A review of the literature on leadership in early childhood: examining epistemological foundations and considerations of social justice

Nicholson, Julie; Kuhl, Katie; Maniates, Helen; Lin, Betty; Bonetti, Sara

doi:10.1080/03004430.2018.1455036

Cited by 44 publications

(36 citation statements)

References 70 publications

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“…Finally, social-justice perspectives influenced the conceptualisation and practice of leadership within participating organisations. The administrative, adaptive and enabling enactment of leadership was founded on principles of equality and compassion (Marion & Gonzales, 2013; Nicholson et al, 2018). This appeared to reflect organisational histories – organisations were originally established to uphold children’s rights – either as a benevolent duty for child well-being or to provide education to the community (Brennan, 1998).…”

Section: Resultsmentioning

confidence: 99%

“…Yet the issue of social justice, central to early childhood education, receives little attention in leadership research and scholarly discourse. Indeed, Nicholson et al (2018) highlight in an extensive literature review that there is an impressive body of work addressing issues of social justice in the field of early childhood education but little scholarship exists that explicitly discusses social justice in connection to ECE leadership. The authors argue that more intentional links between leadership and goals that address social injustices for children, families and the early childhood workforce are needed to ensure the development of effective leadership in ECE.…”

Section: Conceptualisation Is Important To the Development Of Leadershipmentioning

confidence: 99%

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“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

Gibbs

2020

Australasian Journal of Early Childhood

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This article reports on an Australian study of the emergence and development of leadership that supports children’s rights and their access to high-quality early childhood education (ECE). The qualitative study contributes to a growing body of research on ECE leadership practice; specifically, the area of site-based leadership cultivation and development. Complexity leadership theory was used to situate leadership within the Australian ECE context; accounting for the competing purposes of high-quality education programs and for the complex array of practices required for leadership to be effective. Additionally, the theory of practice architectures was employed as an analytical tool. The theory of practice architectures helped to identify socially-just leadership practices that uphold children’s rights, and to understand the organisational arrangements that enabled and constrained those practices within each site. Study findings illuminate how leadership can be cultivated and developed in ECE. As a result of the study, organisations are encouraged to create the cultural-discursive, material-economic and social-political arrangements that shape leadership within ECE sites. The paper argues for the development of ECE leadership as a socially-just practice, that upholds the rights of children and their access to high-quality early childhood education.

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Section: Resultsmentioning

confidence: 99%

Section: Conceptualisation Is Important To the Development Of Leadershipmentioning

confidence: 99%

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

Gibbs

2020

Australasian Journal of Early Childhood

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“…More recent thinking about leadership emphasizes ideas that are more in tune with the field of early childhood including explicit values on relationships and collaboration, direct teaching and service, family involvement and a multidisciplinary perspective. Children need training to be fair leaders and uphold social justice (Nicholson et al, 2018).…”

