Project Report: Global Leadership and Sustainable Futures in ECEC

This project report explores the importance of global leadership and sustainable futures in Early Childhood Education and Care (ECEC). It examines the pedagogical approaches to sustainability leadership and change within ECEC settings, focusing on how these approaches can nurture future sustainable leaders in children. The report highlights the importance of sustainability values and beliefs, distributed leadership, and the role of educators in fostering environmental ethics. It also addresses challenges faced by ECEC in implementing leadership and change, such as organizational support, fast-paced management, and inadequate role models. The project aligns with the Early Years Learning Framework (EYLF) and National Quality Standard (NQS), aiming to improve learning outcomes and promote social sustainability. The report emphasizes the need for constructivist pedagogy and transformational leadership models to create lasting change and empower children to become active and responsible citizens.

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 1
ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES
Name:
Student number:
Subject title:
Subject code:
Assessment title:
Word count:
Contents

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 2
The Importance of Global Leadership Issues and Sustainable Futures in ECEC............................3
Context for the project..........................................................................................................................5
Project Outline.......................................................................................................................................6
Challenges..............................................................................................................................................8
Outcomes................................................................................................................................................9
Future possibilities...............................................................................................................................10
References............................................................................................................................................11
The Importance of Global Leadership Issues and Sustainable Futures in ECEC
According to Wood et al., (2014) sustainability is a way of studying the functionality
of natural systems and how it remains diverse and produces all the requirements for the ecology

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 3
to remain in balance. Sustainability development addresses the developments that meet the
present needs without compromising the future generation abilities and meeting their own needs.
Sustainability is important to the community as it enhances better standards of healthcare and
education, promotion of gender equality, tackling of the effects of climate change and other
environmental factors that can interfere with people’s health. Sustainability also acknowledges
the concept of nature owning certain rights and the importance of positioning people at the lead
of solving all global issues. Leadership plays a critical role in the education sector for future
sustainability which contributes to various impacts on childhood education (Gibson, 2013).
Therefore, the paper examines the importance of issues of global leadership and sustainable
futures, the pedagogical approach to sustainability leadership, and change for a more sustainable
community ECEC.There are various advantages ofglobal leadership issues and sustainable
futures in ECEC which include sustainability values and beliefs and sustainability leadership.
Teachers enhances sustainability values and beliefs to student and community at large.
Teachers who are ecologically aware can start to ratify change by understanding their roles as
sustainability leaders within their communities. However, sustainability is perceived differently
by different people and groups as earlier mentioned in the article. However, beliefs and values
geared towards sustainability are different in major ways, with ECEC having a disadvantage of
being a values-laden and complex concept. Behaviors and actions may look different practically
due to a wide range of beliefs and values geared towards sustainability between different groups
which are interested. ECEC has a role of supporting children in the shaping of their values to
become citizens who are active and towards an environmental ethic in order to build a more
sustainable society, with knowledge alone being insufficient to alter their behavior. Values such
as the well being of others, justice and rights are core values in the interaction of children in pre-

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 4
school (Johansson, 2009). The aspect also depends on a sense of responsibility and personal
motivation resulting from a personal environmental ethic development. When beliefs and values
about sustainability-related issues are strong, they become part of the identity of the teacher and
provide a motivation which is personal to incorporate those values into their teaching.
According to Gibson (2010) leaders who are sustainable are guided by the beliefs and
values grounded in their nature connectedness and other human beings and are engaging their
efforts to make changes towards a sustainable world and support other people to do the same.
The approach they make use of goes past their personal interests to ethics which are personal
through the belief that they can be in a position to make change individually or as a group, hence
teachers who are guided by such kind of beliefs possess the ability to become sustainability
leaders within their center. Early childhood has an advantage in that it provides a sustainability
context for leaders to emerge. It was found out that leadership which is distributed was effective
in providing contexts through which teachers could become leaders, as the sector is required to
practice teaching through a team approach.
The responsibility for change leadership is not bestowed on the leadership position in a
model that is distributed, but rather draws on the abilities and strengths of every individual
involve dint he setting, while at the same time recognizing that every person is able to make a
change if they work together as a group, as a team, and in a manner that is collaborative. When
leadership is distributed among all members of the group, a natural gift can occur within a center
if teachers were encouraged to delegate more effort in the creation of their own visions and
goals, with sustainability becoming a value that was at the epitome of teaching basis (Gibson,
2010).

