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Leadership in Early Childhood Education Contexts: Looks, Roles, and Functions



Situated in the field of early childhood education (ECE), this paper uses literature on educational leadership to answer four questions about leadership in ECE contexts. Firstly, what is leadership and how important is it for the success of an organisation? Secondly, what does it look like in ECE? Thirdly, what does leadership in ECE involve? And fourthly, how does efficient and effective leadership function in an ECE context? It is important to answer these questions because there is an understanding that leadership in ECE contexts is unlike leadership in other educational institutions. It requires special administrative and managerial skills to plan, organise, lead, control and direct the operations in the ECE context, as well as leadership skills to provide an organisational vision, direction and aculturation. An understanding of what leadership in ECE contexts looks like, its roles and functions can inform ECE leaders in ways that help them to improve the efficiency and effectiveness of their educational institution.
Creative Education, 2015, 6, 1710-1717
Published Online September 2015 in SciRes.
How to cite this paper: Kivunja, C. (2015). Leadership in Early Childhood Education Contexts: Looks, Roles, and Functions.
Creative Education, 6, 1710-1717.
Leadership in Early Childhood Education
Contexts: Looks, Roles, and Functions
Charles Kivunja
School of Education, The University of New England, Armidale, Australia
Received 12 August 2015; accepted 13 September 2015; published 16 September 2015
Copyright © 2015 by author and Scientific Research Publishing Inc.
This work is licensed under the Creative Commons Attribution International License (CC BY).
Situated in the field of early childhood education (ECE), this paper uses literature on educational
leadership to answer four questions about leadership in ECE contexts. Firstly, what is leadership
and how important is it for the success of an organisation? Secondly, what does it look like in ECE?
Thirdly, what does leadership in ECE involve? And fourthly, how does efficient and effective lea-
dership function in an ECE context? It is important to answer these questions because there is an
understanding that leadership in ECE contexts is unlike leadership in other educational institu-
tions. It requires special administrative and managerial skills to plan, organise, lead, control and
direct the operations in the ECE context, as well as leadership skills to provide an organisational
vision, direction and aculturation. An understanding of what leadership in ECE contexts looks like,
its roles and functions can inform ECE leaders in ways that help them to improve the efficiency and
effectiveness of their educational institution.
Educational Leadership, Early Childhood Education Contexts, Managerial Skills, Organisational
Vision, Aculturation, Organisational Structural Cultural Synergies
1. Meaning and Importance of Leadership
When discussing a term such as leadership which has been defined in many different ways, it is prudent to start
the discussion with Hammersley’s (1998) advice that we should define the terms we use so as to acquaint the
reader with “statements about how the author is going to use a term, about what meaning is to be associated with
it” (p. 80). Whereas numerous definitions of leadership exist, one that appears to capture very well the central
meaning of leadership is provided by Robbins, Millet, Cacciope, & Waters (1998) who say leadership is “the
ability to influence others towards the achievement of goals that contribute to a worthwhile purpose” (p. 396).
This definition appears to strike a code of consensus among leaders in the field that leadership is about influen-
C. Kivunja
cing and enabling followers to work towards the realization of organizational goals. This is important because
the organizational goals are the real worthwhile purpose for the existence of any organization.
And so leadership is about enabling change that helps followers to make a contribution to this change. This
resonates well with Fullan (2000) who sees the new meaning of leadership as leadership which makes “each and
every educator strives to be an effective change agent” (p. 13). Defining leadership this way makes it very clear
to the reader that leadership is essential for the success of any educational organization. For example, Mulford,
Silins, & Leithwood (2004) say, “Leadership we know makes all the difference in success or failure of organiza-
tions” (p. ii). Similarly, Truskie (2002) asserts that, “there is a direct link between leadership, organizational
culture and performance” (p. 1). Silins & Mulford (2002) also point to the important role of leadership when
they propose that “leadership … (has) been shown to influence what happens in the core business of the school:
the teaching and learning” (p. 443). Fligsten & Freeland (1995) extend the importance of leadership beyond the
locality of the organization when they assert that the ability of organizational leaders to solve internal resource
problems is a function of their abilities, knowledge and links with the outside world. This external linkage high-
lights the importance of leadership to coordinate and to harmonize the structural-cultural dynamics (Kivunja &
Power, 2006) which foster organizational development and learning in a way that makes a positive difference to
the lives of students in an ECE context.
As well articulated by Pace (2002), leadership is such an important part of any workplace such that the
workplace “cannot be understood clearly without understanding the function of leadership in the system” (p. 33).
Scott (1999) also emphasizes the importance of effective leadership in the “effective management of educational
change” (p. 50), within a school. Fullan (2001, p. 261), also agrees when he writes:
Nowhere is the focus on the human element more prevalent
than in the recent recognition of the importance of strong
and effective leadership. (And he later added:) effective school
leaders are the key to large-scale, sustainable education reform.
