Leadership and Advocacy

Leadership and advocacy is significant for providing correct and accurate direction to individuals in order to successfully and effectively conduct required tasks in a more appropriate manner.

Leadership and
advocacy
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Table of Contents
Title - Leadership and advocacy.............................................................................................................3
REFERENCES.........................................................................................................................................10
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Title - Leadership and advocacy
Leadership and advocacy is significant for providing correct and accurate
direction to individual in order to successfully and effectively conduct required task in
more appropriate manner. Leadership and advocacy can be describe as the two of
more complex components of work for all the teachers and educators in the starting
of educational and care environment of childhood. It has acknowledged that the
leadership practices during childhood learning and eduction includes the formal
position. This type of practices are majority related to teacher or educator. (Rodd,
2013). As the process of leadership, it is promoting the improvement of the quality of
early childhood education (Storlie and et.al., 2019). This essay aims to criticize and
analyse the concept of leadership correlate to working in early childhood settings
with three relevant readings and personal reflection to support it. Since technology
and digital resources show an indispensable part for all children in their development
and learning, early childhood professions must have the responsibility to advocate
and be prepared to use appropriate technology to young children. Follow by an
achievable advocacy plan that able to undertake in this specific area, which
cultivates an excellent learning environment for all children.
Leadership can be described as a vital component of a high-quality early
childhood program. The leadership practices during primary childhood education
sector can be summarised as a significant process of developing that positive
environment. There is no doubt that the majority of people often think about this with
immature children, but leadership also means developing a environment that is
positive as well as strength-based for every person with in the program. It raised a
question about how to model leadership position so that people are performing their
real best self to this specific field. The leader can be describe as a person who is
supporting at imitating stage of childhood professional as well as shares a
complementary method to proceed with the changes that lead to the expected
prospect (Smylie and Eckert, 2018). It accentuates the importance that finds the way
that clear and intentional as leaders. It has been determined that advocacy during
imitating stage of childhood is significant for improving as well a enhancing the lives
of different child along with their families. This is helpful in influencing the legislation
as well as creating policies for correctly performing child care practices. There is
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always a significant gap between where we are and where we want to go in early
childhood settings. We could apply the most appropriated procedures in terms of
strength to encourage teachers and educators to become committed and passionate
and being intended in their daily work. Leadership is not only considered to a specific
style or approach but also with the nature of relationships between the leaders and
followers (Moreillon, 2018). There are various ethical obligation in the early childhood
professionals while advocated for child with families through virtue of their role and
responsibility. This will lead to impact of health and well being of the individual child.
Leaders in the early childhood education field will need to expand their
understanding of the specific role in the larger community and consider the national
vision for the early childhood years. Leadership models need to be drawn upon the
accumulative capability and passions of those early childhood professions, and it
means both internal and external members as well as associates supply frameworks
that accomplish the quality outcomes (Rosenbach, 2018). According to
Stamopoulos’ research study 2 (1996-2001), most of the employee who determined
the specific changes as the optimistic approaches among the working environment
which include the direction or leadership as well as intensive in order to aid
structures and other relevant internal and external resources. However, the teachers
and educators who have experienced inefficient supports tend to have a different
opinion about this matter. Most of them have arisen the concerns and criticised
about those leadership and guidance approaches in the early childhood
environment, and commanding that it is necessary to have internal and external
supports in the organisation. It is crucial that leaders have strong relationship with
child and their family member in order to successfully and effectively required
practices. This will assist in gaining trust as well as effectively conduct set of
activities in more effective and accurate manner. This relation will help in providing
accurate advice and suggestions for correctly functioning of business.
The pedagogy of leaderships encourages early childhood teachers and
educators when they feel threatened and not respected for who they are, also
supports the beliefs in their mind are always right for young children. Moreover, it
helps people in the early childhood sector feel self-esteemed and flourishing and
sparkle the light of their strengths. The critical skills of leadership could be the broad
range, but it is vital to start with strength-based communication. Evans and Stone-
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Johnson (2010) highlight that effective communication is the way that leaders inspire
teams and create a centred learning environment to make this happen. They need to
be an inspirational leader who is embracing positive aspects and the good that the
leader sees in everyone. Therefore, they cannot have positive actions and outcomes
unless they are positive and affirmative and everything that they do with staff. It
could be achieved by finding ways through staff or individual meetings, reflective
practices, engagement with parents. To find a way that everyone sees the leader
has seen them as successful will switch that, and will help teams and individuals to
grow in the direction of the vision.