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 5
Context for the project
The main aim of the project is to examine global leadership issues and sustainable futures
in ECEC by keenly following the early years learning framework (EYLF) in order to determine
practices, principles and outcomes which support and sustain learning in young children from
birth to five years and their school transition. The project focuses on section area 5 of the
national quality standard (NQS) which focusses on relationships which exist between community
and children and gives families and services a better understanding of providing care and
education to the children.
For the social sustainability, ECEC has upgraded the curriculum and adherence to
sustainable leaders to attain their goals and missions of bringing active and responsible children
in future. According toFleet, Soper, Semann & Madden (2015) the suitable and experienced
educator should lead the curriculum development and ensure clear goals establishment and
expectations for learning and teaching. Despite the leadership opportunities emerging in ECEC
and changes taking place while trying to develop child become sustainable leaders in the
community, many educators have not yet established leadership in themselves and their
profession although they undertake duties of leadership. Furthermore, there are leaders within
ECEC who are reluctant leaders just appointed to manage positions by their years of service or
high qualified person irrespective of leadership experience, attributes and ability to lead.
The reason for the reluctant leadership results from being less viable than others, for
example, school teachers and lack of status of educators within ECEC hence impacting educators
view of themselves as leaders with the potential of leading the children by example. According
to Paustian-Underdahl (2014) traditional perceptions of leadership are hierarchical, historically

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 6
male dominance and positional but the models may not represent high feminized ECEC context.
As the sustainability is evolving, requirements continue to be formalized and therefore ECEC
needs to develop the necessary skills to lead to organizational change. According to Cumming,
Sumsion & Wong (2015) there is the impetus that early childhood educators are feeling
empowered to articulate their leadership practices in the wider community with pedagogical
leaders beginning the development of leadership practices as they build on their managerial
experience and responding to policies imperatives.
Project Outline
The project goals is improve the improve learning so as to bring out future sustainable
leaders in children. The goals is in contrast with EYLF goal of enriching and extending children
learning as well as helping educators to provide children with opportunities exploration so they
can maximise learning potentials and establish basis for future leaderships and success. The
project explains the goals by determining a pedagogical approach to education for
sustainabilitythat nurtures leadership and change
In poor countries, children often experience hostile environment while children living in
rich countries live on a privileged orbit (Penn, 2009). It is predictable that for ECEC to be action
change effective for the future, pedagogy needs constructivist theory reinforcement and should
“change to transformational model from the transmission model” (Wals, 2014). Similarly,
sustainability leaders adopt an approach which is reinforced by the transformational model and
can result to a deep shift in beliefs and values within the individual that alters their worldview
(Mcmillin&Dyball, 2009). The pedagogical approach considers engages learners in experimental
learning and considers all elements of sustainability in the environment.

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 7
The pedagogical approach provides children with opportunities to gain knowledge, learn
alongside others, and develop their beliefs and values while engaging sustainability issues or
hands-on environmental learning. Education found ‘in’ the environment has improved the ability
of children engaging in the environmental activities whereas “about” the environment is
associated with children gaining environmental issues knowledge while ‘for’ the environment
means training children on ways of enhancing change which is guided by the knowledge and
experience they have gained(Harris, Mishra & Koehler, 2009) The three concepts: education
‘for’, ‘in’ and ‘for’ are educated dependably.
Education ‘for’ environment considers that bringing the issue to the knowledge of the
children and engaging them in the environment is not enough. According to Beetham & Sharpe
(2013), knowledge in isolation might be associated with an increase in children’s anxiety and the
feeling of having a sense of being powerless concerning the environmental state. Furthermore,
education ‘for’ the environment enhances children’s chances of developing critical thinking
skills, discussing various issues, and developing action change and the ability to make a decision.
Teachers support and lead children to be aware of the environmental issues around them
and develop a set of values which lead them into making changes and gaining skills in the
performance of an action that is democratic and one which must have positive impacts in the
near future. Furthermore, the competence of action has always had an ability to teach learners
from childhood to adulthood, with young children having the ability to understand environmental
issues and imply changes in their lives as well as influencing their families (Gambino, Davis &
Rowntree, 2009).

