Building Pedagogical Leadership Knowledge in Early Childhood Education

Abstract

THIS PAPER DESCRIBES A research and development project that trialled a coaching and mentoring methodology with pedagogical leaders in early childhood settings in Aotearoa New Zealand. The methodology, which drew on ‘third-generation’ cultural-historical activity theory (CHAT) was taught to leaders who were coached and mentored to use it as a mediating tool to identify connections between everyday leadership tensions and systemic contradictions (as identified within CHAT). The paper elaborates on the way in which participants came to understand the centre as an activity system and learned to ‘play the system’ rather than the person in the exploration and resolution of contradictions. They did so through engaging in productive change conversations with colleagues within their workplace settings. The paper concludes by confirming the potential of CHAT as a tool for building pedagogical leadership capacity through using tension and/or conflicting views as starting points in developing shared meanings and practices.

The use of story to teach religious education in the early years of primary school: a systematic review of the literature

“…Such documents provide a reflection point for pedagogical practices and being intentional about what is included and excluded (Council of Australian Governments, 2010 , 2017 ). When teachers reflect on daily practice to ensure consistency with early childhood practice, and make improvements in teaching and learning, it has a positive impact on students (Carroll-Lind et al, 2016 ; Jones et al, 2017 ).…”

Perceptions That Early Learning Teachers Have About Outdoor Play and Nature

“…More than 70% of the participants identified that they had not been familiar with the process of conducting a risk-benefit assessment of potential experiences until this course. Such gaps in knowledge and practice reinforce the benefits of early learning teachers having access to continuous professional learning (Carroll-Lind, Smorti, Ord, & Robinson, 2016).…”

Preschool educational leaders: Who are they and what are they doing?

“…Katz (1997) argued that those who use educational leadership influence others to engage with academic research; examine the relationship between their ideological assumptions, values and practices; and set new directions for early childhood pedagogy. Contemporary literature concerning the role of educational leaders extended this focus and suggested that this role has the capacity to both improve the pedagogical practices of individual educators and advocate for young children and the ECEC sector (for example, Carroll-Lind, Smorti, Ord & Robinson, 2016; Heikka & Waniganayake, 2011; McDowall Clark & Murray, 2012; Waniganayake et al, 2012). Heikka and Waniganayake’s (2011) definition succinctly reflected this duality and conceptualised educational leadership as ‘taking responsibility for the shared understanding of the aims and methods of learning and teaching in young children’ (p. 510).…”