SOCIOLOGY 10: Early Childhood Leadership and Learning Pedagogy

This report delves into the crucial aspects of leadership and learning pedagogy within early childhood education, examining the interconnections between children's learning pedagogies and effective leadership strategies. It uses observations from provided visual materials to highlight practical examples of these connections. The report explores the importance of leadership in fostering the best needs of children and their families, defining leadership as a process of influencing and motivating. It analyzes the role of teachers in shaping actions, understanding student needs, and implementing liberal and vocational education. It further examines the interlink between pedagogical learning and effective leadership, highlighting how leadership enhances the culture and climate of the workplace. Furthermore, the report discusses situations where leadership thrives and where it faces challenges, as well as the qualities required for effective leadership. It also identifies barriers to effective leadership, such as activist, developmental, and translation challenges. Finally, the report concludes by emphasizing the role of pedagogical leadership in fostering learning environments, providing actionable steps for building a strong foundation for early childhood development.

LEARNING PEDAGOGY
AUSTRALIA
Running Head: SOCIOLOGY 0

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Table of Contents
Introduction....................................................................................................................................2
Learning Pedagogy and leadership strategies.............................................................................2
Interlink between learning pedagogy and effective leadership.................................................3
Situations in which leadership work and in which not..............................................................6
Qualities for leadership.............................................................................................................7
Barriers.......................................................................................................................................7
Conclusion......................................................................................................................................8
References.....................................................................................................................................10

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Introduction
In this report, the meaning and importance of leadership in the early childhood care and
protection will be reflected along with the ability of the teachers to identifying the interesting and
relevant policies regarding the learning pedagogies and healthy leadership strategies for the
children. Learning pedagogy and the strategies relating to leadership will be reflected in this
report with relevant shreds of evidence and examples. Leadership is defined as the process of
getting engaged in various professions, here for meeting the best needs of the children and their
families. Whereas pedagogy related to academy studies the methods of teaching and its main aim
is to achieve the goals of theories of learning and to some extent the philosophy of learning.
Pedagogy is that approach that broadly refers to the theory and practice of learning and there are
different ways of influencing the learners and developing their psychological approach. Whereas
the learning pedagogy or the pedagogy that is related to the academic discipline is that
knowledge, skill or how the interactions take place in the course of learning. Pedagogy is thus
considered as the act of teaching (Daniels, 2016).
Learning Pedagogy and leadership strategies
Teachers need to adopt pedagogy as it helps them in shaping their actions, gives those
judging powers and other strategies of teaching by taking into consideration the theories of
learning. It also helps the teachers to understand the needs, backgrounds, and interests of the
students as individuals. It further includes liberal education i.e. the general development of the
human potentials or the vocational education i.e. imparting acquisition of the specific skills
(Jääskelä, Häkkinen, & Rasku-Puttonen, 2017).
Defining leadership is a very challenging concept. Some say leadership is that process
and responsibility which requires the attention of the multiple roles, functions, and people for

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aligning with and promoting the shared commitments, values, and vision regarding the things.
While the literature reveals that there are millions of definitions regarding leadership. It can be
enacted in various ways and occurs in many forms. The key concepts of the definition of the
leadership are its influence and motivating skills, its follower and the terms, its direction goals
and standards and corporation and collaborations.
Leadership in early childhood today is associated with the collective effort of the
educator’s team who works together to influence and inspire the children rather than depending
upon the single person to take over the job work as a whole by adapting the learning pedagogies.
Therefore the teachers of the early childhood caregivers need to share and discuss their views
regarding the subjects of leadership and teamwork and get opportunities for enhancing their
professional preparations and training for the role and responsibilities of becoming a leader.
Interlink between pedagogical learning and effective leadership
The concept of leadership is trying to influence the strategies of pedagogical learning. It can
be seen that the concept of leadership in early childhood care helps educators to tackle up with
the complexities and opportunities concerning their works. The authentic leadership working for
the early childhood throws their attention on the following point’s i.e.
 Providing emotional and intellectual commitments to the educators and their families.
 Awakes, challenge and stimulate the thinking and reflecting processes.
 Making the visions relied upon the enhanced future.
 Personal lives and professional careers are enhanced.
 Transform the culture and climate of the workplace etc.
Leadership is associated very clearly with the qualities which strengthen the qualities,
behavior, and values through their inspirations, public relations which are politically sensitive.

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Hence improving the leadership is directly related to and focuses on the strategic developments
of the pedagogical learning helps, in fostering the trust culture, develops openness for learning,
encourages and stimulates learning, developments relating to the personal lives of the educators
and their families for the growth and development 0o the child, etc.
All the above statements can be proved via examples clearly seen in the given pictures
Here the children are taught to
meditate so that minds could
become sharp and they can
concentrate upon things in a very
better way. All these practices are
to be in built in the children right
from their childhood. This pedagogical learning schemes are to be framed in the children which
could only be done through well improved leadership qualities of the teachers.
Children here are being taught together in a
group and this can help in developing the
coordination and cooperation between them.
This condition helps the educators to develop the
child and its mentality and enhance them to
become better humans.
This strategy can only be adopted by the
efficient leaders and can enhance the pedagogical learning in the children.