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 8
A pedagogical approach such as ‘for’, ‘about’ and ‘in’ the environment provides even
teachers with a greater opportunity of becoming sustainability leaders. According to Ferdig
(2007), a sustainability leader possess a learning and inquiring spirit, developing a deeper
understanding of challenges and solution while encouraging people around them to follow in
their footsteps. Engagement in education ‘for’ environment creates a sustainability scope for
teachers to work with children, families, and colleagues in a collective and collaborative manner
to understand sustainability issues and bring a solution to the issues.
Challenges
The field of ECEC faces specific challenges and barriers in the ratification of leadership
during a time of change in America. The challenges required strong leadership for the guidance
of ECEC teams towards a successful outcome for families and children. The challenges include
organizational support and complex change, fast-paced managing, poorly compensated and
isolated leaders, and inadequate role models in the field. Leadership which is effective in ECEC
requires the willingness of working with educators with the intention of supporting and leading
(Askell-Williams & Murray-Harvey, 2016). The unavoidable challenge for ECEC is the required
time so that the pedagogical leaders could take their roles effectively. Although there have been
some role models for ECEC leadership throughout history, there has been a generally felt
scarcity of such individuals. Pedagogical leaders in ECEC also experience isolation and
separation since many centres are located separately, with chances being that they have very
little social or professional attention.

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 9
Outcomes
Early Years Learning Framework (EYLF) has been found to be a National Quality
Framework (NQF) key component for Early Childhood Development and Care (ECDC). The
developers of EYLF have been established to be the territory and state governments of Australia
with input from the sector and academics of early childhood. Sumsion, Barnes, Cheeseman,
Harrison, Kennedy, and Stonehouse (2009) state that EYLF has incorporated consultation
process feedback which includes case-study trials, online forum, focus groups, national forums
for public consultation, and two national symposiums. The framework has been established to
offer a vision where children experience engaging and building-for-success learning. The
framework has been designed so that the services for early childhood will be aimed for the
development specific strategies which are their own so as to implement its objectives.
The link between ECEC and strong leadership leads to the better outcome of better
outcomes for children. The sustainability has led to child-outcome quality standard improvement
including social interaction and physical environment that improves the present and future well-
being of the children. The development of different pedagogical approaches and ECEC
components has led to the integration of education for sustainability into early childhood and
application of pedagogical practices of staff(Hart, 2013). The teaching of pedagogies in early
childhood has involved interactive approaches to learning which have promoted the ability of
children engagement within the learning experiences as teachers listened to children’s ideas.
Furthermore, the children have engaged themselves with discussions which help them to support
their learning and development of a culture of understanding as both teachers and children

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 10
worked together and learned about taking care of environment within the local community
through a variety of projects.
Future possibilities
In future, childhood sustainability will contribute to better relationships between children,
educators, and the community, to support ECEC frameworks. It is also anticipated that ECEC
teachers will get better remuneration in their field, and be offered support by the general outer
community (Bradbery, 2013). Research should be conducted to deeply analyse the role of ECEC
leaders and teachers, and the requirements of such educators and leaders in terms of ECEC.
In conclusion it’s clear that raising awareness is an appropriate way of encouraging
sustainability practices and may create thinking change towards the culture of ECEC in early
childhood sustainability. Consequently, there is a need for leaders with sustainability belief and
passion to facilitate a change that transforms the education culture to embrace the values of
ECEC. According to Sidiropoulos (2014), change comes from a strong leadership background
and center management with personal motivation for creating a culture that has ECEC. When the
motivation is shared effectively, it will create opportunities for children to become sustainable
leaders in future as it creates a platform where distributed model of leadership can occur and
individuals hold responsibilities for programs aspects that interest them and may lead to change
that builds on principles of sustainability.
Depending on whether the change of cultures occurs from within the ownership,
organization or management, the sustainable leader’s will need a strong belief with motivation to
engage others and an effective understanding of the best pedagogical approach for sustaining

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 11
change within the Centre culture so they can be able to support the children to become
responsible citizens in the community.