(Fullan, 2004, p. 15)
The importance of leadership is also well highlighted by Mulford (2003) who argues that “whatever elements
of restructuring of public schooling … are employed, they all have in common a strong dependence on effective
school leadership for their successful implementation” (p. 8). Moreover, Mulford, Silins, & Leithwood (2004)
argue that, “leadership that makes a difference in organizational learning and student outcomes, is transforma-
tional and distributed” (p. 6). Barker & Coy (2004) also say that, “the success or failure of cultural change will
depend on the attitude of the leadership team. They must be prepared to champion the beliefs and values that
underpin the emerging culture” (p. 13). Additionally these authors affirm that at the heart of the cultural change
process “lies the integrity of the leader, the example set by the leader and the trust established by the leader”
(Barker & Coy, 2004: p. 61). As Hackman & Wageman (2005) rightly assert, “traditionally, leaders’ behaviors
and decisions, have been viewed as highly consequential for effectiveness of organizations” (p. 277).
Thus, there is a repeated pattern in consensus among leaders in educational change literature that leadership
plays a key role in the structural and cultural dynamics designed for school improvement. Leadership is seen as
the glue that holds together the structural and cultural dynamics within an organization through the execution of
informational, interpersonal and decisional roles. As Scott (1999: p. 93) says:
Effective leaders know how best to shape culture, develop a positive
working climate, communicate their service’s mission and priorities,
coordinate quality assurance and enhancement in learning programs
and reward staff as they grapple with ongoing change.
Thus, leadership is about enabling followers to bring about desired change by setting up organizational struc-
tures which enable the cultural synergies within the ECE context to be shared and dispersed within the ECE or-
ganization between and among all members involved in ECE. Leadership is important because it is responsible
for calling for a commitment and passion from every member of the ECE setting to make a contribution which
results in a positive difference in the lives of the children in the ECE context and to help lay the foundation
which will help them to develop into productive citizens who will be able to live and work productively in in-
creasingly dynamically complex societies. This, according to Fullan (2000), is “the moral purpose of education”
(p. 4). A conceptualization of leadership as an agent which enables the pursuit of this moral purpose by every-
C. Kivunja
one involved in ECE sees leadership not as the preserve of one leader but as distributed across the membership
of an organization such that “leadership is everyone’s business” (Kouzes & Posner, 2003: p. 383).
2. What Leadership Looks Like in an Early Childhood Context
Whereas the above section has outlined a generic understanding of leadership and its importance, the work of
many leaders in the field of ECE (including Arthur, Beecher, Death, Dockett, & Farmer (2007); Becker &
Becker (2009); Belsky (1988); Ebbeck, & Yim (2009); Follari (2007); McCrea (2015); Ochiltree (1994); Sims
(1999, 2009); Wood & Attfield, (2005), suggests that it is helpful to articulate what leadership looks like specif-
ically in an ECE setting. McCrea (2015) deals with this topic very well when she suggests that leadership in an
ECE context is about bringing improvement through influencing people, in places where ECE takes place, and
engaging in and encouraging the conduct of professional and ethical practices. Let’s take a brief look at each of
these 3Ps of McCrea’s proposition.
2.1. People in Early Childhood Educational Contexts
People in an ECE setting influence what happens in the setting and likewise, the settings influence people in the
ECE setting (McCrea, 2015). People who participate in one way or another in ECE settings fall in a wide variety
of roles. They include children, parents or caregivers of the children, child center director, child center manager,
administrator, coordinator, assistant, development officer, accountant, teacher, educator, bus driver, gardener,
and any staff members that might be at the ECE setting on a casual basis. Quite often these people come from a
broad range of backgrounds, socially, culturally, economically, politically, morally and in many other ways, and
they are therefore culturally and linguistically diverse. These peoples’ norms, personal beliefs, values, and as-
sumptions (Schein, 2005), have impacts on the children in the ECE setting. It is incumbent upon the leadership
to ensure that the people charged with the responsibility for the wellbeing of children under their care in an ECE
setting, particularly the professional staff, are equipped and empowered adequately to deliver high quality ser-
vices that are not only child-friendly but also parent or care-giver-friendly, respectful and which meet the ex-
pectations of all stakeholders. Only when these people deliver high quality service can the long-term survival of
an ECE setting be sustained.
2.2. Places That Comprise Early Childhood Educational Contexts
Places that comprise ECE settings are referred to by all sorts of names: kindergarten, preparatory, pre-primary,
reception, transition (Dowling & O’Malley, 2009), childcare centers, preschools, playschools, nurseries, or just
sites for early childhood education (Davis, 2010), family day care centers, play centers, integrated children’s
centers, early learning centers, nanny services centers, or the more recently introduced term, early childhood
education center (Ailwood, 2007). Irrespective of what label is used, we know that apart from the home, the
ECE place is where children spend most of their early years. Leadership in such a place, therefore, has potential
to mold a child’s approach and appreciation of humanity. This is the place where the child not only develops his
or her mother tongue, but also has the opportunity to learn other languages through contact and communication
with the other children that s/he comes in contact and communicates with at the ECE site. It is important there-
fore for leadership at this level to create a quality learning and living environment (Carnes (2011), in which the
children can be allowed to be children, as they relate and interact with each other and with the caring staff, away
from the hustle and hectic life of the fast moving economy of the 21st century).
