people (Oxford Dictionary, 2015). The manager in early years would manage practitioners working below them as well as dealing with situations that arise from children and families.
In this essay I will be considering how innovations in theory, policy and research have influenced the development of coordination, partnership and integration in childhood practice in my childcare setting in Scotland. I will analyse the development of policies concerning children and young people in relation to my setting and the professional groups involved within my setting. This will include the introduction of building the ambition and the Children and Young People (Scotland) Act 2014, which from 2016 will enforce the need for the named person to take any concerns seriously and report as required. It will also increase provision to 600 hours which in turn will help to safeguard vulnerable two year olds by placing them into early year’s
Table of Contents 1.0 Introduction 2 Approach and Structure of the Dispersed Leadership Theory in Teams 4 Definition 4 Leadership Types 6 Table 1: Characteristics of the Three Leadership Types 8 Assumptions of the Model 9 Related Leadership Concepts and Theories 11 1 Empirical Illustration of the Dispersed Leadership Theory in Teams 12 2 Agenda for Future Research 14 3 Strength and Limitations 16 4 Concluding remarks 17 References 18 1.0 Approach and Structure of the Dispersed Leadership Theory in Teams According to Bryman, (1996), there is no one consistent definition of leadership, which not useful. Yukl (2010) argues that most definitions of leadership refer to the assumption of a process whereby one person intentionally influences other people in order to guide, structure and facilitate their activities, which are embedded in a team or an organization. Other definitions are broader in meaning, for example, Stogdill (1950) defined leadership as the process of influencing group activities in an effort to set and achieve goals. Similarly, Katz and Kahn (1966) defined leadership as “any act of influence on a matter of organizational relevance”.
Critical Analysis of Models of leadership and Management in Early years. Leadership and Management models are method used to provide direction and to use influence to others about your methodology to provide a clear vision, creative thinking, problem solving and a desire to work in a team environment by leading and managing. The Children’s Workforce Development Council (CWDC, 2010) has issued guidelines to Early Year professionals to develop and improve beyond their individual continued professional development throughout their career. In my work experience setting there are two types of models that is link to my case study that is Leader-followers and Intent-Based leadership. Leader-followers Leader-followers are professional who uses
Leadership Thought Prior to 1900 The earliest study of leadership thought would be the “Great Man Theory. This theory conceptualized leaders as a single “Great Man” who knew everything and influenced others to follow him. In leadership discourse, the Great Man theory—an assertion that certain individuals, certain men, are gifts from God placed on earth to provide the lightening needed to uplift human existence—is associated mainly with Thomas Carlyle (Spector, 2015, p.250). The focal-point of this theory is that leaders’ skills are inherent and set that them apart from those around them and that these traits enable them to assume roles of power and authority.
In developing this paper on leadership, I examined what was most important to me as a leader. As I reflected on my leadership philosophy, I thought about my experiences and the principals that I have learned through my own self-discovery and the observation of other leaders that I have had throughout my life. My leadership philosophy paper will focus on what leadership is to me, core values, and knowledge of others. In thinking about my definition of leadership, I thought of what was most important to me in and as a leader.
Leadership in early childhood brings out a lot of responsibilities and the need to be able to maintain quite a lot of skills. Some of the skills which are needed in the early education sector are “communication, decision-making, problem-solving, interpersonal and organizational skills,” (Narasimhan, 2012) this helps the leader to be able to encourage and support the team to achieve the goals. “Successful leaders” use their team member’s individual abilities to help create powerful ideas, plans and a focused vision for the future. Leaders of an early education service should be able to bring their individuality into the service and carry out responsibilities by being charismatic, outgoing, influential, and philosophical or action oriented.
A leader is the person who drives his/her followers to a certain goal. There are different reasons and motivations for people to follow another person. The motivation of the leader or the leadership style is also different in different cases. This paper aims to explain leadership traits and provide pros and cons of charismatic leadership and distributive leadership. Distributive leadership can also be referred as democratic leadership.
Effective leader build a strong and successful setting for children. Strong leadership, ethical practices and professional knowledge provides high quality educational outcome. I have strong leadership in my program and it builds respect, parent, teacher and community collaboration and a trusting and well nurtured relationship between teacher and students. Challenges and expectations are provided to help develop the highest outcome of education possible for all children. How do you envision this issue impacting your future work with children?
(2010: 16) claim, ‘There is a connection between the increased distribution of leadership roles and responsibilities and the improvement of pupil outcomes.’ Distributed leadership has become an intentional practice and one that is promoted to improve schools. (Lumby, 2013, 583). Distributed leadership creates broader opportunities for everyone. This implies that the opportunities are open to all.
Early Years teachers have independence in the activities which they plan for nursery classes, they ‘plan and prepare activities and materials’ (nationalcareersservice.direct.gov) such as, colouring or singing/dancing activities and pick what type of resources used on a day to day basis, meaning they are able to make professional decisions about their actions to an extent. However, Early Years teachers are still required to follow the National Curriculum and have managers such as Headteachers therefore, they do not have full independence within what they can teach, which restricts the level of which they are autonomous practitioners. Autonomy comes with accountability and responsibility, although Early Years Teachers have little autonomy, they still have responsibility and can be held to account because they have responsibilities detailed within their job role. For example, they are responsible for safeguarding children in their care. They also have a responsibility to follow the Policies and procedures of the school, which are outlined in their contract of employment and in their professional codes of practice.