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 12
References
Askell-Williams, H., & Murray-Harvey, R. (2016). Sustainable professional learning for early
childhood educators: Lessons from an Australia-wide mental health promotion initiative.
Journal of Early Childhood Research, 14(2), 196-210.
Beetham, H., & Sharpe, R. (Eds.). (2013). rethinking pedagogy for a digital age: Designing for
21st century learning. Routledge.
Bradbery, D. (2013). Bridges to global citizenship: ecologically sustainable futures utilising
children's literature in teacher education. Australian Journal of Environmental Education,
29(2), 221-237.
Cumming, T., Sumsion, J., & Wong, S. (2015). Rethinking early childhood workforce
sustainability in the context of Australia's early childhood education and care reforms.
International Journal of Child Care and Education Policy, 9(1), 2.
Elliott, S. (2014). Early childhood education for sustainability and natural outdoor playspaces.
Research in early childhood education for sustainability: International perspectives and
provocations, 127-142.
Ferdig, M. A. (2007). Sustainability leadership: Co-creating a sustainable future. Journal of
Change Management, 7(1), 25-35.
Fleet, A., Soper, R., Semann, A., & Madden, L. (2015). The role of the educational leader:
Perceptions and expectations in a period of change. Australasian Journal of Early
Childhood, 40(3), 29.
Gambino, A., Davis, J., & Rowntree, N. (2009). Young children learning for the environment:
Researching a forest adventure. Australian Journal of Environmental Education, 25, 83-
94.

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 13
Gibson, M. L. (2010). Leadership for creating cultures of sustainability. In Young Children and
the Environment: Early Education for Sustainability (pp. 76-103). Cambridge
University Press.
Gibson, R. B. (2013). Why sustainability assessment? In Sustainability Assessment (Vol. 3, No.
17, pp. 3-17). ROUTLEDGE in association with GSE Research.
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content
knowledge and learning activity types: Curriculum-based technology integration
reframed. Journal of Research on Technology in Education, 41(4), 393-416.
Hart, R. A. (2013). Children's participation: The theory and practice of involving young citizens
in community development and environmental care. Routledge.
Mcmillin, J., &Dyball, R. (2009). Developing a whole-of-university approach to educating for
sustainability: linking curriculum, research and sustainable campus operations. Journal of
Education for Sustainable Development, 3(1), 55-64.
Paustian-Underdahl, S. C., Walker, L. S., &Woehr, D. J. (2014). Gender and perceptions of
leadership effectiveness: A meta-analysis of contextual moderators. Journal of applied
psychology, 99(6), 1129.
Penn, H. (2009). International perspectives in participatory learning. Participatory learning in
the early years: Research and pedagogy, 12-25.
Sidiropoulos, E. (2014). Education for sustainability in business education programs: a question
of value. Journal of cleaner production, 85, 472-487.
Sumsion, J., Barnes, S., Cheeseman, S., Harrison, L., Kennedy, A., & Stonehouse, A. (2009).
Insider perspectives on developing belonging, being & becoming: The early years

ISSUES OF GLOBAL LEADERSHIP AND SUSTAINABLE FUTURES 14
learning framework for Australia. Australasian Journal of Early Childhood, 34(4), 4-
14.
Wals, A. E. (2014). Sustainability in higher education in the context of the UN DESD: a review
of learning and institutionalization processes. Journal of Cleaner Production, 62, 8-15.
Wood, R., Stadler, K., Bulavskaya, T., Lutter, S., Giljum, S., de Koning, A. &Simas, M. (2014).
Global sustainability accounting—developing EXIOBASE for multi-regional footprint
analysis. Sustainability, 7(1), 138-163.