Leadership in Early Childhood Setting

Running head: LEADERSHIP IN EARLY CHILDHOOD SETTING
LEADERSHIP IN EARLY CHILDHOOD SETTING
Name of the Student
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Author’s note

LEADERSHIP IN EARLY CHILDHOOD SETTING1
Introduction
Over few years there had been a substantial interest in the duty of the leaders in the early
years of learning. It had been understood that most of the significant work of a leader in the field
of child psychology, is to provide assistance and endorse a quality learning environment for the
children. Although administrative management are necessary in terms of early childhood
settings, there has been an increasing demand of pedagogical leadership.
The term pedagogy can be referred to as how effective teaching-learning takes place and
the philosophy of practice that helps in learning. Again, Leadership is also defined as the act of
guiding or leading an individual. Any person having a deep understanding about the pedagogy
and early years curriculum can become a pedagogical leader (Coughlin and Baird, 2013).
Coughlin and Baird, (2013) have stated that the main aim of pedagogy, in 21st century
should focus on the capability to the students for challenging the prevailing information to
exercise logics of advent and deconstruction. It should be remembered that pedagogy in the 21 st
century is all about simplicity of the learning description of dichotomized concept of teaching
and learning. It should focus to overthrow the authority, conduit the disciplines and cross the
disintegrations of the axiology, epistemologies, and ontologies in order to surpass the
disciplinary confines and not to remain confined within the visionary learner environment. In
such as environment pedagogical leadership can be considered as an ethical approach, respecting
the values. Pedagogical leaders often influences teaching and learning by fostering engagement
with the family involvement. It ensures reliability to the curricular beliefs of the organization by
using data to assess efficiency of the learning program and meeting the established to optimize
the learning environment (Coughlin and Baird, 2013). There are certain principles that assist the

LEADERSHIP IN EARLY CHILDHOOD SETTING2
pedagogical leaders to build an International culture where the principles have helped the
pedagogical leaders to build an intentional culture. They are- to use a code of behaviour to
support the reflective thinking and review, setting up of professional learning groups, allowing
time to sustain a quality learning environment for both the adults and the children and paralleling
practice.
Neugebauer and Neugebauer, (1998) on the other hand have discussed about four types
of leaders that can be recognized in a child care sector – The Task Master, who emphasizes more
on results with a little emphasis on the relations. They establish clear goals for their programs,
designing a curriculum that can accomplish the goals, closely supervising the implementation of
the teacher’s supervision in the curriculum and a continuous evaluation of seeing how the
curriculum had been working. They follow a downward communication in the form of orders.
Neugebauer and Neugebauer, (1998) have argued over the efficiency of this leadership in
early years settings. Although the task oriented leaders excel at getting their job done, but they
are definitely not renowned for their people skills. An early childhood leaders will inspire and
motivate their team by encouraging team work and commitment to the objectives of the team.
They make a children to feel empowered to do their best. Unlike a task master, a two way
communication is required between the learners and the leaders. A task master tends to ignore
any alternate ideas. On the other hand a motivational leader is an early childhood setting would
always assist in creating the creative juices of the children, flowing.
Neugebauer and Neugebauer, (1998) have emphasised on Motivators that plays a heavy
emphasis on both the relations and the results. They encourage the staffs to regulate self-control
over their own performance. They facilitate an open two way communication system and