Leading such a place also requires the leader to create a place in which staff enjoy comfortable or even ami-
cable relationships among themselves and with the children so that high quality interpersonal relationships are
encouraged, ideas shared, respected and considered honestly with due regard. The ECE setting leader has a duty
to extend the ECE place beyond the immediate surroundings of the particular setting so as to create linkages
with external stakeholders such as government departments, professional organizations, educational institutions,
professional organizations as well as local and regional community and business centers.
2.3. Practices That Characterize Early Childhood Educational Contexts
The practices include all the professional roles that the ECE leader has to deal with. As discussed further below,
the different roles can be grouped into four, which McCrea (2015) characterizes as team stakeholder, policy de-
C. Kivunja
signer, pedagogy creator and rights’ advocate. The practices that characterize the role of a team stakeholder in-
clude sourcing and recruiting new staff to fill vacancies, assigning responsibilities to each member of staff, pro-
viding support and mentoring for staff, creating opportunities for staff professional development, creating har-
monious working relationships and if conflicts occur, resolving them amicably, organizing and conducting staff
meetings, attending to each staff member’s needs and providing for occupational health and safety in the ECE
setting. The practices that characterize the role of a policy designer in an ECE setting include a multitude of
professional actions necessary to make sure that the policies designed to provide for governance in the ECE set-
ting are legal, fair, just, democratic and transparent, minimize risk to the children and anybody involved with the
ECE setting, provide guidelines for all stakeholders of the ECE site, and having protocols that are flexible for
the efficiency of the ECE setting (Bryant & Gibbs, 2013). Those of a pedagogy creator include every practice in
the ECE setting that is intended to give young children an authentic pedagogy. But in an ECE setting, the focus
is not just on teaching, learning, assessment and curriculum as delivered by early childhood educatorsthe or-
thodoxy understanding of pedagogybut also on the everyday wellbeing of the children. As pedagogy creators,
these educators design, develop and make available educational resources to be used in the ECE setting to help
children learn but also to be children. As noted by Semann and Soper (2012), these pedagogy creators contribute
to the vision and strategies that facilitate knowledge construction in an ECE setting. The practices of a rights’
advocate include the rather political ECE workplace maneuvers undertaken and voices raised to advance the
wellbeing of young children. These measures are not limited to the ECE physical settings or locale but extend
far beyond such confines to include life beyond the ECE setting gates, “out there in the wider world with
beyond-the-fence communities” (McCrea, 2015: p. 148). Each of these categories is delineated further in the
following section.
3. What Does Leadership in Early Childhood Education Involve?
As stated above, an excellent depiction of what leadership in ECE involves is captured very well by McCrea
(2015) who characterizes all that is involved into four roles, namely that of a team leader, a policy designer, a
pedagogy creator and a rights advocate. Each of these roles is unpacked here briefly to shed some more light on
what leadership in an ECE setting involves.
3.1. Leading People in ECE Settings as a Team Stakeholder
Leadership of participants in an ECE setting conceptualized as a team leader helps to articulate the role as one
involving the leader not only as one of the agents of change, but also a follower at the same time. For in a team,
the leader is the captain, but s/he has to play his or her part and help the team to achieve victory, and has person-
al interest in the success of the team. And so, the pursuit of organizational goals in an ECE setting involves all
participants, with the leader as the provider of the vision, (Caldwell, 2006), organizational structures and re-
sources (Brundrett & Crawford, 2008) that are then used by the team to work together for the success and sus-
tainability of the organization. Leading people in an ECE setting therefore requires not only the five principles
of cooperative learning which Johnson & Johnson (1994) as well as Kagan (1994) articulate as Positive Interde-
pendence, Individual Accountability, Equal Participation, Group Processing and Simultaneous Interaction, but
also the Super 4Cs of Critical thinking and problem solving, Collaboration, Creativity and innovation, as well as
Communication (Kivunja, 2015a).
In providing for Positive Interdependence the ECE leader impresses his or her participants that they need to
work together so closely such that there is the understanding that we shall “sink or swim together” (Johnson &
Johnson, 2009: p. 2). This principle exists when participants in an ECE setting realize and believe they can achieve
their personal goals if, and only if, the other team members also reach their goals. In providing for Individual
Accountability among members of the ECE setting, the ECE leader requires that members of the team feel they
have a sense of individual responsibility for the performance of the tasks and achievement of the common goals.