Section: Social Justicementioning

confidence: 99%

Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education

Banamtuan¹,

Natonis²

2019

jpud

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This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings showed that students were very enthusiastic about following the activities of the teacher with pleasure, happiness and did not feel burdened from the initial activities to the final activities of the students who followed them well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's efforts to train children's independence are maximized. The students have begun to instill Pancasila values in their daily lives, namely Godhead, Humanity, the Value of Unity, People's Value, and Social Justice. Keywords: Affective Education, Early Childhood Mindset Stimulation, Understanding Pancasila. References Abramson, L., Daniel, E., & Knafo-noam, A. (2018). Journal of Experimental Child The role of personal values in children ’ s costly sharing and non-costly giving. Journal of Experimental Child Psychology, 165, 117–134. https://doi.org/10.1016/j.jecp.2017.03.007 Aydoğan, C., Farran, D. C., & Sağsöz, G. (2015). The relationship between kindergarten classroom environment and children’s engagement. European Early Childhood Education Research Journal, 23(5), 604–618. https://doi.org/10.1080/1350293X.2015.1104036 Bowo, T. A., & Budiati. (2017). Model Pembelajaran Bahasa Inggris Interaktif Menggunakan Flascard Berbasis Pancasila Sebagai Upaya Pembentukan Karakter Bangsa. Media Penelitian Pendidikan, 11(2), 59–74. Cartledge, G., & Milburn, J. F. (1980). Teaching social skills to children. Pergamon Press. Chou, S. Y., & Pearson, J. M. (2012). Organizational citizenship behaviour in IT professionals: An expectancy theory approach. 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Retrieved from www.challengingbehavior.org Emilson, A., & Johansson, E. (2013). Values in Nordic Early Childhood Education: Democracy and the Child’s Perspective. Choice Reviews Online, 30(11), 30-6297-30–6297. https://doi.org/10.5860/choice.30-6297 Ertürk, A. (2007). Increasing organizational citizenship behaviors of Turkish academicians. Journal of Managerial Psychology, 22(3), 257–270. https://doi.org/10.1108/02683940710733089 Esnard, C., & Jouffre, S. (2008). Organizational citizenship behavior: Social valorization among pupils and the effect on teachers’ judgments. European Journal of Psychology of Education, 23(3), 255–274. https://doi.org/10.1007/BF03172999 Grajczonek, J., & Truasheim, M. (2017). Implementing Godly Play in educational settings: a cautionary tale. British Journal of Religious Education, 39(2), 172–186. https://doi.org/10.1080/01416200.2015.1110112 Hamid. (2015). Semiotika Kewarganegaraan. Bandung: Rizqi Press. Hildebrandt, C., & Zan, B. (2015). Pendekatan Konstruktivis pada Pendidikan Moral Anak Usia Dini. In Handbook Pendidikan Moral dan Karakter (pp. 511–536). Bandung: Nusa Media. Hurlock, E. B. (1999). Perkembangan Anak Jilid I. (Erlangga, Ed.). jakarta. Hurlock, E. B. (2010). Perkembangan Anak (6th ed.). Jakarta: Erlangga. Mahanani, P., Purnama Putra, A., & Kristianingsih, K. (2018). Analysis of the Influence of Understanding the Pancasila Values of Teachers on Learning in Elementary School, 244(Ecpe), 168–172. https://doi.org/10.2991/ecpe-18.2018.37 Mayfield, C. O., & Taber, T. D. (2010). A prosocial self-concept approach to understanding organizational citizenship behavior. Journal of Managerial Psychology, 25(7), 741–763. https://doi.org/10.1108/02683941011075283 Nicholson, J., Kuhl, K., Maniates, H., Lin, B., Bonetti, S., Nicholson, J., … Bonetti, S. (2018). A review of the literature on leadership in early childhood : examining epistemological foundations and considerations of social justice, 4430. https://doi.org/10.1080/03004430.2018.1455036 Organ, D. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington: Lexington Books. Podsakoff, P. M., MacKenzie, S. B., Moorman, R. H., & Fetter, R. (2015). Transformational Leader Behaviors and Their Effects on Trust , Satisfaction , and Organizational Citizenship Behaviors. JAI Press Inc., (August), 107–142. https://doi.org/10.1016/1048-9843(90)90009-7 Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational Citizenship Behaviors: A Critical Review of the Theoretical and Empirical Literature and Suggestions for Future Research. Journal of Management, 25(3), 513–563. https://doi.org/10.1016/0009-2614(78)85552-3 Robson, J. V. K. (2019). How do practitioners in early years provision promote Fundamental British Values ? How do practitioners in early years provision promote, 9760. https://doi.org/10.1080/09669760.2018.1507904 Ronald Silalahi, U. yuwono. (2016). Research in social sciences and technology. Research in Social Sciences and Technology, 2(3), 58–57. Retrieved from http://www.ressat.org/index.php/ressat/article/view/329 Samuelsson, I. P., & Hagglund, S. (2009). Early Childhood Education and Learning for Sustainable Development and Citizenship. International Journal, 41(2), 49–63. Sanjaya, W. (2013). Penelitian Pendidikan (Jenis, Metode, dan Prosedur),. Jakarta: Kencana Prenada Media Group. Stephens, M., & Ormandy, P. (2018). Extending conceptual understanding: How interprofessional education influences affective domain development. Journal of Interprofessional Care, 32(3), 348–357. https://doi.org/10.1080/13561820.2018.1425291 LK Stevenson, B. (2017). Children’s independence: a conceptual argument for connecting the conduct of everyday life and learning in Finland. Children’s Geographies, 15(4), 439–451. https://doi.org/10.1080/14733285.2016.1271942 UNESCO. (2014). Preparing learners for the challenges of the 21st century. France: UNESCO. Retrieved from http://www.unesco.org/new/en/global-citizenship-education UNESCO. (2015). Global citizenship education: topics and learning objectives.

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“…Interestingly, the field of Early Childhood Education has commonly been described as suffering from a lack of leadership capacity (Nicholson, 2018). Explicit challenges have thwarted leadership development in the field: the lack of an agreed-upon definition of leadership, early childhood professionals' feelings of uncertainty about authority and their limited opportunities for guiding policy or engaging in professional partnership, the field's historically low wages and the low value and disregard accorded to teacher and care provider skills in society, the lack of a Perceptions of Race and Leadership 22 clear professional career ladder, and the positioning of leadership training within institutions of higher education (Douglass, 2018;Nicholson, 2018). Kagan (2001) wrote about three assumptions of leadership theory related to Early Childhood Education.…”

Section: Perceptions Of Race and Leadershipmentioning

confidence: 99%

“…Definitions of leadership have changed over the last decade to focus more on the influence of context, the importance of relationships, and collaboration as opposed to hierarchical organizational structures (Nicholson, 2018). Leadership has been described as the crossroads of knowledge, skills, character, and personality traits that motivate others to work toward a shared vision or purpose; furthermore, it is shown by early childhood professionals in various roles within the field.…”

Section: Definition Of Leadership: a Vision To Leadmentioning

confidence: 99%

Perceptions of Race and Leadership in Early Childhood Education

Smith-Rasshan¹

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A review of the literature on leadership in early childhood: examining epistemological foundations and considerations of social justice

Cited by 44 publications

References 70 publications

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education

Perceptions of Race and Leadership in Early Childhood Education

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