Moreover, it is highly recommended to conduct a well-structured interview
with the managing directors, teachers, educators and other assistant staff for their
perception of leadership. Because every organisation needs to consider the equation
of leadership with management, as well as to identify the role of directors as the only
leaders of early childhood settings (Nomm, Albrecht and Lovelock, 2020). It stresses
the fact that pedagogy of leadership is embraced as a vison across any service and
program, as it is arduous for an individual to blossom as a pedagogical leadership if
the actual environment is not supportive. Therefore, the vision of the organisation is
all about the leadership of early childhood professions is to create the strength-
based environments that rich with learning for all children. It mixes with people
stories and actions along with that will help the pedagogical leaders create that
transformation and bring people together and moving in that direction.
The teacher's role is critical in making sure that the right choices are made
about which technology and digital resources to use and in encouraging children in
their adoption of technologies to ensure that the potential benefits are accomplished
(Oliva and Alemán, 2019). Educators should take a detour to estimate and determine
the designed software in the knowledge of principles of children's improvement as
well as learning practices and need thoughtfully understand the individual child's
need when choosing the digital resources to recognise both possibilities and
dilemmas and make the appropriated implementation. The approaches of adopting
the appropriated digital resources are similar to finding suitable reading books in the
early childhood setting, and educators continuously make determinations about what
the appropriations in different age groups, individualities and diversity cultural
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(Lopez-Perry, 2020). In order to increase the interest of individual child in new and
innovative technology it has been determined that proper direction needs to be
provided. This is significant for increasing the information and understanding about
the digital technology techniques so that they can use it in proper manner. Moreover,
those activities that happen with digital technology in complement with relevant tasks
often evaluation by early childhood professionals. These accepted teaching and
learning practices need always be following the intention when choosing and
adopting the latest technologies in early childhood settings.
New technology and digital sources play significant role in early childhood
practices. This is helpful in enhancing the skills and capabilities of individual with the
motive of providing more accurate information. There are different techniques and
software that can be consider for increasing childhood care and provide more
accurate advisory to individual. One of the essential components of the technology
and digital resources represented in the statement is connected to young children’s
learning and intellectual development (Speciale and Goodrich, 2020). It ensures that
technology and digital resources have been applied with appropriated goal for
teaching and learning, which including language improvement and other skills such
as arts and maths. It has also intimated that the high level of recognition of adopting
technology and interactive media resources, with the rising number of early
childhood teachers and parents are acknowledging that there was growing of access
to the well-designed software and devices by children in the early childhood
education. This perception has also enhanced the accessibility of digital resources
for both educators and parent, and they are aware of how to implement those
technologies in the teaching and care. The digital technologies also help with
children in their cognitive skills and sensory development at an early age which has
been proved by scientific research. By adopting the technology and digital resources,
the toddlers could be able to strengthen the functional skills and enrich their
capabilities of acquisition. Despite that, the result of applying digital sources for
example electronic books and learning videos is based on the its use. Where as
inappropriate use can lead to not appropriate results.
Despite that, it has unexpected outcomes by inappropriate adopting media
resources, such as electronic storytelling books and videos with nursery rhymes and
kids songs in early childhood education, as children might be addicted to watching
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the screens (Garner and McCarron, 2020). The learning of language and literacy
skills are certain areas that digital resources can act as a significant function. It raise
the child’s communication skill and also empowers every child to reflect the
information that is gathered from online resources to sensory and other basic
learning skills. Besides, the toddlers in their early age could learn how to mimic and
simulate the correct actions by involved in the latest technologies and online learning
programs. There has a rising number of early childhood settings started to combine
digital resources and technologies with other teaching activities, and it could
definitely improve the process of teaching and learning among both children and
educators to accomplish the daily tasks much easier. The usage of electronic
technology application can extend the interest of child is significantly impact on what
they get involved in the learning activities and practices. Most of the early childhood
professions addressed that the language skill that requires the toddlers to be
concentrated on the learning resources when they start to learn. There is no doubt
that most of the child below age six may tend to feel bored or lose their patient when
learning activities are quick, particularly when they do not interest in it. Those
technological tools including the touch screens tablets and pads have developed the
functions that children could always attract with pictures, sound effects, and
impressions which empowering them to experience the comprehensive learning
practices (Hege and et.al., 2020).
There has an increasing number of concerns about the use of technology and
digital technology and sources in early childhood settings. Early childhood
professionals have raised the holistic point of view about whether children should be
encouraged to use digital devices, especially health matters and physical
development. Nevertheless, these concerns have been considered by minimising the
time that children continually spend on digital devices, including the iPad or tablets.
Parents and educators in the early childhood environment are highly advised to
monitor the amount of time that children spend on it versus the outdoor activities.
Parents also need to be aware of the significant efforts and observe the utilisation of
resources related to digital technology among every child to facilitating the
appropriated usage (Gibson and et.al., 2018). The relevant organisations, such as
the Early Childhood Obesity Prevention has provided suggestions that designate that
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toddlers should be only allowed a maximum of one and a half hour to use the tablet
or pad.