Each member in the ECE setting feels that they have a responsibility to contribute to the task assigned to the team
because they have something valuable that they can offer. In providing for Equal Participation by every member
of the ECE setting, the leader’s role is to ensure that each team member assumes an equal share of the tasks that
need to be completed in the ECE setting. The ECE leader needs to ensure that equal opportunity is provided to the
members and that each member of the team makes a contribution to the task according to their personal best. This
way, the team’s goal is achieved through promotive interaction among all members of the ECE team. For Group
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processing to occur in the ECE setting, the leader needs to give participants the opportunity to reflect on learning
experiences during teamwork, so they understand better what happened during the cooperative activities, to
evaluate how they have achieved the set goals, to discuss their overall experiences among themselves, to review
which actions were helpful and which ones were not, decide on which actions to keep for future use, to decide on
which actions to change in future teamwork, to set goals for future work, and to strategize for future success. To
provide for Simultaneous Interaction the ECE leader needs to ensure that team members engage in interpersonal
and group interactions, get to know each member of the team, develop trust for each member of the team, actively
listen to each member of the team, communicating clearly and accurately, taking turns, opportunity to state ideas
freely, accepting responsibility to contribute and for what each member contributes, providing constructive criti-
cism to other members of the team, accepting constructive criticism from other members of the team, sharing tasks,
engaging in democratic decision making, being sensitive to team members’ different perspectives, clarifying
differences, accepting and supporting each other, avoiding conflict, and resolving conflict constructively, if it
occurs (Gillies & Boyle, 2013). In leading people in the ECE setting as a team, the leader needs to ensure that the
people exercise critical thinking all the time to maximize the rationality of their decision-making and problem
solving. They should work collaboratively and in a manner that supports each other. They should also be creative
and innovative in the way they engage in the activities in the ECE setting and they should communicate effectively
with each other.
3.2. Leading People in ECE Settings as a Policy Designer
Leading people in an ECE setting as a policy designer involves coming up with the vision for the big picture for
the ECE. It requires the leader to be able to creatively influence children and staff in ECE to engage positively in
the learning, teaching, educating and growing up that take place during ECE. Designers are by profession able to
critique their creations, to reflect on how their present designs are meeting client demand and to plot a different
course or come up with an entirely new design to maintain relevance to the clients. As the originator of the or-
ganizational vision, the ECE leader needs to have not only the determination to see the proposed policies being
implemented correctly, but also the patience, resilient demeanor, intellectual fortitude and organizational calm to
allow any slow changes and challenges to take effect so as to improve the efficacy of the ECE site.
3.3. Leading People in ECE Settings as a Pedagogy Creator
The role of an ECE leader as a pedagogy creator involves coming up with insights that lead to the generation of
new ways of teaching, learning, assessment and curriculum development so as to develop “best practice peda-
gogy” (Kivunja, 2015b: p. 3). Being a creator of pedagogy involves developing or advocating child-friendly
strategies which seek to maximize not only Vygotskyian (Vygotsky, 1929) social constructivist strategies, but
also, given the demands of the Digital Economy, Siemen’s connectivist strategies (Siemens, 2004; Kivunja,
2014). This role involves recognition that in the creation of pedagogy for ECE, the children’s interests must be
the prime factor which influences what is created. It also recognizes that children of the current digital age learn
best through interconnected peer learning networks, which give them opportunities to develop and utilize their
digital fluency skills.
3.4. Leading People in ECE Settings as a Rights’ Advocate
The role of an ECE leader as a rights’ advocate requires the leader to champion the cause of ECE at different
levels. Firstly, it requires that the leader advocate for the success of his or her own organization. Secondly, s/he
needs to advocate for the improvement in working conditions for his or her colleagues at the particular ECE site.
Thirdly, s/he has to advocate for similarly good conditions for people in the ECE industry and community at
large. For example, at his or her own site, s/he needs to ensure that staff members are given every opportunity
for professional development and career advancement. However, on a broader level, s/he also needs to support
the development of the ECE setting as part of a learning community.
4. How Does Efficient and Effective Leadership Function in an Early Childhood
In educational contexts, the efficiency criterion usually refers to the need to allocate and utilize educational re-
C. Kivunja
sources in a way that optimizes their use. In other words, there is neither waste nor inefficiency in the use of
available resources. In contrast, effectiveness is used to refer to the extent to which organizational goals are
achieved in the specified planning horizon. For example, studies on educational effectiveness, such as Hattie
(2003) and Martinez & Martinez (1999) use the extent to which learners achieve stated learning outcomes as
proxies for teaching effectiveness. When these two criteria are applied to leadership in an ECE setting, we
would be looking for leadership which facilitates the provision of quality of service for an ECE setting which
would meet the stakeholders’ expectations. For example, in Australia, stakeholders’ expectations can be seen in
the standards to be met which are stipulated in the Early Years Learning Framework for Australia (DEEWR,
2009). Similarly, in New Zealand they are set out in the Te Whariki Framework of the Ministry of Education
(NZ-MOE, 1996). Leadership that meets these standards would be seen as meeting the efficiency and effective-
ness criteria of the ECE setting.
