Early Childhood Leadership Insights

This assignment delves into the personal perspectives and leadership practices of an early childhood educator. Through a series of interview questions, the document explores their background, motivations, challenges, strengths, leadership philosophy, and the organizational structure of their service. The analysis provides valuable insights into the complexities and rewards of leading in an early childhood setting.

Running head: EDUCATION
Leadership in Early Childhood
Name of the Student:
Name of the University:
Author note:

1EDUCATION
Introduction
The Daisy Early Education Centre1 situated in Melbourne Australia is considered to be
one of the leading Education Centers. The centre is situated in the middle of the residential area.
Jenny Williams2 is the Director Manager of that institution. The institution has four stages
containing various age groups of students which incorporate Nursery (0-17 months), Toddler (1-
2 years), Pre Kindly (3-4 years) and also Kindergarten (4-6 years). Jenny Williams3 is the leader
of this institution and after conducting a personal interview it has been stated that Mrs. Williams
is having a master degree in the field Early Childhood Education (Waniganayake et al. 2012) She
entered the institution as a Kindergarten Teacher who believed in delivering a higher quality
education, from there she took the promotion of a lead Educator. After 15 years of her journey in
the institution, she rose to the position of the Director of the institution (See Appendix). She is
claimed to be from an educational family where her family members acted as teachers. Mrs.
Jenny4 loved her educational field and her love for children took her to this stage of the
institution. Under her, there are also other staffs who are working as a lead educator in this
institution.
The workers of the Daisy Early Education5 centre are fully well structured and each of
the teachers is having a definite role. Mrs. Jenny Williams6 consider the quality of the care
rendered within the institution (Earlychildhoodaustralia.org.au, 2017). She gives
acknowledgement to the care of higher quality from the commitment of the other staffs which
includes training and qualifications (See Appendix). She believes in the knowledge of the staff
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2EDUCATION
members shall be implemented through the quality of the services provided to the children and
their families or the community. She as well believed in the quality education and care that a
child wants from their educators in the centre.
National Quality Standard
The National Quality Standard is the important aspect of the National Quality Framework
which introduces the national parameter for the Early Childhood Education Care (Framework,
2013; Sallis, 2014). The National Quality Framework always sets out a minimum qualification
which is of 50%-50% Diploma to the qualified staff of Certificate 3, child ration to the educator
requirements within the setting of the early childhood. The qualification of the higher
employment is reflected here in the table (See Appendix).
THE STRUCTURE OF STAFF AND THEIR QUALIFICATIONS
Jenny 7
(Diploma , Masters and 15 years of experience as a
teacher in Early Childhood Education).
The Director and responsible for the management
of the institution. Involved in the decision making
policy for the Daisy Early Education Centre
Santana8
(Diploma and masters in Early Childhood
education)
Area Manager, took responsibility for rendering
education to the children
James9
(Certificate 3).
Assistance Educator, giving support to the lead
educators and waging interaction with the children
in order to provide them with higher quality of
education.
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Jasmine 10
(Certificate 3)
Assistant Educator, rendering support to the other
lead educators.
Misty 11
(Certificate 3 and masters in early childhood
education)
Assistant educator, giving support to the other lead
educators in terms of education.
Jessie 12
( Certificate 3 and Diploma in Early Childhood
study)
Lunch float, responsible for maintaining a higher
quality education while the educators are on their
lunch break
Brock 13
(Diploma in the qualification of Early Childhood)
Assistant educator, rendering support to the lead
educators, waging interaction with children in
terms of education
Samantha 14
(Certificate 3 and diploma)
Lead educator, helping out the students in quality
education
Patricia 15
(Certificate 3, early childhood studying)
Assistant educator, rendering help to the other lead
educators.
Morrison 16
(Diploma in early childhood qualification)
Lunch Float, responsible for maintaining a higher
quality education while the educators are on their
lunch break.
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The habits of Mind and implementation
The Habits of Mind is known by behaving intelligently when one does not know the
answer. It describes that having an inclination towards behaving in a more intelligent manner
when one confronts with the problem and the answers that are not known immediately
(Earlychildhoodaustralia.org.au, 2017; Gestwicki, 2013). These types of Habits of Mind are
being performed in the forms of cluster and isolation (See Appendix).
Jenny Williams17 believe in the fact that it is necessary to keep in mind that the behavior
or reactions of the students when they do not have any constructive answers. She along with the
entire believes that elongating the ways through which the knowledge has been produced by the
students rather knowing the ways they reproduce them (Grafton & Grossman, 2015). She trusts
her staff and they want the students to understand and learn the development of the critical
stances along with their other work which includes inquiring, editing, learning and thinking more
flexibly and also develop learning from the perspective of the other person
(Earlychildhoodaustralia.org.au, 2017). The attribution of the human beings is not only to have
information but also believing the ways how they are performing.
The Director believes that the habits of mind believe in the other composite skills and the
past experiences. It indicates, a particular circumstance, a pattern of intellectual based behavior
and she further elaborates that it is up to them to decide what the elements are would be used in a
certain particular time. It requires the level of skills and understanding to carry out the behaviors
effectively and the effects of such use of behavior can be evaluated, modified and implement in
the use of in the future context. The leader of the Daisy Early Educational Centre18 is quite
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inquisitive and she thinks all the ways very sincerely and through the experience that she gained
from her teaching life in this way she keeps on empowering other educators to teach them the
children accordingly (Morrison, 2013).
Advocate
An advocate is meant to be a person who publicly gives support Early or give
recommendation to the other policies. In the Early Education Childhood, advocacy is practiced
by the Leader of the institutions who are teaching there and also the policies which are
recommended who focuses on supporting the group of member and any kinds of policies which
are needed to be supported for the greater good of the institution (Essa, 2012; London, 2012).
Goals of Advocacy
The strategies and plans for the goals of Advocacy include the wellbeing and right of the
childhood in the forefront of the social policy and social discourse. Goals include, the islander
children and young aboriginals who are learning and thriving. The continuous improvement in
the delivery of the childhood care and education and an advocate would always focus on the
education of the early childhood.
The goals of the advocacy suggest and address the other needs of the child and also the
needs of the families, the needs of the other staffs and the owners. Advocacy carries a significant
importance as it tries to reach out all the sectors of providers and which in the end influence the
society and community where the people live in (Essa, 2012; London, 2012).

