Leadership in early childhood education: The case for pedagogical praxis

Abstract

In this conceptual paper we examine the context of early childhood education and care (ECEC) in England and the underpinning predominant ideologies to explore how these impact on the framing of leadership. The English context entails several contradictions (antinomies) at ontological, epistemological and axiological levels and is heavily influenced by an ideological struggle concerning the value of play within the sector as opposed to a climate of child performativity. Moreover, the predominately female workforce (a factor itself) has faced relentless changes in terms of qualifications and curriculum reforms in the recent years. With the introduction of the graduate leader qualification [Early Years Teacher Status (EYT)] a vast body of research has been seeking to conceptualise what leadership means for ECEC. In this paper we argue that these attempts are helpful and contribute to this discourse of leadership, but we need to think of it not only abstractly, but practically as well. Thus, we conclude, our (re)conceptualisation of leadership should locate it as pedagogical praxis after evaluating the inherent deep dispositions of leaders in conjunction with their history, surrounding culture and subjective perspectives/realities.

“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

“…Another recent conceptualisation views leadership as pedagogical praxis defined by the key features of knowledge, theory, practical wisdom, craftsmanship and action (Palaiologou & Male, 2019). Praxis is morally informed and comprises empirically determined effective leadership practices such as good communication, critical reflection, collective vision-building and development of learning communities (Coleman et al, 2016; Siraj-Blatchford & Manni, 2007).…”

“…Praxis is morally informed and comprises empirically determined effective leadership practices such as good communication, critical reflection, collective vision-building and development of learning communities (Coleman et al, 2016; Siraj-Blatchford & Manni, 2007). Furthermore, praxis ideally integrates administrative obligations with ‘socially just’ leadership practice to ensure children’s right to high-quality ECE (Palaiologou & Male, 2019).…”

“…The study, however, revealed new insights into the emergence of leading and the practices of socially-just leadership that upholds children’s rights. Socially-just leadership practices were found to be interdependent and were constantly reshaping to generate morally informed, purposeful leadership praxis (Palaiologou & Male, 2019; Wilkinson et al, 2010). Figure 1 illustrates the interdependence of the practices of emerging and positional leaders and the organisational arrangements that continually shaped those practices.…”

“…Should these challenges continue, the supply of effective early childhood leaders may be threatened. Without early childhood leaders, the fundamental purpose of early childhood education may be subjugated and therefore children’s rights to high-quality early childhood education could be compromised (Palaiologou & Male, 2019; Penn, 2019).…”

The role of early childhood pedagogical leaders in schools: Leading change for ongoing improvement

“…Despite conclusive evidence on the importance of play (see Yogman et al, 2018), children's right to play and to initiate learning are being compromised. Consequently, teachers are left struggling with the ethical dilemma of whether to afford children these rights or comply with school and system pressure for formal learning (Palaiologou & Male, 2019).…”