Thus, efficiency and effectiveness of leadership in an ECE setting would be judged in light of the quality of
service stipulated in the relevant documents for the respective jurisdiction. For example, in the Australian doc-
ument relevant to the ECE setting, quality of service is undergirded by five principles namely “1) secure, res-
pectful and reciprocal relationships; 2) partnerships; 3) high expectations and equity; 4) respect for diversity;
and 5) ongoing learning and reflective practice” (Sims & Hutchins, 2011: p. 19). As for the New Zealand na-
tional curriculum document for ECE quality control, the criteria are stated as “1) empowerment; 2) holistic de-
velopment; 3) family; and 4) community and relationships” (Sims & Hutchins, 2011: p. 19). The extent to which
these are met would indicate the efficiency and effectiveness of leadership as it would approximate provision for
the wellbeing of the children and other people in an ECE setting, their sense of belonging, contribution to the
ECE setting, communication and exploration.
5. Conclusion
The literature reviewed in this paper leads to an understanding that whereas efficient and effective leadership is
essential for the success of any educational organization, it is even more vital for the success of an ECE setting.
Not only does an ECE setting leader have to plan, organize, lead and control what happens in the setting, s/he
has to be a visionary, a team stakeholder, a policy designer, a pedagogy creator and a rights’ advocate, all at
once. The people, the place and the practices that s/he has to manage and lead involve intricate structural and
cultural dynamics, different from a schooling context of learning stages more advanced than the ECE stages.
This helps us to understand that an ECE setting is not just another school setting. It looks different, it involves
different roles and the leader has to perform functions that are significantly different from those in a primary, or
secondary school, or a tertiary institution. The leader’s capacity to succeed in the synergies embedded in these
structures, roles and functions sets the ECE leader in a class of their own. Navigating the dynamics of these syn-
ergies enables the ECE leader to provide for systematic and sustainable transformation of the ECE setting so that
people employed in the ECE place can practice their roles efficiently and effectively to enable the children to
achieve learning and growing up outcomes for their wellbeing. Thus, leadership in an ECE setting involves, not
only providing a transformative vision and enabling governance, but also coming up with organizational strate-
gies, educational outcomes, pedagogy and curriculum, which cater well for the education and wellbeing of the
children in the ECE setting. All this needs to be led in concert with the demands of the Digital Economy in
which the children are digital natives and the teachers, most likely digital immigrants (Prensky, 2001). This
creates an additional challenge to the leadership in an ECE setting to ensure that s/he maintains an unrelenting
focus on professional development for the existing staff and recruiting new ones that are digitally fluent so as to
prevent a situation in which the children in an ECE setting would be literate and their teachers illiterate in digital
logic, language and technologies.
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... Based on ecological system theory, leadership also emphasizes both the hierarchical and non-hierarchical structures to facilitate change by reducing inequalities in power distribution across the levels and creating relational linkages through collective and collaborative connections (Toh et al. 2014). Such leadership creates the structure for capacity building and professionalism and develops networking and partnerships with allies, which is critical in ECEC (Kivunja 2015). In the following section, we use an ecological lens to reflect on how the leadership development opportunities within the field of ECEC can be used to synthesize, integrate and link system-building efforts to achieve better outcomes. ...
... Leadership in ECEC is unlike leadership in other educational institutions in the US. It requires unique administrative and managerial skills to plan, organize, lead, control, and direct operations as well as leadership skills to provide an organizational vision, direction, and acculturation (Kivunja 2015). Allred and Hancock (2015) believed that a business or traditional model of leadership conflicts with many fundamental values of EC education. ...
... Pedagogical leadership is considered a bridge between research and practice. Pedagogical leaders apply knowledge and information from research in the contexts of their classrooms and serve as interpreters of research and theory and disseminators of new information to parents and teachers (Kivunja 2015). Pedagogical leaders may shape the research agenda by making researchers aware of the current questions and issues within the classroom and program. ...
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Early childhood education and care (ECEC) aims to assist all young children and their families in meeting educational, developmental and behavioral outcomes to enhance their quality of life. However, in the United States (US), the field of ECEC lags behind in policies and practices to develop and sustain quality ECEC leadership. Although international initiatives in ECEC leadership have been growing, in the United States, effective leadership practices have been few, isolated and lacking rigor, resulting in a shortage of evidence-based policies and practices in ECEC. This theoretical paper discusses leadership development and system building in ECEC through an ecological framework elaborates on current issues in preparing effective leaders, and offers recommendations to develop a leadership structure for a high-quality ECEC system. The concepts underlying these recommendations can transform the current leadership situation and create well-integrated state and local coordination in leadership development and capacity building in ECEC in the United States.
... the systems that ensure quality is maintained (Bloom & Bella, 2005;Culkin, 2000). Such commitment also lays the foundation that helps young children and their families develop into productive citizens in increasingly dynamically complex societies (Kivunja, 2015). This, according to Fullan (2000), is "the moral purpose of education" (p. ...