6EDUCATION
The Director of the Daisy Early Education Centre19 believes in choosing an issue which is
carrying a significant importance or which it seems challenging to her. The issue firstly is needed
to be defined properly. The team needs to be coordinated and accordingly an organizational
meeting is needed to be set up (Essa, 2012; London, 2012). Determination needs to be well
prepared which would focus on the making of a mission statement. Accordingly the goals and
objectives are needed to be set out and a timeline is needed to draw to finish the required goals
and objectives of the institution. Advocating a meeting schedule and as per, the agenda is needed
to be fixed and the maintenance of the daily records is important to take care of. It is important to
publicly recognizing the individuals who rendered support who would win the accomplishments.
Accordingly, the works are needed to be publicized.
Jenny Williams 20practice advocacy through the branches of state and territory.
The advocacy is done on the issues of the state government and enables the process of advocacy
through the various levels. The work of the organization is being supported by the National
Office. The Director further states that an approach based on strong evidence is taken care of and
also they take the decision to inform them about their stand on the rigorous position. They hope
to see that the National Board of Directors is told to act in one of the best interests of the
institution and also should be managed to take and frame out a strategic directions for the
institution.
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Typical Leadership
The Director Jenny Williams21 who is heading the Daisy Early Education Centre22
focuses in practicing a real life leadership. As she has already been a lead educator from the
same institution and altogether she believes in the fact that the wants for the leadership in the
early childhood education and care has always been an import ant priority because there is a link
between the leadership of the high caliber and also looks for the outcomes for children. It has
been pointed out that the early childhood is going through certain transformations and within the
time, it is becoming more complex (Earlychildhoodaustralia.org.au, 2017). These complexities
give birth to the new roles and expansion. The issues and problems are not of use at most of the
times. These complexities and challenges pose a serious threat to the establishment of the
leadership (Rodd, 2012) (See Appendix).
However, an effective leadership is leading to an important success of care settings and
education. Without the presence of committed leaders and their skills, it becomes difficult to give
proper shape to the teaching and the process of learning. Even the opportunity to create the
learning environments based on high quality is being affected poorly
(Earlychildhoodaustralia.org.au, 2017). The Early Education Centre focuses on the development
of the leadership which is linked to the consistency and it needs to be demonstrated in such a
way to bring improvements to the outcomes of the students and educational justice (Marion &
Gonzales, 2013). According to certain researches it has been pointed out that, what exactly a
leadership looks like in the process of childhood settings and accordingly developed the sets of
capabilities on the basis of which the leaders can frame out their leadership plans and implement
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8EDUCATION
accordingly. These are the important capabilities which are needed to be recognized in order for
a typical leader to make the implementation of the leadership more suitable.
The leaders focus on in the learning of the children and development and also wellbeing
of the children. It addresses the right of the children and give respect to the diversities in terms of
positive, constructive and in a more courageous way (Earlychildhoodaustralia.org.au, 2017). It is
the responsibility of the leaders to build connections which are to be based on the connection
with the other families and communities. The capabilities of the Leadership Capability are based
on certain sets of values which incorporate knowledge, dispositions, attributes and skills. These
are the practices which include shared understandings, meanings, goals and also building a
proper learning community and a great team culture which would encourage the partnerships of
the family and community between the managing and leading (Earlychildhoodaustralia.org.au,
2017; Spodek & Saracho, 2014). To say, leadership is an exploration of inquiring and also the
reflection which would provide in making a difference for the children who all are studying. It is
the leader who plays an important role in determining the relations with the students and makes
them useful for a better future to live in.
Conclusion
To conclude it could be stated that the leader Jenny Williams23 is an absolute teacher cum
director as she believes in her staff and the children. She also focuses on the managing of the
student community, performing diverse functions and giving respect to the diverse communities.
She advocated the Child hood care for her own institution and the staff members who are
working under her are quite cooperative. Her inspiring journey from a lead educator to a director
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9EDUCATION
of the institution is long yet she tried her level best to keep the prestige of the institution more
strong.

