Leadership in ECEC: Developing and Enacting a Personal Philosophy

This essay delves into the multifaceted aspects of leadership within early childhood education (ECEC). It begins by defining leadership, drawing upon module content and associated readings, and explores various leadership styles such as constructivist, transformational, and invitational leadership. The essay further presents a personal leadership philosophy, reflecting on relevant theories and emerging ideas of leadership, and how they apply to the author as an ECEC professional. It emphasizes the importance of advocacy, lifelong learning, and inclusive practices. Finally, the essay discusses the practical enactment of this philosophy in an early childhood setting, focusing on creating an inclusive environment that values diversity and promotes equity, using frameworks like the NQF to challenge biases and stereotypes.

Running head: LEADERSHIP
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Name of the student:
Name of the university:
Author note:

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Discussion of leadership in early childhood setting:
Leaders in the field of early childhood education enter the profession with a profound
love for children. Their experiences and key skills, like that of patience, organization, as well as
flexibility, enable them not only to develop a perfect working environment for the staff, children
as well as their guardians. These attributes also enable them to gather the expertise to overcome
any challenges (Stamopoulos & Barblett, 2018). The early childhood leaders need to work with
confidence, creativity and flexibility. This may range from understanding different forms of
ethical frameworks, that help in management of the changes and from quality assistances to that
of collaboratively working among teams, families and even wider community, (Stamopoulos &
Barblett, 2018). Such leaders need to embrace diversity and in turn utilize diversity as strength
in developing cultural sensitivity among children, staffs and parents. They also should introduce
new innovative ideas obtained from each cultural background in the workplace for a better
development of the workplace and also the children. Effective leadership in the early childhood
settings remain mainly focused on effective communication as well as rapport development
among children, teachers, parents as well as community. This is important in order to guide them
in developing skills and knowledge that ensures every individual to work beyond their potential
and reach the goals set for each of them for their betterment. Hence, in order to become effective
leaders in early childhood education, one must need to develop the above mentioned attributes to
achieve success in their workplace.
One of the leadership styles that can be discussed in regards to early childhood education
is the constructivist leadership. Studies describe the theory of social constructivism as the theory
that explains that the social world develop out from the social interactions with that of their
culture and the society. In simple worlds, every interaction taking place among the people can be

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taken as the opportunity for expanding the knowledge base of the individual (Long et al., 2016).
Such leaders are seen to focus on development of the concept among children without pointing
them as right or wrong but influences them to develop their own perceptions through continuous
guidance. In this way, the little children are not just advised about the rights and wrongs, but they
are rather discussed in ways by which children get their own answers by continuous discussion
on the topic. Not only for the students, is this form of leadership also beneficial for leading staffs
and guardians. Constructivism by nature is a shared experience and constructivist learning
attaches meaning to the process of learning as it does to the acquisition of new knowledge. By
this, it is meant that journey is important as that of the destination (Nuttal et al., 2018).
Another form of leadership that is also found to bring out positive impacts in the settings
of early year education is transformational leadership. A leader in the early year childhood
setting who switches to the transformational leadership style needs to understand how he or she
can effectively influence the ways the different tasks are perceived among the followers in the
settings. Such leaders are seen to inspire the followers by making them feel like they are
autonomous as well as important towards the larger cause (Stamopoulos & Barblett, 2018). The
leader following this style of leadership can influence the staff as well as the guardians by
idealized influence where they inspire change by engendering loyalty and trust among the
followers with the help of positive behavior and charisma and intellectual stimulation where the
leaders walk an extra mile in creating an environment in the childhood setting where staff
develop awareness of the needs of the settings an children and are encouraged to meet them
(Sims et al., 2015). Another leadership trait is individualized consideration where the leader
shows the tendency in prioritizing the individualized view of the staffs, the parents as well as
also the non-academic staffs. They treat each member as a separate person having unique views,