... The leadership in EC context is unlike leadership in other educational institutions. It requires special administrative and managerial skills to plan, organize, lead, control, and direct the operations, as well as leadership skills to provide an organizational vision, direction, and acculturation (Kivunja, 2015). According to Allred and Hancock (2015), a business or traditional model of leadership conflicts with many basic values of EC education. ...
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Effective leadership is regarded as pivotal to the vitality of organizations. In early childhood programs, strong leadership is particularly critical because program leaders are the gatekeepers of quality. However, the fields of early intervention, early childhood, and early childhood special education (EI/EC/ECSE) continue to struggle with the challenges of being overlooked regarding leadership research, potentials, qualities, and abilities. This scoping review aimed to identify and synthesize the available evidence by understanding the nature and extent of leadership literature in EI/EC/ECSE between 2000 and 2018. Collectively, 1,416 articles were reviewed. A total of 106 articles that met the inclusion criteria were summarized using a number of variables. The review confirmed the long-existing paucity of leadership research in EC and more specifically in EI and ECSE with specific findings in terms of research scopes and approaches. Presentation and discussion of findings along with implications for future research are provided.
... La tarea de estas instituciones, por ende, implica un desafío en términos educativos, como también, en términos del cuidado, la salud, el bienestar y la contención socioemocional (Ailwood, 2007;Hujala, 2004;Osgood, 2012). Es una gestión multinivel que exige un "liderazgo holístico", como explica Hujala (2004), en la que se debe ligar la dinámica del cuidado y desarrollo infantil a lo pedagógico-curricular, el trabajo con la familia y comunidad y lo administrativo (CIAE, 2018;Kivunja, 2015;Strehmel, 2016). ...
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RESUMEN La investigación en el campo del liderazgo educativo ha predominado en la literatura escolar, mientras existe escaso conocimiento al respecto en la educación inicial, a pesar de las distinciones de este nivel. A su vez, el liderazgo se ha estudiado desde una perspectiva tradicionalmente masculina, aunque existe una incipiente literatura en el área del liderazgo femenino. En este contexto, la investigación indaga, desde una perspectiva de género, las visiones y prácticas que ejercen las directoras de jardines infantiles y coordinadoras del nivel en establecimientos escolares. Con el fin de lograr este objetivo se realizó un estudio cualitativo basado en entrevistas en profundidad a 24 directoras/ coordinadoras de establecimientos de distintas dependencias y un seguimiento a seis de las entrevistadas a través de un enfoque etnográfico durante la jornada laboral de una semana, a lo que se sumó entrevistas de cierre a las mismas seis directoras/coordinadoras. Los resultados del estudio evidencian que prevalece un liderazgo del bienestar de parte de las agentes directivas, lo que es consistente con su ética profesional en el trabajo con la primera infancia. Aunque este estilo pueda traer beneficios para su identidad profesional, desde una perspectiva de género la investigación da cuenta de que tal tipo de liderazgo implica a su vez un doble filo. Las autoras alertan el riesgo de elogiar de modo acrítico un "liderazgo femenino" y evidencian tensiones al perpetuar estereotipos de género. El texto finaliza proponiendo nuevos desafíos al respecto, desde una ética del cuidado feminista. ABSTRACT The field of educational leadership research has been predominantly focused on school leadership. However, despite the distinctive characteristics of early childhood education, there is limited understanding of educational leadership at this level. Moreover, leadership has been conventionally studied from a traditional masculine perspective, despite the emergence of
... La tarea de estas instituciones, por ende, implica un desafío en términos educativos, como también, en términos del cuidado, la salud, el bienestar y la contención socioemocional (Ailwood, 2007;Hujala, 2004;Osgood, 2012). Es una gestión multinivel que exige un "liderazgo holístico", como explica Hujala (2004), en la que se debe ligar la dinámica del cuidado y desarrollo infantil a lo pedagógico-curricular, el trabajo con la familia y comunidad y lo administrativo (CIAE, 2018;Kivunja, 2015;Strehmel, 2016). ...
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The objectives of this research were 1) to synthesize the model of early childhood Imagineering for developing digital storytelling; 2) to establish the model of early childhood Imagineering for developing digital storytelling; 3) to evaluate the model of early childhood Imagineering for developing digital storytelling. The research methodology was divided into three phases: 1) the documents in the Imagineering process, including the LA-OR model process and the stop motion animation process, were synthesized to establish the model of early childhood Imagineering for developing digital storytelling; 2) a model of early childhood Imagineering was established in order to develop digital storytelling; 3) the suitability of the model of early childhood Imagineering for developing digital storytelling was evaluated. The results showed that the model of early childhood Imagineering for developing digital storytelling consisted of the four following steps: 1) L: Leading to Learn consisted of imagination; 2) A: Active Learning consisted of two factors: Designing and Development; 3) O: Opinion Sharing consisted of Presentation; and 4) R: Reflective Thinking consisted of two factors: Improvement and Evaluation. According to an evaluation from experts, it was shown that the experts strongly agreed on the development model of early childhood Imagineering for developing digital storytelling.