It is essential for developing and creating correct action plan which will assist
in using digital resources and technology. Through effective action plan an individual
will be able to get proper direction and successfully attain desired goals. As a pre-
service early childhood teacher with Information and Communications Technology
background, I will collaborate with the parents as well as other people during the
initiating stage of childhood setting or continually proponent for effective and
technology resources for immature child. The use of applications of technology
within early childhood education is conclusively and responsibility for the early
childhood teacher, and it is necessary to devote additional effort to assure that the
software in teaching environments reflects and enhances children’s cultural diversity,
languages, and other facts (Teasley, 2018). In my perspective, early childhood
teachers should actively select software and media tools that promote positive social
values. It is crucial that selection of software is accurate as it will lead to have major
impact on building interest of child at early age. Media tool or software which
promotes positive social values needs to be consider as it will lead to have
significant impact on mindset of individual child during early age. Childhood
educators needs to increase the active participants of child with the technological
world. Professional training and continuous support is required as it will significantly
impact on making effective choices regarding the digital technology. Through this we
can know how to use technology or digital sources in learning and teaching
environments for all children. Following are a list of an achievable advocacy actions
based on my current and the future state that could be involved in appropriate
technological software in early childhood settings:
- Encourage correct and equal access to digital technology to all toddler along
with families, especially for those child who have essential requirements.
- Choose, incorporate and analyse the digital software and international
software techniques in the accurate manner, providing properly care and
focus to the accurateness on the child’s capabilities and real experience.
- Select the technology applications and digital resources that promote positive
representation of gender, cultural diversity, multilingual, and abilities.
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- Finalise balanced activities during the children programs, recognise that
digital resources such as high technology and interactivity will be admirable
techniques is considered intentionally with child.
- Endorse software developers to program previewing of software and digital
tools more accessible for parents, early childhood teachers and educators;
- Promote leadership in order to make sure equal access to digital resources or
interaction digital sources to different child within their proper attention as well
as families or parents.
- Have a strong commitment to providing information to parents and other
adults about the beneficial and appropriated way of use software toward
young children.
From the above report it has been concluded that the concept of leadership
in the early childhood setting and proposed technology and digital sources as the
various opportunities for advocacy that is easily accessible early childhood teachers
and educators. The accessible action advocacy plan focuses on the targeted goals
of teachers to identify the appropriate use of technology or innovative practices
which the motive of increase the knowledge or growth of individual children. As early
childhood professions, we should advocate for improvements in certain areas to
provide that ensure more equitably to both children and families. Besides, it is
essential to offer intellectual stimulation as well as issues during the pre service as
well as in service during eduction. This is significant for providing proper support or
assistance to activity resistance driving enhancing the existing childhood problems.
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REFERENCES
Books and Jounals
Storlie, C.A., and et.al., 2019. Making room for leadership and advocacy in site
supervision. Journal of Counselor Leadership and Advocacy. 6(1). pp.1-15.
Smylie, M.A. and Eckert, J., 2018. Beyond superheroes and advocacy: The pathway
of teacher leadership development. Educational Management Administration
& Leadership. 46(4). pp.556-577.
Moreillon, J., 2018. Maximizing School Librarian Leadership: Building Connections
for Learning and Advocacy. ALA Editions. Available from: American Library
Association. 50 East Huron Street, Chicago, IL 60611.
Rosenbach, W.E., 2018. Contemporary issues in leadership. Routledge.
Nomm, A.H., Albrecht, J.N. and Lovelock, B., 2020. Advocacy and community
leadership as functions in national and regional level destination
management. Tourism Management Perspectives. 35. p.100682.
Oliva, N. and Alemán Jr, E., 2019. A muxerista politics of education: Latina mother
leaders enacting educational leadership and policy advocacy. Educational
Policy. 33(1). pp.67-87.
Speciale, M. and Goodrich, K.M., 2020. A case study of state-level leadership in the
American West. Journal of Counselor Leadership and Advocacy. 7(1).
pp.82-98.
Hege, A., and et.al., 2020. Advocacy and Action in Appalachia Aimed at Adverse
Childhood Experiences: The Watauga Compassionate Community Initiative.
In Handbook of Research on Leadership and Advocacy for Children and
Families in Rural Poverty (pp. 125-148). IGI Global.
Gibson, D.M. and et.al., 2018. The construction and validation of the school
counseling transformational leadership inventory. Journal of Counselor
Leadership and Advocacy. 5(1). pp.1-12.
Teasley, M.L., 2018. A renewed commitment for leadership in school social work
practice.
Garner, P.W. and McCarron, G.P., 2020. Developing leadership in early childhood
education and care through the integration of theory, policy engagement,
and advocacy. Journal of Early Childhood Teacher Education. pp.1-18.
Lopez-Perry, C., 2020. Transformational leadership and the big five personality traits
of counselor educators. Journal of Counselor Leadership and Advocacy,
pp.1-15.
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