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skills, talents and motivations that can help the setting to flourish. Another trait is inspirational
motivation where they motivate the followers to meet the set goals, achieve the mission and
work beyond their potential to reach the goals. Such leadership style allows all staffs and parents
to participate completely in transforming the setting to a desired one by working beyond
potential and meet the desired goals (McDowall Clark, 2012).
Another form of effective leadership style is the invitational leadership style. This has
been developed by William Purkey and Betty Siegel. This leadership style is found to be a
perfect blend for several types of leadership values, qualities and principles. The model is seen to
shift its focus from that of emphasizing dominance and control by the leaders to that of
connectedness, communication as well as cooperation. This form of leadership aims in sending
positive messages for people making them feel valued, able, and responsible and worthwhile.
The messages are often delivered with the help of the institution’s programs, policies, physical
environments and practices (Nicholson et al., 2016). They are referred as the P’s of the
invitational leadership. Studies have found out that when such leadership is implemented, the
elements of this leadership combine and help in creating an environment which is efficient,
conducive and cohesive in learning. Such leaders are seen to invite everyone like that of parents,
academic and non-academic staffs and others who have the stake in the success of the school in
participating and hence, synergy is generated as all work towards the common goal.
It has been found that effective leadership is important for success of the education and
care settings. Skilled as well as committed leaders can not only shape teaching and maximize
learning, but they also help in creating and sustaining a high-quality learning environment
(Palaiologou et al., 2016). ECA has become successful the set of capabilities on which the early
childhood educators and school leaders can frame their professional leadership plans. These

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capabilities on which the leaders should focus on how to make development, learning and well-
being the core focus, address the rights and hour of the diversity of the children in positive,
courageous and constructive manners, develop respectful, trusting and nurturing and equitable
relationships with children, parents and other staffs and many others. Collaboratively developing
a culture of ethical inquiry and creating a community of learners are also important to become
effective leaders (Lewis & Hill, 2012).
One form of leadership style as proposed by Wheatley is where the leadership is linked
with interconnectedness, creativity and even thinking beyond the individual (). She had
challenged the aspiring leaders in embracing spiritual dimensions of their lives as well as works
and thereby acknowledges all the elements of emotions. This form of leadership focus on
developing connectedness among the different stakeholders embracing the human spirit letting
go off the controlled self and acting like machines and being more nurturing. Sinclair had
proposed that leaders need to move away from the concept of self-ego and practice letting go of
the self-more and not striving to constantly improve oneself and develop assertiveness that are
important managerial skills. Leaders in the early childhood setting should never try to control
others and never try to judge themselves with the hope of becoming better leaders (Sinclair,
2007). She is of the opinion that letting go of the self as well as the personal narrative can help
the leaders in allowing them to be with others without looking for any form of gratitude and
having a sound and balanced sense of themselves with a healthy but not dominating ego (Hard,
2011).

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Personal philosophy of leadership:
I have experiences of a number of years in both managerial and leadership roles in the
early year childhood education settings. Over the years, I have got various opportunities by
which I have developed skills in almost all areas of child care management and even in office
administrations. These are often seen to include curriculum planning as well as staff supervision
and rostering, effective teamwork and even policy development. Effective development of
different types of philosophies, mission as well as vision statements, documentations of the
development of children and even challenges and achievements are also handled by me
effectively during the time of my candidature in that of the BECE at Swinburne University, I
have been able to gain a significant insight about the importance of advocacy in leadership
position. Advocacy is important for ensuring the health and well being of not only children and
families and also ensuring the various needs of the children to the authority to gain support and
help in providing them better secured future.
As per the social constructivist approach explained as an effective leadership style, I also
believe that this style has positive impacts on the early year education setting successfully. My
practice has been also influenced by this approach of Lev Vygotsky who although have followed
many of the assumptions of Piaget regarding the ways children learn but have put more focus on
the influences of the social context of the early year childhood setting. My personal philosophy is
based more on the discussion laid by Vygotsky which in contrast to Piaget opines that older
children and teachers play an important role in learning as like that their families and
communities also do. Therefore, I believe that families and communities should be made an
active part in decision making as they can provide the tools of the culture that would include
social contexts, cultural history as well as language. However, this approach does not necessarily

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mean not including children as children also need to be made important part of the whole process
(O'Gorman & Hard, 2013).
I am highly committed to the idea of lifelong learning and believe it to be an important
trait in becoming an early childhood educators. Therefore, I constantly try to engage myself in
observational practices and involve myself in reflection based learning. I reflect on the leadership
traits that I have applied in different situations and then reflecting on them to find out my
wellness and strengths so that I can become expert leaders for future. Often observational
learning has helped me develop knowledge about the psychology of parents, children, staffs and
others and hence advocate for them in better manner for the psychological health of children and
families experiencing difficulties.
Discussion of enactment of my philosophy of leadership in the workplace
One of the most important philosophies that I would try to follow in the early year
education setting is ensuring an inclusive practice where I could ensure the rights of inclusion for
different types of families as well as children. Families and children coming from different
backgrounds, ethnicities, races, socio-economic classes, religion and other need to be provided
equal scope and opportunities of participation and none should feel the need to be silenced with
the fear of being rejected by others (Rodd, 2013). My leadership abilities need to modify the
working staffs in such ways so that they go beyond their potentials in ensuring developing
comfort and active participation of parents and children so that they do not feel discriminated or
avoided. Waniganayake et al. (2017) had discussed about the importance of ensuring equity and
inclusion in the early year education so that the children from the very beginning of their lives
learn to become tolerant and respect all cultures and societies without judging others. Therefore,