Research on the phenomenon of leadership in recent years has revealed that attitudes in society towards who can be a leader in education are changing. This is actualized both by the research conducted by researchers and by the Lithuanian strategic educational documents, which emphasize that anyone who ignites their ideas, is committed to change and leads others can be a leader in the organization. As a result, leadership is no longer confined to school managers. The expression of leadership becomes no less important for every participant in the educational process: teachers, parents, children and other members of the school community. Today, the school that prepares its students for the future and the entire education system can no longer function according to traditional organizational governance models that recognize one-person management and leadership. Transforming the education system to meet the demands of an ever-changing society on its future members requires not only political will but also education leaders committed to change. Promoting the leadership of pre-school teachers should be one of the strategic goals of the institution and the pursuit of educational goals and change at both the institutional and national levels. The opportunity for teachers to become involved and participate in the management and change processes of the educational institution, to develop the traits and qualities of a leader allows them to grow both as educational professionals and as personalities.
The development of leadership abilities among senior preschool children is an important component of the general, fundamental task solved within the educational field of social and communicative personality development at the early stages of education. The basic concepts related to the nature of children's leadership are leadership as a type of special giftedness, a wide range of personality traits and a quality of any child that manifests itself under certain conditions. The qualities of preschool children with a pronounced leadership potential are: the desire for dominance, initiative, a high level of mental development, speech and behavioral activity, emotionality (impressionability, impulsivity, lability), adequate self-esteem, independence, the ability to invent and organize different games. Based on an analytical review of scientific sources on the issue of child leadership we define leadership abilities in the senior preschool age as an integral dynamic personal education developing in the joint activity of a child with peers under the guidance of an adult, whose structure is formed by the unity of cognitive, emotional-volitional, activity-creative and evaluative-reflective components. A structural model of leadership abilities of a preschooler is presented. The main conditions for the development of leadership abilities in senior preschoolers are the inclusion of children in various types of joint activities and the guidance of a teacher. Developed leadership abilities are an important indicator of positive socialization of a child’s personality.
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Leadership is one of the critical drivers of educational institutions and has been overwhelmingly researched across countries. However, there is little with regards to early childhood development centers in the scholarship of educational leadership. South Africa has an assortment of early childhood development centers (ECD) ranging from fully registered and well-resourced centers in affluent areas to less regulated and poorly resourced community-based centers in townships, informal settlements and rural areas. In these centers, there are individuals performing a pivotal role of leading and managing the institutions. In this paper, we hone in on these individuals, specifically in a township setting, whom we refer to as ECD center principals. By means of narrative inquiry methodology, we solicited and interpreted the lived experiences of selected ECD center principals to garner an understanding of what it means to lead an ECD center in a township setting. The paper makes two broad contributions, namely, ECD center principals’ self-cognitions and their experiences of leading centers in townships.
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This is a scoping review of peer-reviewed journal articles within Nordic Early Childhood Education and Care research from 2014 to 2020. We aim to explore if and how the concept of systemic leadership is employed within Nordic research on kindergartens. Forty-two studies were included. The results show the study types, methods and informants used. Based on a qualitative content analysis, six dominating leadership perspectives were identified in the studies. These can be briefly described as: 1) leadership mirroring the outside world, 2) leadership as a collaborative process among humans, 3) hybrid leadership between solo and distributed, 4) shared formal leadership, 5) leadership as organizational learning and development, and 6) leading in the professional context. These approaches consider the ways in which systemic leadership is employed and they highlight the collective and relational dynamics of leadership beyond the individual leader. Despite a growing body of research, there remains a need for further theoretical and quantitative investigations, and studies that focus on staff without pedagogue education as informants.
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Research Findings: Effective leadership is one necessary element of achieving high quality in early childhood (EC) and early childhood special education (ECSE) programs. To date, little leadership literature and research are available for EC/ECSE professionals. Using a mixed-methods research approach, this study investigated local leadership practices in one western state in the United States. A hundred forty-three leaders from state or federally funded EC/ECSE programs participated in an online survey (phase I). Four state-level EC/ECSE leaders participated in individual interviews (phase II). The findings of phase I provided valuable insight into local leadership implementation status, implementation challenges, and professional development needs and were well-aligned with the phase II state-level leaders’ perceptions. Practice or Policy: The findings suggest that the local leaders need more targeted support opportunities to improve as a leader than a manager. The need for EC/ECSE leadership licensure, endorsement/certification, specific leadership performance standards, and credentials are discussed.
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In this article, the authors interrogate the use of ‘belonging’ in Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and working with the EYLF in critical and transformative ways. In order to scaffold their interrogation, the authors develop a cartography of understandings of belonging drawn from diverse disciplinary and theoretical perspectives. The cartography highlights multiple, interconnected dimensions (ways of belonging) and analytical axes (dynamics and politics of belonging). The analysis indicates direct or implicit reference in the EYLF to many dimensions of belonging, but an apparent silence about the politics of belonging. The authors argue that the silences should not be interpreted as apolitical, but rather as a strategic response to political pressures shaping the EYLF's development.
