This chapter reviews selected research about leadership in early childhood education (ECE) in Finland, Germany, Japan, Singapore, South Africa, and USA. A short general introduction to ECE in each country is offered, followed by the summary of the research conducted in the country in question. In addition, a comparative synthesis of research is presented in which the methodological choices, broader societal and educational background and the research contributions to understanding leadership in ECE are discussed from international and transnational perspectives. This review concludes that ECE is of growing interest in the countries included in the study and its impact is widely recognised. Furthermore, the review indicates that in Finland and the USA, there has been extensive research on ECE leadership research, while in Germany, Singapore, South Africa and Japan research into ECE leadership has only recently emerged. Despite the differences in the traditions and roots of leadership research, good quality early childhood education is seen as the main objective of the leadership in every country.

This chapter reviews selected research about leadership in early childhood education (ECE) in Finland, Germany, Japan, Singapore, South Africa, and USA. A short general introduction to ECE in each country is offered, followed by the summary of the research conducted in the country in question. In addition, a comparative synthesis of research is presented in which the methodological choices, broader societal and educational background and the research contributions to understanding leadership in ECE are discussed from international and transnational perspectives. This review concludes that ECE is of growing interest in the countries included in the study and its impact is widely recognised. Furthermore, the review indicates that in Finland and the USA, there has been extensive research on ECE leadership research, while in Germany, Singapore, South Africa and Japan research into ECE leadership has only recently emerged. Despite the differences in the traditions and roots of leadership research, good quality early childhood education is seen as the main objective of the leadership in every country.

Using a cross-cultural comparative study approach, this study analyses and compares the leadership discourses revealed through interviews with early childhood education (ECE) leaders in Finland and Singapore. The interviews were conducted both before the COVID-19 outbreaks in 2018 and during the pandemic in 2021. Conducted as focus group discussions, the data were analysed using discursive analysis. Finnish ECE leaders’ identified discourses that revealed ‘pedagogically focused leadership’ and the ‘desire for distributed pedagogical leadership’. In Singapore, the interviews highlighted discourses related to ‘community spirit emerging from challenges’ and the ‘deepening of management demands’. An overall analysis of the discourses showed that COVID-19 resulted in changes in leadership discourses revealing that leadership was characterised with ‘leading from a distance’ and an ‘emphasis on instructions and regulations’. Despite the challenges, leaders continue to place an importance on pedagogy in their practice. The study also showed that although cultural differences in leadership discourses were identified, time as a factor, remains significant as a crucial aspect for leadership in both countries.