10EDUCATION
References
Earlychildhoodaustralia.org.au. (2017). What does leadership look like in early childhood
settings? (free article) - Early Childhood Australia. Early Childhood Australia. Retrieved
28 August 2017, from http://www.earlychildhoodaustralia.org.au/our-publications/every-
child-magazine/every-child-index/every-child-vol-18-4-2012/leadership-look-like-early-
childhood-settings/
Essa, E. L. (2012). Introduction to early childhood education. Cengage Learning.
Framework, A. Q. (2013). Australian qualifications framework. Australian Qualifications
Framework Council.
Gestwicki, C. (2013). Developmentally appropriate practice: Curriculum and development in
early education. Cengage Learning.
Grafton, A., & Grossman, J. (2015). Habits of mind. The American Scholar, 31.
London, M. (2012). Leadership and advocacy. Contemporary Issues in Leadership, 10.
Marion, R., & Gonzales, L. D. (2013). Leadership in education: Organizational theory for the
practitioner. Waveland press.
Morrison, G. S. (2013). Fundamentals of early childhood education. Pearson Higher Ed.
Rodd, J. (2012). Leadership in early childhood. McGraw-Hill Education (UK).
Sallis, E. (2014). Total quality management in education. Routledge.

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Spodek, B., & Saracho, O. N. (2014). Handbook of research on the education of young children.
Routledge.
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012). Leadership:
Contexts and complexities in early childhood education.

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Appendix
Personal Background
“I come from a large family of seven children, five of which were born during my father’s first
relationship. My self and sister are both the youngest in our family we shared most of our
growing up together and are still very close.”
“I was born here in Australia however my parents are both from New Zealand.”
“I have one teenage daughter who I have raised mostly by myself, recently I became engaged
and am looking forward to our wedding next year.”
What inspired you to work in early childhood?
“I always wanted to work with children, previously I was employed in retail at a local
department store which I found to be boring and monotonous. An opportunity was presented to
me which gave me my first foot in the door and the beginning to where I am now.”
What do you find challenging within your role? How do you think you were able to
overcome this?
“The paperwork side of things, there is a lot of paperwork”, “Finding reliable staff is always
challenging.” “I have created a daily checklist to act as a guide to prompt me and in regard to
finding staff I communicate regularly with other local directors and share our casual contact
lists.”
What are your strengths and weakness?

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“One of my strengths is openness and the ability to communicate openly with families and staff.
Being an effective problem solver is another strength because on many occasions I have to think
quickly and consider the best way to approach and find a solution to any situation that you might
be faced with. When I first became the director, I was scared of the heavy load of responsibilities
again it was creating a personal checklist helped me overcome this fear.”
How would you describe “being a leader”?
“As a leader, I feel it is important to build staff moral in a confident and nurturing way. I know
what the girls here go through daily, because I was like them beginning with a certificate 3
qualification. I feel their daily struggles with paperwork and providing children with high-quality
education. I try to make time to go into each room and discuss any concerns and offer my
support”
Do you have two “habits of mind” which reflect how you engage with others in your role as
a leader?
“Being honest and having a positive attitude, ability to inspire make informed decisions and
problem solve, confidence in communicating with others is the key.”
What are the most rewarding aspects of being an early childhood leader and manager?
“Being able to create change to make a centre run successfully and the interactions shared with
families and children”
What is the management and organisational structure of this service?
“Head office, regional managers, area managers, centre directors and staff”