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As economies increasingly globalize and digital technologies assume ubiquitous presence and functional utility in peoples' lives outside educational contexts, there is an increasing realization among pedagogues that education designed to equip graduates of the Digital Economy requires the teaching of new skills rather than the traditional core subjects. This realization has led to the emergence of what is called the New Learning Paradigm which postulates that students now need to be taught the skills most in demand in the 21st century. Those skills are epitomized in what The Partnership for 21st Century Skills calls the Framework for 21st Century Skills. Keys among those skills are what The Partnership characterizes as the 4Cs super skills.. What are those skills? Why are they essential for successful learning, teaching, assessment, working and living in today's Digital Economy? How do they align with the full set of 21 st century skills? What are the pedagogical implications of these 4Cs super skills? This paper answers these questions in four steps. Firstly, it articulates the 4Cs super skills. Secondly, it explains the " Rainbow " framework of the full set of essential 21 st century skills as conceptualized by The Partnership for 21 st Century Skills. Thirdly, it outlines Bruner's 5E Instructional Model and explains how it provides an excellent lens through which to approach learning, teaching, assessment and curriculum development for the 4Cs super skills in Kivunja's New Learning Paradigm.
Conference Paper
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A plethora of organisational behaviour literature leads to the deduction that structure as the under girding framework of the definition and arrangement of roles and responsibilities in any organisation is important in designing a school, but it is not the only consideration. For school reform to be effective it is essential, not simply to re-structure, but to consciously re-culture the values, beliefs, norms and practices of participants in the school community. Unfortunately, whereas restructuring of schools became a buzz-word in the 1980s, the development of collateral theoretical constructs to help analyse the nature of the structural-cultural dynamics in the organisational life of an educational institution undergoing change appears to have lagged behind. This paper presents a new Dynamics Paradigm designed in a doctoral thesis (Kivunja, 2006) to specifically provide a cognitive lens for examining deeply into the structural and cultural dynamics in an educational institution undergoing major reforms. Starting from a well documented corporate organisational dynamics model (Pace, 2002) the paper details how 16 dynamics core variables derived from 14 secondary schools newly restructured into multi-campus colleges in New South Wales were incorporated in the new Paradigm to provide a versatile mental map which was then used to extend an understanding of the structural-cultural dynamics in the schools.
Cambridge Core - Education, History, Theory - Leading and Managing Early Childhood Settings - by Nadine Louise McCrea
Editor’S Note. In this chapter our two New Zealand authors, Lesley Robinson and Sue Vaealiki, highlight ethics as a guide that provides tools for teaching and learning about environmental, educational, social and cultural issues and topics. They identify the ethics of caring, listening, participating and hopefulness as central to ECEfS and justify why this is so. They also propose a set of pedagogies that have resonance with ECEfS. These are interdisciplinary learning, co-constructing ‘working theories’ for living sustainably, building respectful relationships and participating in communities of action. It is the authors’ belief that (re)considering the ethical and pedagogical foundations of early childhood education so that environmental and sustainability issues and topics are addressed, requires new professional journeys for early childhood teachers. These journeys offer challenges and great rewards for those who believe that children - in collaboration with their families and communities - can be rich and competent citizens of the present who already have capacities and capabilities to influence the future. INTRODUCTION. The United Nations Decade of Education for Sustainable Development (DESD) (2005-2014) refocuses educational sectors on their role in ensuring that ‘people learn to live in sustainable ways’ (Parliamentary Commission for the Environment, 2004). The vision for this DESD is to create change at both personal and societal levels for a just and equitable world in which natural resources are protected for future generations.
Drawing widely on evidence from around the world, this book provides recommendations for policy-makers and practitioners seeking a new image of the educational leader: one who secures high levels of achievement for all students in all settings.
Young Children and the Environment tackles one of the biggest contemporary issues of our times - the changing environment - and demonstrates how early education can contribute to sustainable living. An essential text for students in early childhood education and a practical resource for child care practitioners and primary school teachers, it is designed to promote education for sustainability from birth to 8 years. The text refers to national and international initiatives such as ‘Sustainable Schools’, ‘Child Friendly Cities’, and ‘Health Promoting Schools’ and explores their existing and potential links with early childhood education. Groundbreaking content draws on recent literature in the areas of organisational, educational and cultural change and environmental sustainability. Early childhood case studies and vignettes exemplify leadership in practice, and ‘Provocations’ are integrated throughout to inspire new ways of thinking about the environment, the wider world, young children and the transformative power of early education.
This timely second edition explores recent developments which strongly endorse play as an integral part of the curriculum. The content has been fully revised to reflect contemporary thinking about the role and value of play in early childhood and beyond. A key focus is the provision of a secure theoretical and practical grounding for developing a pedagogy of play.This book enables practitioners to create unity between play, learning and teaching, and to improve the quality of children's learning. New material provided by practitioners has been added, to show how this unity can be successfully achieved.