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Leadership is an essential resource that informs day-to-day pedagogy and management of early childhood organisations. Based on the authorsa (TM) professional development and research-based activities in a variety of locations including metropolitan, rural and remote regions in Australia, the book draws on established professional networks to capture diverse images and experiences of early childhood leaders. Leadership: Contexts and Complexities in Early Childhood Education is in two parts. The first provides an orientation to the various contextual dimensions of early childhood leadership. These chapters are focused on a "big picturea (TM) issues that give shape to early childhood leadership, and include discussion of early childhood policy, legislative frameworks, quality standards, advocacy, governance and pedagogy. Part two deals with the application of leadership within an early childhood setting. These chapters address perennial areas of importance including the development of sound relationships with families, engagement with community, and the creation of effective workplaces, as well as focus on other relatively new leadership dimensions: social entrepreneurialship, professional judgment and succession planning. Key features: Practitioner voices through out reflect diversity across gender, culture, age and expertise of those working in a range of early childhood contexts. Includes latest policy guidelines for early childhood education and features relevant discussion about social entrepreneurship. To actively involve the reader a "Reflections in practicea (TM) are presented throughout each chapter. These reflective points capture the duality of thinking and doing, an important learning and teaching strategy for readers of this book and will be useful to unpack with a peer and/or as a team.
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Table of Contents

PART 1: CONTEXTS OF LEADERSHIP 1. Conceptualising Early Childhood Leadership Contexts of early childhood leadershipWhat do we know about early childhood leadership?Theorising early childhood leadershipElements of leadership activityIntentional leadershipPivotal role of leadership in early childhood settingsLeadership and ethics2. The Australian Policy Context Why do I need to know about politics? What is policy?The Australian contextGovernment in AustraliaCreating policy from legislationPolicy in the early childhood contextEarly childhood settingsWhy are governments involved in early childhood?Australian government involvement in early childhood provisionThe Australian government's reform agenda for early childhood3. Leading for Quality Quality early childhood education Overview of legal, regulatory and professional accountabilities for early childhood settingsThe national quality frameworkQuality from whose perspective?Professional judgment and professional autonomy: essential tools in an intentional leader's repertoire4. Governance and Management Structures What is governance?Global contexts of governanceEarly childhood management structuresGovernance roles and responsibilities in early childhoodStyle of governanceRole of local government in early childhood settingsGovernance and human rightsBringing together management structures and governance5. Strategic Planning and DevelopmentContextThe many faces of organisational planningThe leader's role in organisational planning and developmentStrategic organisational developmentGetting started-guiding beliefs and valuesDeveloping an organisational visionEvaluationGathering dataIncluding the voices of childrenCollating and analysing the dataIdentifying the goals, outcomes or key result areasDeveloping strategies-getting everyone on boardKeeping the plan aliveMaking mistakes and changing direction6. Pedagogical Leadership Now is the timeThe importance of philosophy in pedagogical leadershipCreating a visionHow can I lead a team to facilitate better learning outcomes for children?Getting started 99What else can I do?7. Leading Intentionally through Advocacy and ActivismThe case for advocacy and activismExploring advocacy and activism: Two types of influenceStarting points for advocacy and activismLevels of advocacy and activismLeading intentionally through advocacy and activismA final wordPART 2: LEADERSHIP IN CONTEXT 8. Power, Professional Judgment and Ethical Practice Intentional leadership as credible and ethicalPower and relationships with childrenPower and relationships with familiesPower and staff relationshipsPower and relationship with the governing body and regulatory authorities9. Effective Workplaces Creating an ethical workplaceApproaches to working with staffBuilding a centre teamMentoring as a leadership strategyStaff policies and proceduresRecruitment, retention and professional learningBuilding the organisational culture and ethos10. Relationships with FamiliesWhat does building relationships mean?Respectful, authentic and professional relationshipsDiversity within relationshipsCollaboration and decision-making processesProfessional boundariesOnline communication 11. Community Engagement What is community engagement?Involving families, staff and the communityWorking with families and agencies in integrated waysNetworking within the sectorNetworking beyond the sectorWorking with the mediaThe leader's role in building connections with the community12. Money Matters The early childhood organisation as a small business enterpriseBasic accounting language, principles and processesLinking legislative and financial accountabilitiesUnderstanding income and expenditure cyclesMaintaining a healthy bottom lineAvoiding pitfalls and managing risksWindows of opportunities13. Social Entrepreneurship and MarketingWhat is social entrepreneurship?Why do early childhood leaders need marketing skills?What is marketing and how does the leader use social entrepreneurship as aframework?RelationshipsPublic relationsFunding proposals 14. Professional Growth and Career PlanningBeing and becoming leadersUnderstanding continuing professional growthWhy is professional learning necessary?Professional learning and support strategiesCareer pathways in early childhoodLeadership specialisationsNovice educators and induction to the professionSuccession planning

About the Author

Manjula Waniganayake is an associate professor at the Institute of Early Childhood, Macquarie University. She is a specialist in early childhood leadership, quality assurance and policy analysis work. Sandra Cheeseman is a lecturer in social policy, management and leadership at the Institute of Early Childhood, Macquarie University.l Marianne Fenech is an Australian Research Council postdoctoral research fellow based at the Children and Families Research Centre, Macquarie University. Fay Hadley is a lecturer at the Institute of Early Childhood, Macquarie University with a major focus on early childhood management and practicum studies. Wendy Shepherd is the Director of the Mia Mia Child and Family Study Centre has more than twenty years of experience in leading early childhood programs. She has consistently contributed to early childhood policy reform as an invited member of key government advisory committees.

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