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This picture the children are made to sit together and play games. This helps them to get
socialized and increases
interactions between them.
This is also a very good
strategy adopted by the
educators which helps the
children to develop into the
better human beings as they
are considered as the ultimate future of each nations.
All the above examples and the video given by the student in the requirement file helps the
children to develop in a very healthy manner. This is a very good pedagogical learning
implemented by the qualified leaders.
According to Kagan and Bowman there are five distinct areas for enacting the
responsibility of leadership in the early childhood education pedagogies which is as follows first
is administration i.e. day to day service management. Second is pedagogical i.e. the curriculum
where the children learn, develop and grow as independent humans. The third one is the
community i.e. implanting services in the context of the local areas. Forth is conceptual which
means bringing change by creating new ideas, taking innovative steps and initiatives for the
betterment and the last one is the advocacy i.e. promoting and protecting the rights of the
children and their families (Darling-Hammond, 2017).
Ways of creating leadership in early childhood

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It is concerned with the creation of the communities by working together and providing
quality of services to the children, learners, and their families. This can be done in the following
ways
 Inspiring others by sharing values, visions, ideas, and thoughts;
 By setting role models and good examples for the learners to adapt to things faster;
 Influencing others for contributing to preparing creative early childhood care plans.
 By making teams, and getting administered into well-organized, association and
enclosure of services, etc. (Rodd, 2012).
Situations in which leadership work and in which not
There are various situations in which leadership works and also those in which it does not
work or experiences difficulties. For example, at times the culture of the leader may not match
up with that of the team. Like in a situation where the entire team wants to focus psychologically
on the people and their needs as individuals and their relationship, whereas the leader may be
somewhat task-oriented or for the betterment of the organization. Leadership may also not work
in case of mismatch i.e. the principal and the other teachers in the preschool may show different
values and views and not even share the same vision and therefore they may have differing goals
for their services. It may not work in the case where there are task-oriented leaderships i.e. a
mismatch between the nature of the task and the evident style of the leaders. For example for
completing a task particular style and format may be required as well as there may be some
timelines for finishing it. Like for funding, some goal-oriented leaders are required and other
tasks require professional educators for the discretion of the task (Wanigayanka & Manjula,
2012).

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Thus for providing effective leadership in early childhood care, the leaders need to have a very
clear vision regarding the future and prepared with a proper action plan to reach that goal. They
must also have gained the educators and the family's commitments and cooperation. There must
be a proper balance between the needs of the individuals and the work is done.
Qualities for leadership
There are three key aspects basically for developing the leadership skills for framing the
base of early childhood development i.e. first is sound knowledge, second is fostering the
presence of interpersonal skills very effectively and the third one is being consistent with the
literature. The teachers are required to remain sophisticated, irrespective of any situation, they
must understand the importance of the leadership skill they have and must never get out of their
ways or give judgments based on presumptions and assumptions. Knowledge can be attained
through experience which comes up with time and continuous indulgence of the educators with
the families and the other service providers within the community. Interpretational skills can be
enhanced by raising the monitoring abilities, getting implemented with the changed policies and
properly assessing with them. Consistencies come along staying or taking up the role of
advocacy in the community continuously and influence and promote the children to participate in
more numbers in all the programs held up in the schools and the community where they live
(Jonesboro & Arkansas, 2018).
Barriers
The challenges faced by the education leadership while building up all the levels of an
organization are as follows
The activist challenge i.e. barriers may occur in the values and principles which may
further reflect the reality of choices made in the systems of classrooms and it may occur if the

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school works on the presumption that students can learn things at different places and has no
built-up systems for the development of the students.
 Development challenge i.e. the untapped potential of the group which is not developed
yet.
 Translation challenge i.e. the current set of ideas and set of shifts that are not explained to
the students must be made in an organization.
 Maintenance challenge i.e. the leaders and educators must focus on all the broader
abilities and ideologies of teaching and learning which allows the specialists to stay
focused on a coherent instructional vision.
 Creativity challenge i.e. here, a new occasion gets raised which gives the group a window
to discover new ways of thinking and doing things in the confidence of making a
permanent and lasting change for the institution.
 Crisis challenge i.e. here the challenge of unexpected things are faced due to changes in
the circumstances (Wolking, 2017).
Conclusion
Thus to conclude, it can be said that pedagogical leadership provides the ways for
thinking about the learning together with the adults. The pedagogical leaders can implement
upon the ideas of questioning and inspiring and growing the practices which are intentionally
helpful in bringing lives in the early childhood frameworks. (Coughlin & Baird, 2012) The
following are the four steps taken by the pedagogical leaders for building a foundation are as
follows one use of protocol which can reflect and support thinking and inquiries. Second, setting
up of professional communities for learning. The third is the provision of sufficient time to the
teachers and the students to cope up with the things and the last one is paralleling practices.

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References
Coughlin, A. M., & Baird, L. (2012). Pedagogical Leadership. Retrieved from London Bridge
Child Care Services & Kawartha Child Care Services:
http://www.edu.gov.on.ca/childcare/Baird_Coughlin.pdf
Daniels, H. (2016). Vygotsky and pedagogy. London: Routledge.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from
international practice? European Journal of Teacher Education, 40(3), 291-301.
Jääskelä, P., Häkkinen, P., & Rasku-Puttonen, H. (2017). Teacher beliefs regarding learning,
pedagogy, and the use of technology in higher education. Journal of Research on
Technology in Education, 49(3-4), 198-211.
Jonesboro, & Arkansas . (2018, January 17). What Does It Mean to Be a Leader in Early
Childhood Education? Retrieved from Arkansas State University Academic Partnerships:
https://degree.astate.edu/articles/k-12-education/being-a-leader-in-early-childhood-
education.aspx
Rodd , J. (2012). Leadership in early childhood (4th ed.). UK: McGraw-Hill Education.
Wanigayanka, & Manjula. (2012). Leadership : contexts and complexities in early childhood
education / Manjula Waniganayake,Sandra Cheeseman, Marianne Fenech, Fay Hadley,
Wendy Shepherd. Oxford : Oxford University Press.
Wolking, M. (2017, August 15). 6 Education Leadership Challenges and How to Address Them.
Retrieved from Education Elements: https://www.edelements.com/blog/6-education-
leadership-challenges-and-how-o-address-them