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just as the suggestion of the researchers, I would like to choose the framework of NQF as the tick
box and can truly as well as deeply engage within the requirements for working towards a vision
for the inclusion and respect. I will lead the other members and staffs of the schools to continue
using NQF as the tool for challenging the biases and thereby breaking down stereotypes within
the curriculum and whole of centre practices.
Another very important aspect of my leadership skill is to develop educators in ways by
proper transformative leadership traits that make them exerts in handling children needs and
cooperating and collaborating with parents for better service delivery to them and making them
feel involved. I would implement workshop opportunities in mentoring and supporting educators
in developing relationships and interaction with the children and assist them through play and
leisure based programs. I would also guide them in drawing on the strengths of the educators in
developing professional skills and confidence and helping them in assessing their own learning. I
would also guide them and motivate them to participate in reflective learning regarding policies,
practices and programs. Talking to families about education programs should be also encouraged
by me to the educators (Semann & Soper, 2012).
Following Vygotsky, I would try to undertake the social constructivist approach where I
would focus more on the development of a culture of working where only focus is not provided
to biological development of the child only but also help them to feel related to their culture,
societies and others. Moreover, my approach should be such that even parents feel included and
needed in the school settings for the development of their child. I would help the educators to
maintain a number of attributes to achieve bets outcomes in such situations. I would help them in
developing their communication and interpersonal skills, knowledge of leadership theory and
effective use of leadership styles and possessing critical thinking skills inducing the ability for

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analyzing and challenging conventional practices and ideas. Leaders should help them in
providing as sense of purpose and direction and the ability to influence with a commitment in
learning and participating in professional learning opportunities (Australian Children’s
Education and Care quality authority, 2018)

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References:
Australian Children’s Education and Care quality authority (2018), The Role Of The
Educational Leader, Australian Children’s Education and Care quality authority,
Retrieved from: https://www.acecqa.gov.au/media/26531
Hard, L. (2011). Leadership in early childhood education and care: Facing the challenges and
embracing new possibilities. Retrieved from:
https://louisehard.files.wordpress.com/2012/12/leadership- in-ecec.pdf
Lewis, J. & Hill, J. (2012). What does leadership look like in early childhood settings? Every
Child, 18(4) 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/
Long, S., Souto-Manning, M., & Vasquez, V. (Eds.). (2016). Courageous leadership in early
childhood education: Taking a stand for social justice. Teachers College Press.
McDowall Clark, R. (2012). ‘I've never thought of myself as a leader but…’: The early years
professional and catalytic leadership. European Early Childhood Education Research
Journal, 20(3), 391-401. doi:10.1080/1350293X.2012.704762
Nicholson, J., & Maniates, H. (2016). Recognizing postmodern intersectional identities in
leadership for early childhood. Early Years, 36(1), 66-80.
Nuttall, J., Thomas, L., & Henderson, L. (2018). Formative interventions in leadership
development in early childhood education: The potential of double stimulation. Journal
of Early Childhood Research, 16(1), 80-91.

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O'Gorman, L., & Hard, L. (2013). Looking back and looking forward: Exploring distributed
leadership with Queensland Prep teachers. Australian Journal of Early Childhood, 3(3),
77.
Palaiologou, I. (Ed.). (2016). The early years foundation stage: Theory and practice. Sage.
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NSW: Allen and Unwin.
Semann, A., & Soper, R. (2012). Pedagogical leadership: exploring new terrain and
provocations. Reflections, 47, 16-17.
Sims, M., Forrest, R., Semann, A., & Slattery, C. (2015). Conceptions of early childhood
leadership: Driving new professionalism?. International Journal of Leadership in
Education, 18(2), 149-166.
Sinclair, A. (2007). Leadership for the disillusioned. Moving beyond myths and heroes to
leading that liberates. Allen and Unwin: Sydney.
Stamopoulos, E. , & Barblett, L. (2018). Leading early childhood pedagogy and practice (Ch. 3,
pp. 59-84). In Early childhood leadership in action: Evidence-based approaches for
effective practice. Crows Nest, NSW: Allen & Unwin.
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leading for
quality (Ch.3). In Leadership: Contexts and complexities in early childhood (2nd ed., pp.
42 - 59). South Melbourne, Vic.: Oxford University Press. Retrieved from:
https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=5199525

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